Week: 01
Period: 01

Preparing date: 03/09/2023
Teaching date: 06/09/2023

UNIT: HELLO
Lesson 1: COUNTRIES AND NATIONALITIES (pp. 4-6)
I. Objectives (learning outcomes):
By the end of this lesson, students will be able to:
a. Knowledge:
-learn/review vocabulary about countries and nationalities.
-learn/review structures to ask and answer about countries and nationalities.
b. Core competences & language skills:
-enhance Ss' language skills
-develop Ss' collaboration.
-improve Ss' communication and other skills
c. Personal qualities:
- be collaborative and supportive in pair work and team work.
- love their countries and their communities.
II. Teaching aids:
- Teacher's aids: student book and teacher's book, class CDs, IWB software,
projector/interactive whiteboard /TV (if any), Powerpoint
- Students' aids: Student's book, notebooks.
III. Procedures:
A. Warm-up (3 minutes)
a. Objectives: to introduce the new lesson; to get students' attention at the beginning of the
class by discovering the content of the lesson.
b. Content: introduction of the new lesson
c. Expected outcomes: Ss can have a general idea about what they are going to learn in
the unit
d. Competences: communication, collaboration, synthesizing skills
e. Organization:
T's Activities
Ss' Activities
Content
- Have Ss read through the Unit -Work in pairs What's in this unit?
objectives on page number 4
- Read
- Vocabulary: countries, nationalities, sports,
family members, appearance, numbers,
characters.
- Ask Ss to close their books
-Talk to a
- Grammar: articles, can, subject personal
and work in pairs to share what partner
pronouns, possessive adjectives, to be, have
they can remember about what
got, possessive case, adjective, imperative.
they have just read
- Reading: Friends around the world.
- Speaking: greetings, introduce yourself/
others, presenting a family, describing people,
asking about telephone numbers.
- Have some Ss share what
-Present to the - Writing: a blog entry
stays in their minds to the
class
- CLIL: The UK
whole class
B. New lesson: (37 minutes)
1. Activity 1: Vocabulary (25 minutes)
a. Objectives: to help Ss revise and expand vocabulary about countries and nationalities.
b. Content: vocabulary about countries and nationalities
c. Expected outcomes: Ss can remember and expand vocabulary about countries and
nationalities, improve their pronunciation and use them in the real situation.
d. Competences: communication, collaboration, synthesizing skills and creativity

e. Organization:
T's activities

Ss' activities

Content
Vocabulary: Countries and nationalities

- Ask Ss to look at the map and
then give them time to match
the countries on the map to the
list of nationalities.
- Check Ss' answers around the
class.
- Play the video for Ss and elicit
their comments.

- Play the recording with pauses
for Ss to repeat chorally and/or
individually.
(Teacher can read and ask Ss to
repeat)
- Check Ss' pronunciation and
intonation.
- Explain the task.
- Ask two Ss to model the
example dialogue.

- Ask Ss to work in pairs and
act out similar dialogues for the
people on the map.
- Monitor the activity around
the class.

- Look at the
map and then
match the
countries on
the map to the
list of
nationalities

Task 1. Look at the map. Match the
countries on the map to the nationalities.
1 Canada – Canadian
2 the UK – British
3 Australia – Australian
4 South Africa – South African
5 the USA – American
6 New Zealand – New Zealander
7 Brazil – Brazilian
8 Vietnam – Vietnamese
9 Russia – Russian
10 Spain – Spanish
11 Egypt – Egyptian
12 Greece – Greek
13 Turkey – Turkish
14 Argentina – Argentinian

- Practice
saying the
vocabulary.

Task 2. Look at exercise 1, listen and repeat

- Act out
dialogues and
practise
countries and
nationalities.

Task 3. Act out dialogues as in the example.
A: Where's Ann from?
B: She's from Canada. She's Canadian.

- Practise the
structure with
different
information.

