Family and Friends Grade 2 Lesson plans

English Program for Primary Level

1

ENGLISH TEACHING PLAN GRADE 2 School year 2011 – 2012 Semester 1 WEEKS

1 (15/8) 2 (22/8) 3 (29/8) 4 (5/9) 5 (12/9) 6 (19/9)

TOPICS BREAKING THE ICE REVISION REVISION REVISION REVISION FAMILY AND FRIENDS: 7. Are these his pants?

7 (26/9) FAMILY AND FRIENDS: 7. Are these his pants?

8 (3/10) FUN WITH

STARTERS

LESSONS

Lesson 1 Lesson 2 Lesson 3 Maths & Science Lesson 4 Lesson 5 Lesson 6 Maths & Science Extra activities Extra activities Extra activities

TARGETS

- Identifying different clothes - Understanding a short story - Acting out the short story - Making a sentences with his or her - Identifying more words for clothes Maths: Counting (1-10) – Workbook(WB) (p.3+4) Science: Body Parts – PB (p.2+3) + WB (p.1) - Pronouncing the sound /∫/ - Differentiating between the sound /∫/, /s/ and /h/ - Learning how to read for specific detail - Developing language skills Maths: Counting (1-12) – Pupil book (PB) (p.6+7) + WB (p.5) Science: Song Hokey Pokey – PB (p.4) + WB (p.3) - Supplementary Activities: Welcome to Vietnam - Supplementary Activities: Welcome to Vietnam - Supplementary Activities: Welcome to Vietnam

English Program for Primary Level

FUN WITH 9 (10/10) STARTERS

FAMILY AND 10 (17/10) FRIENDS: 8. Where’s grandma?

FAMILY AND 11 (24/10) FRIENDS: 8. Where’s grandma?

FUN WITH 12 (31/10) STARTERS

13 (7/11)

FUN WITH STARTERS

Maths & Science Extra activities Review Extra activities Maths & Science Lesson 1 Lesson 2 Lesson 3 Maths & Science Lesson 4 Lesson 5 Lesson 6 Maths & Science Extra activities Extra activities Extra activities Maths & Science Extra activities Extra activities Review

2

Maths: Counting cats – PB (p.8 – 11) Science: Hands + The foot – WB (p.4+5) - Supplementary Activities: Welcome to Vietnam Revision of clothes items Project based activity: “Back – to – school” Book Maths: Number names – WB (p.6) + Phone numbers – PB (p.36+37) Science: Parts of the head – PB (p.5) + WB (p.6) - Identifying places in a home - Understanding a short story - Asking and answering questions about where people are - Acting out the story - Identifying more words for homes Maths: How many letters? – PB (p.12+13) Science: Parts of the head – WB (p.7+8) - Pronouncing the sound /ʧ / - Differentiating between the sound /ʧ /, /k/ and /h/ - Learning how to find specific information in a text - Developing language skills Maths: Rabbit hops – PB (p.14+15) Science: Same and different – PB (p.6) + WB (p.9+10) - Supplementary Activities: Welcome to Japan - Supplementary Activities: Welcome to Japan Project based activity: Halloween Maths: Adding – WB (p.7+8) Science: How to keep clean – PB (p.7) + WB (p.11) - Supplementary Activities: Welcome to Japan - Supplementary Activities: Welcome to Japan Revision of home items and prepositions

English Program for Primary Level

FAMILY AND 14 (14/11) FRIENDS:

9. Lunchtime!

FAMILY AND 15 (21/11) FRIENDS:

9. Lunchtime!

FUN WITH 16 (28/11) STARTERS

17 (5/12)

FAMILY AND FRIENDS: Review

FAMILY AND 18 (12/12) FRIENDS: 10. A new friend!

Maths & Science Lesson 1 Lesson 2 Lesson 3 Maths & Science Lesson 4 Lesson 5 Lesson 6 Maths & Science Extra activities Extra activities Extra activities Extra activities Extra activities Review 3 Review 3 Maths & Science Lesson 1 Lesson 2 Lesson 3

3

Maths: Taking away – PB (p.16+17) Science: Keeping clean – PB (p.8+9) - Identifying foods in a lunchbox - Understanding a short story - Making sentences with I have / I don’t have - Acting out the story - Identifying more types of foods Maths: Taking away – WB (p.9+10+11) Science: Keeping clean – WB (p.12) - Pronouncing the sound /θ/ - Differentiating between the sound /θ/, /t/ and /h/ - Understanding descriptions of lunchboxes - Developing language skills Maths: More taking away – PB (p.18+19) Science: How to keep healthy – PB (p.10) + WB (p.13) Project based activity: Teacher’s Day - Supplementary Activities: Welcome to New Zealand - Supplementary Activities: Welcome to New Zealand - Supplementary Activities: Welcome to New Zealand - Supplementary Activities: Welcome to New Zealand Review of vocabulary and structures Review of vocabulary and structures Maths: Counting – PB (p.22+23) Science: Healthy food – PB (p.11) + Home activity - Identifying adjectives for describing hair - Understanding a short story - Making sentences with has / doesn’t have to describe appearance - Acting out the story - Identifying shapes

English Program for Primary Level

FAMILY AND 19 (19/12) FRIENDS: 10. A new friend!

FUN WITH 20 (26/12) STARTERS

21 (2/1)

READING PROMOTION

Maths & Science Lesson 4 Lesson 5 Lesson 6 Extra activities Extra activities Extra activities Extra activities Extra activities My passion for reading My passion for reading My passion for reading Final Test

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Maths: Toys – PB (p.24+25) Science: Exercise every day – PB (p.12) + WB (p.20) - Pronouncing the sound /æ/ - Reading and understanding a descriptive letter - Developing language skills - Supplementary Activities: Welcome to Egypt - Supplementary Activities: Welcome to Egypt - Supplementary Activities: Welcome to Egypt - Supplementary Activities: Welcome to Egypt Project based activity: New Year Day

English Program for Primary Level

5

Semester 2 WEEKS

22 (9/1)

TOPICS FAMILY AND FRIENDS: 11. I like monkeys!

LESSONS Lesson 1 Lesson 2

Lesson 3 Maths & Science 16/1 – 27/1 (23 tháng chạp – mùng 5 Tết) FAMILY AND Lesson 4 23 (30/1) FRIENDS: 11. I like Lesson 5 monkeys! Lesson 6 Maths & Science FUN WITH Review 24 Extra (6/2) STARTERS activities Extra activities Maths & Science FUN WITH Extra 25 STARTERS activities (13/2) Extra activities Extra activities Maths & Science FAMILY AND Lesson 1 26 (20/2) FRIENDS: 12. Dinnertime! Lesson 2

TARGETS - Identifying zoo animals - Understanding a short story - Making sentences with like / don’t like - Acting out the story - Identifying more zoo animals Maths: Eight counters – PB (p.26+27) Science: Our senses – PB (p.13+14) - Pronouncing the sound /Ɛ / - Differentiating between /æ/ and /Ɛ / - Reading for specific information - Developing language skills Maths: Between – WB (p.12) Science: Our senses – PB (p.21+22+23) Revision of animal items - Supplementary Activities: Welcome to Australia - Supplementary Activities: Welcome to Australia Maths: Biggest and smallest – WB (p.13) Science: Using our senses: Sight – PB (p.15) + WB (p.24) - Supplementary Activities: Welcome to Australia - Supplementary Activities: Welcome to Australia Project based activity: Valentine’s Day Maths: Counting to twenty – WB (p.14+15) Science: Using our senses: Sight – PB (p.16) + WB (p.26+27) - Identifying more types of food - Understanding a short story - Asking and answering the questions Do you like…?

English Program for Primary Level

27 (27/2)

28 (5/3)

FAMILY AND FRIENDS: 12. Dinnertime!

FUN WITH STARTERS

29 (12/3)

FAMILY AND FRIENDS: Review

30 (19/3)

FUN WITH STARTERS

31

FAMILY AND FRIENDS:

Lesson 3 Maths & Science Lesson 4 Lesson 5 Lesson 6 Maths & Science Extra activities Extra activities Extra activities Maths & Science Review 3 Review 3 Extra activities Maths & Science Extra – activities Extra – activities Extra activities Maths & Science Lesson 1

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- Acting out the story - Identifying drinks Maths: stick pictures – PB (p.28+29) Science: Using our senses: Sight – PB (p.17) + WB (p.28) - Pronouncing the sound /Ι/ - Differentiating between /Ι/ and /Ɛ/ - Finding specific details in a text - Developing language skills Maths: Rabbit’s food – PB (p.30+31) Science: Using our senses: Hearing – PB (p.18+22) + WB (p.29) - Supplementary Activities: Welcome to Brazil - Supplementary Activities: Welcome to Brazil - Supplementary Activities: Welcome to Brazil Maths: Counting in twos – PB (p.32+33) + WB (p.24+25) Science: Using our senses: Hearing – PB (p.19+20+21) + WB (p.30) Review of vocabulary and structures Review of vocabulary and structures - Supplementary Activities: Welcome to Brazil - Project based activity: Women Day Maths: Fives – PB (p.38+39) Science: Using our senses: Smell – PB (p.23+24) + WB (p.35) - Supplementary Activities: Welcome to Spain - Supplementary Activities: Welcome to Spain - Supplementary Activities: Welcome to Spain Maths: Centimeters – PB (p.40+41) Science: Using our senses: Taste – PB (p.25) + WB (p.36) - Identifying bedroom objects - Understanding a short story

English Program for Primary Level

(26/3)

32 (2/4)

33 (9/4)

34 (16/4)

13. Clean up!

FAMILY AND FRIENDS: 13. Clean up!

FUN WITH STARTERS

FUN WITH STARTERS

FAMILY AND FRIENDS: 14. Action boy can run!

35 (23/4)

FAMILY AND FRIENDS: 14. Action boy can run!

Lesson 2

Lesson 3 Maths & Science Lesson 4 Lesson 5 Lesson 6 Maths & Science Extra activities Extra activities Extra activities Maths & Science Extra activities Extra activities Lesson 1 Lesson 2

Lesson 3 Lesson 4 Lesson 5 Lesson 6

7

- Make sentences with there’s and there are - Asking and answering questions with How many…? - Acting out the story - Identifying numbers Maths: O’clock + Days + Months – WB (p. 16 – 19) Science: Using our senses: Touch – PB (p.27) + WB (p.38) - Pronouncing the sound /ɑ / - Differentiating between /Ι/, /æ/, /ɑ / and /Ɛ/ - Understanding a letter to a magazine - Developing language skills Maths: Sorting shapes – WB (p.20+21) Science: Using our senses: Taste – PB (p.26) + WB (p.37) - Supplementary Activities: Welcome to Spain - Supplementary Activities: Welcome to England - Supplementary Activities: Welcome to England Maths: Circles and squares + Making patterns – WB (p.22+23) Science: Using our senses: Touch – PB (p.28) + WB (p.39+40) - Supplementary Activities: Welcome to England - Supplementary Activities: Welcome to England - Identifying action verbs - Understanding a short story - Make sentences with can and can’t - Asking and answering questions about what people can do - Acting out the story - Identifying more verbs - Pronouncing the sound /ʌ / - Differentiating between /Ι/, /ɑ / and /ʌ / - Reading and understanding a text about animals - Developing language skills

English Program for Primary Level

36 (30/4)

FUN WITH STARTERS

37 (7/5)

FAMILY AND FRIENDS: Review

38 (14/5)

READING PROMOTION

Extra activities Extra activities Extra activities Extra activities Review 3 Review 3 Review Extra activities My passion for reading My passion for reading My passion for reading Final Test

8

- Supplementary Activities: Welcome to USA - Supplementary Activities: Welcome to USA - Supplementary Activities: Welcome to USA - Supplementary Activities: Welcome to USA Review of vocabulary and structures Review of vocabulary and structures Revision of weather, action and toy items Project based activity: Liberation Day

English Program for Primary Level

9 TEXTBOOK: FAMILY AND FRIENDS 1

Semester 1 – Week 6

Periods 1-2

Objectives: Students can identify some types of clothes and understand a short story. Topic- Key language Resources and Materials

UNIT 7 ARE THESE HIS PANTS? Lesson 1

WORDS Integrated skills: speaking, listening, reading, writing Key vocabulary: dress, socks, T-shirt, pants, shorts Sentence patterns: Are these her socks? Yes, they are. No, they aren‟t.

Key Activities INTRODUCTION

Resources: Textbook: FAMILY AND FRIENDS Class book p. 48 Workbook p. 48 Materials: CD track 76-78 Story poster 7 Flashcards 61-65 Worksheet: Spinner game

Weather Report: Weather songs or chants. Warm up and review: Sing the song In my family (page 42) to warm the class up and review the words related to family members. Lesson presentation: Show a picture of a clothing store to give a meaningful context. (Tomorrow I‟ll go to Dalat. I want to buy some new clothes. What should I buy? A dress or a T-shirt? Pants or shorts? Socks or shoes?) Show the clothes flashcards while playing the audio – track 76 to elicit the vocabulary. Students can discuss in groups and give their answers. They can say the reasons why they choose in Vietnamese. Teacher will conclude by saying his/her choice. Listen, point and repeat: Ask students to listen again and repeat.  Practice through a chant: Play the audio – track 77 for students to listen to the chant and repeat more than once. DEVELOPMENT

Spinner game: Ss work in pairs. Students take turns to spin a pencil (or a pen) to pick up the word. When the student picks up the word after spinning, he/she reads aloud the word and draws a picture describing this word on a part of the spin. The student who is the first to read and draw 4/6 words in the spin is the winner. Lead-in: Use story poster 7 to present the story. Point to Mom and then Dad and ask Who‟s this? Ask students to name as many things in the picture as they can. Talk about the frame with the class. Ask What‟s happening? Ask students to predict the story. Play the audio – track 78 and ask students to listen it twice.  Listen and read: Ask students to listen again while reading. Comprehension questions: Ask students some questions e.g. Where are Mom and Dad? What are they doing? Which clothes are Rosy‟s / Billy‟s / Dad‟s? How‟s the weather? Where does Mom put Rosy‟s / Billy‟s clothes? - Ask students to open their books and repeat while playing the audio again.

English Program for Primary Level

10 CONSOLIDATION

Spelling Bee: This can be done with the whole class or in two teams. The first player in team one is given a word to spell orally. The first in team two writes the letters on the board. If correct, the team gets a point.  Consolidate by listening to Time to Talk Student Audio CD (track 45). Internet activity: http://learnenglishkids.britishcouncil.org/en/fun-withenglish/teddy-dresser Story time: “I love you, Mother” Project - based activities: Homework: Workbook (pages 48). Home activity: Ask students to listen to the story again (CD track 78) at home.

English Program for Primary Level

11

Worksheet - Spinner game

Semester 1 – Week 6 Objectives: - Students can make the sentences, ask and answer questions with his and her. - Students can act out the story. Topic- Key language Resources and Materials

Periods 3-4

Key Activities

English Program for Primary Level UNIT 7

ARE THESE HIS PANTS?

Resources: Textbook: FAMILY AND FRIENDS Class book p. 48 + 49 Workbook p. 49

Lesson 2

GRAMMAR Integrated skills: speaking, listening, reading, writing Key vocabulary: his, her Sentence patterns: This is her dress. These are his shorts. Are these her socks? Yes, they are. Are these his pants? No, they aren‟t. aren‟t = are not

Materials: CD track 77 – 79 Story poster 7 Realia: Items of clothing (dress, T-shirt, socks, pants, shorts) Flashcards 61 - 65 Worksheet: Connect 4 dots game

12 INTRODUCTION

Weather Report: Weather songs or chants. Warm up and review: Have students put on the clothes that they bring with them. Play the recording for students to chant. Each time that students hear their items of clothing mentioned, they sit down. Fashion Show: Have each student stand up one at a time and elicit from the class what he or she is wearing. Lesson presentation: Lead-in: Check how many family members there are in the story that students can remember. Point to the story poster 7 and ask students to tell what happened in the story. Play the audio track 78 then pause for students to repeat. Listen to the story and repeat to prepare for role play. DEVELOPMENT

Role play: Divide class into eight groups. Assign each group a story poster. Ask students to look at the different actions that the people do in the story. Elicit a set of actions to use when acting out the story. Students practice acting out the story. Ask some groups to come to the front of the class to act out the story. Story actions: Picture 1: Mom pulls Rosy‟s dress on the line. Dad holds up a sock in each hand. Picture 2: Dad passes a T-shirt to Mom. Mom is holding a basket. Picture 3: Mom holds up Dad‟s shorts. Picture 4: Dad takes the shorts, smiling. Listen and say: Look at each picture one at a time and ask students what they can see. Playing the recording all the way through for students to listen. Play the recording again, pausing for students to repeat each line. Hold up a clothes flashcard and substitute it for the first sentence on page 49. Ex: This is her T-shirt. Look and say: Ask students to look at the pictures in their class books. Model the question and answer with a student in the class. Ask students to practice in pairs.  Write: Practice writing with the incomplete sentences in the Student Book p.49. CONSOLIDATION

Connect 4 - dots game: Students work in pairs. They take turns to fill in an untaken line between two dots. They have to read aloud the words between two dots. They connect lines to make as

English Program for Primary Level

13 many squares as possible. If the student 1 completes a square, he/she has to make a sentence and then he/she owns it, and makes another line. The student who makes more squares than his/her friend is the winner.

Story time: “I love you, Mother” Project - based activities: Homework: Workbook (pages 49) + Grammar time, Workbook page 103.

English Program for Primary Level

14

Semester 1 – Week 6

Periods 5-6

Objectives: Students can identify more words of clothes and use clothes words in the context of a song. Topic- Key language Resources and Materials Key Activities

UNIT 7

ARE THESE HIS PANTS?

Resources: Textbook: FAMILY AND FRIENDS Class book p. 50 Workbook p. 50

Lesson 3

SONG Integrated skills: speaking, listening, reading, writing Key vocabulary: shoes, coat, hat Sentence patterns: I put on my shoes.

Materials: CD track 80-81 Flashcards 61-68 Worksheet of project based activity. Cultural note: Dress code In the USA there are public schools (free for everyone) and private schools (families pay for their children to attend). 90% of students in the US go to public schools. In private schools, students have to wear school uniforms. In public schools, students usually don‟t have to wear uniform, but there is a dress code. The dress code is different in different public schools. In most schools, students cannot wear very short skirts, shorts and tank

INTRODUCTION

Weather Report: Weather songs or chants. Warm up and review: „Draw It Relay‟ game Play „Draw it relay‟ game. Divide the students into two teams. Whisper a word to the first member of both teams and have them run to the board and draw a picture of the word as fast as possible. Award points to the fastest and most correct team. Lesson presentation: Lead-in: Use flashcards 66 – 68 to introduce the three new words. Hold up the cards one at a time and play the first part the recording for students to repeat. Play the second part of the recording for students repeat the words. Play the recording all the way through again for students to listen and point and then repeat.  Lead-in: Ask students to look at the pictures. Point to the items of the clothing and ask some students What‟s this?  Song presentation: Play the recording for students to listen and point to the pictures when they hear the three new words. Then play it again as they follow the words in their books. Recite the words of the songs with the class, without the music. Say each line for students to repeat. Play the recording again for students to sing along.  Sing and do: In each verse, students mime putting on the items of clothing. At the end of the song, they wave goodbye. Practice the actions with the class. Play the recording for students to sing the song and do their actions. DEVELOPMENT

Memory Tray: Bring in a tray of various items of clothing. Elicit the names of the objects and give the students a minute to memorize what's on the tray. Take the tray away and see how many items can be remembered. The student who remembers the most items gets a point.

Sing a song: In groups, students are going to sing a different version of the song. Put the T-shirt, shorts and shoes flashcards on the board. Point to the first flashcard and sing the first verse of a new song with the class. Do the same way with shorts and shoes. Use dolls

English Program for Primary Level tops (tops without sleeves). Many schools do not allow children to wear T-shirt with inappropriate pictures, such as guns. Students usually cannot wear hats in class. Story time: “I love you, Mother” Project - based activities: Back – to – school book Homework: Workbook (pages 50)

15 and clothes to have fun atmosphere. CONSOLIDATION

Simon says: Play Simon says…to practice clothes vocabulary and the instructions from this lesson. Give instructions Simon says put on your coat … Project – based activity: Have students write their names and decorate the covers of the book. Then keep them in the folder to use them again in next lessons.

