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Week: 1
Period: 1
Date of teaching: 09/09/2024
Prepare for the beginning of the academic year
GETTING FAMILIAR
Introduction
I. OBJECTIVES
By the end of the lesson, students will be able to:
 Student with Disabilities:
1. Knowledge 
- Know the content of the textbook of grade 3.
- Know the methods of learning English.
2. Competences
a. General competences 
- To know content of the textbook.
b. Language skills: listening, speaking skills.
 3. Attributes
+ responsibility: the love for English subject..
+ values: recognising the importance knowledge in English subject.
II. INSTRUCTIONAL RESOURCES 
- Textbook: Family and friends 3 national edition student book, workbook.
- Flashcards.
III. PROCEDURES 
Activity 1. Warm-up (5 minutes)
Aims
- Ss can make with their friends.
Content/Performance Task
- In the first time, T introduces my name and information
- Then T ask ss introduce yourselft.
Outcome/Performance Products
- Ss' participation
- Ss' role-plays
Implementation and Assessment Tools
- observation
Activity 2. Presentation (5 minutes):
- Aims: Introduce some part of the textbook.
- Content/Performance Task 
- There are 6 parts in each unit: Lesson 1 Words, Lesson 2 Grammar, Lesson 3 Song,
Lesson 4 Phonics, Lesson 5 Skill Time, Lesson 6 Listening, Review
a. Lesson One Words: Functional dialogue
b. Lesson Two Grammar: Interactive song based on the dialogue
c. Lesson Three Song: New grammatical structure.
d. Lesson Four Phonics: Related grammatical structure.
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e. Lesson Five Skill Time: Classroom commands and action verbs.
f. Lesson six listening: Listening test and unit review.
g. Review: Further review after every three units.
h. Fluency time: after every three units and after review.
Outcome/ Performance Products:
- Know, remember 6 parts in the book and review, fluency time after 3 units.
Implementation and Assessment Tools
- Observation
Activity 3. Practice (17 minutes):
Aim: Repeat some parts in the book.
Content/Performance Task 
- T ask Ss open the book and introduce each part of the section. T calls the name of Ss.
 Student with Disabilities: open the book
Outcome/ Performance Products:
- Repeat 6 parts in the book and review, fluency time after 3 units.
Implementation and Assessment Tools
- Observation
 Methods
Aim: Know some methods when study English.
Content/Performance Task 
Outcome/ Performance Products:
- Remember some methods to apply the lesson.
Implementation and Assessment Tools
- Observation.
Activity 4. Production (5 minutes)
Let's practice!  
Aims: To help sts remember the parts and method in the studying English.
Content/Performance Tasks:
*Game: “Lucky egg”
- Put some questions in different eggs.
- Call each sts to choose any egg to anwser the Q.
- If sts choose lucky egg, this sts also get mark lucky.
Outcome/Performance Product (s)
- Ss' performance
Implementation and Assessment Tools:
- Observation
IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT
* WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON
1. Ask students to answer the following questions:
- What have you learnt from the lesson today?
- answer about some name of parts and know some common methods.
2. Tell students about the core values of the lesson:
- Identify the important part of the unit. Learning well to have a good way to study English
subject.
* GIVE INSTRUCTIONS ON SELF-STUDYING - HOMEWORK /ASSIGNMENT
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- Encourage students to remember the name of some parts and methods.
V. TEACHING EXPERIENCES
…………………………………………………………………………………………....................
Week: 1
Period: 2
Date of teaching: 10/09/2024
Prepare for the beginning of the academic year
GETTING FAMILIAR
Class rules
I. OBJECTIVES
By the end of the lesson, students will be able to:
1. Knowledge 
- Know about some greeting commands of the textbook of grade 3.
- Know about some commands of learning English.
 Student with Disabilities: Know about some greeting commands
Vocabulary: Stand up, sit down, open your book, close your book.
2. Competences
a. General competences 
- To know and practice about greeting common.
- To do some command following the teacher.
b. Language skills: listening, speaking skills.
 3. Attributes
+ responsibility: know how to greeting each other friends and do some cmmands.
+ values: Friendly
II. INSTRUCTIONAL RESOURCES 
- Textbook: Family and friends 3 national edition student book, workbook.
- Audio:
- Story poster
- Flashcards.