A: Where's John from?
B: He's from the USA. He's American.
Suggested Answer Key
A:Where's Lino from?
B:He's from Brazil. He's Brazilian.
A:Where's Camila from?
B:She's from Argentina. She's Argentinian.
A:Where's Liz from?
B:She's from the UK. She's British.
A:Where's Maria from?
B:She's from Greece. She's Greek.
A:Where's Igor from?
B:He's from Russia. He's Russian.
A:Where's Quang from?
B:He's from Vietnam. He's Vietnamese.
A:Where's Rosa from?
B:She's from Spain. She's Spanish.
A:Where's Ahmet from?
B:He's from Turkey. He's Turkish.
A:Where's Omar from?
B:He's from Egypt. He's Egyptian.
A:Where's Simba from?
B:He's from South Africa. He's South African.
A:Where's Helen from?
B:She's from Australia. She's Australian.
A:Where's Martin from?
B:He's from New Zealand. He's New

- Ask Ss to complete the
sentences about themselves.
Elicit answer from Ss around
the class.
(we can change the countries to
the province/ city/ district)

- Practise
speaking by
using their
own
information.

Zealander.
Task 4. Complete the sentences.
I'm from Vietnam (country).
I'm Vietnamese (nationality).

2. Activity 2: Reading (15 minutes)
a. Objectives: to read for gists and consolidate comprehension of a text.
b. Content: Reading a passage called Friends around the world
c. Expected outcomes: Ss can use language to talk about someone's background in
different contexts.
d. Competences: reading skills (scanning and skimming), adaptation, analytical and
critical thinking skills, presentation skill.

e. Organization:
T's activities

Ss' activities

Content

Reading:
Task 1. Look at the pictures. Where is
each person from? Listen and read to find
out.

- Ask Ss to look at the pictures
and elicit Ss' guesses of where
each person is from.
- Play the recording. Ss listen
and read and find out.

- Listen and read
for gist.
- Read and find
out the
information

- Give Ss time to read the text
again and mark the statements
according to what they read.
- Check Ss' answers.

- Read the text
and find the
information to
complete the
task

Task 2. Read the text. Decide if the
sentences are R (right) or W (wrong).

- Play the video for Ss and elicit
their comments.

- Work in
groups and
finish the task.

Task 3. Complete the personal profiles.
Choose a person and present him/her to
the class.
Name: James Age:11 years old
Nationality: Canadian
From (city/town/village): Stittsville
Country: Canada
Sports: martial arts

- Allow Ss time to review the
text and complete the personal
profiles.
- Check Ss' answers on the
board.
- Ask various Ss to choose a
profile and present the person to - Present in front
the class.
of the class

Answer Key:
Vicky is from Sydney, Australia. Jill is from
Wellington, New Zealand. James is from
Stittsville, Canada. Alicia is from Worcester,
South Africa.

1 Vicky is 10 years old.
2 Jill is good at tennis.
3 James is Canadian.
4 Alicia can play tennis.

W
R
R
W

Name: Jill
Age: 11 years old
Nationality: New Zealander
From (city/town/village): Wellington
Country: New Zealand
Sports: tennis
Name: Vicky Age: 11 years old
Nationality: Australian
From (city/town/village): Sydney
Country: Australia
Sports: basketball

Extra Activity
- Tell Ss you are going to read
out information from one of the
profiles in Exercise 3 but will
include a mistake. Ss have to
listen and correct the mistake
you have made.
e.g. T: Vicky is 11 years old.
She's from Canberra. She's
Australian.
Team A S1: She's from Sydney.

Name: __________ Age: 10 years old
Nationality: South African
From (city/town/village): Worcester
Country: South Africa
Sports: basketball
Suggested Answer Key
Vicky is 11 years old. She is from Sydney,
Australia. She is Australian. She can play
basketball.

C. Consolidation (3 minutes)
- Vocabulary about countries and nationalities
- Structures to ask and answer about countries and nationalities
D. Homework assigned (2 minutes)
- Learn new words about community services.
- Write four sentences about community services near their house/ neighborhood.
- Do exercises in the workbook (page 4)

Reflection:

1. What did I like from the lesson?
2. What should I improve in the next lesson?
-

Week: 01
Period: 02

Preparing date: 03/09/2023
Teaching date: 06/09/2023

UNIT: HELLO
Lesson 2: SPORTS (pp. 7-9)
I. Objectives (learning outcomes):
By the end of this lesson, students will be able to:
a. Knowledge:
- learn/review vocabulary about sports and family members.
- learn/review subject personal pronouns/ possessive adjectives.
- learn/review about verb to be.
b. Core competences & language skills:
- develop Ss' collaboration.
- improve Ss' communication, critical thinking and other skills.
c. Personal qualities:
- be collaborative and supportive in pair work and teamwork.
- love their countries and their communities.
II. Teaching aids:
- Teacher's aids: student book and teacher's book, class CDs, IWB software,
projector/interactive whiteboard /TV (if any).
- Students' aids: Student books, notebooks.
III. Procedures:
A. Warm-up: (5 minutes)
a. Objectives: to introduce the new lesson and set the scene for Ss to acquire new
language; to get students' attention at the beginning of the class by means of enjoyable
and short activities as well as to engage them in the steps that follow.
b. Content: Task 4 (Completing the gaps)
c. Expected outcomes: Ss can have a general idea about sports and the verbs associated
with them (play, do).
d. Competences: communication, collaboration, synthesizing skills

