Date of teaching: .2A.. Monday September 5th 2022
2B.2C. Wednesday September 7th 2022
Week: 1
GETTING STARTED
Period: 1
Lesson 1
I. Objectives: By the end of this lesson, students will be able to gain the following:
1. Knowledge
*Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten
*Structures:
How old are you? I'm (eight). (Open your book)!
2. Language skills: Count from one to ten, and ask how old someone is. Identify and
follow classroom instructions
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:
Time
Steps/Activities
Organization
5'
Warm-up
Teacher –
 Say “Hello” to the whole class.
whole class
 Ask students to give their names to get to know each other.
 Set the classroom rules. (E.g. Sit nicely. / Be nice. / Listen
to the teacher. / Hands up. ….)
Option 1: "Simon says" game
Teacher –
 Tell students they must only follow commands that start
whole class
with "Simon says..."
 Demonstrate the game by giving the students different
 commands. If the command starts with "Simon says,"
students must do the action. If it doesn't start with "Simon
says," students who do the action must sit down.
 Have one student come to the front of the class to be
"Simon."
 Swap roles and repeat with a new "Simon."
New lesson
A. Listen and point. Repeat. (CD1 - track 02)
Teacher –
 Use some real things and pictures to introduce the numbers whole class
from 1 to 10.
25'
 Have students listen to each new word.
 Have students listen to each new word and repeat all
together and individually. Correct student's pronunciation if
necessary.
1

 Arrange the flashcards on the board, play audio, and point
to each flashcard.
 Play audio again and have students point to the numbers in
their books.
 Play audio again and have students listen and repeat several
times.
 Change the order of the flashcards, point to them
individually and have students say the words, correct
pronunciation when needed.
 Have students work in pairs, one of them points to the
picture in the book and the other says the word.
Option :Game: “Slap”
 Split the class into four teams. Have them stand in four
lines.
 Place some cards on the board.
Students in
 Have four students come to the board to face off.
groups
 Call out a word, e.g. seven, and have students run to the
board then slap the picture and repeat the word. The winner
is the student who slaps the picture at first.
B. Listen and point. (CD1 – Track 03)
 Introduce the situation: “The teacher and the students are
asking and answering about age.”
 Play audio and have students look at the picture.
 Demonstrate the activity by pointing to the new vocabulary
items.
 Play audio. Have students listen and point.
 Have students work in pairs, ask and answer about their
age.
C. Sing. (CD1 – Track 04)
 Have students turn to page 70.
 Play audio and have students listen.
 Read the lyrics and do actions following them.
 Play audio and have students listen, sing along, and do
 the actions.

Teacher –
whole class

D. Point, say and do. Practice (optional).
 Divide the class into two teams.
 Show a flashcard to the class.
 Have Team A ask the question and Team B answer.
 Swap roles and repeat.
(Teacher shows a flashcard "six.")
• Team A: "How old are you?" Team B: "I'm six."
*Point, ask, and answer.
 Divide the class into pairs.

Teacher/
Whole class/
groupwork

2

Teacher –
whole class

 Have Student A point to a picture and ask, have Student B
answer.
 Swap roles and repeat.
 Afterwards, have some pairs demonstrate the activity in
front of the class.
*Answer key
1. How old are you? I'm seven. 2. How old are you? I'm four.
3. How old are you? I'm ten.
4. How old are you? I'm six.
5. How old are you? I'm three. 6. How old are you? I'm five.
7. How old are you? I'm eight. 8. How old are you? I'm nine.
E. Play “Magic finger”.
Teacher –
 Have students look at the example.
whole class/
 Divide the class into pairs.
pairs
 Have Student A write a number with their finger on Student
B's back and ask "How old are you?"
 Have Student B try to guess which number it is and answer,
e.g. "I'm six."
 Have students swap roles and repeat.
*Adjustments:
Carry out as the lesson plan.