III. PROCEDURES 
Activity 1. Warm-up (5 minutes)
Aim: To introduce their name.
Content/Performance Task 
- Call Ss introduce their name.
Outcome/ Performance Products:
- Using modeling sentence: My name's.......
- Working in pairs.
Implementation and Assessment Tools
- Observation
Activity 2. Presentation (5 minutes):
Aims: teach new language
Content/Performance Task 
- T teaches some sentences to command someone.
+ Hello / hi + Stand up + sit down
+ open your book +Close your book.
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+ See you again.
- T reads first, Ss repeat
- T asks Ss work in group in three mins.
- T calls some pairs to practice in front of the class.
-T and others give comment.
 Student with Disabilities: do follow the teacher.
Outcome/ Performance Products:
- Know command sentences in the class
- Work in pairs or groups.
Implementation and Assessment Tools
- Observation
Activity 3. Practice (17 minutes):
Aim: Using and do commands in the class.
Content/Performance Task 
- T continues call some pair to practice in front of the class.
- S1: point to the work “hello”
- S2: read aloud
- T and others give comments.
Outcome/ Performance Products:
- Do before the class afer command sentence in class.
- Give and practice it.
- Change role.
Implementation and Assessment Tools
- Observation
Activity 4. Production (5 minutes)
Aim. Remember and repeat some commands.
Content/Performance Task 
- Ss read the greeting sentences again.- Do the exercises:
Outcome/ Performance Products:
- Using command again in class
- Writing it by remember.
Implementation and Assessment Tools
- Observation
IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT
* WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON
1. Ask students to answer the following questions:
- What have you learnt from the lesson today?
- Answer: Using and do some command by English.
2. Tell students about the core values of the lesson:
- recognising the importance command sentence in class.
* GIVE INSTRUCTIONS ON SELF-STUDYING
- HOMEWORK / ASSIGNMENT
- Encourage students to practice and remember the sentence commands.
- Prepare for the new lesson Unit starter Hello! Lesson 1 on page 4.
V. TEACHING EXPERIENCES
4

………………………………………………………………………………………
………………………………………………………………………………………
Week: 1
Period: 3
Date of teaching: 11/09/2024
Textbook: Student book Family and Friends Special Edition Grade 3
Unit Starter: HELLO!
Lesson One - Words (page 4)
I. OBJECTIVES
By the end of the lesson, students will be able to:
1. Knowledge 
- Become familiar with the Student Book characters and common greetings.
- Understand a short story.
 Student with Disabilities: Become familiar with the Student Book characters
Vocabulary: Rosy, Tim, Billy, Miss Jones.
2. Competences
a. General competences 
- Self-control & independent learning. 
- Communication and collaboration.
+ Communication and collaboration: work in pairs/groups to talk about their names.
+ Problem-solving and creativity: greet the teacher and friends.
b. Language skills: listening, speaking, reading and writing skills.
 3. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth about feelings and emotions or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
II. INSTRUCTIONAL RESOURCES 
- Audio: Track 01 - 02.
- Flashcards 01 - 04.
III. PROCEDURES 
Activity 1. Warm-up (5 minutes)
Aims
- To help students become familiar with common greetings.
Content/Performance Task
Greetings
- Say Hello, encouraging students to say Hello in response.
- Ask one student to stand up. Say Hello to him/her. Encourage the student to respond
with Hello.
- Point to yourself and say My name's … Ask a student What's your name? He / She
answers My name's …
- Say Hello. My name's … Then, encourage students to do the same in pairs, greeting
each other and saying their names.

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Say Stand up! Indicate the class should stand at their seats. Say Sit down! and indicate
they should sit down again.
- Play a short game for students to follow instructions. Shout Stand up! and Sit down!
several times. The last student to complete the action is “out” each time.
- Evaluate students. Give feedback.
 Student with Disabilities: say Hello in response
Outcome/Performance Products
- Ss' participation
- Task completed with excellence: Students can greet each other nicely.
- Task completed: Students can greet each other.
- Task uncompleted: Students are unable to greet each other.
Implementation and Assessment Tools
- observation
Activity 2. Presentation (5 minutes):
Aims: To help students identify the names of the characters.
Content/Performance Task 
*Lead-in: Use flashcards 1-4 to present the characters.