e. Organization:
T's activities

Ss' activities

- Ask Ss to look at the sports in
the pictures and then use the
verbs 'play, do' to complete
the gaps.
- Check Ss' answers.

- Read the text and
complete the gaps.

Content
Vocabulary: Sports
Task 4. Complete the gaps. Use play
or do.
1. play football
2. do martial arts
3. play basketball
4. do gymnastics
5. play tennis

B. New lesson: (35 minutes)
1. Activity 1: (15 minutes)
a. Objectives: to present modal verb can (affirmative, negative, interrogative and short
answer) and introduce SS some linkers to link the ideas.
b. Content: Modal verb can and a blog
c. Expected outcomes: Ss can review modal verb and practise writing a blog
d. Competences: communication, collaboration, critical thinking and synthesizing skills,
creativity

e. Organization:

T's activities
- Present can. Say, then write
on the board: I can play

Ss' activities
- Listen and take
note

Content

Task 5. Read the table. Ask and

football. Underline the word
can and explain that it shows
that we are able to do sth.
Say, then write on the board:
I can't do martial arts.
Underline the word can't and
explain that this word shows
that we are unable to do sth.
- Ask Ss to read the table.
Point out that can/can't is the
same in all persons.
- Ask Ss to ask and answer in - Work in pairs to
pairs following the example
complete the task
using the sports in Exercise
4.
- Monitor the activity around
the class.

- Read out the Note! box and - Listen and take
explain the linkers
notes
(and, or) to Ss. \
- Ask various Ss to tell the
class what their partner can
and can't do using and, or.

- Work in pairs to
make the sentences
with can, can't

- Ask Ss to complete the
profile about themselves.
- Demonstrate the task
presenting yourself. (Hello!
I'm An and I'm 12 years old.
I'm from Hanoi, Vietnam. I'm
good at basketball.)
- Allow Ss some time to
complete the task using
linkers. Check Ss' answers.

- Complete the
profile individually
- Talk about
themselves

answer questions about the sports in
Exercise. 4.

- affirmative
I/ You/ He/ She/ It/ We/ You/ They
can play tennis.
- negative
I/ You/ He/ She/ It/ We/ You/ They
can't do gymnastics.
- interrogative & short answers
Can I/ you/ he/ she/ it/ we/ you/ they
ride a bike?
Yes, I/ you/ he/ she/ it/ we/ you/ they
can.
No, I/ you/ he/ she/ it/ we/ you/ they
can't.
Eg: A: Can you play football?
B: Yes, I can./No, I can't.
Suggested Answer Key
A:Can you do martial arts?
B:Yes, I can./No, I can't.
A:Can you play basketball?
B:Yes, I can./No, I can't.
A:Can you do gymnastics?
B:Yes, I can./No, I can't.
A:Can you play tennis?
B:Yes, I can./No, I can't.
Note!
Linkers: and, or
and: link similar ideas
or: link two or more alternatives
Task 6. Tell the class what your partner
can/can't do.
Eg: Peter can play football, basketball and
tennis. He can't do martial arts or
gymnastics.
Suggested Answer Key
Tom can play football and tennis. He can't
do gymnastics or play basketball.
Sara can do gymnastics and play football.
She can't play basketball or do martial
arts.
Writing (a blog entry about yourself)
Task 7. Complete the profile about
yourself. Then complete a blog entry
about yourself (about 30 words).
Name: An
Age: 12 years old
Nationality: Vietnamese
From (city/town/village): Hanoi
Country: Vietnam
Sports: basketball
Suggested Answer Key
Hello! I'm An and I'm 12 years old. I'm
from Hanoi, Vietnam. I'm good at
basketball.