English Program for Primary Level Worksheet - Project-based activity

16

English Program for Primary Level

17 Period 7

Semester 1-Week 6 Objectives: Students can identify and count from one to ten (forwards) Topic- Key language Resources and Materials

MATHS

INTRODUCTION

COUNTING (1-10) Resources: Integrated skills: speaking, listening, reading, writing Key vocabulary: number, one, two three, four, five, six, seven, eight, nine, ten (orally)

Key Activities

Textbook: SUCCESS WITH MATHEMATICS 1 Workbook p 3+4 Materials: Numbers cards (1-10) Pairs of pictures and number cards

Weather Report: Weather songs or chants. Warm up and review: Play a game: Make a group Call out a number from 2 to 6. Students run to make a group of the number called. Play a drum or tambourine as a „stop‟ sign. Students must sit down if they cannot form a group. Play at least 3 times. (Example: Make a group with the number 3). Play a game: Clap the number Hold up a card with a number from 1 to 10. Show the number. Students have to say the number out loud and then give the correct number of claps. Let some students take turns to hold up a number. DEVELOPMENT

Open workbook on page 3 and 4: Demonstrate the activity (from book) on the board. Students have to find the missing number in a counting sequence. After demonstration, students complete activity in their workbooks individually. CONSOLIDATION

Find your partner: Give each student one card. The card will have a picture to represent a number. Students have to find the partner who has the same number. Students use sentence pattern What do you have? I have … / I have number… Students put up hands when they have found partner. Check students are correct. Story time: “I love you, Mother” Homework:

Period 8

Semester 1-Week 6 Objectives: Students can identify some parts of the body. Topic- Key language Resources and Materials

Key Activities

English Program for Primary Level

18 INTRODUCTION

SCIENCE

BODY PARTS Integrated skills: speaking, listening, reading, writing Key vocabulary: head, arm, leg, foot, hand, fingers, toes Sentence patterns: Touch your …

Resources: Textbook: SUCCESS WITH SCIENCE 1 Pupil book page 2+3 Workbook page 1 Materials: Large chart of body Flashcards with key vocabulary Magnets for board Scissors Glue stick Colored pencils or crayons

Weather Report: Weather songs or chants. Lesson presentation: Stick a big picture of the body on the board so that students can see it clearly. Ask students if they name any body parts in English. Point to different parts and ask students if they know the name and then tell them. Students repeat. Hold up the flashcards of different body parts and tell students the words. Students repeat the words. Ask students to come to the board and pick up a flashcard, read the word aloud then point to the part of the body written on the flashcard. DEVELOPMENT

Game: Touch your … Ask students to stand up and give them a command such as touch your arm, touch your leg …If students point to wrong part of the body they have to sit down. At the end of 6th command, look and see how many students are standing. They are the winners. Open workbook on page 1: Ask student to have to cut out the picture of the body and labels on page 1. Have them paste the body onto workbook page 3 and paste the labels of body parts in correct places. CONSOLIDATION

Sing a song: Heads and shoulders Sing and act out to students. Students listen and look at the teacher, then try to follow words as he/she sings. Enjoy the song with students. Make a new verse song: Students work in groups. They try some different words to make up a new verse for the song. Ask groups to present their ideas. Choose some groups to perform their new song. Story time: “I love you, Mother” Homework:

English Program for Primary Level

19 TEXTBOOK: FAMILY AND FRIENDS 1

Periods 1-2

Semester 1- Week 7 Objectives: Students can pronounce the sound /∫/ on its own and in words. Students can differentiate between the sounds /∫/, /s/, and /h/ Topic- Key language Resources and Materials

UNIT 7

ARE THESE HIS PANTS?

Resources: Textbook: FAMILY AND FRIENDS Class book p. 51 Workbook p. 51

Lesson 4

PHONICS Integrated skills: speaking, listening, reading, writing Key vocabulary: shoes, sheep, fish Sentence patterns:

Materials: CD track 82-83 Phonic cards 27-29 Worksheet of „identify and color the sounds‟ activity. Language note: digraphs Distinct sounds that are represented by a combination of letters such as sh, ch, and th are called “digraph.” These are different from consonant blends, which will be covered in level 2. Digraphs should be treated as if they were letters of the alphabet in their own right.

Key Activities INTRODUCTION

Weather Report: Weather songs or chants. Warm up and review: Sing a song: Every day! Play a game: What's Missing? Scatter 8 flashcards face up on the table. Give the students a minute to look at them. Then have them close their eyes and take away one flashcard. Tell the students to open their eyes and ask, "What's missing?" Reward the student that guesses correctly. Lesson presentation: Lead-in: Tell students that although they have learned all the letters of the alphabet, they haven‟t learned all the sounds of English yet. Tell students that today they will look at the letter sh that represent the sound /∫/. Write sh on the board in large letters and explain that this is a new sound. Model the sound for students to repeat. Hold up phonics cards 27-29 one at a time, playing the first part of recording for students to listen and to repeat. Play the second part of the recording for students repeat the words. Play the recording (the whole track) again for students to listen and point and then repeat. Ask students to look at the picture. Tell them that the girl‟s name is Shirley. Ask what she has and what clothes are red. Play the recording for students to listen and repeat. Put the three phonics cards in different places around the room. Play the recording again for students to repeat the chant line and point to the cards as they hear the words. DEVELOPMENT

Chant and do: Divide the class into four different groups. Assign an action to each group. Group 1 – jump in the air. Group 2 – clap your hands Group 3 – wave your arms

English Program for Primary Level

20 Group 4 – turn around Do the chant together. The groups do their actions when they hear the sound /∫/. Swap the actions between the groups and do the chant again. Read the chant again. Circle the sh sounds. Look at the picture and circle the correct sound. CONSOLIDATION

Identify and color the sounds: Give each student a sheet of paper. Ask students to follow instructions. Ask students read the words in the picture and color. Sound h - green Sound s - orange Sound sh - yellow Story time: “I love you, Mother” Project - based activities: Homework: Workbook (pages 51)

English Program for Primary Level Worksheet of „identify and color the sounds‟ activity. Sound h - green Sound s - orange Sound sh - yellow

21

English Program for Primary Level

22 Periods 3-4

Semester 1-Week 7 Objectives: - Students can read and understand a story. -Students can read for specific details. Topic- Key language Resources and Materials

UNIT 7

ARE THESE HIS PANTS? Lesson 5

SKILLS TIME! Integrated skills: speaking, listening, reading, writing Key vocabulary: Revision of colors and items of clothing Additional vocabulary: try on , team Sentence patterns: What‟s your favorite color? What color is Max‟s Tshirt?

Key Activities INTRODUCTION

Weather Report: Weather songs or chants. Warm up and review: Play a game: Concentration Have the students sit in a circle. Spread out the flashcards (2 sets) face down. Students take turns flipping over two cards and saying the sound and the word. If the flashcards are a match, the student keeps the cards. If they are different, they remain face down. The student with the most pairs is the winner. Materials: Sing “Sing a rainbow!” song to review colors. CD track 84. A set of colored pencils Lesson presentation: Lead-in: Ask students to look at the pictures. Point to the picture of the boy and A glue stick A large piece of paper for explain that his name is Max. Point to the lady and ask who she is. Ask students to each group of four or six work in pairs, taking turns to point to different clothes and saying the words. Point to the different items of clothing and ask Are these pants orange/blue? Is this T-shirt Pictures of clothes from magazines green/blue/orange? Listen and read: A set of concentration Ask students to look at the pictures. Tell them that they are going to hear a game conversation between Max and his mom in the store. Play the recording for students to Worksheet for Rocklisten and follow silently in their books. Play the recording the second time. Answer Paper-Scissors game any questions students have. Ask simple questions to check their comprehension e.g. Which clothes does Mom/Max like? What is Max‟s favorite color? Why does Max like orange? Resources: Textbook: FAMILY AND FRIENDS Class book p. 52 Workbook p. 52

DEVELOPMENT

Read again. Circle the wrong word and write the correct word. My favorite clothes poster: Divide the class into groups of four to six. Tell students that they are going to make a poster with pictures of their favorite clothes. Give each group a set of colored pencils, a glue stick, a large piece of paper, and some magazines with pictures of clothes. Students write the title My favorite clothes at the top of their picture. They cut out pictures of the clothes they like from magazines and stick them onto a piece of paper. They can then label each item of clothing such as green T-shirt / white shorts / red socks … Collect in the posters and display them on the wall.

English Program for Primary Level

23 CONSOLIDATION

Rock – Paper – Scissors game: Give each pair of students a sheet of paper. They begin at „Start‟ and do „rock, paper, scissors‟. The winner goes first. He/she reads aloud the sentence in the first box. Then they continue doing „rock, paper, scissors‟ again. The winner moves toward the next box. Who finishes the six boxes first wins this game. Value worksheet: page 15 (Teacher‟s Book CD-ROM) Story time: “I love you, Mother” Project - based activities: Homework: Workbook (pages 52)

A set of concentration game:

/∫/ /∫/ /s/ /h/ Shirt sheep sofa hat

English Program for Primary Level

24

Worksheet for Rock-Paper-Scissors game.

All Max‟s pants are orange.

Yellow and red are nice colors.

This is a green coat.

I like these socks.

Billy‟s favorite color is blue.

These are purple shorts.

These are purple shorts.

Billy‟s favorite color is blue.

I like these socks.

This is a green coat.

Yellow and red are nice colors.

All Max‟s pants are orange.

English Program for Primary Level

25 Periods 5-6

Semester 1-Week 7 Objectives: Students can develop their learning skills. - Listening: identify pictures from their descriptions - Speaking: ask and answer questions about colors - Writing: identify and write „s in a sentence and write about favorite clothes Topic- Key language Resources and Materials

UNIT 7

ARE THESE HIS PANTS? Lesson 6

SKILLS TIME! Integrated skills: speaking, listening, reading, writing Key vocabulary: Revision of colors and clothes

INTRODUCTION

Resources: Textbook: FAMILY AND FRIENDS Class book p. 53 Workbook p. 53 Materials: CD track 85 Pictures of clothes from magazines or catalogs Worksheet for Battleship game Worksheet for project based activity

Weather Report: Weather songs or chants. Warm up and review: Play a game: Switch seats Put chairs in a circle. Writes on the board, “Switch seats if you are wearing brown shoes.” Stand in the middle and then say “Switch seats if you are wearing brown shoes.” Students who are wearing brown shoes switch seats. The teacher tries to find a seat while the switching is going on. The person who is left standing in the middle and says, “Switch seats if you are wearing ____.” Lesson presentation: Listen and number: Explain that you are going to play a recording of a girl and her mom talking about the different clothes. They have to listen and number the items in the order they hear them. Play the recording the whole way through. Students listen and number to each picture as they hear the word. Look at the pictures again. Point, ask and answer. Circle “ „s “ and match

Additional vocabulary: What about Sentence patterns: Revision of structures seen previously

Key Activities

DEVELOPMENT

Describing pictures: Divide the class into groups of four or six. Give each student at least two pictures of different clothes from magazines. Students take turns to hold up a picture and ask What color is this…? What color are these …? for the rest of the group to answer. Picture Race: Use pictures of clothes from the collection you brought in. Assign 10 pictures to groups of about 5 students sitting in a circle. Working individually, they will compete to write brief descriptions of as many pictures as they can in 5 minutes. Then they share the ideas with the class.

CONSOLIDATION

Battleship game:

English Program for Primary Level

26 Work in pairs. Both players place their ships (6 ships) on the “your ocean” grid. 2

2

.

2

Attack enemy ships by calling a square. Whosever goes first ask question Are you wearing (a red T-shirt)? The other player says either “HIT” or “MISS” depending upon whether one of his ships is in the position called out. The person calling out should mark a hit or a miss on the “enemy ocean” grid to keep track of the shots. The other person should mark the shot on “your ocean.” If the shot is a “HIT” the player goes again. Otherwise, the other player takes a turn. Once a player has sunk all the opponent ships, he is the winner. Project – based activity: Have students write and trace their hand on this page of the book. Then keep them in the folders. Story time: “I love you, Mother” Project - based activities: Back – to – school book Homework: Workbook (pages 53)

English Program for Primary Level

27

Worksheet for Battleship game

1. Draw in 2 of each boat in your ocean. 2. Attack enemy ships by calling a square ( Are you wearing a red T-shirt? ) 3. Sink all the enemy ships to win

red T-shirt coat pants shoes socks shorts hat

yellow

blue

green

pink

black

white

purple

brown

English Program for Primary Level

red T-shirt coat pants shoes socks shorts hat

yellow

28

blue

green

pink

black

white

purple

brown

English Program for Primary Level Worksheet for project based activity

29

English Program for Primary Level

30 Period 7

Semester 1-Week 7 Objective: Students can identify and count from one to twelve (forwards & backwards) Topic- Key language Resources and Materials

MATHS

COUNTING (1-12) Integrated skills: speaking, listening, reading, writing Key vocabulary: number, one, two three, four, five, six, seven, eight, nine, ten, eleven, twelve (orally)

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Pupil book p.6+7 Workbook page 5 Materials: Numbers cards (0-12) Large number lines Worksheet for board game (First to 12)

Sentence patterns:

Key Activities INTRODUCTION

Weather Report: Weather songs or chants. Warm up and review: Play a game Students stand in a circle and chorus counting from 1-10. Instruct the students to each call out one, two or three of the numbers in numerical order. The student who calls out 'ten' must sit down. Continue until only one student is standing. That student wins the game. E.g. "one, two", "three, four, five", "six", "seven, eight, nine", "ten (sits down)" Lesson presentation: Introduce the numbers 11 and 12. Hold up flashcards, say number and ask students repeat. Do this at least 3 times. Number lines (number lines should start with number 0) Put up 2 large number lines on blackboard. Ask students to count from 1 – 12 following as pointing to numbers on the line. Students will count forwards and backwards on the number line with the teacher. Tell students to have to close their eyes. When they open their eyes, ask them What number has been covered? Students check by counting aloud from beginning of number line and stop when they get to the number has been covered. Students will predict what should come next. Repeat activity 3 times, choosing different numbers to cover. DEVELOPMENT

Open Pupil book ( pages 6 and 7) and workbook (page 5): Students will record answers to questions in the books. Ask students to share their answers. CONSOLIDATION

Game: First to 12 (board game): Students work in pairs or groups. Students roll a dice and move counters on board that number of spaces. To keep moving on the board game, students just roll a dice and keep on moving until they reach 12. Students must roll to get number 12. If they are on number 11 and roll to number 2, they must miss a turn. They must wait until they roll to number 1 to move to 12. The winner is the first to get number 12. Period 8

Semester 1- Week 7 Objectives: Students can identify some parts of the body. Topic- Key language Resources and Materials

Key Activities

English Program for Primary Level INTRODUCTION

SCIENCE

OUR BODIES Parts of the body Integrated skills: speaking, listening, reading, writing Key vocabulary: left, right Sentence patterns:

31

Resources: Textbook: SUCCESS WITH SCIENCE 1 Pupil book page 4 Workbook page 3 Materials: Large poster of body Large poster of song Flashcards with key vocabulary Magnets for board Scissors Glue stick Coloured pencils or crayons

Weather Report: Weather songs or chants. Play a game: Left/Right Hold up flashcard with word “LEFT” while raising the left hand and ask student to follow up. Ask students to repeat and do the action. Repeat with the word “RIGHT.” Tell students that you will say left or right and the student must respond by raising the correct hand. Tell students that now you will use the words left or right with other parts of the body. Students need to raise this body part such as left arm, right arm, left leg… Lesson presentation: Introduce song Hockey Pokey by asking students to look for some words that describe the body parts. Students take turns to find words and underline with their pencils or markers. Ask student to look at the chart when introducing the song to children and demonstrating actions with body follow same steps for introducing song and students repeat. Ask students to stand in a circle in the classroom and perform the song. Teacher should stand where all children can clearly see or hear her/him to support students sing the lyrics correctly with appropriate actions. DEVELOPMENT

Make a new verse song: Place the poster with the lyrics on the board and cover up words for body parts and position on body. Students try some different words to make up a new verse for the song. Tell students they don‟t have to follow the same order as the song. Choose some groups to perform their new song. CONSOLIDATION

Open workbook on page 3: Ask student to write the names of these body parts. Story time: “I love my mother” Homework:

English Program for Primary Level Worksheet for board game

32

English Program for Primary Level

33 Period 1-6 (week 8) + period 1+2 (week 9)

Semester 1- Weeks 8 + 9 Objectives: Review clothes topic and do some exercises related to Cambridge Test. Topic- Key language Resources and Materials

EXTRA ACTIVITIES UNIT 1

WELCOME TO VIETNAM Integrated skills: speaking, listening, reading, writing Key vocabulary: Items of clothing Sentence patterns: What are you wearing? I am wearing … He‟s wearing …

Resources: Textbook: FUN WITH STARTERS 2 ( Vui học cùng kỳ thi Starters – Cambridge)

Key Activities

UNIT 1: WELCOME TO VIETNAM Read and write yes or no. (Page) 1. No 2. Yes 3. No 4. No Read and write yes or no. (Page) 1. Yes – No 2. Yes – No

5. Yes 3. No – Yes

Listen and write. Complete the crossword. (Page) 1. Skirt 2. Suit 3. Shirt 4. Handbag 5. Pants 6. Jeans 7. Dress Find the questions and write the answers. (Page) 1. What is he wearing? He‟s wearing a shirt. 2. Is she wearing a skirt? No, she isn‟t. 3. What are you wearing? I‟m __________. Write a word. (Page) 1. Beach 2. Sun 3. Tree 4. Shell

5. Flowers

Listen and write a word or a number. (Page) 1. Billy 2. Lucy 3. Eight 4. Three

5. One

Project – based activity: Have students write personal information about their location on the page of the book. Then keep them in the folder to use them again in next lessons. Story time: “I love you, Mother” Project - based activities: Making a “Back - to - school book”

English Program for Primary Level Worksheet for project based activity

34

English Program for Primary Level

35 Period 7

Semester 1- Week 8 Objectives: Students can be familiar with addition. Topic- Key language Resources and Materials

MATHS

COUNTING CATS Integrated skills: speaking, listening, reading, writing Key vocabulary: number, one, two three, four, five, six, seven, eight, nine, ten, eleven, twelve (orally), altogether Sentence patterns: How many?

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Pupil book 8 – 11

Materials: Numbers cards (0-12) Picture cards – models of happy and sad cats Sets of different numbers of black cat faces for group activity (between 10-12) Papers, markers, crayons, scissors, glue Copies of questions for problems solving for each group. Answer sheets for each group.

Key Activities INTRODUCTION

Weather Report: Weather songs or chants. Play a game: What's Missing? Scatter 8-10 numbers cards face up on the table. Give the students a minute to look at them. Then have them close their eyes and take away one card. Tell the students to open their eyes and ask, "What's missing?" Reward the student that guesses correctly. Lesson presentation: Happy/sad cats Put up pictures of a happy and a sad cat on the blackboard. Ask students “Which cat look happy?” Students respond. Hold up other picture and ask “How does this cat feel?” Hold up pictures and ask students to say whether the cat is happy or sad. Do this a few times. Count the cats: Put up chart with mixture of happy and sad cats. Ask students How many happy cats? One student gives answer and checks by counting cats. The student points to each one as other students count. DEVELOPMENT

Open Pupil book on page 8 – 11: Students will record answers to questions in the books. Check answers by swapping books with their partners. Group problem solving – How many cats: Divide the class into groups of four or six. Each group is given a pile of cat faces without expressions. Each member of group has to fill in the cat‟s face and make it happy or sad. Students paste their cats onto chart paper. Ask students to paste on questions How many cats are happy? How many cats are sad? How many cats altogether? Display complete chart on the wall. CONSOLIDATION

Solving problems: Groups take response sheet and move around classroom. Each group will try to answer questions on problem solving question charts belonging to other groups. Once all groups have had an opportunity to record answers to questions, the whole class will check the answers.

English Program for Primary Level

36 Period 8

Semester 1- Week 8 Objective: Students can identify some parts of the body. Topic- Key language Resources and Materials

SCIENCE

INTRODUCTION

Resources: OUR BODIES Textbook: SUCCESS Hands and The Foot WITH SCIENCE 1 Integrated skills: speaking, listening, reading, writing

Key Activities

Workbook page 4+5

Materials: Large poster of body Flashcards with key Key vocabulary: vocabulary hand, foot, biggest, Magnets for board smallest, longest, shortest Scissors Glue stick Sentence patterns: Colored pencils or crayons

Weather Report: Weather songs or chants. Sing a song: Hokey Pokey DEVELOPMENT

Workbook activity: Trace and cut out your hand Ask students to hold up one hand. Explain that in this lesson they will trace around their hand and cut it out. Students will engage in activity. Ask students to work in groups. They compare hands and organize them in order from biggest to smallest. When all in group agree on order, ask them to paste onto a large paper. Display final presentation on classroom wall. All groups check each other‟s work. Encourage students to discuss the displays using the words big and small. Workbook activity: Trace and cut out your foot Explain that in this lesson they will trace around their foot and cut it out. Ask students to work with partner for activity. Partner will trace around foot and then student cuts out traced foot. Ask students to work in groups. They compare the feet and organize them in order from shortest to longest. When all in group agree on the order, ask them to paste onto a large sheet of paper. Display final presentation on classroom wall. All groups check each other‟s work. Encourage students to discuss the displays using the words short and long. CONSOLIDATION

Body parts touch: Play the music and students move around the room. When the music stops the teacher calls out the name of a body part and students have to find a partner and the pair have to make only those body parts touch. Example: call out hands. Students can only touch hands together – no other part of their bodies. This game only for body parts as hand, foot, head, leg, and arm. Story time: “I love you, Mother” Homework:

English Program for Primary Level

37

Worksheet for counting cats

How many happy cats? How many sad cats? How many cats altogether? Group 1: How many happy cats? How many sad cats? How many cats altogether? Group 2: How many happy cats? How many sad cats? How many cats altogether? Group 3: How many happy cats? How many sad cats? How many cats altogether? Group 4: How many happy cats? How many sad cats? How many cats altogether? Group 5: How many happy cats? How many sad cats? How many cats altogether? Group 6: How many happy cats? How many sad cats? How many cats altogether?