- Hold the flashcards up one at a time and introduce the characters.
- Help students identify the characters by asking some questions about their appearance.
E.g. What color is her/his hair? What color is her/his T-shirt?
Elicit students to answer the questions.
Outcome/ Performance Products:
- Ss can know and identify the names of the characters
Implementation and Assessment Tools
- Observation
Activity 3. Practice (17 minutes):
1. Listen and point. Repeat. (Track 01)
Aim: Students can point and say the names of the characters.
- Say Open your books and model the action for students to open their Student Books.
Point to the characters.
- Play the first part of the recording. Hold your book up and demonstrate that you are
pointing to the pictures along with the audio. Ask students listen and point to the
appropriate picture.
- The first time through, the recording follows the order of the pictures on the page; the
second time the order is out of sequence. This is also true in subsequent word
presentations. Play the second part of the recording for students to point to the pictures
and repeat the names.
- Call some students to read the names. Praise students if they have done well.
Outcome/ Performance Products:
- Task completed with excellence: Students can point and say the names of the
characters correctly.
- Task completed: Students can point and say the names of the characters.
- Task uncompleted: Sts are unable to point and say the names of the characters. 
Implementation and Assessment Tools
- observation
2. Listen and read.
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Aims: To help students understand a short story.
Content/Performance Tasks
- Say Now close your books and model the action. Say Let's read the story.
- Point to the different characters and have students say the names.
- Ask What's happening? for sts to tell what they think is happening.
- Play the recording, pointing to each speech bubble as sts listen and look.
- Ask students to look at the story in their books. Then, play the recording for them to
listen and point. Ask questions to check comprehension, e.g. Who is in the class?
- Play the recording again for students to listen and follow the text in their books with
their finger.
- Call some volunteers to read the speech bubble. Praise students if they have done well.
Outcome/Performance Products
- Task completed with excellence: Sts can read the sentences correctly.
- Task completed: Students can read the sentences. Ss' performances
Implementation and Assessment Tools
- observation
Activity 4. Production (5 minutes)
Let's practice!  
Aims: To help students remember the names of the characters.
Content/Performance Tasks:* Free talking
- Have students to work in pairs.
- Ask students to say their names with “My name's......”. Give time for students to do the
task. Call some students to say their names in front of the class. Check students'
pronunciation.
*Game: “Pointing game”
- Put Flashcards 1-4 in different places around the room. Call out one word. E.g. Billy
- Ask students to listen to the word and point to the correct flashcard as fast as possible.
Have students repeat the word when they point.
- Ask a few students to take the role of teacher and call out the words.
- Remark on students' pronunciation and praise.
 Student with Disabilities: Play game with their friends
Outcome/Performance Product (s)
- Ss' performance
Implementation and Assessment Tools:
- Observation
IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT
* WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON
1. Ask students to answer the following questions:
- What have you learnt from the lesson today?
- Answer about some name of characters in the story and know some common greetings.
2. Tell students about the core values of the lesson:
- Identify the names of the characters. Learning well to have a good way to greeting with
each other people. The love for common greeting and become more friendly.
* GIVE INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT
- Remind students to do the exercises 1, 2 in the workbook on page 4.
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- Prepare for the next lesson Unit starter! Lesson 2 grammar and song-on page 5.
V. TEACHING EXPERIENCES
………………………………………………………………………………………........................
Week: 1
Period: 4
Date of teaching: 12/09/2024
Textbook: Student book Family and Friends Special Edition Grade 3
Unit Starter: HELLO!
Lesson 2 – Grammar and Song (page 5)
I. OBJECTIVES
By the end of the lesson, students will be able to:
 Student with Disabilities: Greet people
1. Knowledge 
- Greet people.
- Ask and answer the questions “What's your name?”.
- Act out the story.
- Sing a song.
2. Competences
General competences 
Communication and collaboration: work in pairs/groups to talk about their names.
Problem-solving and creativity: greet the teacher and friends.
b. Language skills: listening, speaking, reading and writing skills.
 3. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth about feelings and emotions or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
II. INSTRUCTIONAL RESOURCES 
- Textbook: Family and friends 3 national edition student book page 5, workbook page 5.
- Audio: Track 02 - 03.
- Flashcards
III. PROCEDURES 
Activity 1. Warm-up (5 minutes)
Aims
To help students greet each other nicely.