2. Activity 2: Grammar (20 minutes)
a. Objectives: to present personal pronouns/ possessive adjectives and revise verb “Be”
b. Content: grammar rules and exercises of Subject personal pronouns/ possessive
adjectives verb “be”
c. Expected outcomes: Ss can revise personal pronouns/ possessive adjectives, verb “be”
and use them in the real situation.
d. Competences: communication, collaboration, critical thinking and synthesizing skills
e. Organization:
T's activities
Ss' activities
Content
Subject personal pronouns/Possessive
- Read out the Note! box.
- Read, listen and
adjectives
- Present the subject pronouns. take notes
Note!
- Ask Ss to read the theory.
• We use it for animals and things.
Ask Ss to go through the
• We use they for people, animals or
cartoon and identify the words
things.
in bold (I: subject personal
subject personal
possessive
pronoun, my: possessive
pronouns
adjectives
adjective). Then, explain the
I
My
task and read out the example.
You
Your
He
His
She
Her
It
Its
We
Our
You
Your
They
their
- Give Ss time to complete the - Complete the task Task 1. Read the table. Then match the
task and then check Ss'
individually then
sentences.
answers. One student reads out share with their
1. I am Tony.
the first part of the sentence
partners
2. You're Australian.
and another student reads out
3. He's Alan.
the second part. Ss can be in
4. She's 12.
open or closed pairs.
5. It's my book.
6. Paul and Mary are British.
a. Their teacher is Mr. Brown.
b. Its colour is black.
c. His friend is Laura.
d. Your friend is Australian, too!
e. My friend is Eric.
f. Her name is Amy.

- Explain the task.
- Allow Ss some time to
replace the words in bold.
- Check Ss' answers.

- Complete the task
individually and
then share with
their partners

Answer key:
1. e 2. d 3. c 4. f 5. b 6. a
Task 2. Complete the gaps with the
correct subject pronoun or possessive
adjective.
1. Julie and I are friends. Our home is in
London.
2. This is Mario and Lyn. Their friend is
Rosa.
3. We're Greek. Our friends are Greek,
too.
4. This is Tom. He is from Canada.
5. Jane is from the UK. She is 10 years

old.
- Explain the task.
- Allow Ss some time to
choose the correct words in
bold and complete the
sentences using the colourcoded pictures.
- Check Ss' answers.

- Complete the task
individually and
then share with
their partners

- Present the verb 'to be'.
Write on the board: I am
White. I'm White. Present the
full and contracted forms of
the Present Simple affirmative
of the verb 'to be'.

- Listen to teacher
and take notes

- Ask Ss to read the table and
then explain the task and read
out the example.

- Complete the task
individually and
then share with
their partners

- Allow Ss time to complete
the task and check Ss'
answers.

Task 3. Look at the pictures. Read the
sentences (1-5) and choose the correct
item. Then complete the gaps with the
correct words (A-E).
1. I'm Julie and this is her/my
_________________ .
2. This is Jake and this is his/your
bicycle.
3. I'm Anna and this is my/his brother
Ben. This is your/our guitar.
4. This is Jessica and this is her/its
watch.
5. Tim and Paul are friends and this is
your/their ball.
The verb to be
affirmative
I am ('m)
You are ('re)
He/She/It is ('s)
We/You/They are ('re)
negative
I am not ('m not)
You are not (aren't)
He/She/It is not (isn't)
We/You/They are not (aren't)
interrogative short answers
Am I …?
Yes, I am./No, I'm not.
Are you …?
Yes, you are./No, you aren't.
Is he/she/it …?
Yes, he/she/it is./No, he/she/it isn't.
Are we/you/they …?
Yes, we/you/they are./No, we/you/they
aren't.
Task 4. Read the table. Complete the
gaps. Then match the sentences (1-6) to
the sentences (a-f).
1. Pam isn't 10 years old.
2. They aren't (are) Spanish.
3. I 'm ('m not) British.
4. We are (aren't) Russian.
5. London isn't in the USA.
6. You are (aren't) 12 years old.
a. We aren't (are) Australian.
b. I 'm not ('m) Canadian.
c. It is in the UK.
d. She is 12.
f. You aren't (are) 10.
g. They are (aren't) Brazilian.
Answer key:
1.d 2. f 3. b 4. a 5. c 6. e

- Explain the task and read out
the example.
- Give Ss time to complete the
task.
- Check Ss' answers.

- Read and answer
the questions
- Work in pairs

- Explain the task and give Ss
time to complete it.
- Check Ss' answers.