Date of teaching: .2A.Monday September 5th 2022
2B.2C. Wednesday September 7th 2022
Week: 1
GETTING STARTED
Period: 2
Lesson 2
I. Objectives: By the end of this lesson, students will be able to gain the following:
1. Knowledge
*Vocabulary: Open your book, close your book, hands up, hands down
*Structures: Open your book !
2. Language skills: Understand and follow simple instructions in class. Ask and answer
the question related to numbers (How old are you?)
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:
Time
Steps/Activities
Organization
Warm-up
Teacher –
Song: Hello, how do you do
whole class
3

5'

25'

Option 1:
Game: “Who is faster?”
 Divide the class into groups.
 Arrange the flashcards on the board.
 Invite a student from each group to go to the board.
 Teacher says a word and the students run to tap the right
card.
New lesson
A. Listen and point. Repeat. (CD1 - track 05)
 Use pictures to introduce classroom commands.
 Have students listen to each new word.
 Have students listen to each new word and repeat all together
and individually. Correct student's pronunciation if
necessary.
 Arrange the flashcards on the board, play audio, and point to
each flashcard.
 Play audio again and have students point to the pictures in
their books.
 Play audio again and have students listen and repeat.
*Game: “Do as I say”
 Have students to do as the teacher says, not as the teacher
does and repeat playing the game.
E.g. Teacher says, “Open your books.” but he/ she closes his/
her book.
Students listen to the teacher carefully and open their books.
B. Listen and point. (CD1 – Track 06)
 Introduce the situation.
 Play audio and have students look at the picture.
 Demonstrate the activity by pointing to the new vocabulary
items.
 Play audio. Have students listen and point.
C. Sing. (CD1 – Track 07)
 Have students turn to page 70.
 Play audio and have students listen.
 Read the lyrics and do actions following them.
 Play audio and have students listen, sing along, and do the
actions.
D. Point, say, and do.
Practice (optional).
 Divide the class into two teams.
 Show a flashcard to the class.
 Have Team A call out the command and Team B do the
action.
 Swap roles and repeat.
4

Students in
groups

Teacher –
whole class/
individuals

-Teacher –
whole class/
individuals
Teacher Whole class

Teacher Whole class

Students in
groups

 e.g. (Teacher shows a flashcard "hands up.")
 Team A: "Hands up!"
Team B put their hands up.
* Point, say, and do.
 Divide the class into pairs.
 Have Student A point and say, have Student B do the action.
 Swap roles and repeat.
 Afterwards, have some pairs demonstrate the activity in front
of the class.
E. Play “Simon says”.
 Have students look at the example.
 Tell students they must only follow commands that starts
with "Simon says..."
 Demonstrate the game by giving the students different
commands. If the command starts with "Simon says…”,
students must do the action. If it doesn't start with "Simon
says," students who do the action must sit down.
 Have one student come to the front of the class to be
"Simon."
 Swap roles and repeat with a new "Simon."
5'
Wrap up
Option 1:
Workbook-page 4 and 5
 Have students open their workbooks (page 4 and 5) and
choose part C (page 5) to do first.
 Play audio and have students listen and tick the correct box.
 Have students look at part A,B and D of page 4 and 5.
 Set up time limit by 1 minute timer bomb (source:
https://www.youtube.com/watch?v=vwqQPeeVM1s).
 Have students start reading and doing all parts A, B, D.
When the time ends by explosion students stop doing their
exercises.
 Have students change their workbooks together.
 Check understanding as a whole class and give the correct
answers. Then the teacher gives stamps or stickers to the
whole class.
*Adjustments:
Carry out as the lesson plan.

Teacher –
whole class/
pairs
Teacher Whole class

Teacher Whole class

Date of teaching: 2A. Monday September 12th 2022
2B.2C. Wednesday September 14th 2022
Week: 2
GETTING STARTED
Period: 3
Lesson 3
I. Objectives: By the end of this lesson, students will be able to gain the following:
5