English Program for Primary Level

38

Semester 1- Week 9 Objective: Elementary school students can make a wonderful book at the beginning of the school year. Topic- Key language

Resources and Materials

Periods 5 – 6

Key Activities

Project – based activity EXTRA ACTIVITIES Integrated skills: speaking, listening, reading, writing

Materials: -Paper -Printer -Crayons, pens, or markers -Hole punch and some string [or a stapler] (to bind the book) -Glue stick and photo of child (optional)

This is a wonderful book that elementary school students can make at the beginning of the school year. In this book the students write about themselves, their families, and their favorite things. Step 1: Students create a cover of the book. (Week 4 – Periods 5 - 6) Step 2: Students write personal information and trace their hand on the page of the book. (Week 5 – Periods 5 - 6) Step 3: Students write personal information about the place to live on the page of the book (Week 6 – Period 5 – 6) Step 4: Students write about their favorite things. (Week 7 – Periods 7 - 8) Step 5: Students write about their school in this year. (Week 7 – Periods 7 - 8) - Bind the pages of the book together by stapling them or by punching holes in the left margin and tying the pages together with a ribbon. Or punch holes and put the book in a folder or a notebook. - Students can show their back – to – school books with the class. Extra activity: A rebus story (answer key)

Story time: “I love you, Mother”

English Program for Primary Level

Worksheet for project- based activity

39

English Program for Primary Level

40

English Program for Primary Level

Worksheet for extra activity

41

English Program for Primary Level

42

English Program for Primary Level

43

English Program for Primary Level

44

Period 7

Semester 1- Week 9 Objective: Students can name the numbers from one to ten Topic- Key language Resources and Materials

IIN NTTR RO OD DU UC CTTIIO ON N

MATHS

NUMBER Lesson

NUMBER NAMES Key vocabulary: zero , one , two , three , four , five , six , seven , eight , nine , ten . Vocabulary revision: say, point to, write

Key Activities

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Pupil book p.36-37 Workbook p.6

Materials : - Flashcards of number names - Picture cards of numbers 0 – 10 - Number cards ( 0 – 10 ) large size for T - Sets of cards for concentration game (each group gets one set)

Weather Report: Warm up and review:  Counting Rhyme: - 1, 2, buckle my shoes, 3, 4 sit on the floor, 5, 6 pick up the stick…… - Put the wall chart of rhyme on the board. Ss listen to the rhyme on CD. Read each line and ask Ss to repeat. Ss practice saying in chorus. - Ss work in groups of 6 and perform rhyme with actions. Lesson presentation:  Introduce flashcards for number names 0 – 10 -T puts cards on blackboard, face up. On the other side of blackboard, T puts cards with number in figures. Hold the word card and say the name of the number - Ss repeat twice for each number. Ss play game “Make a match” Make a match: Ss have to find pairs of cards that match word to figure (0-10 ) D DEEV VEELLO OPPM MEEN NTT

 Workbook Activity – p.6: Number names. T and Ss check answers  Game : Number Concentration – Group Activity - Give each group 2 sets of cards - one set with figures 0 -10 and the other with words from zero to ten and ask Ss face them down. - Ss take turns turning up 2 cards, say the numbers and if correct they keep the pairs. If not correct, cards must be turned back down. Ss continue the game until all pairs are matched. C CO ON NSSO OLLIID DA ATTIIO ON N

Number Name Word Find: Ss have to find number names in the word. Ss can complete for homework activity and return next lesson. Story time: “I love you , Mother ”

English Program for Primary Level

45 Period 8

Semester 1- Week 9 Objective: Students can say the names of the parts of the head. Topic- Key language Resources and Materials

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

SCIENCE

OUR BODIES Lesson

PARTS OF THE HEAD Integrated skills: speaking, listening, writing Key Vocabulary: eyes, nose, ears, mouth, teeth, tongue, hair Vocabulary revision: head

Resources: Textbook: SUCCESS WITH SCIENCE 1 Pupil book p.5 Workbook p.6

Weather Report: Warm up and review:  Song “ HOCKEY POCKEY ”  Listening Game: Touch your ……….

Materials : - Flashcards - Paper ( A3 ) - Sets of Concentration Game Cards - Magnets - Glue - Colored pencils - Masking tape

Lesson presentation:  Chart – Parts of the Head

Give Ss a series of commands beginning with Touch your………. .Ss follow the commands e.g. Touch your nose. - > Ss touch their noses.

Point to different parts of the head and ask Ss if they know the word for this part of the head in English. Tell Ss the names of the different parts of the head. Hold up the flashcards, say the words. Ask Ss to come up and point to this part of the head on the chart. Call out different parts of the head and Ss have to touch the part called e.g. Touch your nose / tongue / hair / teeth / eyes / mouth / ears. D DE EV VE EL LO OPPM ME EN NT T  Labeling the parts of the head: Put up a chart of the head on the board which labels are covered - Flashcard labels are placed face up on the board. Ss take turns selecting a word, reading it aloud to the class and then placing it in the correct place on the chart. Workbook Activity: Cut and paste labels and place next to correct part of the head. C CO ON NSSO OL LIID DA AT TIIO ON N  Make a face:

English Program for Primary Level

46 Draw a face on the blackboard. Ss take turns reading a flashcard and then draw in that part of the face.  Variation: Put up the chart with a face and has cutouts of the different parts. Ss read flashcard and find matching part. Put it on the face.  Homework Activity: Review parts of the head Ss draw a face at home and label parts then can bring to school to display in classroom.

Story time: “I love you , Mother ”

English Program for Primary Level

47 TEXTBOOK: FAMILY AND FRIENDS 1

Periods 1-2

Semester 1- Week 10 Objectives: - Students can identify different places in a home. - Students can understand a short story. Topic- Key language

Resources and Materials

IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 8

Where’s Grandma? Resources: Lesson 1

WORDS Integrated skills: speaking, listening, reading, writing Key vocabulary: kitchen, living room, dining room, bedroom, bathroom Additional vocabulary: certificate, show, surprise, good, work, good job

Key Activities

Textbook: FAMILY AND FRIENDS Class book p.54 Workbook p.54 Materials: - Flashcards 69 – 73 - CD track 86 – 88 - Story poster 8

Weather Report: Warm up and review: Sing the song “Hello, How do you do?” Guessing Game: Divide the class into groups. Stick the flashcards 61-68 on the board ( dress , socks , pants … ) then give students the clue to guess the word Ex: This word has 5 letters. The first is D and the last is S. D __ __ __ S Can you guess what it is? Students race to the board, getting the correct picture then say it aloud. The group that has the most cards is the winner. Lesson presentation: - Use flashcards 69 – 73 to introduce the new words, playing the recording. Students listen, point to the pictures p54 and repeat. - Check students‟ understanding by asking questions. Ex: What can you see in the dining room? ( chairs and tables ) What can you do in the dining room? ( eat ) - Give students the word cards, do the chant. They listen, say and hold the words in the air. D DEEV VEELLO OPPM MEEN NTT

 Dialogue presentation : - Stick the story poster 8 on the board, explaining some new words. Ask questions to encourage predictions from different members of the class Who‟s this? What happens? What room are they in? - Play the recording, point to the poster and explain the story. Students listen and practice.  Role – play: Students work in groups of 6, acting out the story.  Comprehension questions: Ask some questions to check their understanding. What does Rosy have? Is grandma in the kitchen? Is Dad in the living room? Where are Rosy‟s family members?

English Program for Primary Level

48 C CO ON NSSO OLLIID DA ATTIIO ON N

 My group‟s house: Students work in groups of 6, draw and color a big house with some rooms .Then, each group comes to the front and talk about the house by using simple sentences. T sticks their works on the “Works from our heart” corner. Ex: This is my group‟s house. This is a kitchen. These are 2 bedrooms. ……………. Story time: “I love you , Mother ” Homework: Workbook ( page 54)

English Program for Primary Level

49 TEXTBOOK: FAMILY AND FRIENDS 1

Periods 3-4

Semester 1- Week 10 Objectives: - Students are able to ask and answer questions about where people are. - Students can write Is or Are at the beginning of questions. - Students can act out a story. Topic- Key language

Resources and Materials

IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 8

Where’s Grandma? Lesson 2

GRAMMAR Integrated skills: speaking, listening, reading, writing Review vocabulary: Rooms in a house. Members of a family Sentence patterns: Where‟s grandma? She‟s in the bedroom. Where are Dad and Billy? They‟re in the kitchen. Is she in the bedroom? - Yes, she is. Are they in the living room? - No, they aren‟t.

Key Activities

Resources: Textbook: FAMILY AND FRIENDS Class book p. 55 Workbook p. 55 Materials: - Hello flashcards 1-3 - Family flashcards 57- 60 - CD track 88 - 89 - Story poster 8

Weather Report: Warm up and review: Students sing the song “ In my family ” p.42 Miming Game: Mime the action of going to bed. Students call out “Bedroom!” - Ask a student to come to the front and mime something he / she might do in one of the other rooms. The others guess. Repeat with the other house words. Lesson presentation: - Use the story poster 8 to ask students what happened in the story to model the patterns. Gives a meaningful context to lead in the patterns Children! Let‟s visit Rosy‟s family again. Rosy is holding a certificate that she has been awarded and she wants to show it to her family. Is Grandma in the kitchen? Are Dad and Billy in the living room? Where‟s Grandma? Where are Dad and Billy? - Write the sentence patterns on the board, show students how to make the short forms She‟s / He‟s and They‟re by writing the words separately and then together on the board and show how to use “ She‟s , He‟s , They‟re ” - Put the grandma flashcard on the board and write “She‟s” next to the picture of grandma. Replace the picture of grandma with grandpa and write the word “He‟s” Put flashcards of at least 2 other family members on the board and write “They‟re” next to the pictures. - Play the recording for students to repeat. (Repetition Drill and Substitution Drill)

D DEEV VEELLO OPPM MEEN NTT

 Practice : - Draw a big house with 5 rooms on the board. Put the family flashcards (1-3, 57-60) in each room of the house. - Model the question and answer with some students, then ask students work in pairs.

English Program for Primary Level

50 - Call some students come to the front to practice the patterns. Look and Say: Ask students to work in pairs - take turns asking and answering about the pictures on p.55  Look again and write : Ask students to look the exercise in their class books and complete the sentences individually. Go over the activities with the class. C CO ON NSSO OLLIID DA ATTIIO ON N

 Matching : Give each student a worksheet with questions and answers. Check their answers to know how they combine the sentences with he‟s, she‟s and they‟re. Story time: “I love you , Mother ” Homework: Workbook ( page 55)

English Program for Primary Level

51 TEXTBOOK: FAMILY AND FRIENDS 1

Periods 5 - 6

Semester 1- Week 10 Objectives: - Students can identify more words for homes. - Students can use house words in the context of a song. Topic- Key language

Resources and Materials

IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 8

Where’s Grandma? Resources: Lesson 3

SONG Integrated skills: speaking, listening, reading, writing , singing Key vocabulary: house, apartment, flat, upstairs, downstairs .

Key Activities

Textbook: FAMILY AND FRIENDS Class book p.56 Workbook p.56 Materials: - My house flashcards 69 – 77 - CD track 90 – 91

Weather Report: Warm up and review: Song “ The Family Song ” – Tiny Talk p.72 Chinese Whisper: Divide class into groups. Show a sentence to the last student from each group. He / She whispers to the next student. Continue to the first student, he / she races to the board say it aloud and write the sentence (if the student is good enough). Ex: Rosy is in the dining room. Dad and Grandma are in the living room. ………… Lesson presentation: - Use the flashcards 74 – 77 to introduce new words. Hold up the cards, playing the recording and ask students to listen. - Students look at the pictures, listen to the recording and say the words again. - Hold up the cards and ask individual students to say the words. D DEEV VEELLO OPPM MEEN NTT

Additional vocabulary: follow, table, chair, go through

 Activity: - Divide class into groups. Put flashcards 69 – 77 in different places around the room. - Say the words. Students race and get the correct pictures. The group getting the most pictures is the winner.  Present the song: Ask students look at the picture of the house on p.56. Use pictures to explain some new words. Play the recording, say the words and ask students to repeat. Ask individual students to say the words again.  Song actions : Come into my house (arms open to welcome) What can you see? (look from left to right) Upstairs and downstairs ( point upwards and downwards ) Come, follow me (beckon) Go through the door ( open the door ) Go upstairs (point upwards)

English Program for Primary Level

52 Go downstairs (point downwards) What‟s in my bedroom / the dining room? (open the door ) Four teddy bears (cuddle a teddy bear) Table and chairs ( sit down) Practice with the class. Play the recording for students to sing the song and do their actions. C CO ON NSSO OLLIID DA ATTIIO ON N

 Interview : Students walk around the class to interview the others by using questions :  Where‟s your bedroom? It‟s upstairs / downstairs.  What‟s in your bedroom? a bed, a teddy bear,…  Where‟s your dining room? …… Story time: “I love you , Mother ” Project based activity: HALLOWEEN DAY  Materials: Sheets of paper with the simple 8- shaped mask. Pencils - Scissors - A paper stapler - Crayons - Cardboard  Step 1: Students cut the simple 8 shapes out of the papers. Homework: Workbook ( page 56)

- Markers - stickers - Glue - String or ribbon.

English Program for Primary Level

The 8 - shaped mask for girls and boys

The 8 - shaped mask for girls and boys

53

English Program for Primary Level

54

English Program for Primary Level

55

ACTIVITY

English Program for Primary Level

Cut the pattern from construction paper. Fold the pumpkin along the vertical dotted line . With scissors, cut along the horizontal lines. Carefully open them. Make the pumpkin three- dimensional by pushing on strip forward and the next backward . Alternate the strips in this way until you have done them all. Attach a piece of yarn to the top and hang in the classroom . You may want to have students write spooky vocabulary words on the strip sections before cutting .

56

English Program for Primary Level

57 Period 7

Semester 1 - Week 10 Objective: Students can count the number of letters in names Topic- Key language Resources and Materials

IIN NTTR RO OD DU UC CTTIIO ON N

MATHS

NUMBER Lesson

HOW MANY LETTERS?

Key Activities

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Pupil book p.12-13

Materials : - 6 name cards for Key Vocabulary: zero, one, two, three, four introductory activity. - Cards for Ss‟ activity five, six, seven, eight, nine, ten, eleven, twelve, - Number cards ( 0 – 12 ) Large size for T. letters, longest, shortest - Colored markers - Masking tape or glue Vocabulary revision: - Charts with numbers say, point to, write, counting, numbers, name 2 – 12 for Ss to display names how many, who has

Weather Report: Warm up and review: Lesson presentation:  How many letters in your name? - Put a card with the name of one student in class. Ex: Hoa Mai - Ask Ss to count the number of letters in Hoa Mai. Have a student count and write the number on the board. Repeat the activity with another Ss‟ names. - Ask “Who has the longest name? “ “Who has the shortest name?” - Record the responses on the board. D DEEV VEELLO OPPM MEEN NTT

- Ask Ss to write their names on a card and write the number of letters in their names. Ex: Ngoc Bich 8 - Put up charts with a number from 2 – 12 around the room. Ss look at the number of letters in their name and paste their name card onto the chart with the same number. Questions: Who has the longest name? Who has the shortest name? - Ss move around, look at the charts to find the longest name, the shortest name and how many letters. - All answers if correct should be accepted and recorded. C CO ON NSSO OLLIID DA ATTIIO ON N

 Student Resource Book P.12 – 13 : - Ss have to find names in list - which is the longest and name which is the shortest. - Ss record responses to Resource Book Task in their notebooks. - Go over the answers with the class. Story time: “I love you , Mother ”

English Program for Primary Level

58 Period 8

Semester 1 - Week 10 Objective: Students can say the names of the parts of the head. Topic- Key language Resources and Materials

IIN NTTR RO OD DU UC CTTIIO ON N

SCIENCE

OUR BODIES Lesson

PARTS OF THE HEAD

Key Activities

Resources: Textbook: SUCCESS WITH SCIENCE 1 Workbook p.7-8

Materials : Key Vocabulary (revised) - Sentence maker to hold flashcards eyes, nose, ears, mouth, - Pictures and word cards teeth, tongue, hair - Flashcards Additional vocabulary: - Paper ( A3 ) - Sets of Concentration (revised) big, little, blue, black, red Game Cards green, short, open, white - Magnets - Glue . - Colored pencils - Masking tape

Weather Report: Warm up and review:  Song “Head, shoulders, knees and toes”  Concentration Matching Game : - Put all the word cards on one side of blackboard face down and the picture cards on the other side of the board face up. - Ss take turns turning over a word card, saying the name of one part of the head and then finding the picture that matches the word. When a pair of cards has been matched correctly, they are put together on the board. - If a student can‟t read the word or doesn‟t match the word to the correct picture, both cards have to be returned to the board in their original places. Another child has an opportunity to make a match. - The game is over when all cards have been correctly matched. Lesson presentation:  What is missing? - Display on the board a series of pictures of faces (4 large cards). Ask What part is missing from the face? - Ss volunteer to say what part they think is missing. If this is the correct answer, he / she will come out to the board and add in the missing part of the head. D DEEV VEELLO OPPM MEEN NTT

 Workbook Activity 1: What‟s missing? - Ss look at each picture and draw in the part that is missing and write the word for that part underneath the picture.  Workbook Activity 2: Draw a monster face - Ask Ss to open their workbooks - p.8. Say the name of one part of the head and ask Ss to draw that part on the face. - The flashcard with that word will then be placed on the board. - Continue calling out parts of the head. Ss will swap workbooks and look at each other‟s completed Monster faces. Each student will take turns telling their partner about the different parts of the head that they have drawn. C CO ON NSSO OLLIID DA ATTIIO ON N

English Program for Primary Level

59  Concentration Game: Find the pairs - Give each group 2 sets of cards. Ask Ss to put the word cards face down on one side of the table and picture cards face down on the other side. - Ss take turns turning up one word card and one picture card. Ss must say the word and if they make a match they keep the cards.  Homework Activity : Ss can practice drawing a funny face and describing the parts of someone‟s head in English. Ss can bring drawings done to school to display.

Story time: “I love you , Mother ”

English Program for Primary Level

60 TEXTBOOK: FAMILY AND FRIENDS 1

Periods 1 - 2

Semester 1- Week 11 Objectives: - Students can pronounce the sound of letters ch in words correctly. - To help students develop their speaking skills. Topic- Key language

Resources and Materials

IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 8

Where’s Grandma? Lesson 4

PHONICS Integrated skills: speaking, listening, reading, writing Key vocabulary: chair, teacher , chick Additional vocabulary: chirp, say, little

Key Activities

Resources: Textbook: FAMILY AND FRIENDS Class book p. 57 Workbook p. 57 Materials: - Phonics Flashcards 30 -32 - CD track 92 - 93

Weather Report: Warm up and review: Song “ The Alphabet rock ” Circle the words: Divide the class into groups. Write a lot of words on the board that students have studied. Ask students to say them again to check their pronunciation. - Ask students to circle the words which is the sounds of “ sh ”, “ s ” , “ c ” ….. then race to the board , circle the correct word and say it aloud. The group having the most correct answers is the winner. Lesson presentation: Use phonics flashcards 30 -32 or real objects to introduce the letters and the sound of ch. Play the recording. Students listen, point to the pictures p.57 then repeat. D DEEV VEELLO OPPM MEEN NTT

 Listen and chant : - Use gestures to introduce the additional vocabulary. Ask students to look at the picture of the chant. Ask some questions to encourage predictions from students. Who‟s this? (a teacher) What does she have? (a chick) How does a chick say? ( chirp, chirp ) Where is the teacher sitting? (on a chair). - Play the recording. Read the chant line by line and ask students to repeat. Play the chant again for students to chant along.  Chant actions : My name‟s Charlie. ( point to yourself ) This is my teacher. ( point to the teacher ) She‟s on a chair. ( sit on a chair ) She has a little chick. ( flap your hands ) Chirp, chirp, chirp, says the chick. ( flap your hands ) - Practice the actions with the class. Play the recording for students to chant and do the actions.

English Program for Primary Level

61 C CO ON NSSO OLLIID DA ATTIIO ON N

 Circle the ch sounds: - Have students look at the chant in exercise 2. Ask them to find the others of ch at the beginning or ending of words. - Go over the exercise with students.  Exercise 4 - p.57: Go over the answer with the class.  Matching: Divide the class into groups. Give each group some phonics sound cards and phonics picture cards. Ask students to match the sounds to the correct pictures - in 30 seconds, the group with the most correct answers is the winner. Story time: “I love you , Mother ” Homework: Workbook ( page 57)

English Program for Primary Level

62 Periods 3 - 4

Semester 1- Week 11 Objectives: - Students can read and understand a description of an apartment. - Students can find specific information in a text. Topic- Key language

Resources and Materials

IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 8

Where’s Grandma? Lesson 5

SKILLS TIME Integrated skills: speaking, listening, reading Key vocabulary: homepage, a photo Review vocabulary: Rooms in a house Members in a family Sentence Patterns: Review the previous ones

Key Activities

Resources: Textbook: FAMILY AND FRIENDS Class book p. 58 Workbook p. 58 Materials: - Flashcards 69 – 75 - CD track 94 - A4 size papers - Colored pencils

Weather Report: Warm up and review: Song “Come into my house” Bingo: Give each student a bingo sheet. Students write down any room in a house or member of a family on the sheet. Students listen and check the words called. When the words in rows or in columns are checked, they shout “Bingo”. Lesson presentation: - Ask students to talk about their house or apartment by answering the questions : Do you live in a house or an apartment? Can you name the rooms in your house? What‟s your favorite room? What can you do there? - Gives a meaningful context to introduce the reading: Your house / apartment is very nice. Today we will visit a beautiful and interesting place. Do you know that place? Let‟s visit Suzy‟s family. D DEEV VEELLO OPPM MEEN NTT

 Present the reading : - Ask students to look at the pictures on p.58. Ask questions to encourage their predictions. Who‟s Suzy? Does Suzy live in a house or an apartment? Who does she live with? Can you name the rooms in Suzy‟s house? - Use pictures or real objects to explain the new words. Play the recording for Ss to listen and point to the pictures. Play the recording again for Ss to listen and repeat the reading line by line in chorus. - Ask individual Ss to read the reading for the class. Have Ss look at the question at the end of the homepage and find Suzy‟s brother.  Check students‟ understanding: Comprehension questions: Students work in pairs to finish the task.” Where does Suzy live? Where is Suzy‟s family? Is the dining room big? Is the bedroom big for Suzy? What can you see from the window?” Write True or false: Give each student a worksheet, ask Ss to read and write T if the sentence is true or F if it is false.