- Use their own
information to
complete the task

- Explain the game and
monitor the class

- Take part in the
game to review the
lesson

Task 5. Read the text. Complete the
questions, then answer them.
Hi! I'm Peter Knowles. I'm 10 years old
and I'm from the USA. This is my best
friend, Kate. She's 11 years old. Our
favourite sport is tennis.
Answer key:
1. Is Peter from the USA? Yes, he is.
2. Is he 11? No, he isn't.
3. Are Kate and Peter best friends?
Yes, they are.
4. Is Kate 11 years old? Yes, she is.
5. Is basketball their favourite sport?
No, it isn't.
Task 6. Make sentences that are true
about you. Use the affirmative or
negative.
Suggested Answer Key
1 I am/am not 15 years old.
2 My best friend is/isn't from Greece.
3 My favourite sport is/isn't tennis.
4 My friends are/aren't 14 years old.
5 Our favourite colour is/isn't green.
6 I am/am not good at tennis.
The contractions game
Ss need to learn the contractions as they
are very commonly used when speaking
English.
One simple activity you can do is to tell
Ss you are going to say sentences. If the
sentence is in the contraction form, Ss
stay seated, but Ss should stand up and
repeat the sentence with the contraction if
the sentence is NOT contracted.
Example
T: I'm English.
Ss: [Stay seated]
T: She is Canadian.
Ss: [Stand up and say 'She's Canadian.']

C. Consolidation (3 minutes)
- Vocabulary about sports and family members.
- Subject personal pronouns/ possessive adjectives.
- Verb to be.
D. Homework assigned (2 minutes)
- Learn Vocabulary about sports and family members.
- Do exercises in the workbook (page 5)

Reflection:

1. What did I like from the lesson?
2. What should I improve in the next lesson?
-

Week: 01
Period: 03

Preparing date: 03/09/2023
Teaching date: …../09/2023

UNIT: HELLO
Lesson 3: MY FAMILY (pp. 10-12)
I. Objectives (learning outcomes):
By the end of this lesson, students will be able to:
a. Knowledge:
-learn/review vocabulary about family members and character adjectives.
-learn/review structure have got (affirmative and negative).
-know how to describe people.
b. Core competences & language skills:
- enhance Ss' language skills
- develop Ss' collaboration.
- improve Ss' communication, critical thinking and other skills.
c. Personal qualities:
- be collaborative and supportive in pair work and teamwork.
- love their countries and their communities.
I. Teaching aids:
- Teacher's aids: student book and teacher's book, class CDs, IWB software,
projector/interactive whiteboard /TV (if any).
- Students' aids: Student books, notebooks.
II. Procedures:
A. Warm-up: (3 minutes)
a. Objectives: to introduce the new lesson and set the scene for Ss to acquire new
language; to get students' attention at the beginning of the class by means of enjoyable
and short activities as well as to engage them in the steps that follow.
b. Content: Family members
c. Expected outcomes: Ss can learn some vocabulary about family members and their
synonyms.
d. Competences: communication, collaboration, analytical thinking skills

e. Organization:

T's activities
- Read out the Note! box.

- Play the recording.
- Check Ss' pronunciation and
intonation.

Ss' activities
- Listen and take
notes

- Listen and repeat
chorally or
individually.

Content
Family members
Note!
dad = father
mum = mother
grandma = grandmother
granddad = grandfather
Task 1. Look at Anna's family tree.
Listen and repeat. (1.4)

B. New lesson: (37 minutes)
1. Activity 1: (20 minutes)
a. Objectives: Present and express possession or relation and introduce vocabulary about
people appearance.
b. Content: Modal verb can and writing a blog
c. Expected outcomes: Ss can remember the grammar points and describe people.
d. Competences: communication, collaboration, critical thinking and presentation skills

e. Organization:
T's activities

Ss' activities

Content

- Read out the Note! box about
's with Ss.
- Direct Ss' attention to the
family tree and explain the task.
As an extension, say sentences
about the people in Anna's
family tree. Ss, in teams, find
who the person/people is/are.
- Check Ss' answers.
Example
T: He's Helen's husband.
Team A S1: Bob. etc.

- Explain the task.
- Allow Ss time to make their
family tree and then choose
various Ss to present their
family members to the class.
Extra Activity for weaker
classes
Ss find pictures of their family
members and present their
families to the class.
e.g. This is my dad, Pedro. Etc.