1. Knowledge
*Phonics: Review: Aa to Mm
*Structures:
2. Language skills
Review writing and making proper sounds of the letters from A to M.Practice listening
and speaking numbers – from one to ten
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 books, notebooks, workbooks.
III. Procedures:
Time
Steps/Activities
Organization
5'
Warm-up
Teacher –
Sing the “Hello” song (super simple songs)
whole class
Option : "Flashcard walk" game
 Divide the class into teams.
 Place several flashcards on the classroom floor.
Teacher  Have students from each team come up the front.
Whole class/
 Play some music and have the students walk around the
groupwork
flashcards.
 Stop the music and say the name of one flashcard.
 Have the students pick up the correct flashcard and say a
sentence using the word on the flashcard.
 Give the first team to make a correct sentence one point.
 The team that gets the most points win.
New lesson
25'
Sing the alphabet song.
 Play the alphabet song and have students listen.
Teacher –
 Play audio again and have students sing the song.
whole class
 Put the flashcards on the board for the letters in red (A to
M).
 Point to each flashcard, call out the letter's name, and have
students repeat.
1. Write the letters.
Teacher –
 Have students look at the pictures and call out the things
whole class /
individuals
they can see.
 Demonstrate the activity using the example.
 Have students write the letters.
 Check answers as a whole class.
6

Listen and repeat. (CD1 – Track 08)
 Point to the pictures and say the letters' sounds.
 Play audio. Have students listen and repeat the letter
sounds.
2. Listen and point. (CD1 – Track 09)
 Have students look at the pictures.
 Demonstrate pointing to the correct letter when you hear
the sound or word.
 Play audio. Have students point to the correct picture at the
top of the page when they hear the appropriate sound or
word.
3. Put a (  ) or a (  ).
 Have students look at the pictures and call out the words.
 Demonstrate the activity using the example.
 Have students put a tick or a cross.
 Check answers as a whole class.
4. Follow the letters and say the sounds.
 Have students call out the beginning sounds.
 Demonstrate the activity.
 Have students solve the maze with their fingers and say the
letter sounds as they pass them.
5. Write the letters.
 Have students look at the pictures and call out the things
they can see.
 Demonstrate the activity using the example.
 Have students write the letters.
 Check answers as a whole class.
Listen and repeat. (CD1 – Track 10)
 Point to the pictures and say the letters' sounds.
 Play audio. Have students listen and repeat the letter
sounds.
6. Listen and point. (CD1 – Track 11)
 Have students look at the pictures.
 Demonstrate pointing to the correct letter when you hear
the sound or word.
 Play audio. Have students point to the correct picture at the
top of the page when they hear the appropriate sound or
word.
7. Circle the letter.
 Have students look at the pictures and call out the words.
 Demonstrate the activity using the example.
 Have students look at the letters and circle the correct
beginning sounds.
 Check answers as a whole class.
7

Teacher –
whole class
Teacher –
whole class

Teacher –
whole class/
individuals
Teacher –
whole class

Teacher –
whole class/
individuals

Teacher –
whole class
Teacher –
whole class

Teacher –
whole class

8. Play “Board race”.
 Have students look at the example.
 Divide the class into teams and have one student from each
team stand a distance from the board.
 Write two letters on the board and then say a word
beginning with one of their sounds.
 Have the students race to the board, touch that letter, and
say the correct letter sound.
 The first student to touch the letter and say the sound gets a
point for their team.
 Continue with other students and letters.
Wrap up
5'
Option : Workbook – page 6 and 7
 Have students open their workbooks (page 6 and 7) and
choose part C (page 7) to do first.
 Play audio and have students listen and tick the correct box.
 Have students look at part A, B and D of page 6 and 7.
 Set up time limit by 1minute timer bomb .
 Have students start reading and doing all parts A, B, D.
When the time is up, students stop doing their exercises.
 Have students change their workbooks together.
 Check understanding as a whole class and give the correct
answers. Then the teacher gives stamps or stickers to the
whole class.
*Adjustments:
Carry out as the lesson plan.

