Week :
Period :

UNIT 2: TIME AND DAILY ROUTINES
Lesson 1 (1, 2, 3)

I. Objectives:
* By the end of the lesson, students will be able to:
+ use the words and phrases related to numbers: fifteen,thirty, forty-five
+ ask and answer the questions about time
*Ss can develop some following competences:
+ Communicative and collaborative competence: act 1, act 4
+ Problem-solving competence: act 1, act 3
+ Self-studying and self-control competence: act 2, act 3, act 4
+ Problem-solving and creative competence: act 4
* Ss can develop some following attributies
+ 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
*Language focus:
- Vocabulary:  am, pm, fifteen, thirty, forty-five
- Structure: What time is it?
It's six o'clock.
- Differentiated teaching:
+ Incomplete ss: can ask and answer the question
+ Well-completed ss: can ask and answer the question fluently in different ways
II. Materials:
-Teacher's: books, pictures, flashcards, CD.
-Students': books, notebooks, crayons, pens, boards
III. Method:
-Communicative Language Teaching
-Total Physical Response
-Natural Approach
-3Ps
-Work individually, pairwork, groupwork
IV. Teaching activities:
Activity 1: Warm up : (let's chant)

Activity 2: Presentation:
-Content 1.Look, listen and repeat
a. Teaching vocabulary:
-Am
-Pm
-O'clock
-fifteen
-thirty
-forty-five
b. Set the sence:

+ Show the picture a and elicit the answer of who the characters are.
+ Explain what happens in the picture.
+ Have Ss repeat the text in the bubbles a few times.
+ Repeat the procedure with the picture a.
+ Do choral & individual repetition, pointing to the characters speaking.
+ Play the tape for Ss to listen & say along.
+ Write the pattern on the board
A: What time is it?
B: It's eight o'clock.
Activity 3: Practice
-Content 2: Point and say

- Procedure:
Point to each character & the words in the picture to fill the question
+ Have Ss ask and answer as a model picture a.
+T asks-Ss answer , Ss ask- T answers

+ Work in pairs.
+ Role play
S1:What time is it?
S2: It's six o'clock.
+ Have Ss practice in pairs. Check as a class. Good Ss will help the below average Ss
Activity 4: Production
-Content 3: Let's talk

Procedure:
+ Elicit the names of the characters & what each one says.
+ Fill the bubbles & write the sentences on the board.
+ Get Ss to repeat the text a few times.
+ Have Ss practice in groups & pairs.
G1: What time is it?
G2: It's six o'clock.
+ Call a few pairs to act out the question & response in front of the class
S1: What time is it?
S2: It's six o'clock.
* Consolidation:
- Content: Review vocabulary and form
Vocabulary: am, pm, o'clock, fifteen, thirty, forty-five
Form:
A: What time is it?
B: It's eight thirty.

Procedure:
+ ask students to answer the following questions:
What have you learnt from the lesson today?
What are the core values of the lesson? Increase communicative and
collaborative competence
+ Praise some ss who are hard working/ active/ good…. as well as encourage
others to try more.
+ Give feedback
* Homework: - Learn by heart the pattern.
- Drill.

Do you have a teddy bear ?
- Yes, I do.
- No, I don't.

Adjustment:..........................................................................................................................
.
Week :
Period :

UNIT 2: TIME AND DAILY ROUTINES
Lesson 1 (4, 5, 6)

I. Objectives:
* By the end of the lesson, students will be able to:
+ use the words and phrases related to numbers: fifteen,thirty, forty-five
+ listen and use the pattern in listening and reading
+ sing the song “ What time do you go to school?”.
*Ss can develop some following competences:
+ Communicative and collaborative competence: act 1, act 4
+ Problem-solving competence: act 1, act 3
+ Self-studying and self-control competence: act 2, act 3, act 4
+ Problem-solving and creative competence: act 4
* Ss can develop some following attributies
+ Diligence: complete learning tasks
+ Honesty: tell the truth about feelings and emotions
+ Responsibility: appreciate kindness
+ Leadership: collaborate with teachers to enhance language skills
*Language focus:
- Structure: What time is it?
It's ten o'clock
- Differentiated teaching:
+ Incomplete Ss: can hear the key words
+ Well-completed Ss: can hear the whole sentences.
II. Materials:
-Teacher's: books, pictures, flashcards,CD.
-Students': books, notebooks, crayons, pens, boards
III. Method:
-Communicative Language Teaching
-Total Physical Response
-Work individually, pairwork, groupwork
III. Teaching activities:
Activity 1: Warm up : network

time

Activity 2:
-Content 4 : Listen and tick a or b:

Procedure:
+ Show Ss how to carry out the task & circle a or b.
+ Elicit the time
+ Have Ss repeat them.
+ Play the tape 3 times for Ss to listen. Do the task & check their answers.
+ Get Ss to swap & check their answers before checking as a class.
Activity 3:
-Content 5: Look, complete and read:

- Procedure:
+ Have Ss read the text in silence.
+ Check comprehension & give feedback.
+ Elicit the words filling the gaps.
+ Allow Ss time to do the task.
+ Get Ss to swap & check their answers before writing the correct answers on
the board for Ss to copy down.
+ Call a few pairs to read aloud

Activity 4:
Content 6: Let's play

Procedure:
+ Have Ss identify the characters in the picture.
+ Have Ss point to the words as they listen.
+ Ss play game passing cards
 Consolidation:
- Content: Review the words and form.
+ Form: What time is it?It's six o'clock.
Procedure:
+ ask students to answer the following questions:
What have you learnt from the lesson today?
What are the core values of the lesson? help partners to complete learning tasks
+ Praise some ss who are hard working/ active/ good…. as well as
encourage others to try more.
+ Give feedback
 Homework:
- Learn by heart the pattern.
- Review the song
Adjustment:..........................................................................................................................
..

Week :
Period :

UNIT 2: TIME AND DAILY ROUTINES
Lesson 2 (1, 2, 3)

I. Objectives:
* By the end of the lesson, students will be able to:
+ use the words and phrases related to time and daily routine
+ ask and answer questions about the opinion on time, using What time do you
get up…? I get up at six o'clock.
- Ss can develop some following competences:
+ Communicative and collaborative competence: act 1, act 4
+ Problem-solving competence: act 1, act 3
+ Self-studying and self-control competence: act 2, act 3, act 4
+ Problem-solving and creative competence: act 4
* Ss can develop some following attributies
+ Kindness: help partners to complete learning tasks
+ Honesty: tell the truth about feelings and emotions
+ Responsibility: appreciate kindness
*Language focus:
- Vocabulary:  get up, have breakfast, go to school, go to bed
- Structure: What time do you get up?
I get up at five oclock.
- Differentiated teaching:
+ Incomplete ss: can ask and answer the question
+ Well-completed ss: can ask and answer the question fluently.
II. Materials:
-Teacher's: books, pictures, flashcards, CD.
-Students': books, notebooks, crayons, pens, boards
III. Method:
-Communicative Language Teaching
-Total Physical Response
-Natural Approach
-3Ps
-Work individually, pairwork, groupwork
IV. Teaching activities:
Activity 1: Warm up :(grabbing pictures)

Activity 2: Presentation
-Content 1.Look, listen and repeat
a.Teaching vocabulary:
- get up
- have breakfast
- go to school
- go to bed
b. Set the sence:

- Procedure:
+ Show the picture a and elicit the answer of who the characters are.
+ Explain what happens in the picture
+ Have Ss repeat the text in the bubbles a few times.
+ Repeat the procedure with the pictures.
+ Do choral & individual repetition, pointing to the characters speaking.
+ Play the tape for Ss to listen & say along.
+ Write the pattern on the board
What time do you get up?
I get up at six o'clock.
Activity 3: Practice
-Content 2: Point and say

+ Point to each character & the words in the picture to fill the question
+ Have Ss ask and answer as a model picture a.
+T asks-Ss answer , Ss ask- T answers
+ Work in pairs.
+ Role play
+ Check as a class. Good Ss will help the below average Ss
S1: What time do you get up?
S2: I get up at six o'clock.
Activity 4: Production
-Content 3: Let's talk

+ Elicit the names of the characters & what each one says.
+ Fill the bubbles & write the sentences on the board.
+ Get Ss to repeat the text a few times.
+ Have Ss practice in groups & pairs.
G1: What time do you …?
G2: I ........…
+ Call a few pairs to act out the question & response in front of the class
* Consolidation:
- Content: Review vocabulary and form
+ Vocabulary: get up, have breakfast, go to school, go to bed
+ Form:
What time do you get up?
I get up at six o'clock.