English Program for Primary Level

63 Read again and write p.58: Students read the sentences carefully and fill in the blanks Go over the answers with the class. C CO ON NSSO OLLIID DA ATTIIO ON N

 My favorite room : - Students work in groups of 4. Give each student a sheet of paper. Students draw a picture of their favorite room in their house/ apartment. - Students take turns holding up their pictures and telling the others in their group about the room they like. Some Ss come to the front and tell the class about their favorite rooms. Story time: “I love you , Mother ” Homework: Workbook ( page 58)

English Program for Primary Level

64 Periods 5 -6

Semester 1- Week 11 Objectives: - Students can number items in the correct order. - Students can ask and answer the questions beginning with Where. - Students can identify vowels within words. Topic- Key language

Resources and Materials

IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 8

Where’s Grandma? Lesson 6

LANGUAGE SKILLS Integrated skills: speaking, listening, reading, writing Key vocabulary: Review Additional vocabulary: TV Sentence Patterns: Review the previous ones

Key Activities

Resources: Textbook: FAMILY AND FRIENDS  Class book p. 59 Workbook p. 59 Materials: - Flashcards 76 - 77 - CD track 95 - Papers ( A3 size ) - Colored pencils

Weather Report: Warm up and review: Song “ Come into my house ” My House: Students work in groups of 6. Each group has a sheet of paper (A3 size). - Ask Ss to draw a house with 2 floors, a stairs and rooms, then draw the objects in the rooms and color them. - Each group comes to the front and talks about their house by using sentence patterns in this unit.  Lesson presentation: - Ask Ss what they can remember from the reading. Students name the room in Suzy‟s apartment and tell the class what room they can remember. - Ask Ss to look at the pictures on page 59, point to the pictures for the Ss to say the words and ask them name as many things in the rooms as they can.  DEVELOPMENT  Listen and number : - Explain that Ss will listen to a girl talking about the rooms in her house. Students listen carefully and number the rooms in order. - First, play the recording for Ss to point to the rooms they have just heard. - Second, play the recording again and pause at appropriate places for Ss to number the rooms. - Finally, play the recording again for Ss to complete the exercise. - Go over the answers with the class.  Answers Key: 1. Bedroom 2. Bathroom 3. Kitchen 4. Living room 5. Dining room  Speaking: Look at the picture again. Ask and answer. - Ask Ss to look at the questions and answers. Read the speech bubbles aloud for Ss to repeat. Model and drill correct intonation. Hold up the upstairs and downstairs flashcards. Say the name of each room in the picture and ask Ss “upstairs or

English Program for Primary Level

65 downstairs?” Students look at the picture and say each room is upstairs or downstairs. - Ask Ss to work in pairs. They take turns to ask and answer questions about the rooms in the picture. Ask some pairs to come to the front and practice.  Writing: Say the letters. Circle the vowels in the words. - Copy the vowels and the example sentence on the board. Point to the vowels for Ss to say the letter names in chorus. - Ask Ss to look at the example sentence and call out the vowels. Circle the letters as Ss say them. Allow time for Ss to finish. - Go through the answer with the class.  CONSOLIDATION  Dice game: Students work in groups of 6 or 8. Give each group 2 dices (one is members of a family and the other is rooms in a house). Students take turns tossing the dice, making questions (who has the dice of members of a family) and answering (who has the dice of rooms in a house)  Unscramble sentences: - Students wok in groups of 4. Give each group a set of word cards. Set a limit time and ask Ss to put the words in correct order to make sentences. - The group having the most correct answers is a winner.

Story time: “I love you , Mother ” Project based activity: HALLOWEEN DAY  Materials : - Sheets of paper with the simple 8 - shaped mask. - Pencils - Scissors - A paper stapler - Crayons - Cardboard - Markers - Stickers - Glue - String or ribbon.  Step 2: Affix the paper mask to a piece of recycled cardboard to make it more durable. Then, use scissors to cut the mask out. Homework: Workbook ( page 59)

English Program for Primary Level

66 Period 7

Semester 1- Week 11 Objective: Students can use maths language and signs. Topic- Key language Resources and Materials

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

MATHS Lesson

RABBIT HOPS

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Pupil book p.14-15

Weather Report: Warm up and review: Lesson presentation:  Counting Book: Read counting book to Ss once and then Ss read the book. Ex:

Key Vocabulary: rabbit, hop, and, plus, altogether, equals maths symbols + = Vocabulary Revision: say, point to, write, numbers, how many

Materials : - Counting book - Blue plastic sheet for the activity - 2 bunny headbands for Ss to wear while hopping along number line. Cards for matching activity: and

plus

2

two

 Bunny hops on the number line: Put blue plastic number line on the floor and demonstrates activity on board first. Put up number line on board. Call out how many hops on the number line – the first bunny hops that number. Call out the next number of hops – child hops. Ask Ss “How many bunny hops altogether?” Continue activity with at least 3 more Ss. Each student wears bunny headband as they do this activity. Write up what Ss have been doing and show Ss how we can use maths language and signs.

altogether equals

Ex: 2 bunnies hop and 1 hops altogether 3 hops +

= 2 +1=3

Hold up flashcards and introduce new vocabulary and maths signs to Ss. Ss repeat words as T introduces each word. and , plus +

altogether , makes

=

English Program for Primary Level

67 D DEEV VEELLO OPPM MEEN NTT

 Student Book pages 14 – 15: Ss record answers in their notebooks. T and Ss check answers together. Ss can swap their notebooks to check each other‟s work. C CO ON NSSO OLLIID DA ATTIIO ON N

 Make a match: T puts up word cards that mean the same as the maths symbol + and the words for the maths symbol = Ss take turns drawing a line between word and sign. Story time: “I love you , Mother”

English Program for Primary Level

68 Period 8

Semester 1 - Week 11 Objective: Students can find and say what is the same or different about their partners. Topic- Key language Resources and Materials

SCIENCE OUR BODIES Lesson

SAME DIFFERENT Key vocabulary (revised) same, different Additional vocabulary: (revised) shorts, tall , long, small, big, eyes, hair, nose, mouth, legs, ears, the other body parts have already introduced .

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

Resources: Textbook: SUCCESS WITH SCIENCE 1 Pupil book p.6 Workbook p.9-10

Materials : - Sentence maker to hold flashcards - Pictures and word cards - Flashcards - Paper ( A3 ) - Sets of Concentration Game Cards - Magnets - Glue - Colored pencils - Masking tape - Blank chart

Weather Report: Warm up and review:  Song “Head , shoulders , knees and toes” Lesson presentation:  Picture Chart – Same and Different - Put picture 1 on the blackboard and ask Ss “What can you tell me about the children in the picture?” Point to one student and says “Does this girl have brown eyes?” and then point to the other student “Does this girl have brown eyes?” “The two girls have brown eyes – we can say they have the same eye color.” - Ask Ss “Can you tell me what is the SAME between these girls?” - Ask some guiding questions to support Ss‟ responses E.g: Are the two girls TALL? What about the hair? - Ask Ss to see some things that are not the same and explain “They are different.” Have Ss find some things that are different. - T and Ss repeat what is the same about the children and what is different in the picture.  Game: Partners – same / different - Give a command and ask Ss to follow command to find a partner. E.g. Find a partner who has something the SAME as you. Find a partner who has something DIFFERENT from you. - Ask at least 6 pairs each time to say about their partners.

English Program for Primary Level

69 D DEEV VEELLO OPPM MEEN NTT

 “Same or Different” Drawing: - T models workbook activity with Ss. Put the chart with 2 blank faces on the board. Ask a student to choose one flashcard with a part of the face. (Ex: eyes), the student has to select either Same or Different flashcard. (Ex : Same) . Then the student draws the eyes on each face and they must be the same. -Repeat process with different parts of the face and changing the same / different cards  Workbook Activity p.10 - What is missing? Ss have to look at the faces and decide what is missing. They have to draw in the missing part of the face. They have to write the name of that missing part underneath. C CO ON NSSO OLLIID DA ATTIIO ON N

 Concentration : Two sets of cards are placed face down in two places on the children‟s tables. Ss take turns turning up 2 cards to make a match. Winner is the person with the most pairs. Homework Activity: Ask Ss to look at picture of 2 girls in book and practice finding what is the same and what is different. Practice saying the words: same, different with the following parts of the head – hair, eyes, ears, nose, mouth. Story time: “I love you, Mother”

English Program for Primary Level

70

Semester 1- Week 12 Topic- Key language

Periods 1-4 Key

Resources and Materials

Unit 2 : Welcome to Japan EXTRAACTIVITIES UNIT 2

WELCOME TO JAPAN! Integrated skills: speaking, listening, reading, writing Key vocabulary: Review words of places in a home Sentence patterns: Revision.

Resources: Textbook: FUN WITH STARTERS 2 ( Vui học cùng kỳ thi Starters – Cambridge)

 Read and write True (T) or False (F). 1. T 2. T 3. F 4. F

5. T

 Sort these words and say. Bathroom: sink Bedroom: bed, pillow, bookshelf, mat Kitchen: cupboard, table Living room: TV, chair, desk, sofa, computer  Look, read and write. 1. Dinning room 2. Bathroom  Write yes or no. 1. Yes 2. No 3. No

3. Dinning room

4. Yes

5. No

 Listen, number and write. 1. armchair 2. TV 3. radio 6. lamp 7. bookshelf 8. cupboard

4. Hall

6. Yes

4. telephone 9. clock

 Read and write. Then color. 1. bed 2. mat 3. lamp 5. balls 6. teddy bear 7. bag

5. bed 10. mirror

4. radio 8. book

 Read the text again. Write the answer with one or two words. 1. red 2. on the floor 3. three 4. a teddy bear 5. on the table  Look at the picture A and B. then fill in the blank. 1. on 2. on 3. under 4. next 5. next  Find the questions and answers 1. What is there in the kitchen? 2. Is the bed in the living room?

6. under

The cupboard is in the kitchen. No, it isn‟t.

English Program for Primary Level

71 3. Where is the TV? 4. What is next to the bathtub? 5. Are there chairs in the dining room?

It‟s in the living room. The sink is next to the bathtub. Yes, there are.

 Look at page ____. Choose True (T) or False (F). 1. T 2. T 3. F 4. F 5. T

6. F

 Project- based activity : HALLOWEEN DAY  Materials : - Sheets of paper with the simple 8- shaped masks. - Pencils - scissors - a paper stapler - crayons - cardboard - markers stickers - glue - string or ribbon.  Step 3 : Decorate the masks with crayons, markers and many different kinds of stickers to make them more colorful and attractive. Story time: “I love you , Mother ”

English Program for Primary Level

72

Semester 1- Week 12 Topic- Key language

Project - based activity:

HALLOWEEN

Periods 5+6 Key Activities

Resources and Materials

Materials: - Papers with the simple 8 shaped masks. - Pencils - Scissors - A stapler - Crayons - Cardboard - Markers, stickers - Glue - String or ribbon

Project - based activity : HALLOWEEN Step 4 : -

-

Staple string or ribbon onto the mask so it can be tied around the head. Hold a Halloween party for Ss. Divide Ss into groups. Each group will come to the front to show their masks for a fancy dress party. Members in each group will talk about their colorful masks by using simple sentences. Ex: This is my very lovely / colorful / nice mask. It‟s pink / green / blue ….. It has some hearts / stars / flowers …… The winner is the most graceful. Give Ss candy then decorate the class with Ss‟ colorful masks. ( Present the phrase used on Halloween Day: TREAT or TRICK ) Mask are the way to make kinder art faces, that lift and transport us to new and wild places . From a bird to a beast to a sad happy clown , mask make you laugh , make you jump , make you frown . Using paper and scissors and objects you find , You can make masks of all colors and kinds.

English Program for Primary Level

73

Spider and Fly This simple outdoor game will delight students. Ask the students to stand in a circle and hold hands. (These students are the web.). Choose one student to be the spider and another student to be the fly. The fly stand inside the circle and the spider stands outside. The students forming the web move the circle clockwise. When the teacher claps her hands the circle stops moving and the spider darts inside the web to chase the fly. The fly may run outside the circle. As the spider tries to tag the flyby raising and lowing their arms so that the fly can dart in and out. They can use their arms to block the spider. The teacher may need to set a time limit so that several students have the opportunity to be the spider or fly .

English Program for Primary Level

74

Halloween Word Find The teachers explain the meaning and ask the students to find these hidden words: CANDY, COSTUME, MASK, ORANGE, BLACK, SKELETON, SPOOKY, TRICK OR TREAT, BATS, GHOST, WITCH, PUMPKIN, HALLOWEEN, OCTOBER.

Spider Pattern

Story time: “I love you, Mother”

English Program for Primary Level

75

ACTIVITY

English Program for Primary Level

76

English Program for Primary Level

77

Period 7

Semester 1- Week 12 Objective: - Students know some maths words (adding) in English. Topic- Key language

MATHS Lesson

ADDING

Resources and Materials

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Pupil book p. 7 – 8 Workbook p.7 - 8 Adding wall chart Counting rhyme

Key vocabulary: and, adding, plus, equals, Materials: altogether, Math Symbols Mask of elephants for Ss to wear when acting out +-= rhyme. Number and Symbol Vocabulary to revise: cards say, point to, write, 1,2,3,4,5,6,7,8,9,10, +, = number Cards for matching activity – two sets of cards for each group. 12 cards in each set. E.g.

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

Counting rhyme – One elephant: Ss listen to ryhme on CD. Teacher puts up wall chart. Ss practice each line. Then say the rhyme with Ss acting it out. Ss can wear elephant masks to make the activity more fun. Make an addition: Teacher puts up numbers and maths symbols + = on cards on the board. Teacher models the addition in the first verse of the Counting Rhyme. 1

+

1

=

2

Ss then take cards and make an addition for the next verse. Give Ss practice with at least 5 verses.  If Ss have difficulty, have them act verse out first and then make addition. D DEEV VEELLO OPPM MEEN NTT

 Workbook Activity – p.7-8: Ss have to say the numbers aloud and then add together. Ss can use number strips to help with this activity. One page of the workbook could be given as a homework activity. C CO ON NSSO OLLIID DA ATTIIO ON N

2 rabbit hops and 1 rabbit hop 2+1

Matching Game – Group Activity: - Each group has two sets of cards. e.g. 2 rabbit hops and 1 rabbit hop

2+1

- Play the game in the same way for Number Concentration – one set of cards face up and the other set facedown. Ss take turns to turn up one card and find a match. If the two cards match, the student keeps the cards. The winner is the student in group with

English Program for Primary Level

78 most pairs.

Period 8

Semester 1- Week 12 Objective: - Students know how to keep their body clean so that they are healthy. Topic- Key language Resources and Materials

IIN NTTR RO OD DU UC CTTIIO ON N

SCIENCE Lesson

HOW TO KEEP CLEAN Key vocabulary: clean, have a bath, comb your hair, brush your teeth, wash your hands Additional vocabulary: after you go to the toilet, before you eat, soap, sponge, toothbrush, toothpaste, bowl, mirror, towel (have these words on picture cards and display in sentence maker)

Key Activities

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Pupil book p. 7 Workbook p.11 Materials: - Flashcards of key vocabulary – phrases - Large chart pictures to show the following ways to keep clean – have a bath, comb your hair, brush your teeth, wash your hands after you go to the toilet, wash your hands before you eat. - A3 size collection of chart pictures for role play activity. (Picture Source: Let‟s go 2 Teacher‟s Book and Student Workbook) Objects from home: soap, sponge, bowl, toothbrush and toothpaste, towel, comb, mirror (for practice activities)

 Show and tell – Mystery box: - Teacher puts some things we use to keep ourselves clean in a box. - Teacher asks a student to take one thing from the box. - Teacher asks Ss “Do you know what it is?” Give Ss opportunity to respond. - Teacher then shows the object and tells the Ss its name. E.g. This is a toothbrush. - Teacher asks question “What do we use a toothbrush for?” confirm Ss‟ respond with “Yes, that‟s right. We use toothbrush to clean our teeth.” - After Ss have selected about 3 objects from the box, identified the objects and why we use them, the teacher will then say to the Ss “We use these things to keep ourselves clean.” Role play – Keeping clean: - Teacher puts picture charts on the board and asks Ss to say what is happening in each picture. Teacher confirms Ss‟ responses. - Teacher tells Ss that they are going to role play the situations – in pairs. + Step 1: In pairs Ss will come out and role play different activities for keeping clean. + Step 2: Teacher will show each pair a card with a phrase (action) and picture and the Ss will then role play this action. + Step 3: When the pairs have finished their role play, other Ss put their hands up to say what the role play was about. Ss can use objects teacher brought in for the lesson, for their role play. Teacher and Ss confirm guesses by displaying their card on the blackboard and then pointing to the larger picture chart.

Role play situations:

English Program for Primary Level -Keeping clean Diaries for children to complete at home – 1 copy per child. - Sentence Maker for holding flashcards - Magnets for blackboard - Pencils, erasers -Colored pencils or crayons -Masking tape

79 brush teeth

comb hair

wash hands after going to the toilet

have a bath

wash hands before eating

D DEEV VEELLO OPPM MEEN NTT

Paired talking using pictures in Ss Resource Book – page 7. - Ss take turns telling each other ways to keep clean. Picture labeling using large picture charts and flashcards: - Teacher asks Ss to match labels to each picture. - Then Ss take picture word cards for things we use for different actions and place those cards on the pictures. Workbook activity: Match picture to label: Ss use Resource Book to check that they have matched picture and labels correctly. (Ss could swap books with a partner and they could then check each other‟s work using the Resource Book) C CO ON NSSO OLLIID DA ATTIIO ON N

Picture Discussion: - Teacher asks Ss to say what we can do every day to keep clean. - As the teacher points to a picture, Ss say what the picture is about. Picture/ Label Mix up: - Teacher asks Ss to close eyes and mixes up labels and pictures. When Ss open eyes they have to volunteer to say what is wrong and change labels. Homework activity: Keeping Clean Diary: Ss tick off as they practice the different ways to keep clean. Bring diary for next lesson to report back. Story time: “I love you, Mother”

English Program for Primary Level

80

Periods 1 – 4

Semester 1- Week 13 Topic- Key language

EXTRA-ACTIVITIES UNIT 2

WELCOME TO JAPAN! Integrated skills: speaking, listening, reading, writing

Key

Resources and Materials

Resources: Textbook: FUN WITH STARTERS 2 ( Vui học cùng kỳ thi Starters – Cambridge)

Unit 2: Welcome to Japan (cont.)  Read and unscramble the words. 1. 2. 3. 4. 5. 6.

There is a pen on the table. There is a bee on the flower. There is a cat on the sofa. There are three balls under the table. There are two cars under the lamp. There is a clock on the wall.

Key vocabulary: Revision words of places in a home

 My house poster. This is my living room. I can see a (sofa), a mat, a (table) and a lamp. We can read books here.

Sentence patterns: Revision.