Teacher –
whole class/
groupwork

Teacher –
whole class/
pair work

Date of teaching: 2A. Monday September 12th 2022
2B.2C. Wednesday September 14th 2022
Week: 2
UNIT 1: FEELINGS
Period:4
Lesson 1(A,B,C)
I.Objectives: By the end of this lesson, students will be able to gain the following:
1. Knowledge
*Vocabulary: happy, sad, fine/OK, great
*Structures: How are you? I'm (happy).
2. Language skills: Identify and use descriptive adjectives to impress their feelings
Talk about how they feel
3. Core competencies & Personal qualities
-Building up interests and good habits in learning English
-Building up an awareness of taking care of others in their family or community
-Being collaborative and supportive in teamwork
-Building up responsive and independent-working characteristics to be a life-long learner
II.Teaching aids:
8

*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:
Time
Steps/Activities
Organization
Warm-up
Teacher –
5'
Sing the “Phonics song”
whole class
New lesson
30'
A. Listen and point. Repeat. (CD1 - Track 12)
Teacher –
 Use some pictures to introduce the feelings.
whole class/
individuals/
 Have students listen to each new word.
pair work
 Have students listen to each new word and repeat all
together and individually. Correct student's pronunciation if
necessary.
 Arrange the flashcards on the board, play audio, and
point to each flashcard.
 Play audio again and have students point to the numbers
in their books.
 Play audio again and have students listen and repeat
several times.
 Change the order of the flashcards, point to them
individually and have students say the words, correct
pronunciation when needed.
 Have students work in pairs, one of them points to the
picture in the book and the other says the word.
Option 1:"Guessing" game
Teacher –
 Arrange the flashcards on the board and write a number
Whole class/
under each card.
individuals
 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 to guess
the face-down card. Turn the card over after each guess.
Option 2:“Slap” game
Teacher –
 Split the class into four teams.
Whole class/
 Have them stand in four lines.
groupwork
 Write words (happy, sad, fine/OK, great) on the board.
 Have four students come to the board to face off.
 Call out a word (E.g. happy) and have students run to the
board then slap the word.
B. Listen and point. (CD1 – Track 13)
 Introduce the situation. Bill and Kim are greeting each
other…
9

Teacher –
Whole class

 Play audio and have students listen and look at the picture.
 Demonstrate the activity by pointing to the new
vocabulary items.
 Play audio. Have students listen and point.
C. Sing. (CD1 – Track 14)
 Have students turn to page 70.
 Play audio and have students listen.
 Read the lyrics and do actions following them.
 Play audio and have students listen, sing along, and do the
actions.
 Have students go around and find their partners to ask and
answer the questions.
E.g. Student A: How are you?
Student B: I'm (happy).
*Workbook-page 8
 Have students look at part A, B of page 8.
 Set up time limit by 1 minute timer bomb.
 Have students start reading and doing all parts A, B.
When the time ends by explosion students stop doing
their exercises.
 Have students change their workbooks together.
 Check understanding as a whole class and give the
correct answers.
*Adjustments:
Carry out as the lesson plan.

Teacher –
whole class/
pair work

Teacher/
Whole class

Date of teaching: 2A. Monday September 19th 2022
2B.2C. Wednesday September 21st 2022
Week: 3
UNIT 1: FEELINGS
Period: 5
Lesson 1(D,E)
I. Objectives: By the end of this lesson, students will be able to gain the following:
1.Knowledge
*Vocabulary: happy, sad, fine / OK, great
*Structures: How are you? I'm (happy).
2. Language skills: Talk about how they feel
3. Core competencies & Personal qualities
- Building up interests and good habits in learning English
- Building up an awareness of taking care of others in their family or community
- Building up non-verbal communication skills through feeling expression
- 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:
10

Tim
e
5'

25'

Steps/Activities

Organization

Warm-up
Sing “How are you?” (Feelings) song
Option : “Hangman” game
 Split the class into four teams.
 Draw the hangman board and draw blank spaces for the
word the teacher wants them to guess.
 Have each team guess a letter. If they guess it correctly
then they get one point for each letter in the word. If they
get it wrong then draw a head, body, 2 legs and 2 arms.
 When the teacher draws all the parts of body the game is
over and the teacher starts a new game.
 The winner is the one with the most points at the end of
the last puzzle.
New lesson
D. Point, say and do. Practice (optional).
 Divide the class into two teams.
 Show a flashcard to the class.
 Have Team A ask the question and Team B answer.
 Swap roles and repeat.
E.g. (Teacher shows a flashcard "great".)
*Team A: "How are you?"
Team B: "I'm great."
*Point, ask, and answer.
 Divide the class into pairs.
 Have Student A point to a picture and ask, have Student B
answer.
 Swap roles and repeat.
 Afterwards, have some pairs demonstrate the activity in
front of the class.
*Answer key
1. How are you? I'm fine.
2. How are you? I'm great.
3. How are you? I'm happy. 4. How are you? I'm sad.
*"Hot seat" game
 Divide the class into teams.
 Have a student from each team sit on the chair facing the
classroom with the board behind them.
 Teacher writes a word on the board.
 Have the other students describe the word.
 Give the first team to guess correctly will have one point.
 The team that gets the most points win.