Note!
- Listen and take We use 's to express possession or relation
notes
e.g. Tony's book, Tony's dad.
- Complete the
task.

- Complete the
task using their
own information
then share with
their partners
- Present in front
of class

Task 2. Look at Anna's family tree.
Complete the sentences with words from
Exercise 1.
1. Bob is Anna's granddad.
2. Lara is Anna's aunt.
3. Nick is Anna's brother.
4. Sue is Anna's cousin.
5. Anna is Mary's daughter.
6. Lara is Alex's wife.
7. Mary is Nick's mum/mother.
8. Helen is Anna's grandma/grandmother.
9. Alex is Anna's uncle.
10. Tom is Anna's dad/father.
Task 3. Draw your family tree. Present
your family to the class.
This is my family. My grandma is Iris and
my granddad is Arthur. My mum is
Amanda and my dad is Paul. My aunt is
Carol and my uncle is Tony. My sister is
Lisa and my brother is Dylan.

Describing people
- Direct Ss to the pictures and go - Listen and take Note!
through the words. Read out the notes
tall >< short
Note! box.
thin >< lump
- Play the recording. Ss listen
young >< old
and find out who the girls are.
Task 4. Look at the picture. Who are the
- Complete the
girls? Listen and read the dialogue to
task individually find out. Find the words that contain
and then share
blended consonants.
with their
Answer Key
partners
Jessica is the tall one.
Mary is the short one.
Blended consonants: great, Australia,
friend, plump
- Go through the blended
Note!
consonants. NOTE:
- Complete the
Blended consonants are two consonants
- Ask Ss to find words in the
task
together (bl, br, cl, cr, dr, fr, fl, gl, gr, pl,
dialogue that contain blended
pr, sl, sm, sp, st, scr, str, tr, etc.). When
consonants.
pronounced, we hear all consonants e.g. bl
– blue.
Task 5. Answer the questions.
- Read out the Question word
- Read and
1. Who is Barry's cousin?
box and present the question
answer the
Jessica is Barry's cousin.
words.
questions
2. Where is Mary from?

- Give Ss time to read the text
again and answer the questions.
- Give feedback

Mary/She is from Australia.
3. How old is Mary?
Mary/She is 11.

2. Activity 2: (17 minutes)
a. Objectives: to present character adjectives and the verb “have got”
b. Content: Character adjectives and “have got”- grammar rules and practice
c. Expected outcomes: Ss can use character adjectives to describe people and apply the
verb “have to” in the real situation.
d. Competences: communication, collaboration, critical thinking skills and creativity
e. Organization:
T's activities
Ss' activities
Content
Vocabulary: Character adjectives
- Read out the Note! box.
- Listen and take
Note!
notes
Adjectives
In English, adjectives do not change in
gender or number. They go before a noun
but after the verb to be e.g. Ann is tall.
She's got a clever parrot. Her parrot is
clever.
Task 6. Listen and repeat. Which words
- Ask Ss to look at the
-Listen and repeat
contain blended consonants?
pictures and play the
chorally and/or
1. kind
2. funny 3. friendly
recording.
individually.
4. polite
5. clever
- Check Ss' pronunciation
and intonation. Then,
elicit which words contain
blended consonants.

- Answer the
question

Answer Key
kind, friendly, clever

Task 7. Write the names of four of your
- Explain the task and give - Complete the task
family members. Ask and answer as in
Ss time to complete it.
individually and then the example.
- Check Ss' answers
practise with their
Eg:
around the class.
partners
A: Who's Paul?
B: He's my dad.
A: What is he like?
B: He's clever.
Answer Key
A:Who's Helen?
B:She's my mum.
A:What is she like?
B:She's kind.
A:Who's Mary?
B:She's my sister.
A:What is she like? B:She's friendly.
A: Who's Ted?
B: He's my brother.
A: What is he like?
B:He's funny.
Have got (affirmative/negative)
- Ss' books closed. Write
- Listen to teacher
E.g.:
on the board: I have got a and take notes
I've got a dog.
pen. Show your pen to Ss.
I haven't got a cat.
Explain that we use have
Maria has got a cat.
got to show possession.
affirmative negative
Write next to the sentence:
I/ You have got ('ve got)
I've got a pen. Explain
I/ You have not got (haven't got)
how the contracted form
He/ She/ It has got ('s got)
of the verb have got is
He/ She/ It has not got (hasn't got)
formed. Continue with the
We/ You/ They have got ('ve got)

rest of the persons.
Alternatively, use the
cartoon to present have
got. Go through the table
with Ss.
- Ask Ss to read the
theory.
- Ask Ss to complete the
sentences in closed pairs.
- Check Ss' answers.