Content/Performance Tasks:
*Greetings
- Say Hello and encourage students to reply Hello and then to greet each other in pairs.
- Ask students to say their name by using “My name's ....”.
- Call some pairs to greet and say their names in front of the class.
- Evaluate students. Give feedback.
Outcome/Performance Product (s)
- Task completed with excellence: Students can greet each other nicely.
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- Task completed: Students can greet each other.
Implementation and Assessment Tools:
Observe.
Activity 2. Presentation (5 minutes):
Aim: To help ss can remember some information from the story.
Aims: To help students act out the story.
Content/Performance Task 
- Ask ss to play game: Ai là triệu phú?
- Answer some question from the story.
Outcome/Performance Product (s)
- Answer some main content from the story.
Implementation and Assessment Tools:
Observe.
Activity 3. Practice (17 minutes):
1. Listen to the story again. (Track 02).
Aim: Remember and act out the story.
Content/Performance Task 
- Ask students to turn to the story on page 4 of their Student Books. Say Let's read the
story again.
- Play the recording once through. Play it again, pausing after each phrase for students to
repeat.
- Divide the class into groups of three so that a different student can act the roles of Rosy,
Tim, and Miss Jones.
- Focus attention on the pictures. As a class, decide on the actions for each part of the
story.
- Tell students stay in their seats as they practice acting. Monitor the activity, checking
for correct pronunciation.
- Ask some groups to come to the front to act out the story.
- Praise students if they have done well.
 Student with Disabilities: follow and repeat
Outcome/Performance Product (s)
- Task completed with excellence: Students can act out the story fluently.
Implementation and Assessment Tools:
Observe.
2. Ask and answer. (page 05)
Aim: To help students ask and answer the questions “What's your name?”.
Content/Performance Task 
- Say Look at the pictures, pointing to the pictures of Miss Jones and Billy. Read the
dialogue, pausing for students to repeat.
- Model the dialogue with one of the stronger students.
- Ask students to work in pairs to practice the dialogue.
- Read the dialogue a second time for students to repeat.
- Ask some pairs to come to the front and act the dialogue.
- Say to different students Hello. What's your name? Ask students to respond with a
greeting and their names.
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- Praise students if they have done well.
Outcome/Performance Product (s)
- Students can ask and answer the questions “What's your name?” correctly and fluently.
Implementation and Assessment Tools:
Observe.
3. Listen and sing
Aim: To help students listen and sing a song.
Content/Performance Task 
*Listen and sing. (Track 03)
- Ask students to look at the pictures in their books. Ask what they can see. Elicit words
they think they may hear.
- Play the song for students to listen and follow.
- Play the recording a second time for students to listen and sing along, saying their own
name in the appropriate place.
- Ask students to look at the pictures. Ask them to act out what the girls are doing in each
of the pictures. Play the song for students to sing along and perform.
- Ask students to perform in the front of the class.
- Remark on students' pronunciation and praise.
Outcome/Performance Product (s)
- Students can listen and sing a song correctly.
Implementation and Assessment Tools:
- observation
Activity 4. Production (5 minutes)
Let's practice!  
Aims: To help ss can remember and practice some question by sing the song.
Content/Performance Tasks:
Song actions
1. The children greet each other by smiling and waving. 2. The children talk to each
other. 3. The children wave to each other to say goodbye.
Outcome/Performance Product (s)
- Ss' performance
Implementation and Assessment Tools:
- Observation
IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT
* WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON
1. Ask students to answer the following questions:
- What have you learnt from the lesson today?
- answer the question learnt in lesson: What's your name? How are you?
- answer the sentence patterns: My name's ......../ I'm fine. Thank you.
2. Tell students about the core values of the lesson:
- Recognising the importance of each how to greeting; learning well to have a good
greeting with friends.
* GIVE INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT
- Encourage sts to practice and remember the sentence patterns: What's your name?
My name's ........How are you?I'm fine. Thank you.
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- Remind students to do the exercises 1, 2 in the workbook on page 5.
- Prepare for the next lesson Unit starter Hello Lesson 3 on page 6.
V. TEACHING EXPERIENCES
………………………………………………………………………………………………..
Week: 2
Period: 5
Date of teaching: 16/09/2024
Unit Starter: HELLO!