This is my bedroom. I sleep here. I can see a bookshelf, a (lamp) and a (bed). This is my kitchen. We cook in it. I can see a (cupboard) and a (stove). This is my bathroom. We have a bathtub here. I can see a (sink) and a (mirror). This is my garden. We can play in it. I can see (flowers) and (trees). Story time: “I love you, Mother” Project Based Activity: Teacher‟s Day

Semester 1-Week 13

Period 7

English Program for Primary Level

81

Objective: - Students can understand some math words. Topic- Key language Resources and Materials

MATHS Lesson

TAKING AWAY Key vocabulary: take away takes away equals How many are left? Math Symbols - = Vocabulary to revise: number say point to write cars frogs rabbits books teddy bears

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Pupil book p. 16 – 17

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

 Taking Away Green Bottles: - Ss act out the counting rhyme green bottles. - Teacher introduces the new vocabulary and symbols for the lesson: take away

-

equal

=

Materials: - Teacher gives Ss practice in repeating words. Introduce: How many are left? -Taking Away flash cards - Give example of how we use vocabulary with green bottles. : vocabulary and symbols -Number cards Matching Game: Teacher puts up symbol and words cards on the board. Ss take 0,1,2,3,4,5,6,7,8,9,10, turns to make a match. -Maths Symbol cards = -Wall Chart – counting takes away equals = -Rhyme 10 Green Bottles -Cut outs of Bottles (put Making Taking Away Number Sentences: Velcro on back) - Ss help teacher make number sentences to tell what happened in the Counting -Laminated cut out of Rhyme Ten Green Bottles. wall for hanging bottles - As one bottle is taken away teacher asks Ss how can we make a number (Velcro strips to hold sentence to show what happened to the bottle. Use number and symbol cards. bottles in place) E.g. -For group activities – 10 1 = 9 objects for Ss to count and practice taking away. (one set for each D DEEV VEELLO OPPM MEEN NTT group.) Making a Take Away- Group activity: - Teacher puts a variety of objects on Ss‟ tables. Ss in the group take turns to take away some of the objects. The groups then have to say what happened and how many are left. - Then the groups can write the number sentence to show what happened. Ex1: Ss say 10 cars. Thuy takes away 4 cars. How many are left? 6 cars. Ss write: 10 – 4 = 6

English Program for Primary Level

82 Ex2:

Ss say

8 frogs. And takes away 4 frogs. How many are left? 4 frogs. Ss write: 8 – 4 = 4 C CO ON NSSO OLLIID DA ATTIIO ON N

Student resource Book activity (page 16 – 17 ) Ss record answers to questions in their notebooks. Teacher and Ss correct work together. Story time: “I love you, Mother”

English Program for Primary Level

83

Period 8

Semester 1- Week 13 Objective: - Students know how to keep their body clean so that they are healthy. Topic- Key language Resources and Materials

SCIENCE Lesson

KEEPING CLEAN Key vocabulary: to be introduced: wash, dry Vocabulary to revise: fingers toes knee arm nose ankles

Resources: Textbook: SUCCESS WITH SCIENCE 1 Pupil book p. 8 – 9

Materials: - Flashcards of key vocabulary – phrases - Large chart pictures : have a bath -Chart of poem – Keeping clean -Teacher model of Keeping Clean diary – last lesson‟s homework activity -Teacher model of Keeping Clean mini Book for Ss‟ activity. Teaching Aids: - Sentence Maker for holding flashcards - Magnets for blackboard - Pencils, erasers Colored pencils or crayons Masking tape

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

 Check Ss‟ Keeping -Clean Diaries: - Ss share what they remembered every day and share what they sometimes forgot. - Teacher uses model to ask Ss about each activity. - Teacher asks Ss “What is the first activity?” Ss respond. - Teacher then asks Ss who remembered to do this every day. - Continue with questions for other activities for daily cleanliness. Note: Remember to tell Ss to give themselves a big clap for remembering the ways we can keep clean every day. Clap after Ss give responses for each action. Give gentle encouragement for Ss to practice actions they forgot. Introduce Poem – Keeping clean: - Teacher puts up charts on blackboard. - Teacher briefly tells Ss that the poem describes the way we really need to wash all parts of our body to keep clean. + Step 1: Teacher read one line of the poem aloud. Ss repeat. Continue until each line has been read. + Step 2: Teacher and Ss read the poem together. + Step 3: Teacher introduces actions for each line. + Step 4: Ss copy actions as they say each line. + Step 5: Ss practice the poem together with the actions. If space is available, ask the Ss to stand up in the middle or at the front of the room for this reading of the poem. - Teacher asks Ss to close eyes and covers the key words in poem with flashcards of picture of the words. - Then Ss read through the poem predicting the missing word. - Teacher reveals word underneath picture card. D DEEV VEELLO OPPM MEEN NTT

English Program for Primary Level

84 Paired reading of the Poem: - Ss take turns to read a line of the poem to each other using resource Book. Make a new poem – Group Activity: - Each group will be given a chart with the poem but with words missing. - Each group will also have a set of flashcards of the key words (fingers, toes, arm, knee, ankles, nose) and will place on the chart to create a new version of the poem. - Each group will display their completed task on walls. - Groups will have an opportunity to read and perform their poem. C CO ON NSSO OLLIID DA ATTIIO ON N

Story time: “I love you, Mother”

English Program for Primary Level

85

TEXTBOOK: FAMILY AND FRIENDS 1

Periods 1-2

Semester 1- Week 14 Objectives: - Students can identify foods in a lunchbox. - Students can understand a short story. - To talk about the importance of sharing and helping others ( Students can learn a lesson about sharing) Topic- Key language Resources and Materials Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 9

Lunchtime! Lesson 1

WORDS Integrated skills: listening, speaking, reading Key vocabulary: lunchbox, sandwich, drinks, banana, cookie Additional vocabulary: lunch, lunchtime, choose Sentence patterns: I have ……….. I don‟t have…………..

Resources: Textbook: FAMILY AND FRIENDS Class book p. 60 Workbook p. 60 Materials: Flashcards 78-82 Students cards CD track 96, 97,98 Story poster 9

 Weather report.  Warm up – Review:  Sing “Come into my house”.  Concentrate Game. (Review the rooms in the house.) - Chant the "Mingle" to make Ss gather in groups of 4 or 5. While singing the "mingle chant", the Ss move around, mingling with each other. “Mingle! Mingle! Mingle! Mingle! Mingle! Mingle!” - Students ask teacher a question that teacher can answer with a number e.g. "How old are you?" or "What time is it?". Teacher answers and the Ss get into groups of that number e.g. Teacher says "I'm 4 years old" then Ss get into groups of four. - Give one set of picture cards and one set of words to each group and place them face down in random order on the desk. Ss turn over two cards, look and say the words. If the cards match, Ss keep them and get points.  Lead in: Use flashcards 78- 82 to introduce the new vocabulary (lunch box, sandwich, drinks, banana, cookie ) while playing the audio – track 96. Have Ss listen and repeat each word several times at normal speed in chorus, groups and in individuals. Pay attention to the final sounds.  Slap Game: - Sing the "mingle chant" to divide Ss into small groups. Give each group a set of the student cards and face them up on the desk. Call out the word. - The first Ss in each group who slaps the correct card and produces the word. - The Ss in each group holding the most cards is the winner.

English Program for Primary Level

86 D DEEV VEELLO OPPM MEEN NTT

Listen, point and repeat Ask Ss to open their Class books and look at the pictures of different food items and the lunchbox to listen and point to the appropriate picture at the first time. Have them listen and repeat at the second time. And the last time, they will listen, point and repeat the words. Listen and chant Give some word cards to Ss and play the chant for Ss to say the words. Ss stand up when they hear the words. Listen and read - Use Story poster 9 to present the story. Ask Ss to name as many things in the picture as they can. Talk about the frame with the Ss to encourage predictions from different Ss of the class. - Play the recording once for Ss just to listen and follow the dialogue on the poster. Then ask them to open their books. Play the recording again for Ss to listen, point to the words and repeat at least twice. - Ask Ss to find and point to the words that they have just learnt. C CO ON NSSO OLLIID DA ATTIIO ON N

 Our Lunchbox Game: - Divide the class into two groups. Draw the outline of two big lunchboxes on the board. - Invite individual student of two groups to come to the board and stick it with different things and say. (e.g. three cookies, two bananas…) Continue until the lunchbox is full. - Which group finishes first is the winner. - Point to the different foods in the lunch boxes for Ss to say aloud again. Story time: “I love you , Mother ” Project - based activity: Homework: Workbook (page 60).

English Program for Primary Level

87 TEXTBOOK: FAMILY AND FRIENDS 1

Periods 3 - 4

Semester 1 - Week 14 Objectives: - Students can make sentences with I have/ I don‟t have…… - Students can act out the story. Topic- Key language

Resources and Materials

IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 9

Lunchtime! Lesson 2

GRAMMAR Integrated skills: listening, speaking, reading, writing Key vocabulary: lunchbox, sandwich, drinks, banana, cookie Review vocabulary: apple, egg, fish, orange

Key Activities

Resources: Textbook: FAMILY AND FRIENDS Class book p. 61 Workbook p. 61 Materials: Flashcards 78-82 CD track 99 Story poster 9 Some toy apples, bananas, sandwiches, lunchbox, drinks.

Weather report.  Warm up – Review: Ostrich Game: - Select 2 Ss that will play the game. These 2 then face each other in the front of the class. Use a clip to fasten a picture card to the back of each student. - The Ss must always have their hands behind their back. Get them to perform a Sumo Stomp and then say "Ready, steady go!!" - The Ss now have to try and see what card is on their opponent‟s back. When they know the answer, they put their hand in the air and teacher asks them what it is. If he/she is correct they win! (Make sure the other Ss don't shout out the answer! - Insist that the Ss always have their hands behind their backs.) - Jumping is one of the best tactics - hence the "Ostrich Game"! Lead in: Point to the poster 9 and ask Ss what happened in the story, which foods that appear in the story. D DEEV VEELLO OPPM MEEN NTT

Sentence patterns: I have ……….. I don‟t have…………..

Listen to the story and repeat. Act . - Ask Ss to look at the story on page 60 of their books. Students listen to the recording and repeat. - Have Ss practice the dialogue many times in chorus and in groups of four. - Ask some of them to act out the dialogue again. Unscramble Sentences: Copy the sentences in the dialogue and cut them into stripes. Give each group the stripes of the dialogue. In groups, Ss put the stripes in the correct order.  Introduce the sentence pattern: - Hold up an apple and say “I have an apple.” Hide it, shake your head and show your empty hands and say “Now I don‟t have an apple.” - Do the same with other foods. Use the number in front of them.(I have two bananas..)

English Program for Primary Level

88 Listen and say. - Play the recording, pausing for Ss to repeat each line. Point out the box showing the long and short forms of “do not have”. Show Ss how to make the short forms on the board. - Focus attention on the third sentence. Explain why we say “an apple”. (Because “apple” begins with a vowel) Look and say. - Ask Ss to look at the pictures. Point to the pictures and ask “What does he/ she have?” Model the example. - Ask Ss to work in pairs, take turns pointing to the pictures and saying what one of the people in the picture has or doesn‟t have, using the words in the word box. - After that, ask some Ss to tell the class about what the people in the pictures have or don‟t have. Look again and write: - Ask Ss to look at the pictures in their books. Ask one student to read the example sentence for the class. Have Ss to look at the rest of the sentences and write down the missing words. - Go over the answer with the class. C CO ON NSSO OLLIID DA ATTIIO ON N

 My Lunch box Game: - Give each student a worksheet of a lunchbox and a lot of pictures of different kinds of foods. Ask them to stick the pictures of food on their lunchbox and in pairs talk about what they have and what they don‟t have in their lunchbox. - Ask some Ss to tell the class about what they have or don‟t have in their lunchbox. Story time: “I love you , Mother ” Workbook Activity: Do exercise on p.61.

English Program for Primary Level

89 TEXTBOOK: FAMILY AND FRIENDS 1

Semester 1- Week 14 Objectives: - Students can identify more types of food. - Students can use food words in the context of a song. Resources and Topic- Key language Materials

Lesson 3

SONG Integrated skills: listening, speaking, reading Key vocabulary: tomato, pear, grapes Additional vocabulary: share Sentence patterns: I have ……….. I don‟t have…………..

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 9

Lunchtime!

Periods 5 - 6

Resources: Textbook: FAMILY AND FRIENDS Class book p. 62 Workbook p. 62 Materials: Flashcards 83-85 CD track 100-101 Some toy apples, bananas, sandwiches, lunchbox, drinks. Two lunchboxes: one is blue, one is red.

 Weather report.  Warm up – Review:  Passing the lunchboxes Game: - Give Ss two lunchboxes - one is red, the other is blue. There are many kinds of food in the two lunchboxes. - When teacher turns on the music, Ss pass the lunchboxes to their partners. - When teacher stops the music, Ss having the lunchboxes will stand up and pick up one kind of food then make a sentence with “I have/ I don‟t have…” Lead in: - Use flashcards 83-85 to introduce the three new words. Hold up the cards one at a time and say the words for Ss to repeat several times in chorus, groups and individual. - Put the flashcards on the board and point to them in a different order for Ss to repeat again. - Conduct a quick drill of the after introducing each new item. Use flashcards 78-85 to cue. Don‟t speak as showing the cards. Have Ss identify the new items plus all the previous learned items. D DEEV VEELLO OPPM MEEN NTT

Listen , point and repeat - Ask Ss to look at the pictures on page 62. Play the first part of the recording for Ss to point to the words. - Play the second part of the recording for Ss to repeat the words. - Play the recording all the way through for Ss to listen and point and repeat. Listen and sing - Play the recording for Ss to listen and point to the pictures when they hear the three new words. Then play it again as they follow the words in their books. - Recite the words of the song with the class without the music or recording. Say each line and ask Ss to repeat. - Play the recording again for Ss to sing along several times.

English Program for Primary Level

90 Sing and do: Give the sandwich, tomato, pear, and grapes flashcards to Ss. Play the song again. When the Ss hear their words, they stand up and raise their cards. Ask Ss to look at the pictures and decide together on what the action should be. + Open my lunchbox – mime opening a box. + What can you see? – point to your eyes. + I have… - mime holding up the different types of food. + You can share with me / I‟m happy to share – offer food to classmates. - Practice the actions with the class. Play the recording for Ss to sing the song and do their actions several times. Ask some Ss to come to the front to sing and do. C CO ON NSSO OLLIID DA ATTIIO ON N

Word Quiz: Look at the letters, write the word in the box then say. - Each student gets a wooksheet. - Tell them that they have to write the words in the boxes.When they have finished , ask them to find someone and swap their quizzes. - Check the answer. ( banana – cookie – tomato – drinks – sandwich - grapes) Story time: “I love you, Mother” Workbook Activity: Do exercise on p.62. Project Based Activity: Teacher‟s Day

English Program for Primary Level

91

WORD QUIZ Look at the letters, write the word in the box then say. a a n b a n

c i e o o k t o o m a t

s i r k n d

c h i d w a n s

s e p r a g

English Program for Primary Level

92 Period 7

Semester 1- Week 14 Objective: - Students can do the math problems in the workbook Topic- Key language

MATHS Lesson

TAKING AWAY Key vocabulary: take away takes away equals How many are left? Math Symbols - = Vocabulary to revise: Number story say point to write

Resources and Materials

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Work book p. 9- 10 -11 Materials: - Taking Away flash cards - vocabulary - Number cards 0,1,2,3,4,5,6,7,8,9,10, - Maths Symbol cards = - Chart with model of workbook activity (laminate) -Seeds/ counters for Ss‟ practical activities. - Number strips for Ss and paper clips (0 – 10) - Concentrate cards for each group – 6 picture cards, 6 number story cards.

    

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

 Taking Away – practical activity: - Teacher organizes 10 Ss in a line at the front of the classroom. Teacher asks Ss “How many Ss are standing?” - Teacher writes response on blackboard. - Teacher asks one student to come up and take some Ss away. - Teacher asks Ss “How many Ss did (student‟s name) take away?” - Teacher writes response on blackboard. - Teacher then asks Ss “How many Ss are left?” - Teacher writes response on blackboard - Teacher then tells Ss the number story and puts in the missing symbols. Practical Take Away - Teacher puts counters or seeds on Ss‟ desks: Step 1: Teacher asks Ss to count out 10 seeds/ counters. Step 2: Now take away 2 seeds/ counters. Step 3: How many are left? Ss answer. Step 4: Teacher asks a Student to come and write the number story on the board. Step 5: Student can write with chalk or make the number story with number and symbol cards. Step 6: Teacher repeats activity twice. D DEEV VEELLO OPPM MEEN NTT

 Teacher Demonstration: - Teacher demonstrates activity in workbooks on the board. - Put up cards with flowers. - Teacher asks Ss to count the flowers. - Teacher writes number in the box. - Teacher asks one student to draw a line through one flower. - Teacher asks ss “How many did we take away?” Records number in the box. - Then teacher asks “How many are left?‟, records the answer in the box. Workbook activities ( page 9 – 10 – 11) - Ss record answers in workbook.

English Program for Primary Level

9 take away 4

93 -

Teacher and Ss correct. One page may be given as homework activity. C CO ON NSSO OLLIID DA ATTIIO ON N

Number Concentration: Taking away (Group Activity) - Revision of vocabulary - Each group will receive two sets of cards – one set with written take away phrases and the other with a picture showing the story. Both sets of cards will be placed face down on the table. - Ss take turns to turns up two cards, say the number story check the picture tells the same story and if correct they keep the pair. - If not correct, cards must be turned back down. - Game continues until all pairs are matched.

English Program for Primary Level

94

Semester 1 - Week 14 Objective: - Students know how to keep their body clean so that they are healthy and can make a minibook. Topic- Key language

SCIENCE Lesson

KEEPING CLEAN

Resources and Materials

Resources: Textbook: SUCCESS WITH SCIENCE 1 Workbook p. 12

Materials: - Flashcards of key Key vocabulary vocabulary – phrases to be introduced: wash, - Large chart pictures : dry have a bath - Chart of poem : Additional vocabulary Keeping clean (to be revised) -Teacher model of fingers Keeping Clean diary – toes last lesson‟s homwork knee activity arm -Teacher model of nose Keeping Clean mini Book ankles for Ss‟ activity. - Sentence Maker for holding flashcards - Magnets for blackboard - Pencils, erasers -Colored pencils or crayons -Masking tape Story time: “I love you, Mother”

Period 8

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N D DEEV VEELLO OPPM MEEN NTT

Workbook activity – Mini Book : Keeping clean - Teacher will model this activity first and then tell Ss that for this lesson they will spend time drawing the pictures for their books. - In the next lesson they will cut out pages, make book covers and put the minibooks together. Ss will complete pictures for homework activity. C CO ON NSSO OLLIID DA ATTIIO ON N

Find the missing word – Cloze Test - Ss have to predict missing word. - Choose word from flashcards on board. + Step 1: Teacher puts chart of poem on the board – last word in 6 lines missing. Flashcards of words placed underneath the board or on the sentence maker. + Step 2: Ss take turns predicting a missing word. When a child has placed the word they think is missing, in the space at the end of the line, they must read the whole line. Other Ss will confirm whether or not the student has chosen the correct word. + Step 3: All Ss read through the poem to confirm that all words are in the correct space.

English Program for Primary Level

95 TEXTBOOK: FAMILY AND FRIENDS 1

Periods 1-2

Semester 1 - Week 15 Objectives: - Students can pronounce the sound / θ / - To differentiate between the sound / θ / , / t / and / h / Topic- Key language

UNIT 9

Lunchtime! Lesson 4

PHONICS Integrated skills: listening – speaking reading

Key vocabulary: three, bath, teeth Additional vocabulary: count, baby

Resources and Materials

Resources: Textbook: FAMILY AND FRIENDS Class book p. 63 Teaching Aids: - Phonics cards 33-35 - CD track 102-103 * / θ/ pronounced with tongues protruding a bit between their upper and lower front teeth.

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

 Weather report.  Warm up – Review: - Ask Ss which pair of letters they looked at in the previous phonics lesson (ch) and which sound these letters represent (ch) - Ask Ss if they can remember the words from the lesson that contained the sound (chair, teacher, chick, Charlie, chirp). - For each word, ask Ss where the /t∫/sound comes (at the beginning, in the middle, or at the end of the word) .Write the words on the board for different Ss to come to the front and circle the ch. - Play the CD and say the chant from page 57 to review the sound /t∫/.  Phonics matching: (chair, teacher, chick) - Display the phonics sound cards on the board. - Place the phonics picture cards on the table. Call Ss to come to the front of the class to match the cards to the correct sounds on the board. Lead in: - Tell children that today they will be looking at the letters th that represent the sound /θ/. - Write th on the board in large letters. Model the sound for children to repeat. - Hold up phonics cards 33-35 one at a time, saying the words for the class to repeat. Hold them up in a different order and repeat. D DEEV VEELLO OPPM MEEN NTT

Listen , point and repeat – track 102: - Ask Ss to look at the words that contain the letters th on page 63 in their class book. - Play the first part of the recording for Ss to listen to the sound and point to the letters that form it. - Play the second part of the recording for Ss to repeat the sounds and the words in chorus. - Play the recording all the way through several times for Ss to listen, point and repeat.

English Program for Primary Level

96 Listen and chant – track 103: - Ask Ss to look at the picture of the baby. Explain that the baby‟s name is Theo. Ask where Theo is. - Play the recording for Ss to listen to the chant. - Put the three phonics cards in different places around the room. - Play the recording again for Ss to point to the cards as they hear the words. - Repeat the chant line by line and ask Ss to repeat after the teacher. Then play the chant again and pause after each line for them to repeat. - Play the chant twice more for Ss to follow in their books. - Ask some groups of Ss come to the front to practice the chant. Read the chant again. Circle the th sound: - Ask Ss to look at the chant in Exercise 2 again. Students find and circle th at the beginning or ending of the words. - Go over the exercise with the class. Read the text together, emphasizing each of the / θ /sounds in the words. Look at the picture and circle the correct sound: - Point to the first picture. Ask Ss “What‟s the sound?” to elicit the sound /θ /. Show Ss how the /θ/ sound is circled. - Ask Ss to look at the rest of pictures and circle the sounds that the words begin with. - Go over the exercise with the class. Write the words on the board and invite some Ss to come to the board to circle the letters that represent the sounds they begin with. C CO ON NSSO OLLIID DA ATTIIO ON N

th Blend Vocabulary Wheel: - Sing the "mingle chant" to make Ss in groups of 4 or 5. - Ss take turns to spin the wheel and read aloud the words.

English Program for Primary Level

97

this

these

three

bath those

thank the

Story time: “I love you, Mother” Homework: Workbook: Do exercise on p.63.

teeth

English Program for Primary Level

98 TEXTBOOK: FAMILY AND FRIENDS 1

Periods 3 - 4

Semester 1 - Week 15 Objectives: - Students can understand descriptions of lunch boxes. - Students can match lunch boxes with their descriptions. Topic- Key language

Resources and Materials

IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 9

Lunchtime! Lesson 5

SKILLS TIME! Integrated skills: listening – speaking reading - writing

Key vocabulary: lunchbox, sandwich, drinks, banana, cookie, orange, tomato, apple, pear Additional vocabulary: cheese, egg, water, today

Key Activities

Resources: Textbook: FAMILY AND FRIENDS Class book p. 64 Teaching Aids: - Flashcards 78-85 - CD track 104 - A set of picture cards of food for each group.