We/ You/ They have not got (haven't got)
- Complete the task
- Work in pairs

Task 1. Read the table. Then look at the
table and complete the sentences as in
the example.
1 Gary _____________ a hamster.
2 Gary has not/hasn't got a parrot.
3 Gary and Helen have/'ve got a goldfish.
4 Helen has/'s got a rabbit.
5 Helen has not/hasn't got a frog.
6 Gary has/'s got a frog.
Task 2. Correct the sentences as in the
example.
- Explain the task and read - Complete the task
1 Kelly has got a cat. (a dog)
out the example.
individually and then No, Kelly hasn't got a cat. She's got a dog.
- Give Ss time to correct
share with their
2 Joey has got a brother. (a sister)
the sentences.
partners
No! Joey hasn't got a brother. He's got a
- Check Ss' answers.
sister.
3 They have got a daughter. (a son)
No! They haven't got a daughter. They've
got a son.
4 I have got a parrot. (a frog)
No! I haven't got a parrot. I've got a frog.
Note!
- Read out the Note! box
- Read and take
's is the short form of the third person
and then explain the task
notes
singular (he/she/it) of the verbs have got
and read out the examples.
and be (is)
e.g.
He's got a cat. =He has got a cat.
He's eleven. = He is eleven.
- Give Ss time to rewrite
- Complete the task
Task 3. Rewrite the sentences as in the
the remaining sentences
individually and then examples.
and then check their
share with their
1. Paul's from the UK. (Paul is)
answers on the board.
partners
2. Steve's got a rabbit. (Steve has)
3. Mary's American. (Mary is )
4. Tony's got a hamster. (Tony has).
5. Bob's got a sister. (Bob has)
C. Consolidation (3 minutes)
- Vocabulary about countries and nationalities.
- Structures to ask and answer about countries and nationalities.
D. Homework assigned (2 minutes)
- Learn vocabulary about countries and nationalities and structures to ask and answer about
countries and nationalities.
- Do exercises in the workbook (page 7)

Reflection:

1. What did I like from the lesson?
2. What should I improve in the next lesson?
-

Week: 02
Period: 04

Preparing date: 09/09/2023
Teaching date: 11/09/2023

UNIT: HELLO
Lesson 4: NUMBERS (pp. 13-15)
I. Objectives (learning outcomes):
By the end of this lesson, students will be able to:
a. Knowledge:
- remember vocabulary about numbers (1-100).
- apply structure have got (interrogative and short answers) in the real situation
- ask about telephone numbers.
- understand the rules of articles (a/an- the).
b. Core competences & language skills:
- develop Ss' language skills
- improve Ss' collaboration, communication, critical thinking and other skills.
c. Personal qualities:
- be collaborative and supportive in pair work and teamwork.
- love their countries and their communities.
II. Teaching aids:
- Teacher's aids: student book and teacher's book, class CDs, IWB software,
projector/interactive whiteboard /TV (if any).
- Students' aids: Student books, notebooks.
III. Procedures
A. Warm-up: (5 minutes)
a. Objectives: To present and practise the verb “have got”
b. Content: Verb “have got” rules and task 4
c. Expected outcomes: Ss can remember and practise the verb “have got”.
d. Competences: communication, analytical thinking skills

e. Organization:

T's activities
- Present the interrogative form
of 'have got'. Point to a S and
ask: Has Tim got a dog? (Yes,
he has.) Ask: Has Tim got a
cat? (No, he hasn't.) Write
these on the board and
underline 'Has … got', Yes, he
has. /No, he hasn't.
- Explain that the last two
sentences are short answers.
Elicit from Ss how short
answers are formed (Yes +
personal pronoun/noun +
have/ has – No +
personal/pronoun/noun +
haven't/ hasn't). Alternatively,
you can use the cartoon to
explain how we form the
interrogative & short answers
of 'have got'.
- Ask Ss to read the table and
then read out the examples.
- Give Ss time to complete the
task and then check Ss'

Ss' activities
- Read and take
notes

- Complete the
task and then
share with their
partners

Content

Have got (interrogative & short

answers)

inter...