Lesson 3 – Words (page 6)
I. OBJECTIVES
By the end of the lesson, students will be able to:
1. Knowledge 
- Recognize and use numbers 1-10.
- Ask and answer the question “How old are you?”.
Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten.
Sentences: How old are you? / I'm .......................
2. Competences
General competences 
- Communication and collaboration: work in pairs/groups to talk about age.
- Problem-solving and creativity: ask people about their age.
b. Language skills: listening, speaking skills.
 3. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth about feelings and emotions or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
II. INSTRUCTIONAL RESOURCES 
- Textbook: Family and friends 3 national edition student book page 6, workbook page 6.
- Audio: Track 04 - 05.
- Flashcards
III. PROCEDURES 
Activity 1. Warm-up (5 minutes)
Aims: To help students sing the song.
Content/Performance Tasks:
*Song: Play a “Hello, hello!” song (Track 03)
- Play the song Hello, hello! from page 5 to energize the class. Ask students to sing the
song in chorus.
- Ask several students What's your name? and How old are you? Call some pairs to
perform in front of the class. Praise them for speaking. Give feedback.
Outcome/Performance Product (s)
- Students can ask and answer about their names and heathy correctly and fluently.
Implementation and Assessment Tools:
Observe.
Activity 2. Presentation (5 minutes):
- Aim: To help ss can recognize and use numbers 1-10.
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.Content/Performance Task 
- Ask ss to open the book and answer the question: “ What can you see in the picture?”
- Answer some question from the picture.
Outcome/Performance Product (s)
- Ss' performance.
Implementation and Assessment Tools:
Observe.
Activity 3. Practice (17 minutes):
1. Listen and point. Repeat. (Track 04)
Aim: To help students identify the numbers..
Content/Performance Task 
- Write the words and digits for numbers 1–10 on the board.
- Point to the numbers and say the numbers, prompting students to repeat. Point to them in
a random order to check if students understand them.
- Ask students to look at the picture. Explain that each student is one year older than the
next and that all the students have their ages written near them.
- Play the first part of the recording for students to listen and point to the students as they
hear their ages.
- Play the second part of the recording for students to repeat.
- Ask students to work in pairs. Ask one point and one say the number.
- Call some volunteers to say the numbers/ages.
- Praise students if they have done well.
Outcome/Performance Product (s)
- Students can point and say the numbers correctly.
Implementation and Assessment Tools:
- Observation
2. Listen and point. (page 06)
Aim: To help students recognize the numbers; ask and answer the question “How old are you?”.
Content/Performance Task 
Tell students to look at the picture again. Point to the first boy and say Look. He's one. Tell the
class they are going to hear some, but not all, the students talking about their ages. Tell students
to point to those who give their ages.
Play the recording, pausing after the first dialogue. Direct students to point to the boy who is
seven.
Continue the recording, pausing after each exchange for students to point to the students whose
ages they hear.
Check students' listening skills. Give feedback.
Outcome/Performance Product (s)
- Students can listen and recognize the numbers correctly.
Implementation and Assessment Tools:
Observation.
3. Look at the picture again. Point, ask, and answer. (page 6)
Aim: To help students know how to ask about age by using the number.
Content/Performance Task 
- Read the question and answer. Prompt students to repeat.

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Ask the class to look at the picture again. Tell students they are going to practice being
the students in the picture.
- Put students in pairs. Tell them to point to a student in their Student Books and ask “How
old are you?”. Their partner answers as though they were that student.
- Ask some pairs to stand and ask and answer for the class.
- Check students' pronunciation. Praise them if they done well.
- Ask students to perform in the front of the class.
- Remark on students' pronunciation and praise.
Outcome/Performance Product (s)
- Students can ask and answer the question correctly and fluently.
Implementation and Assessment Tools:
- observation
4. Ask and answe with your friend.
Aim: To help sts can practice with your friends about their age.
Content/Performance Tasks:
- Point to the picture of the boys and say Look at the pictures. Read the dialogue, pausing
for the students to repeat.
- Model the dialogue with one of the stronger students.
- Ask students to work in pairs to practice the dialogue.
- Read the dialogue a second time for students to repeat.
- Ask some pairs to come to the front and act the dialogue.
- Ask different students How old are you? Students respond with their ages.