Teacher –
whole class

E. Play the “Chain” game
 Have students look at the example.

Teacher –
Whole class/

11

Teacher –
Whole class/
groupwork

Teacher –
whole class/
groupwork

Teacher –
whole class/
pair work

Teacher –
Whole class/
groupwork

 Divide the class into groups of four.
 Have the students stand up.
 Have Student A turn to Student B and ask the question,
then have Student B answer.
 Next, have Student B turn to Student C and ask the
question, then have Student C answer.
 Continue until all students have practiced.
 Have some groups demonstrate the activity in front of the
class.
Workbook-page 9
C. Listen and circle. (WB 05)
 Have students listen and circle the correct answers.
D. Look, read, and put a (√) or a (x).
 Have students look, read, tick the correct box and cross
the others.
 Teacher and students correct all the exercises and give
stamps or stickers to the whole class.
5'
Wrap up
Option “Mingle” game
 Divide the class into pairs.
 Play some music and encourage children to dance or walk
around.
 Stop the music suddenly.
When the music stops, each child finds a partner. He/ She
asks his/her partner “How are you?” and his/ her partner
answers the question “I'm happy/fine/OK…”.
 Play the music and continue in this way.
*Adjustments:
Carry out as the lesson plan.

groupwork

Teacher –
Whole class/
individuals

Teacher –
Whole class/
pair work

Date of teaching: 2A. Monday September 19th 2022
2B.2C. Wednesday September 21st 2022
Week: 3
UNIT 1: FEELINGS
Period: 6
Lesson 2(1.2.3.4)
I .Objectives: By the end of this lesson, students will be able to gain the following:
1. Knowledge
*Vocabulary: nut, nose
*Structures:
2. Language skills: Recognize and make the /n/ sound. Ask and answer about their
feelings
3. Core competencies & Personal qualities
-Building up interests and good habits in learning English
-Building up non-verbal communication skills through feeling expression
-Building up an awareness of taking care of others in their family or community
12

-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:
Time
Steps/Activities
Organization
5'
Warm-up
Teacher –
Sing the “Hello” song
whole class
Option : Play “Pass the balls” game
 Give two different colored balls to two students, a red ball
(ask the question) and a yellow ball (answer the question).
Teacher –
 Have students listen to music and pass the balls.
Whole class/
 Stop music suddenly.
pair work
 Have the student with a red ball make a question for the
child who has yellow ball.
 E.g Student with the red ball will ask “How are you?” The
child with the yellow ball will answer his/ her friend's
question “I'm happy.”.
25'
New lesson
1. Listen and repeat. Trace. (CD1 - Track 15)
Teacher –
 Introduce letter Nn and its sound
whole class/
 Play audio. Have students listen and repeat.
individuals/
pair work
 Demonstrate tracing the letters with your finger.
 Have students trace the letters with their fingers.
 Have students work in pairs, one traces the word and one
guesses.
 Have some students demonstrate the activity in front of
the class.
2. Listen and repeat. Trace. (CD1 - track 16)
Teacher –
 Introduce the words that begin with letter N.
Whole class
 Play audio and have students look at the picture.
 Demonstrate the activity by pointing to the new
vocabulary items.
 Play audio. Have students listen and point.
3. Sing. (CD1 – Track 17)
Teacher –
 Play audio and have students listen.
whole class
 Have students look at the lyrics.
 Read the lyrics and do actions following them.
 Play audio and have students listen, sing along, and do the
actions.
 Have students make a new verse with the word "nose" and
sing along the same melody as the first one.
4. Listen and clap. (CD1 - track 18)
Teacher –
13