- Procedure:
+ ask students to answer the following questions:
What have you learnt from the lesson today?
What are the core values of the lesson?collaborate with teachers to enhance
language skills
+ Praise some ss who are hard working/ active/ good…. as well as encourage others
to try more.
+ Give feedback
* Homework:
- Learn by heart the pattern.
- Drill.
Adjustment:..........................................................................................................................
.
Week :
Period :

UNIT 2: TIME AND DAILY ROUTINES
Lesson 2 (4, 5, 6)

I. Objectives:
* By the end of the lesson, students will be able to:
+ use the words and phrases related to the time and daily routines
+ listen and use the pattern in listening and reading
- Ss can develop some following competences:
+ Communicative and collaborative competence: act 1, act 4
+ Problem-solving competence: act 1, act 3
+ Self-studying and self-control competence: act 2, act 3, act 4
+ Problem-solving and creative competence: act 4
* Ss can develop some following attributies
+ Kindness: help partners to complete learning tasks
+ Diligence: complete learning tasks
+ Responsibility: appreciate kindness
+ Leadership: collaborate with teachers to enhance language skill
*Language focus:
- Structure: What time do you get up?
I get up at six o'clock.
- Differentiated teaching:
+ Incomplete Ss: can hear the key words
+ Well-completed Ss: can hear the whole sentences.
II. Materials:

-Teacher's: books, pictures, flashcards, CD.
-Students': books, notebooks, crayons, pens, boards
III. Method:
-Communicative Language Teaching
-Total Physical Response
-Work individually, pairwork, groupwork
III. Teaching activities:
Activity 1: Warm up Guessing game

Activity 2:
-Content 4 : Listen and number

Procedure:
+ Show Ss how to carry out the task & number the pictures
+ Elicit the activities
+ Have Ss repeat them.
+ Play the tape 3 times for Ss to listen. Do the task & check their answers.
+ Get Ss to swap & check their answers before checking as a class.
Activity 3:
-Content 5: Look ,complete and read:

Procedure:
+ Have Ss read the text in silence.

+ Check comprehension & give feedback.
+ Elicit the words filling the gaps.
+ Allow Ss time to do the task.
+ Get Ss to swap & check their answers before writing the correct answers on
the board for Ss to copy down.
+ Call a few pairs to read aloud
Activity 4:
-Content 5: Let's sing

Procedure:
+ Have Ss identify the characters in the picture.
+ Show the lyrics of the song on the board.
+ Read the lyrics to the song line by line & without music.
+ Ss repeat.
+ Play the tape.
+ Have Ss point to the words as they listen.
+ Sing the lyrics line by line & use gestures
+ Play the tape & have Ss sing along.
+ Sing the song with the tape. The groups stand as they sing
+ Have some Ss sing in front of the class
* Consolidation:
- Content: Review vocabulary and form.
- Form: What time do you get up? I get up at six o'clock.
- Procedure:
+ ask students to answer the following questions:
What have you learnt from the lesson today?
What are the core values of the lesson? Increase problem-solving and
creative competence
+ Praise some ss who are hard working/ active/ good…. as well as encourage
others to try more.
+ Give feedback
* Homework:
- Learn by heart the pattern, the song

Adjustment:..........................................................................................................................
.
Week :
Period :

UNIT 2: TIME AND DAILY ROUTINES
Lesson 3 (1, 2, 3)

I. Objectives:
* By the end of the lesson, students will be able to:
+ use the words and phrases related to the time and daily routines
+ correctly pronounce the sound of the letter /t/, /d/ in isolation relate to the
words get , bed and in the sentences What time do you get up? What time do you go to
bed?
+ listen to and desmontrate understanding of simple communicative content
+ chant “Get up, get up...” well
*Ss can develop some following competences:
+ Communicative and collaborative competence: act 1, act 4
+ Problem-solving competence: act 1, act 3
+ Self-studying and self-control competence: act 2, act 3, act 4
+ Problem-solving and creative competence: act 4
* Ss can develop some following attributies
+ Kindness: help partners to complete learning tasks
+ Diligence: complete learning tasks
+ Honesty: tell the truth about feelings and emotions
+ Leadership: collaborate with teachers to enhance language skills
* Language focus:
- pronounce the sound of the letter /t/, /d/ in isolation relate to the words get , bed
and in the sentences What time do you get up? What time do you go to bed?
- Chant: “get up, get up......?”
- Differentiated teaching:
+ Incomplete Ss: can pronounce the letters /t/, /d/ and the sentences.
+ Well-completed Ss: can pronounce the letters /t/, /d/, some other
sentences and chant fluently
II. Materials:
-Teacher's: books, pictures, flashcards, CD.
-Students': books, notebooks, crayons, pens, boards
III. Method:
-Communicative Language Teaching
-Total Physical Response
-Natural Approach
-3Ps
-Work individually, pairwork, groupwork