- Remark on students' pronunciation.
Outcome/Performance Product (s)
- Ss' performance
Implementation and Assessment Tools:
- Observation
Activity 4. Production (5 minutes)
Aims: To help ss can remember and repeat the content that you learn on today.
Content/Performance Tasks:
Game: “Pass the teddy bear”
- Give two different teddy bears to two students, a black bear (ask the question) and a
white bear (answer the question).
- Have students listen to music and pass the balls.
- Stop music suddenly. Have the student with a black bear make a question for the student
who has a white bear.
E.g. Student with the black bear will ask “How old are you?”. The student with the white bear
will answer his/ her friend's question “I'm eight.”.
- Check students' pronunciation and praise them.
Outcome/Performance Product (s)
- Ss' performance
Implementation and Assessment Tools:
- Observation
IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT
* WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON
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1. Ask students to answer the following questions:
- What have you learnt from the lesson today?
- Answer the question learnt in lesson: Numbers one to ten and How old are you?
- answer the sentence patterns:  I'm eight
2. Tell students about the core values of the lesson:
- Recognising the importance of each how to ask about age.
* GIVE INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT
- Encourage students to practice and remember the sentence patterns:
How old are you?
I'm eight.
- Remember and learn by heart numbers one to ten.
- Remind students to do the exercises 1, 2, 3 in the workbook on page 6.
- Prepare for the next lesson Unit starter Hello Lesson 4 The Alphabet on page 7.
V. TEACHING EXPERIENCES
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
Week: 2
Period: 6
Date of teaching: 17/ 09 /2024
Unit Starter: HELLO!
Lesson 4 – The alphabet (page 7)

I. OBJECTIVES
By the end of the lesson, students will be able to:
1. Knowledge 
- Identify the English alphabet and letters.
Vocabulary: English alphabet letters
Sentences:
2. Competences
General competences 
- Communication and collaboration: work in pairs/groups to spell their names.
- Problem-solving and creativity: spell someone's name.
b. Language skills: listening, speaking skills.
 3. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth about feelings and emotions or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
II. INSTRUCTIONAL RESOURCES 
- Textbook: Family and friends 3 national edition student book page 7, workbook page 7.
- Audio: Track 06 - 07.
- Flashcards
III. PROCEDURES 
Activity 1. Warm-up (5 minutes)
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Aims: To help students remember the numbers 1-10.
Content/Performance Tasks:
Game: “Forwards and backwards”
- Review the number vocabulary from the last lesson and write the numbers 1-10
on the board.
- Make sure the students are sitting in rows so they can count around the room.
- Ask the students to start counting, with each student in turn saying the next
number.
- Before they get to 10, say Change! The students have to then start counting
backwards from whatever number they have reached.
- Say Change! again and the students start counting forwards again.
- Evaluate students. Give feedback.
- Outcome/Performance Product (s)
- Students can say the numbers correctly.
Implementation and Assessment Tools:
Observation.
Activity 2. Presentation (5 minutes):
- Aim: To help ss can recognize and speak the alphabet from Aa to Zz.
Content/Performance Task 
- Ask ss to open the book and answer the question: “ What can you see in the picture?”
- Answer some question from the picture.
Outcome/Performance Product (s)
- Ss' performance.
Implementation and Assessment Tools:
Observation.
Activity 3. Practice (17 minutes):
1. Listen and point. Repeat. (Track 06)
Aim: To help students identify the English alphabet and letters.
Content/Performance Task 
*Listen and point. Repeat. (Track 06)
- Say Open your books and model the action for students to open their Student Books.
Point to the alphabet.
- Play the first part of the recording. Hold your book up and demonstrate that you are
pointing to the pictures along with the audio. Ask students to listen and point to the
appropriate letter.
- Play the second part of the recording for students to point to the letters and repeat.
- Play the recording several times for students to listen and repeat (if necessary).
- Call some volunteers to point and say the letters.
- Check students' listening and speaking skills. Praise them.
Outcome/Performance Product (s)
- Students can point and say the letters correctly.
Implementation and Assessment Tools:
- Observation
2. Listen and sing. (page 07)
Aim: To help students sing a song with the English alphabet and letters.
Content/Performance Task 
15

*Listen and sing. (Track 07)
- Ask students to look at the song.
- Elicit rand...