 Weather report.  Warm up – Review:  Island Hoping Game: - Ss work in pairs. Give each student a pile of picture cards of food. They can be different cards, but the amount of cards should be the same for each student. - Teacher says "Go!" - Ss pick up the top card of their pile of cards. They shout out the word on the card - or for a more challenging version, they make up a sentence that features that word. (I have/ I don‟t have…). They put the card on the desk after shouting out. - The first students to finish shouting out the word or making up a sentence of their piles of cards win! Lead in: - Ask Ss to look at the pictures and try to predict what the text is about. D DEEV VEELLO OPPM MEEN NTT

Point to the food. Say the words: - Ask Ss to look at the pictures again. Point to the different types of food for Ss to say the words. Listen and read. - Explain that each of the three children is going to describe what they have in their lunchbox today. They are going to describe one of the lunchbox A, B, C. - Play the recording for Ss to listen and follow the text in their books. - Play the recording the second time, stopping after each person. - Ask some comprehension questions: Does he have a banana? Does he have a drink? - Talk about the lunchboxes with the class. Ask some questions: What‟s your favorite food in lunchbox A, B, C? Do you like lunchbox A, B, C? Read again. Write A, B, C: - Ask Ss to look at the picture 1 and read the sentence “Her lunch box is A.” - Ask them to look at the lunchbox A and tell what they can see. Students read the

English Program for Primary Level

99 girl‟s description of her lunchbox. - Tell the Ss to read about the boy and the other girl and choose their lunchboxes by looking at the pictures and reading the text carefully again. Then write the letter of the lunch boxes in the blanks. - Go over the answers with the class. C CO ON NSSO OLLIID DA ATTIIO ON N

Guessing Game: - Stick three pictures of lunchboxes with different kinds of food. - Invites one student to come to the front; he/she tells the class about what he/ she has in his/ her lunchbox and other student will guess which lunchbox is his/ hers. Dominoes: - Resources and preparation: Copy the sample dominoes or make your

own set. Prepare a set of dominoes for Ss to play in pairs.

- Show Ss some picture and food-word dominoes. Explain the activity to the class: put the word beside the correct picture. - Show Ss how to divide a set of dominoes – five cards for each student in pairs. They can place a card on the other side of the first card so that either the word and picture match. - The first S puts down a card. The second checks to see if he/she can match the picture or the food word and if possible puts down a matching word or picture. - If Ss cannot match, they say “Pass”; it is the turn of the other. Story time: “I love you, Mother” Homework: Do exercise on p.64 (Workbook)

English Program for Primary Level

100

English Program for Primary Level

101 TEXTBOOK: FAMILY AND FRIENDS 1

Periods 5 - 6

Semester 1 - Week 15 Objective: To develop students‟ language skills Topic- Key language

Resources and Materials

IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 9

Lunchtime! Lesson 6

LISTENING Integrated skills: listening – speaking writing

Key vocabulary: lunchbox, sandwich, drinks, banana, cookie, orange ,tomato, apple, pear Additional vocabulary: inside

Key Activities

Resources: Textbook: FAMILY AND FRIENDS Class book p. 65 Teaching Aids: - Flashcards 78-85 - CD track 105 - Balloons for each group.

 Weather report.  Warm up – Review:  Balloon Game: - Use the Mingle game to put the students into groups of 4 or 5. Each group forms a circle and they hold hands. Give each group a balloon. - As a group they have to keep the balloon in the air, but when it touches a part of someone's body, they have to shout out an English word of food. - See if they can make it all the way without letting the balloon fall. - Which group can keep the balloon in the air for a long time is the winner. Lead in: - Ask Ss to look at the chart and try to predict what they are going to hear. - Have Ss look at the different kinds of food and name them. D DEEV VEELLO OPPM MEEN NTT

Listen and check - Explain that they are going to listen and have to decide whether the speaker has the item of food in their lunchbox. If they have it, the Ss will check the correct box. - Play the recording the whole way through for Ss to listen. Play the recording the second time, pausing after the first item. - Show Ss the example check mark in the box. Ask what other items the speaker has and tell them to check the boxes in the first row. - Play the recording for Ss to tick the words in the second and third row. - Play the recording all the way through again for Ss to check their answers. - Go over the answers with the class.  Look at the pictures again. Ask and answer : - Ask Ss to read the words in the box. Ask them to read the example and look at the chart again. Explain the way to ask and answer. - Ask ss to work in pairs, take turns to ask and answer similar questions, using the words in the box. - Ask some pairs to ask and answer the questions for the class.  Write:

English Program for Primary Level

102 - Write the five vowels on the one side of the board. - Write some singulars nouns beginning with vowels that Ss have already known. ( apple, egg, ink, orange, umbrella…) - Write some singular nouns beginning with consonants on the other side of the board, then explain the rule. - Write an before the nouns beginning with vowels, and a before the nouns beginning with consonants. - Read them aloud with their articles and ask Ss to repeat in chorus. Erase the articles. Say the words and ask Ss to say the articles a or an. - Ask Ss to look at the exercise and write a or an in each of the blanks. - Go over the answers with the class. C CO ON NSSO OLLIID DA ATTIIO ON N

Find someone who (Interview Game) Teacher gives each student a chart like Exercise 1. On the left side of the paper Ss will write the names of the other people in the class that they interview. At the top of each column, there will be different kinds of food. Ss take turns interviewing the other Ss what they have in their lunchboxes and putting a check in the appropriate place each time they hear a kind of food mentioned. Teacher asks some Ss to come to the front and describe the lunchboxes of other Ss that he/she interviewed. Game: What‟s in the lunch box? - Resources and preparation: a box like a lunch box, pictures of food items that students have already known. - Show Ss the lunch box. Tell them that there are a lot of pictures of food in the box. - Say the rhyme and encourage Ss to clap out the rhythm. What‟s in the lunch box? What‟s in the lunch box? Is it a sandwich? (a banana) Is it a cookie? (a pear) I don‟t know About that! What‟s in the lunch box? What‟s in the lunch box? - Let each S take a picture from the box, show the picture to the class then say the name of the food he / she has just taken. Ss keep their picture beside them until everyone finishes. Story time: “I love you, Mother” Homework: Workbook: Do exercise on p.65.

English Program for Primary Level

103

Semester 1- Week 15 Objective: - Students can make a subtraction in English Resources and Topic-Key language Materials

MORE TAKING AWAY Integrated skills: speaking, listening, reading, writing

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

MATHS Lesson

Period 7

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Pupil book p. 18-19 Materials: A chart with balls Number cards CD player

Review vocabulary: say, point to, write, number story Key vocabulary: take away, takes away, equal, how many are left? symbol “=” “-“

Story time: “I love you, Mother” Homework: Workbook

Weather report Warm up and review: Sing a song: Ten little Indians Have students sing the song to review numbers from 1 to 10 Lesson presentation: Problem-solving - Put up the chart with balls. Have a student volunteer take away 2 balls. Ask students how many balls are left. Have them write the answer on the board. Frogs on the pond - Put up chart showing some frogs in the ponds and some out of the pond. Ask students to count the frogs altogether. Take away some frogs from the pond. Ask the students how many frogs are left. - Have students read the number story aloud then change the number story. D DEEV VEELLO OPPM MEEN NTT

- Have students open their books. Have them write the answers. Check the answers with the children. C CO ON NSSO OLLIID DA ATTIIO ON N

Take away game: - Each pair needs a game board, a dice. Each child have a set of 10-12 counters ( different color for each player). Ss take turns throwing dice. Students see if the number is the answer of one of the take away problems on the board. - If children can find the answer to that problem. They put a counter on that number. The winner is the first to have four squares covered in a row.

English Program for Primary Level

104

English Program for Primary Level

105

Semester 1- Week 15 Objective: - Students know how to stay healthy Resources and Topic-Key language Materials

Period 8 Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

SCIENCE Lesson OUR BODIES

HOW TO KEEP HEALTHY Integrated skills: Speaking, listening, reading, writing Key vocabulary: Healthy, eat healthy food, do exercise, have good sleep.

Resources: Textbook: SUCCESS WITH SCIENCE Pupil book p.10 Workbook p.13 Materials: -Flash cards of key vocabulary -Survey question forms for pair activity. -Class healthy living survey chart size for whole class activity -Picture cards for classification activities - Food and Exercise

Weather report Warm up and review: - Teacher to Ss “Last week we learned about keeping clean if we keep clean we will be HEALTHY”. Play a game. Lesson presentation: Vocabulary - Use pictures to present the new words, try to elicit the words from the students: eat healthy food, do exercise, have good sleep. - Ask students to practice saying the words as the whole class, in groups and individual. What foods are healthy foods - classification activity: - Ask students to look at some pictures of food they might eat in a week and say what foods they think are healthy and what are not so healthy. - Students select a card and decide where to place it on the tables on the board. - Check the answer with the class. Healthy foods

NOT healthy foods

What is exercise? - Classification activity: - Ask students to look at some pictures of different activities student enjoy for leisure in a week and say what activities they think the examples of exercise and what are not. - Students select a card and decide where to place it on the tables on the board. - Check the answer with the class. Exercise

NOT Exercise

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106

D DEEV VEELLO OPPM MEEN NTT

Class survey: - Put up chart of different way we can keep healthy. Ask questions and students respond. - Students fill in the chart with approximate number of children who do these things every day. Ways we keep healthy

Do you do this everyday? YES NO

Eat healthy food Do exercise Have a good sleep Workbook activity make a mini poster-how to keep healthy: Show students model of poster and explain the task to students. C CO ON NSSO OLLIID DA ATTIIO ON N

Paired discussion/ survey: - In pair, students take turns asking 3 key questions and recording the answers with a tick in the correct box. Story time: “I love you, Mother”

English Program for Primary Level

107

Semester 1- Week 16 Period 1- 2

Project Based Activity: Teacher’s Supplies needed:

day

Colored construction paper - Scissors - Glue - Markers or crayons

Pop-up Flower Garden Card 1- Fold two rectangular pieces of construction paper in half. One piece will be the outside of the card and one piece will be the inside.

2- On the piece that will be the inside, cut two short lines near the middle of the fold. 3- Fold the two outside flaps that you just made (but do not fold the middle flap). Unfold the flaps.

English Program for Primary Level Project Based Activity: Teacher‟s Day Supplies needed: Colored construction paper - Scissors - Glue - Markers or crayons

Pop-up Flower Garden Card (cont.) 6- Refold the card. Cut two short lines through the folded flaps on the sides. 7- Fold the outside flaps that you just made. Unfold the flaps.

8- Open the card. Push the two flaps towards the inside of the card - they will form 4 steplike protuberances

108

English Program for Primary Level  Supplies needed: Various colored construction paper - Scissors - Glue - Markers or crayons

Pop-up Flower Garden Card (cont.) 9- Cut some small flowers, stems and leaves from construction paper. 10- Decorate them with crayons or markers if you like. More greetings:    

I miss seeing you a bunch. Have a bunch of fun on TEACHER’S DAY. Thanks for helping me grow! I really blossomed in your class.

109

English Program for Primary Level

110

Semester 1- Week 16 + 17 Objectives: - Review food & drink words – Sentence patterns “ I (don‟t ) like ”, “Do you like …?” - Students do some exercises related to Cambridge Test. Topic- Key language Resources and Materials Answer Key

EXTRA ACTIVITIES UNIT 3

WELCOME TO NEW ZEALAND

Resources: Textbook: FUN WITH STARTERS 2 ( Vui học cùng kỳ thi Starters – Cambridge

Unit 3: WELCOME TO NEW ZEALAND Read and write yes or no. 1. yes 2. no 3. no

4. yes

5. yes

Find eight different types of food and drink. Colour and say. 1. bananas 2. a mango 3. an ice cream 4. milk 5. a pineapple 6. an apple 7. grapes 8. a pear

Integrated skills: speaking, listening, reading, writing

Sort and write. Fruits: grapes, bananas. Vegetables: tomatoes, carrots, potatoes. Drinks: juice, milk, tea, water.

Review vocabulary: Food and Drink words

Complete the sentences. 1. sausages 2. salad

Review sentence patterns:

Listen and tick. 1. Tick a burger and water. 2. Tick salad and chicken 3. Tick juice and pizza. 4. Tick rice and sausage. 5. Tick a cup of ginger tea. 6. Tick a mango.

I like…………… I don‟t like…………… Do you like …….? Would you like …… ?

Period 3-8 (week 16) + Period 1-2 (week 17)

Fill in the blank. 1. menu 2. burger

3. burgers

3. sausage

4. carrots

4. juice

Write the answer with one or two words. 1. the zoo 2. black, white 3. Three

5. cookies

5. water

4. bananas

6. pea.

6. ice cream

5. no

English Program for Primary Level Story time: “I love you, Mother”

111

English Program for Primary Level

112 TEXTBOOK: FAMILY AND FRIENDS 1

Periods 3-4

Semester 1 - Week 17 Objective: - To review vocabulary and structures of the previous lessons. Topic- Key language

Resources and Materials

IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 9

Lunchtime! Lesson

REVIEW 3 Integrated skills: listening - speaking reading - writing

Key vocabulary: Vocabulary and structures in Units 7,8,9

Key Activities

Resources: Textbook: FAMILY AND FRIENDS Class book p. 66 Teaching Aids: - Flashcards 61-85

 Weather report.  Warm up – Review:  Food Chant: (Review Unit 9) Apple. Apple. I like apples. (2 times) Banana. Banana. Bananas are yellow. (2 times) Pear. Pear. Pear is green. (2 times) Grapes. Grapes. Small purple grapes. (2 times) Sandwich. Sandwich. I want a sandwich. (2 times) Cookies. Cookies. Cookies are delicious. (2 times) Tomato. Tomato. Round red tomatoes. (2 times) Drink. Drinks. More drinks, please. (2 times) - Teacher uses the flashcards of the food and elicits Ss to chant in chorus, and groups. D DEEV VEELLO OPPM MEEN NTT

 Sticky Fingers Game: (Review Unit 8) - Teacher use one of the flashcards (69 -77) to stick on the board to make a key word. - Teacher plays this game with 3 Ss at a time. Teacher reviews some vocabulary and structure “Where….?”, clear some space in the classroom. - Ss each grab one of the teacher's fingers, which are outstretched as shown. - Teacher assigns a special "keyword" (e.g. bedroom) - Ss ask question. (e.g. Where are you?). If the teacher answers with the keyword (e.g. I’m in the bedroom.) the Ss run to the far wall. - If on the way, the teacher "tags" a student, he/she is out. - If a student lets go when the teacher hasn't said the keyword (e.g.if the keyword is "bedroom" and the student runs when the teacher says "Dinosaur")then he/she is out - Repeat until only one student is left. Start again with 3 more Ss. - When everyone has had a go, try it again with 3 winners. Keep playing with the winners, just like a championship, until teacher finds the ultimate winner!

English Program for Primary Level

113 C CO ON NSSO OLLIID DA ATTIIO ON N

Leapfrog Game: (Review Unit 7) - On the board, from left to right put flashcards 61 - 68. - Split the class into two teams. One team lines up on the left side of the room, and the other team on the right side of the room. - The first student from each team comes to the board, one at the left side and one at the right. They read the words out loud, one at a time, "leaping" along to their opponent's side of the board. - When they meet they have to do the Rock, Paper, Scissors game. The losing kid sits down. This kid is replaced by the next member in their team. This member starts from the start of their line. The winning kid continues from where he/she stopped. - The teacher says "Go!" and they start again, reading the words out loud until they meet. - If they manage to reach their opponent's side of the board they have won!  Student Book Activity: - Students do the exercises 1 and 2 on page 66. - Go over the answer with the class. Story time: “I love you, Mother” Homework: Workbook: Do exercise on p.66.

English Program for Primary Level

114 TEXTBOOK: FAMILY AND FRIENDS 1

Periods 5-6

Semester 1 - Week 17 Objective: - To review vocabulary and structures that students have learned. Topic- Key language

Resources and Materials

IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 9

Lunchtime! Lesson

REVIEW 3 Integrated skills: listening – speaking reading - writing

Key Activities

Resources: Textbook: FAMILY AND FRIENDS Class book p. 67

 Weather report.  Warm up – Review  Dice Game: - Teacher make some dices for Ss to work in groups to review the sounds /θ/, / t /, /h/

Teaching Aids: - Flashcards 61-85 - Dices: one dice for one group. - Balls, bats

Key vocabulary: Vocabulary and structures in Units 7,8,9 Additional vocabulary: cheese, egg, water, today D DEEV VEELLO OPPM MEEN NTT

 Bat the ball Game: - Teacher divides the class into two teams. - In turns one player from the first team selects a bat. A pitcher throws a ball to the player. The player must hen form a word by using the beginning sound – spelling on the ball and one or more of the vowel spelling on the bat. - If the player can use all four vowel spellings to make a word, he or she earns a home run. If the player can use three of the spellings, a triple is earned. If two are used, a double is earned. And if one is earn, a single is earned. If the player unable to form a word, an out is earned. - The player moves that number of bases and the game continues. After three outs, the

English Program for Primary Level

115 second team is up at bat.

air

ch

sh

ick irp er

oes eep irt e

C CO ON NSSO OLLIID DA ATTIIO ON N

 Filling Game: - Teacher puts the frog cards on the board, draws the arrows and a pond and asks the Ss to help the frog gets to the pond by filling in the blanks with suitable letters ch, sh, or th.

English Program for Primary Level

116

Student Book Activity: - Students do the exercises 3, 4, 5 on page 67. - Go over the answer with the class. Story time: “I love you, Mother” Homework: Workbook: Do exercise on p.67.

English Program for Primary Level

117

English Program for Primary Level

118

English Program for Primary Level

119

English Program for Primary Level

120

English Program for Primary Level Semester 1 - Week 17 Objective: - Students can count to 10. Resources and Topic-Key language Materials

121 Period 7 Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

MATHS Lesson

COUNTING Integrated skills: speaking, listening, reading, writing Review vocabulary: one, two, three, four, five, six, seven, eight, nine, ten,. Say, point to, write, how many, altogether

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Pupil book p. 22-23 Materials: - Flashcards of new vocabulary - Picture cards - Chart with model of problem from pupil book for demonstration

Key vocabulary: girls, boys, hungry, thirsty.

Weather report Warm up and review: Game: 1 - 10 buzz Students count from 1-10. However, the pupil who is supposed to count 5 an 10 says BUZZ and then the next child starts at 1. Game continues until all students have had a turn. Lesson presentation: Vocabulary: - Put on the board a series of picture cards of babies and ask questions “Can you find a boy baby?” “Can you find a girl baby?” - Show flashcards of phrases baby boy, baby girl. Have students listen and repeat. - Have students match up a phrase card to a picture card. - Repeat the activity for hungry and thirsty D DEEV VEELLO OPPM MEEN NTT

Counting babies: - Put a chart on the board. Model the activity in pupil books. - Have students go to the board do an orally count (the babies) when answering each question. Record responses on the board Open pupil books: - Have students open their books. Students record answers in their notebooks - Check the answer together C CO ON NSSO OLLIID DA ATTIIO ON N

Make a picture problem - Group task: - Students have to add bowls of food or glasses of milk to babies to make a problem and then display for other students to solve. - Groups walk around room, counting babies and answering questions for each picture. Story time: “I love you, Mother” Homework: Workbook

English Program for Primary Level

122

Semester 1- Week 17 Objectives: - Students can identify fruits and vegetables - To understand how to keep fit Resources and Topic-Key language Materials

OUR BODIES

HEALTHY FOOD Integrated skills: speaking, listening, reading, writing Review vocabulary: fish, orange, carrot, plum chicken apple, rice, milk. Key vocabulary: fruit, vegetable, bean, salad, banana, potatoes.

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

SCIENCE Lesson

Period 8

Resources: Textbook: SUCCESS WITH SCIENCE 1 Pupil book p. 11 Workbook p. 15-19 Materials: -Flash cards of key vocabulary -Blank classification chart. -Class healthy living survey chart size for whole class activity -Picture cards of foods

Weather report Warm up and review: - Use pictures to review the vocabulary fish, orange, carrot, plum, chicken, apple, rice, milk. Have students listen and repeat. Lesson presentation: Vocabulary - Use real objects or plastic models to present the new words: fruit, vegetable, bean, salad, banana, potatoes - Have students practice saying the words as the whole class, in groups and individual. Classification activity-fruit or vegetable: - Place pictures of different food items on the board ledge. - Remind the students of the word healthy. - Ask students what is the SAME about the foods. Confirm by telling children that they are all example of Fruit. Put the flashcard on the board. - Do the same activity with vegetables.. - Put up the classification chart on the board. Students hold up the cards, say the names of the food and whether it is fruit or vegetable. - Students place the card on the chart. Classification activity-healthy or NOT healthy: Do the same activity with healthy and not healthy Game - Make a group - Give each student a picture card of food. - Students move around and look for the others who have the same type of food and make a group.

D DEEV VEELLO OPPM MEEN NTT

Going shopping for a healthy dinner: - Model the activity. Place labels with names of different foods in front of plastic models or real foods.