IV. Teaching activities:
Activity 1: Warm up (Walk and talk)
1. What time is it?
2. What time do you get up?
Activity 2:
Content 1 : Listen and repeat

Procedure:
+ Put the pictures on the board & say them a few times.
+ Ask Ss to repeat.
+ Prompt Ss to say the words & the sentences.
+ Do choral repetition of the words & sentences.
Activity 3:
-Content 2: Listen and circle

- Procedure:
+ Have Ss read the sentences in silence.
+ Have Ss listen ,mark the sentence intonation
+ Have Ss check with their partner.
+ Write the correct intonation on the board for Ss to copy down.
+ Have Ss practice in pairs.
Activity 4:
-Content 3: Let's chant

Procedure:

+ Have Ss look at the picture.
+ Use poster with the chant on it.
+ Tell Ss that they are going to chant.
+ Play the recording for Ss to listen while T point to the lines.
+ Play the recording again for Ss to repeat.
+ Model the gestures.
+ Play the music for Ss to recite and do the gestures.
+ Have Ss practice in groups.
+ Call on some volunteers to recite the chant.
* Consolidation:
- Content: Review
+ the pronunciation and intonation
+ Chant: “ get up, get up....?
- Procedure:
+ ask students to answer the following questions:
What have you learnt from the lesson today?
What are the core values of the lesson? appreciate kindness
+ Praise some ss who are hard working/ active/ good…. as well as encourage
others to try more.
+ Give feedback
 Homework:
- Review the chant: What do you think of it?
Adjustment:..........................................................................................................................
.

Week:
Period :
UNIT 2: TIME AND DAILY ROUTINES
Lesson 3 (4, 5, 6)
I. Objectives:
* By the end of the lesson, students will be able to:
+ show their understanding by reading & writing.
+ do the project: My daily routine
- Ss can develop some following competences:
+ Communicative and collaborative competence: act 1, act 4
+ Problem-solving competence: act 1, act 2, act 3
+ Self-studying and self-control competence: act 2, act 3, act 4
+ Problem-solving and creative competence: act 4
* Ss can develop some following attributies
+ 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 skill
*Language focus:
- Reading skill
- Writing skill
- Differentiated teaching:
+ Incomplete Ss: can do the task with 50% correct sentences
+ Well-completed Ss: can do task with 100% correct sentences
II. Materials:
-Teacher's: books, pictures, flashcards, CD.
-Students': books, notebooks, crayons, pens, boards
III. Method:
- Total Physical Response
-Communicative Language Teaching
-Work individually, pairwork, groupwork
III. Teaching activities:
Activity 1:Warm-up:(Who is faster?)

Activity 2:
-Content 4 : Read and match

-Procedure:
+Ask Ss how to do the task: read carefully and match
+ Give Ss time to do the task.
+ Get Ss to swap & check their answers before checking as a class.
+ Call some Ss to read each sentence.
Activity 3:
-Content 5: Let's write

- Procedure:
+ Explain how to do the task.
+ Have Ss read the task
+ Give Ss time to fill in the blanks
+ Have Ss swap & check their answers.
+ Write the correct answers on the board for Ss to copy down.
+ Do choral & individual repetition
Activity 4:
-Content 6: Project

Ex: - I get up at six fifteen.
- Procedure:
+ Get Ss to carry out the picture.
+ Allow Ss time to talk about the picture in class.
+ Get Ss to work in groups.
+ Call Ss to report in front of the class
Consolidation:
- Content: Review

+ How to do writing, reading text well

- Procedure:
+ Ask students to answer the following questions:
What have you learnt from the lesson today?
What are the core values of the lesson? Develop self-studying and selfcontrol competence
+ Praise some ss who are hard working/ active/ good…. as well as encourage
others to try more.
+ Give feedback
 Homework:
- Review vocabulary and structures of Unit 2
Adjustment:..........................................................................................................................
.