 Demonstrate the activity.
whole class
 Have students stand up.
 Have students clap when they hear the letter sound.
“I spy” game
 Have one student think of a word and tell the others the Teacher –
whole class/
first letter. “I spy with my little eye, something
individuals
beginning with letter __”
 Have the other students guess the word Whoever wins
gets to be the spy!
5'
Wrap up
Option 1:Game: “Slapping”
Teacher –
 Have students sit in a circle and place some flashcards in Whole class/
the middle of the circle.
individuals
 Tell students to put their hands on their heads.
 Shout out the letter/ word of one of the flashcards and
have the students race to touch it. The student who
touches it first get to keep the object. The student who
has the most flashcards at the end of the game is the
winner.
Option 2:"Musical dictation" game
Teacher –
 Divide the class into teams.
Whole class/
groupwork
 Have each team take out a pencil and a piece of paper.
 Play some music and have teams pass their pencil from
one student to the next within the group.
 When the music stops, the students who have just
received the pencil write down on their paper what the
teacher has dictated to them (E.g. “nut”)
 Give the first team to write the word/sentence correctly
one point.
 The team that gets the most points win.
*Adjustments:
Carry out as the lesson plan.
Date of teaching: 2A. Monday September 26th 2022
2B.2C. Wednesday September 28th2022
Week: 4
UNIT 1: FEELINGS
Period:7
Lesson 2 (5.6.7.8)
I. Objectives: After completing this lesson, students will be able to gain the following:
1.Knowledge
*Vocabulary: octopus, orange
*Structures: Consolidation: (Minh)'s thirsty
2. Language skills: Recognize the sounds - /ɒ/ in words and produce them individually
3. Core competencies & Personal qualities
-Building up interests and good habits in learning English
-Building up awareness of taking care of others in their family or community
-Being collaborative and supportive in teamwork
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-Building up responsive and independent-working characteristics to be a life-long learner
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:
Time
Steps/Activities
Organization
5'
Warm-up
Teacher –
Sing the “Phonics song”
whole class
Option : "What is missing?" game
Teacher –
 Divide the class into teams.
Whole class/
groupwork
 Place some flashcards on the board (nut, nose and some
flashcards of previous letters).
 Have students from the teams close their eyes.
 Remove one of the pictures.
 Students have to remember and say the missing pictures.
 Give the first team to guess correctly one point.
 The team that gets the most points wins.
25'
New lesson
5. Listen and repeat. Trace. (CD1 - Track 19)
Teacher –
 Play audio. Have students listen and repeat.
whole class/
 Demonstrate tracing the letters with your finger.
individuals/
pair work
 Have students trace the letters with their fingers.
 Have students work in pairs, one traces the letter and one
guesses
 Have some students demonstrate the activity in front of the
class.
6. Listen and repeat. Write. (CD1 - track 20)
Teacher –
 Have students look at the pictures.
Whole class
 Demonstrate the activity.
 Play audio. Have students point to the letter as they hear it.
 Play audio again. Have students listen and repeat.
 Have students trace and write the letters.
 Have some students demonstrate the activity in front of the
class.
7. Sing. (CD1 – Track 21)
Teacher –
 Play audio and have students listen.
whole class
 Have students look at the lyrics.
 Read the lyrics and do actions following them.
 Play audio and have students listen, sing along, and do the
actions.
 Have students make a new verse with the word "orange"
and sing along the same melody as the first one.
8. Listen and hop. (CD1 - track 22)
Teacher –
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 Demonstrate the activity.
 Have students stand up.
 Have students hop when they hear the letter sound.
*Workbook - page 10 and 11
 Have students open their workbooks (page 10 and 11) and
5'
choose part C (page 11) to do first.
 Play audio and have students listen and write the number
into the box.
 Have students look at part A,B and D of page 10 and 11.
 Set up time limit by 3 minutes timer bomb .
 Have students start reading and doing all parts A, B, D.
When the time ends by explosion students stop doing
their exercises.
 Have students change their workbooks together.
 Check understanding as a whole class and give the correct
answers to the students.
*Adjustments:
Carry out as the lesson pl