English Program for Primary Level

123 - Give each group a cut out shopping basket. Students write down the names of the food they will choose for a healthy meal. - Students draw pictures of their healthy foods and cut them out and stick on to the basket. Workbook activity 2 let‟s go shopping- healthy food:: - Model the activity for students. Students color and cut out the pictures of different foods and paste onto the next page in their workbook under correct heading. C CO ON NSSO OLLIID DA ATTIIO ON N

Who am I game: - Place picture cards face down on the students‟ desks. Students take turns standing up and showing their card an tell the class the name of the food and say whether it is a fruit or vegetable or not. Ex: I am an orange. I am a fruit. Agree or not: - Students look at each group‟s healthy meal and see if they agree that the foods selected are healthy. Group Is this a healthy meal? 1 Yes/No 2 Yes/No 3 Yes/No 4 Yes/No 5 Yes/No 6 Yes/No Story time: “I love you, Mother” Homework: Workbook page 15-19

English Program for Primary Level

124 TEXTBOOK: FAMILY AND FRIENDS 1

Semester 1- Week 18 Objectives: - Students can identify adjectives for describing hair. - Students can understand a short story. Resources and Topic-Key language Materials

Lesson 1:

WORDS Integrated skills: speaking, listening, reading, writing Key vocabulary: long, short, black, curly, straight Sentence pattern: She has …….. He has ……... Look over there. It‟s Adam

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 10

A NEW FRIEND!

Periods 1-2

Resources: Textbook: FAMILY AND FRIENDS Class book p. 68 Workbook p. 68 Materials: - CD 1 track 106-108 - Teacher cards - CD player - Story poster 10

Weather report Warm up and review: Picture walk - Have students look at the poster. Cover the text with a piece of paper so it won‟t distract the students. Encourage the students to talk about what they see by using the language they know. - Ask questions to help students talk about the pictures e.g. Who is in it? What‟s happening? As teacher progresses through the book in this manner, see if students can predict what might happen next or what the story might be about. Lesson presentation: Vocabulary - Ask students to close their books and use teacher cards to present the new words: long, short, black, curly, straight. - Have students practice saying the words as the whole class, in groups and individual. Dialogue presentation - Ask students to close their books and use the poster to present the setting of the dialogue. - Play the recording once for students just to listen and follow the dialogue. - Ask students some questions about the dialogue What does the girl have? Who are they? What do they see? - Encourage any predictions. - Ask some comprehension questions Who is in the picture? Who is the boy‟s new friend? What does he look like? Are Adam and Alice friends? - Ask students to open their books. Play the recording again, pausing each sentence for students to repeat. - Have students practice the dialogue chorally and individually then in pairs.

English Program for Primary Level

125 D DEEV VEELLO OPPM MEEN NTT

Living dialogue: Select sentences from the dialogue. Divide the class into groups and assign one sentence to each group. Each student in the group is assigned one word in the sentence. Student are not allowed to speak accept to repeat their words. They arrange themselves in correct order. C CO ON NSSO OLLIID DA ATTIIO ON N

Concentration game: - Separate the students into pairs or groups of three or four. Give two sets of pictures to each group and place them facedown in random order on the desk. One set with words and the other bearing pictures. One at a time, students turn over two cards and try to find two identical cards. - As each student looks at the cards, he or she says the word or phrase that is shown If the cards match, the student keeps them and gets a point. Story time: “I love you, Mother” Homework: Workbook - page 68

English Program for Primary Level

126

Concentration game

He/ gray hair

She/ gray hair

She/ long hair

He/ curly hair

He/ Short brown

She/ Blue eyes

He/ black hair

She/ red hair

hair

English Program for Primary Level

127 TEXTBOOK: FAMILY AND FRIENDS 1

Semester 1 - Week 18 Objectives: - Students can make sentence with has/ doesn‟t have to describe appearance. - Students can act out the story. Resources and Topic-Key language Key Activities Materials IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 10

A NEW FRIEND! Lesson 2:

GRAMMAR Integrated skills: speaking, listening, reading, writing Review vocabulary: long, short, black, curly, straight. Key vocabulary: has, doesn‟t have Sentence pattern: She has blue eyes. She doesn‟t have brown eyes.

Periods 3-4

Resources: Textbook: FAMILY AND FRIENDS Class book p. 69 Workbook p. 69 Materials: - CD 1 track 109 -Teacher cards - CD player

Weather report Warm up and review: Scramble (Fruit Salad) - Students sit in a circle (or several circles for large classes). - Assign a different word to each student call out two words at random. Those two students stand and exchange seats. To cue all students to change seats, call out Scramble! The first time you call scramble! , remove one chair from the circle. Now one student will have to remain standing in the center of the circle. When two students exchange seats they will have to race with the students in the center to get a seat. Another way you can play this game is to assign several students the same word. Call out only one word instead of two. All student assigned that word must switch places Lesson presentation: - Point to the poster and ask students what happened in the story. - Students open their books to page 68. - Have students listen to the story and repeat. Write the dialogue on the board but leave some gaps. Students can fill in the blank with their own information as long as it is meaningful. - Students work in pairs, acting out the dialogue. They can look at the dialogue on the board if necessary. Grammar presentation: 1. Ask students to close their books and use the poster to introduce the patterns. - Write the pattern on the board. Have students listen and repeat She has curly hair. Swap the pictures and have students do the substitution drill. - Ask students to open their books. 2. Play the recording and have students repeat then introduce the contraction. doesn‟t have = does not have - Have students practice in pairs. 3. Point to picture 1 to model the patterns. Teacher can do this with student

English Program for Primary Level

128 volunteers. Have students work in pairs pointing and saying. 4. Look again and write: Read the examples with the students. Have students fill in the blanks in individual. After finishing, students cross-check. D DEEV VEELLO OPPM MEEN NTT

 Walk and talk: - Cut out pictures of people from magazines or newspapers. Place different pictures around the room. Have students walk around in pairs. - At the signal Stop!, partners must stop at a pair of cards and exchange questions and answers, using the pictures as cues S1: (pointing to the first picture) What does she look like? S2: She has (black hair). Partners then switch roles S2: (pointing to another picture) What does he look like? S1: He has (curly hair) C CO ON NSSO OLLIID DA ATTIIO ON N

Who am I? - Write the following paradigm on the board: My name‟s ( _______________) I have (___________) I like (_________) My best friend is (___________ ) She has (__________________) - Have students complete the information on a blank card. Collect the cards. Choose one card at random and read the information aloud, omitting the student‟s names - Have the class guess who is being described. Story time: “I love you, Mother” Homework: Workbook page 69

English Program for Primary Level

129 TEXTBOOK: FAMILY AND FRIENDS 1

Semester 1- Week 18 Objective: -Students can identify shapes. Resources and Topic-Key language Materials

Periods 5-6 Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 10

A NEW FRIEND! Lesson 3:

SONG Integrated skills: speaking, listening, reading, writing Key vocabulary: square, circle, round, triangle Additional vocabulary:

side, smooth, same. Sentence pattern: It has four sides. It‟s round.

Resources: Textbook: FAMILY AND FRIENDS Class book p.70 Workbook p. 70 Materials: CD1 track 110-111

- Teacher cards - CD player. - Colored paper. - Scissors

Weather report Warm up and review: Review the song “Open my lunch box” from the previous unit. What do I have in my bag today? - Bring some classroom objects or models to the class (a CD, a small clock…) - Have students guess what is in the teacher‟s bag. Teacher can give students some clues. For example, ”It‟s round” Lesson presentation: Vocabulary - Use some real object to elicit the vocabulary of shapes. For example, a CD for circle, a table for square. - Ask students to close their books and use teacher cards to present the new words: square, circle, round, triangle. - Have students practice saying the words in chorus, in groups and individual. Song presentation: - Ask students to open their books and look at the pictures. Play the recording, students listen and point to the pictures and repeat. Play the recording once again, students listen and point to the words. - Have students listen and repeat line by line. Students sing along with the recordings. Sing and do: - Work together on how to act out the song. - Practice the actions with the students. Play the recordings for students to listen, sing and act out. D DEEV VEELLO OPPM MEEN NTT

Where do you see a square? - Elicit the names of things that is in the shapes of a square, a circle or triangle. Teacher can make it a competitive game of two groups.

English Program for Primary Level

130 - Give students a few minutes to think of objects that come in the shapes of a square, circle and triangle. Tell students a name of a shape, students say the corresponding object. Make a Tangram: - Have students take out their colored paper and scissors. Show some samples of Tangram. - Have students think of what they want to make. Tell them that they can only use squares, circles and triangles. - Have them make their own Tangram. Have them show their work to the class then they talk about their patterns. E.g. It has three triangles… C CO ON NSSO OLLIID DA ATTIIO ON N

 I spy: - Teacher model first. Think of something around the classroom but don‟t tell the students. T: I spy with my little eye something has four sides. - Ss guess what the object is. The object must be visible in a room or in a wall picture. Story time: “I love you, Mother” Homework: Workbook page 70

English Program for Primary Level Semester 1- Week 18 Objective: -Students can count in 3‟s. Resources and Topic-Key language Materials

TOYS Integrated skills: speaking, listening, reading, writing Review vocabulary: say, point to, write

Period 7 Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

MATHS Lesson

131

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Pupil book p. 24-25 Materials: - Number cards-1-20 - Picture cards - Chart with model of problem from pupil book for demonstration

Key vocabulary: three, six, nine, twelve.

Weather report Count the threes - Put up the chart which shows objects in groups of three. Ask students to help count one group of three. Circle the group and ask if there are any more of those objects. Students continue until all groups of three objects have been found. - On large number strip, teacher shows students how to count in threes by circling the 3‟s pattern. Have students read the pattern. Students explore the picture for their objects in groups of three, and work out how many threes. Use number strip to count all objects- but in 3‟s pattern. 1 2 3 4 5 6 7 8 9 10 11 12 D DEEV VEELLO OPPM MEEN NTT

Paired counting in three‟s: - Students circle the three„s counting pattern on their number strips. Then take turns saying the pattern aloud to their partner. Students must point to the number as they say them. How many three‟s: - Give each group a picture chart. Each chart has three questions about the objects. Each group has to count an write the total number of objects. Open pupil books: - Have students count the object in groups of three and record total number. - Check the answer together. C CO ON NSSO OLLIID DA ATTIIO ON N

Fill in the missing numbers: Each child is given a number strip. Students have to work out what numbers are missing and write them in the box. (revision of three‟s counting pattern) Story time: “I love you, Mother”

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132

Semester 1- Week 18 Objectives: - Students can identify fruits and vegetables. - To understand how to keep fit. Resources and Topic-Key language Materials

OUR BODIES

EXERCISE EVERYDAY Integrated skills: speaking, listening, reading, writing Key vocabulary: exercise, go for a walk, ride a bicycle, jump rope, run, go swimming, dance. Additional vocabulary:

fast, slow

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

SCIENCE Lesson

Period 8

Resources: Textbook: SUCCESS WITH SCIENCE 1 Pupil book p.12 Workbook p.20 Materials: -Flash cards of key vocabulary - Blank classification chart. - Class healthy living survey chart size for whole class activity - Picture cards of activities for doing exercise.

Weather report Lesson presentation: TPR activity: Let‟s move our bodies - Model the activities then have students do the actions then say the name of the actions. Raise your hands, touch your toes Raise your hands, touch your toes Move your hands to the left, move your hands to the right Move your hands to the left, move your hands to the right Jump up and down, jump up and down Now turn around , turn around , turn around and sit down Discussion: What exercise do you do? What is your favorite activity for exercise? - Ask students what they like to do at home for exercise. Record the responses on the board. - Show students some pictures of doing exercise and labels for each picture. - Have them listen and repeat. ride a bicycle, go for a walk, jump rope, run, go swimming, dance - Students match the pictures and the labels. Point to different pictures then have students say what exercise children are doing. - Ask students if the activities in the picture show the same activities students like to do. Extension activity: - Bring some equipment for exercise to the classroom (jump rope, ….. ) - Ask students to look at the equipment and identify what it is and when it is used. - Have students listen and repeat the word exercise. D DEEV VEELLO OPPM MEEN NTT

English Program for Primary Level

133 Paired discussion - using pupil book: - Students take turns telling each other what exercise activities the children in the pictures are doing. - Students ask each other questions “What exercise do you like to do?” and respond to the statement, I exercise everyday Yes/No. Group classification activity: - Each group is given a series of picture cards. Students have to sort them into two groups. Students display completed task on the wall Exercise NOT Exercise

- Check the answers together. C CO ON NSSO OLLIID DA ATTIIO ON N

Class survey: What exercise do you like to do? - Tell students that they will look at different activities students in the class like to do for exercise and write down the number of students who like each activity. -students can put up their hands for more than one activity. What do you do for exercise? How many children like to…? Story time: “I love you, Mother” Homework: Workbook page 20

run

go ride a swimming bicycle

dance

jump rope

English Program for Primary Level

134 TEXTBOOK: FAMILY AND FRIENDS 1

Semester 1- Week 19 Objective: Students can pronounce the sound / ᴂ / Resources and Topic-Key language Materials

Lesson 4:

PHONICS Integrated skills: speaking, listening, reading, writing Review vocabulary: cat Key vocabulary: fan, man

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 10

A NEW FRIEND!

Periods 1 - 2

Resources: Textbook: FAMILY AND FRIENDS Class book p. 71 Workbook p. 71 Materials: CD 1 track 112-113 Phonics cards CD player

Weather report Warm up and review: Sing the song: “It‟s a square” Hangman Select a word (e.g. an apple) and draw the corresponding number of dashes on the board (- - - - -). Invite students to call out a letter. If the letter is included in the word “apple”, write it over the appropriate dash; if not, write it at the side of the board and draw the first stroke of the hangman picture. The game finishes when the teacher completes the hangman picture. Lesson presentation: - Show students an apple and have them listen and repeat. Write “a” on the board. Point to the letter, say the name and the sound of the letter. Below the letter write the corresponding words cat, fan, man. - Circle letter “a” and have students listen and repeat. Hold up the phonics cards to introduce the sounds. - Ask students open their books to page 71. Have students listen to the recordings, point and repeat. Students listen and chant. - Have student listen to the chant again and circle the a. Students look at the pictures and unscramble the letter.

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135 D DEEV VEELLO OPPM MEEN NTT

Snap the sound: - Give each students letter cards of “a” and “e”. Read a word, students listen and pick up the corresponding card.

:

mat met Pat pet Pan pen Kettle cattle Set sat Bat bet Ted tad Led lad Bed bad Tongue twister: - Have Ss practice as a whole class and individually. Students read the sentence to their friends A sad man has a mad cat and a bad hat in his bag. The fat cat is on the mat. C CO ON NSSO OLLIID DA ATTIIO ON N

Rhyme Bingo: - Give each student a sheet of bingo grid then write the words on the board. Students can choose the words to write down their bingo grids. - Teacher prepares another list of words rhyming with the words on the board. - Teacher or student volunteer calls out a series of words. Students mark the words on their bingo cards which rhyme with the teacher‟s words. - The first student to have all the grids marked raise their hands Ex: T : bad Ss mark the word “ cat” Story time: “I love you, Mother” Homework: Workbook page 71

English Program for Primary Level

Make a Tangram

136

English Program for Primary Level

137 TEXTBOOK: FAMILY AND FRIENDS 1

Semester 1- Week 19 Objective: -Students can read and understand a descriptive letter. Resources and Topic-Key language Materials

Lesson 5:

SKILLS TIME Integrated skills: speaking, listening, reading, writing Review vocabulary: curly. Straight, long, short, black, brown Key vocabulary: good, best. Sentence pattern: Dear Yasmin, Tell me about your friends

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 10

A NEW FRIEND!

Periods 3 - 4

Resources: Textbook: FAMILY AND FRIENDS Class book p.72 Workbook p. 72 Materials: - CD 1 track 114 - Photocopy picture in the textbook. - CD player

Weather report Warm up and review: Stand up game: This game will challenge students‟ listening comprehension. Students should respond to teacher‟s commands depending on personal information. T: Stand up if you have brown eyes. Students with brown eyes stand up. Lesson presentation: - Use a picture and ask questions to lead in and raise students‟ interests e.g. How many people are there in the pictures? Can you guess who they are? - Teacher can do the slow reveal. Teacher can introduce the names of the characters in the pictures Sally, Polly, Isobel. - Play the recordings have students listen, point and repeat. Ask questions to check students‟ comprehension. - Have students read the text silently and write the names of the people in the pictures. Go through the answer with the class. D DEEV VEELLO OPPM MEEN NTT

Find it fast: Have students practice scanning to find specific words. Explain that you are going to say a word, for example,” hair” and you want students to see how quickly they can count the number of times they see that word in the passage Introduce your friends to the class: Ask students to bring in pictures of themselves and their friends or ask them to draw and color. Have them introduce their friends to the class. Help them when necessary. C CO ON NSSO OLLIID DA ATTIIO ON N

Write a letter to tell about your friends: Give each student a sheet of paper. Ask them to write a word to describe their friends‟ appearances. Have them draw pictures of their friends (Teacher should

English Program for Primary Level

138 give students a letter format but leave some gaps) before filling in the blanks.

Story time: “I love you, Mother” Homework: Workbook page 72

Write a letter to tell about your friends:

Dear………, This is the picture of………………… ……………is my best friend. She has……….. …………………………. …………..is a good friend. He has………. ………………………. I am in the picture, too. I have……………… …………………………….

Tell me about your friends. From ……………….

English Program for Primary Level

139 TEXTBOOK: FAMILY AND FRIENDS 1

Semester 1 - Week 19 Objective: -Students can develop their language skills and use them to describe appearances Resources and Topic-Key language Key Activities Materials IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 10

A NEW FRIEND! Lesson 6:

LANGUAGE SKILLS Integrated skills: speaking, listening, reading, writing Review vocabulary: curly. straight, long , short, black, brown Sentence pattern: She has red hair. Who is it? It‟s number 1, Polly.

Periods 5 - 6

Resources: Textbook: FAMILY AND FRIENDS Class book p. 73 Workbook p. 73 Materials: - CD 1 track 115 - Phonics cards - CD player

Weather report Warm up and review: Listen and draw - Prepare a picture of a famous character, for instance, Harry Potter. Provide the language needed. - Teacher or students volunteer describe the picture but do not show it to the class. Have students listen and draw pictures then color their pictures. After that, ask the class to tape their pictures on the wall. - Have them compare their pictures to the original one. Lesson presentation: Part 1: - Ask students to look at part 1. Elicit the description from the students. - Play the recording, students listen and point. Play the recording once again. Students listen and number. - Go through the answers with the class. Part 2: - Model the pattern with students volunteer. Have students take turns asking and answering in pairs. Ask some students to demonstrate in front of the class. Part 3: - Ask one student volunteer to go the board circle ”n‟t” and match two sentences as modeling. - Have students do the exercise in individual. Have students check the answers together.

D DEEV VEELLO OPPM MEEN NTT

Find some one who… The teacher or student volunteer describes a person in class. They race to find the appropriate one. Then they have to describe that person or thing.

English Program for Primary Level

140 Ex: T: She has long black hair and big eyes. C CO ON NSSO OLLIID DA ATTIIO ON N

How many sentences (Scramble words) - Give the students several words of different part of speech. Ask them to think of as many sentences as possible with the given words. It is better to set a time limit. Ex: T: he, she, red, black, have, has, hair, doesn‟t Ss: He has red hair/ He doesn‟t have black hair… Story time: “I love you, Mother” Homework: Workbook page 73

English Program for Primary Level

141

Semester 1- Week 19 (period 7+8) + Week 20 (period 1-6) Topic- Key language

Answer Key

Resources and Materials

Unit 4 : Welcome to Egypt EXTRA ACTIVITIES UNIT 4

WELCOME TO EGYPY! Integrated skills: speaking, listening, reading, writing Key vocabulary (Unit 4) Revision words of shapes and school things, colours Key vocabulary (Unit 5) Zoo animals vocabulary ( Answer Key is in Unit 11) Sentence patterns: Revision.

Resources: Textbook: FUN WITH STARTERS 2 ( Vui học cùng kỳ thi Starters – Cambridge)

 Read and write yes or no. 1. yes 2. yes 3. no

4. no

5. no

 Look at the pyramid again and write the colours. 1. yellow 2. pink 3. orange 4. green 5. blue 6. red  Listen and colour. 1. Letter G is orange. 3. The ruler is green. 5. The tick is purple.

7. purple

2. The rubber is brown. 4. The chair is blue.

 Colour, write and talk. ___board___ ___ clock ____ ___ chairs and desks ____ ___ one bag ____ ___ pencil case ___  Listen and stick. 1. On the white bookcase, Wish is happy. It stands between 2 purple bags. They‟re under the red ruler. 2. On the pink bookcase, Wish is sad. It stands behind the black pencil case. They‟re on a grey clock and two orange pencils. 3. On the yellow bookcase, Wish is happy. It stands between a brown book and a red board. They‟re on the purple bag.  Listen and tick () the box. 1. May is in front of the pyramid. 2. Pat can see three cats on the tables. 3. Tony‟s got a book about Japan. 4. Nick can put the map in the cupboard.

English Program for Primary Level

142  Listen and draw lines. 1. Pat and the computer. 2. Lucy and the bookshelf. 3. Bill and crayons. 4. Alex and pencil case. 5. Tony and the big chair.

English Program for Primary Level

143

Semester 1- Week 20 Objective: - Students can develop their arts and crafts skills through the activity. - To talk about New Year‟s Day. Resources and Topic-Key language Materials PROJECT BASED ACTIVITY

THE NEW YEAR’S DAY Integrated skills: speaking, listening, reading, writing Review vocabulary: shapes and appearances Key vocabulary: fruit, vegetable, bean, salad, banana, potatoes.

Materials: -Construction paper -Colored paper -Pencils -Glue -Hole punch -Scissors

Periods 7 - 8

Key Activities

Foreign language: - Ask students what they say on New Year‟s Day. Ask students if they can say “Happy New Year” in other foreign language. - Have students complete the worksheet. Check the answer together. (Optional) - Have students say wishes to their friends in different language. (Optional) Lucky number - Prepare some slots with questions about previous lessons on them. There is one or two lucky slots among them. Put slots into a bag. - Divide students into two teams. A representative from each team takes turns drawing slots and answering the questions. Each team gets a point for every correct answer. - Students who draw lucky slots have chances to get two points for their team and receive a red envelop with lucky money in it. Make a paper swallow - Prepare a square sheet of paper. Make a paper swallow as following instructions. - Collect students‟ works and hang around the classroom. Make a happy face on New Year‟s Day - The object of the game is to place paper cutouts in the shape of the eyes, nose, and mouth on the face while blindfolded. - Then one child is blindfolded with a cloth. The blindfolded child tries to place cutouts of the eyes, eyebrows, mouth, and nose on the face, while the other children shout instructions-for example, "Higher!" "To the left!" "There!" After the child places the pieces, the blindfold is removed so the child can view his or her handiwork. For younger children use flannel facial features on a flannel face.

PROJECT BASED ACTIVITY

English Program for Primary Level

144 Let‟s make New Year‟s Resolution Mobile - Each student can make his or her own New Year‟s Mobile by cutting these pattern pieces from colored paper. You may want to mount the finished pieces on poster board for added durability. - Students can list their promises for the New Year on the bell pattern pieces.

Story time: “I love you, mother” Homework: Have students complete the new year resolution at home. Then, have them share the ideas with their friends the next period. Help them with new vocabulary.

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145

Worksheet: Foreign language

Happy New Year! 1. Feliz ano novo________________

2. Onellista uutta vuotta_______________ 3. Chuc mung nam moi____________________ 4. Masaya bagong taon__________________ 5. Buon anno________________ 6. Godt Nyttar__________________ 7. Szczesliwego nowego roku____________ 8. Heureuse nouvelle annee___________ 9. Feliz ano Nuevo_______________ 10. Akemashite omedetou________________ 11. Sehe Bokmanee Bateuseyo________________ 12. Xin Nian Kuai Le_________________

a. Vietnamese g. Portuguese

b. Chinese h. Japanese

c. Korean i. Italian

d. Polish j. Filipino

e. French f. Spanish k. Norwegian l. Finnish

English Program for Primary Level ANSWER KEYS 1. Portuguese 2. Finnish 3. Vietnamese 4. Filipino 5. Italian 6. Norwegian 7. Polish 8. French 9. Spanish 10. Japanese 11. Korean 12. Chinese

146

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147

Lucky number:

It has four sides. They are all the same. What is it?

Sing a verse of the song “It’s a square!”



LUCKY!

She has short black hair and big eyes. She is tall. Who is she? Read this sentence aloud” the cat has a hat”



LUCKY!

I have/has__________ blue eyes

My new friend is/are____________ David

She does not have black hair= She_______ have black hair

Read the following words aloud “pan” “pen”

English Program for Primary Level Project based activity:

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149

English Program for Primary Level

150

English Program for Primary Level

151

Homework: Last year two best things that happened

English Program for Primary Level Make a paper swallow:

152

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153

English Program for Primary Level

154 TEXTBOOK: FAMILY AND FRIENDS 1

Periods 1-2

Semester 2- Week 22 Objective: Students can identify the zoo animals. Topic- Key language Resources and Materials

IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 11

I LIKE MONKEYS! Resources: Lesson 1

WORDS Integrated skills: speaking, listening, reading, writing Key vocabulary: elephant, giraffe, monkey, big, tall, little. Additional vocabulary: zoo, funny

Key Activities

Textbook: FAMILY AND FRIENDS Class book p 74 Workbook p 74 Materials: CD 2 track 116-118 The zoo flashcards 94-99 Story poster 11

Weather Report Warm up and review: Animals dance: Draw 4 circles with different animals in them. Assign a different dance/ action to each animal (eg. Dog = jump; cat = spin; ect). Have Ss stand up and do the dance or action each time you touch or say the animal. Lesson presentation: Lead in: Give the meaningful context to introduce the vocabulary (Display a picture of a zoo. Ss pretend to go to the zoo) Hold up each Flashcard 94- 96 to introduce the new vocabulary (an elephant, a giraffe, a monkey) while playing the audio – track 116. Have Ss listen and repeat each word several times at normal speed. Listen and chant (track 117): Give some word cards to Ss and play chants and Ss say the words. Ss stand up when their words are said. Listen and read (track 118): Use Story poster 11 to present the story. Ask some questions about the story Who can you see? Where are they? … and identify the animals in the frame 1,2 and 4 in the story. Encourage students to have predictions. Then ask Ss to open their books and play the audio for Ss to listen, point to the words and repeat at the same time. Ask some comprehension questions:  Where is Rosy and her family?  Does Billy like elephants/ giraffes/monkeys?  Why?/Why not? Ask students to open their Class Books on page 74 and practice reading while listening. Have students practice their pronunciation in groups and pairs.

English Program for Primary Level

155 D DEEV VEELLO OPPM MEEN NTT

Pointing game: Put flashcards 94-96 in different places around the room. Call out one word. Ask students to listen to the teacher and point to the correct flashcard as fast as possible then repeat it loudly. Fishing game: Give Ss the fishing rods. Cut some fish and put them in a tub or on the floor. Let Ss try catching fish with his fishing rod. Have student practice counting as he/she catches each fish Have student read the shapes or objects written on each fish he/she catches. C CO ON NSSO OLLIID DA ATTIIO ON N

Exchanging your seats: Each student has a word card. Make sure that all of them are able to identify these words. Everyone sing “Old MacDonald had a farm.” song. Suddenly call out one word. Students with that word in hands will stand up, try their best to find another seat and so does the teacher. The student without seats will be in the front and start to call another word. Continue this game as the same way. Story time: “The very hungry caterpillar” Homework: Workbook ( pages 74)

English Program for Primary Level

156 TEXTBOOK: FAMILY AND FRIENDS 1

Periods 3-4

Semester 2-Week 22 Objectives: - Students can make sentences with like and don‟t like - Students can act out the story Topic- Key language Resources and Materials

IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 11

I LIKE MONKEYS! Resources: Lesson 2

GRAMMAR Integrated skills: speaking, listening, reading, writing Key vocabulary: elephant, giraffe, monkey, big, tall, little Sentence patterns: I like lions. I don‟t like giraffes. They‟re big. I‟m little.

Key Activities

Textbook: FAMILY AND FRIENDS Class book p 75 Workbook p 75 Materials: CD 2 track 116-118 The zoo flashcards 94-99 Story poster 11

Weather Report: Warm up and review: What‟s missing? Display the flashcards from the vocabulary set on the board. Point to each one, one at a time for Ss to say the words. Give the class a few seconds to look at them. Ask Ss to face down. Remove a card. Display the cards again ask What‟s missing? Lesson presentation: Put pictures in the order: Divide the class into groups. Each group has a set of pictures. Play the story CD2 track 118. Students work in groups, listen to the CD and put these pictures in the order Students listen again and check their works.  Listen to the story and repeat. Act Ask Ss to turn to the story on Page 74 of their Class Books. Play the recording for Ss to repeat. Divide the class into groups of seven to plays the part of Rosy, Billy, Mom, Dad, an elephant, a giraffe, a monkey. Ask Ss to look at the different actions that the people and animals do in the story. Picture 1: Rosy points to the elephants, smiling. The elephants swing their trunks. Billy extends his arms to show how big they are. Picture 2: Dad points to the giraffes. The giraffes stand up tall and eat leaves from a tree. Billy puts his hand above his head to show how tall they are. Picture 3: Mom shakes her head. Billy points excitedly to the monkeys. Pictures 4: Rosy and Billy laugh at the monkey. The monkeys play in their cage. Listen and say: Play track 119 and show flashcard 96 to present the pattern “I like monkeys". Have Ss repeat the pattern for each word. Play track 119 again and put flashcard 94 upside down to elicit “I don‟t like elephants”. Play track 119 again and ask Ss to look at the

English Program for Primary Level

157 book and repeat the pattern. Divide the class into 2 groups and each group alternates repeating after audio. Look and say: Write I on the board, he/she/it on a new line, and they on a third line. Point to yourself and say I „m (tall). Point to few students in class and say They‟re (little). Students practice writing with the incomplete sentences in the Student Book p.74. D DEEV VEELLO OPPM MEEN NTT

RPS Three cards: Ss have three cards each. They pair up and do RPS. The loser has to shows the cards to the winner. The winner says: “I like giraffes”, then the loser says “I don‟t like giraffes” and gives the winner the card of giraffes. Ss then change partners. Tornado Divide the class into groups and stick the flash cards of animals on the board with either picture facing the board. And mix six tornado cards with the pictures cards. Then the groups take turns choosing the number cards. If Ss make correctly the sentence “I like……..” or “I don‟t like….” by using the chosen card, their group can draw a line to draw a house. If Ss choose a tornado card, they will blow down their entire opposite group part of drawing a house. The group to draw a complete house wins. C CO ON NSSO OLLIID DA ATTIIO ON N

Concentration Game: Give 2 sets of cards (1 set of animal pictures and 1 set of word cards) to each group and place them face down in random order on the desk. Once at a time, Ss turn over 2 cards and Ss try to find 2 identical cards. As each St looks at the cards, he or she says the word shown. If the cards match, the St keeps them and gets a point. Value worksheet: Be kind to animals Story time: “The very hungry caterpillar” Homework: Workbook ( pages 75)

English Program for Primary Level

158 TEXTBOOK: FAMILY AND FRIENDS 1

Periods 5 - 6

Semester 2- Week 22 Objectives: Students can make the sentences Topic- Key language Resources and Materials

UNIT 11

I LIKE MONKEYS! Lesson 3

SONG

Integrated skills: speaking, listening, reading, writing Key vocabulary: tiger, snake, parrot. Additional vocabulary: hip, hooray!, growl, hiss, squawk, hear. Sentence patterns: I like lions. I don‟t like giraffes. They‟re big. I‟m little.

Resources: Textbook: FAMILY AND FRIENDS Class book p 76 Workbook p 76 Materials: CD 2 track 120-121 The zoo flashcards 100102 Culture note: Zoo in the United States There are many zoos in the United States. Typical zoo animals include lions, tigers, elephants, parrots, zebras, monkeys, and giraffes, but most zoos will have many more types of animals, big and small from all over the world. The Central Park Zoo in New York, New York is the oldest zoo in the United States. It opened in 1860. The San Diego Zoo in California in the USA‟s largest zoo. It has over 4,500 animals. There are other places to

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

Weather Report: Warm up and review: What am I? Review the animal vocabulary with a miming activity. Hold your arm in front of your nose and wave it around. Ask the class “What am I?” to elicit an elephant. Ask another student to mime an animal for the rest of the class to guess. Lesson presentation: Lead in: Set up a meaningful context to introduce the new lesson. (Ex: Today we take a tour around the zoo and continue to name zoo animals …). Play the audio (CD2 track 120) and T labels the cards (a tiger, a snake, a parrot) under the pictures. Listen, point, and repeat: Put the teacher cards on the chalk rail. Ask Ss listen and tell about what they hear from CD track 120. Show the card and have Ss repeat the sentence pattern and practice. D DEEV VEELLO OPPM MEEN NTT

Listen and sing: Ask students to open their Class Book p.76 and identify what animals in the pictures are they. Play CD2 track 121 and Ss listen and point to the pictures when they hear the three new words. Introduce the song rhythmically. Have Ss clap to keep the beat as teacher models the song line by line. Ask students to repeat. Play the recording again for Ss to sing along. Stand up game: Give each student a body word from the song. Play the song. Each time students hear their word on their card; they quickly stand up and sit down. Sing and do: Practice the actions with the class. Play the recording for students to sing the song and do their actions. Song actions: Tiger – hold fingers up like claws. Snake – wiggle one arm like a snake. Parrot – flap arms like wings

English Program for Primary Level see animals in the USA. Aquariums are like zoos, but they are for ocean animals. Common animals in an aquarium are penguins, fish, and stingrays. People can also see animals in wildlife parks. These are different from zoos because animals aren‟t in enclosed places. The animals are free to move around the land, and visitors must stay in their cars.

159 . C CO ON NSSO OLLIID DA ATTIIO ON N

Zoo game: Divide the class into groups and assign them as different animals and give them flashcards of the animals they are representing. Walk around the room and talk to Ss who can only reply as an animal. E.g. “Hello Thanh”, Thanh in the cows group replies: “Moo!” Then, the whole class names the animal after listening to Thanh‟s reply. Flash Game: Divide the class into different teams. Choose a picture that includes various animals. Show the picture for a few seconds and take it away. Ask Ss to work in group and say what they saw and give them point s for each correct answer.

Story time: “The very hungry caterpillar” Project based activity: Stand – up Valentines! Materials: Some colors paper, scissors, glue, tape, or staples. Step 1: Cut out the row of hearts from paper. . Homework: Workbook ( pages 76)

English Program for Primary Level

160 Periods 7

Semester 2 - Week 22 Objectives: Students can identify the five senses. Topic- Key language Resources and Materials

SCIENCE Lesson :

Our Senses The Five Senses Integrated skills: speaking, listening, reading, writing Key vocabulary: smell, taste, see, hear, feel, and touch. Additional vocabulary: Revise parts of body – eyes, ears, nose, tongue, hands

Resources: Textbook: SUCCESS WITH SCIENCE 1 Pupil book p 13,14 Materials: Flashcards with key vocabulary – a set large cards Pictures Sentence Maker to hold key vocabulary Magnets for board Colored pencils or crayons Masking Tape

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

Weather Report: Warm up and review: Sing the song: Head, shoulders, knees and toes. Lesson presentation: What can I see? Looking for detail in a picture - Test your visual memory Put a picture on the blackboard – the picture should have clear simple images. Tell Ss to look at the picture for a minute. Remove the picture and Ss will draw what they saw in the picture. Put picture back and Ss see what they remembered clearly. T asks Q. „‟ What part of the body did we use for this activity? What can I hear? Making sounds Make three different sounds and Ss listen: 1) Banging a drum 2) Hitting two spoons together 3) Clicking a stapler. Put up picture cards to show the sounds – one word to describe sound written underneath – drums, spoons, stapler) Tell Ss that she / he will make the sounds again but that Ss will not be able to see what the T is doing. Ss must listen and write what sounds they hear. Ss will then identify sounds by pointing to the correct picture. T asks Q. “What part of the body did we use for this activity? What can I smell? Invite 3 Ss to come out to the front of the class. Then cover Ss‟s eyes with scarf so that they can not see object. Hold up to each child‟s nose a fruit. Each child has to guess the fruit by the smell. When Ss have had their turn they take scarves off and see if they were correct. T asks Q. “What part of the body did we use for this activity?

English Program for Primary Level

161 D DEEV VEELLO OPPM MEEN NTT

What can I taste? Give out a piece of fruit on a toothpick to each child. Place two containers on tables. One has salt the other sugar. Ss have to dip their fruit into one container and then guess whether it was salt or sugar. T asks Q. “What part of the body did we use for this activity? What can I feel? Have a mystery box that contains some objects. Invite some Ss to have a turn at feeling inside the mystery box. Ss have to feel one item, guess what it is and then after their guess take the objects out of the box to see if they were correct. (4 children) T asks Q. “What part of the body did we use for this activity? C CO ON NSSO OLLIID DA ATTIIO ON N

Put key sentences from Students Resources Books on the board. I can see with my ............................................. I can hear with my ........................................... I can smell with my .......................................... I can taste with my .......................................... I can touch with my ......................................... Put picture cards with parts of the body – eyes, ears, nose, tongue, hands T reads the sentences and ask Ss to choose which body part and word will complete the sentence. Then T and Ss read sentences together. Story time: “The very hungry caterpillar”

English Program for Primary Level

162 Periods 8

Semester 2- Week 22 Objectives: Students can make an addition to 10 Topic- Key language Resources and Materials

MATHS Lesson :

EIGHT COUNTERS Integrated skills: speaking, listening, reading, writing Key vocabulary: add one to ten (orally) number add yes no How many altogether? Additional vocabulary: say write point

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Pupil book p 26,27 Materials: Mental Addition cards Response sheets for mental addition activity A 3 size sheets For YES/ NO game (Laminate the YES/ NO chart) Cards with addition for YES/ NO game. (one set for each group)

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

Weather Report: Warm up and review: Sing the song: Head, shoulders, knees and toes. Lesson presentation: How many counters? T puts up 4 cut out counters on blackboard and asks Ss. How many counters can you see? Records Ss‟ answers on the board. Then T puts up 2 more counters. Ask Ss “How many counters did I add to the blackboard? Record Ss‟ answers. How many altogether? Record answers T ask Ss if they can write a number sentence to show what happened with the counters. E.g. 4 + 2 = 6 Mental Addition: T holds up flashcard with an addition – E.g. 5 add 3 – T asks Ss “What do we do here?” Ss respond – T confirms – Yes, it says 5 add 3 or we could write it this way 5 + 3 – What is the answer? Write on blackboard. Then T tells Ss that they will hear six additions and they have to add the numbers in their heads and write the answer only on their response sheets. 1. 2 add 5 2. 4 add 1 3. 5 add 3 4. 6 add 2 5. 7 add 1 6. 1 add 9 (Copy record sheets from previous lesson using mental addition) Ss swap sheets to mark.

Cut out counters (6) D DEEV VEELLO OPPM MEEN NTT

Number cards – 1 to 10 Addition Game – Game Boards

YES/ NO Game: Group task – Each group is given a record sheet and 6 addition cards. Step 1. The cards should be turned face down and put in a pile. Step 2. Each child takes a turn and picks up a card. Step 3. The child must aloud the addition. Step 4. They must then say whether the answer is correct or not correct. Step 5. If correct the child must place the card in the YES column. Step 6. If the answer is not correct they put the card in the NO column. Ss can put cards on record sheet with masking tape or blue tac C CO ON NSSO OLLIID DA ATTIIO ON N

Student Resource Book – Eight Counters

English Program for Primary Level

163 T explains task to Ss and then Ss complete activities in resource book. Ss record answer in their notebooks. T and Ss correct together. An Alternative to this activity is the Game: Adding (instruction and game on sheet attached – Ss can complete student book task for home work.

Story time: “The very hungry caterpillar”

English Program for Primary Level

164 TEXTBOOK: FAMILY AND FRIENDS 1 TEXTBOOK: FAMILY AND FRIENDS Periods 1 -12

Semester 2- Week 23 Objectives: - Students can pronounce the sound of “e” on its own and in words - Students can identify the letter e in the middle of words. - Students can blend the vowel e with consonants to form simple CVC words. - Students can match rhyming words. Topic- Key language Resources and Materials

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UNIT 11

I LIKE MONKEYS! Resources: PHONICS

Textbook: FAMILY AND FRIENDS Class book p 77 Workbook p 77

Integrated skills: speaking, listening, reading, writing

Materials: CD 2 track 122-123 Phonics cards 39 -41

Lesson 4

Key vocabulary: bed, pen, red

Key Activities

Weather Report: Warm up and review: “I know, I know, I know” game: Divide students to 2 teams. And Ss make two lines. Hold up the flashcards (cat, fan, man) one at a time. The first student who can sound out the letters and say the words after he/she says “I know, I know, I know” is the winner. Lesson presentation: Lead in: Hold up the bed, pen, and red phonic cards, one at a time, say the words for the class repeat. Ask whether the sound comes at the beginning, middle or end of these words. Call three Ss to come to the front of the class. Give them phonics cards for b, e and d. Ask Ss to stand a short distance from each other. Point to the letters for the class to name them. Ask Ss to move closer together. Encourage the class to say the sounds again and run them together to pronounce the word bed. Use the same process with different Ss holding new flashcards. Ss say p-e-n and r-e-d. Ask Ss What‟s the vowel? To elicit e. D DEEV VEELLO OPPM MEEN NTT

Listen, point, and repeat: Ask Ss to look at the words and pictures in their Student Books. Play the first part of the recording for Ss to listen and point to the pictures. Then play the second part of the recording for Ss to repeat the sounds and words in chorus Listen and chant Play CD2 track 123 for students to listen to the chant. Put the cards in different places around the room. Students listen, point to the pictures as they hear the words then repeat. Divide the class into 3 groups: bed, pen, and red. Students chant together; each group says their own lines.  Be a poet: Ask Ss to work in pairs and read the poem “BEG FOR AN EGG” and circle all words have the sound of “e”. Then do the worksheet of the poem.

English Program for Primary Level

165 C CO ON NSSO OLLIID DA ATTIIO ON N

Match the words that rhyme Ask Ss to look at the pictures. Point to each one for children to say the word. Make sure they are correctly producing. Look at the example with the class. Tell Ss that they are four pairs of rhyming words. Model the words Ken and pen to show how they rhyme. Ask Ss to draw lines to match the other rhyming words. Go through the answers with the class. Optional activity Tell Ss that you are going to say some sentences containing words with the sound of e in the middle. Read out the following sentences one at a time: This is my pen. The apple is red. It‟s my pen. Is Ken in bed? You have ten pens. When Ss hear a word with the sound of e in the middle they should tap the table. They then say the sound and repeat the word. Story time: “The very hungry caterpillar.” Homework: Workbook ( pages 77)

English Program for Primary Level

Worksheet: Be a poet!

Beg for an Egg I beg for an egg from my red hen. I get some corn. It's in her pen. She clucks! What luck! This is the end of begging for an egg from my red hen.

166

English Program for Primary Level

167

Beg for an Egg Circle the short e words.

beg

egg

ear

some

corn

pen

red

me

end

ten

feed

fed

he

pet

met

meet

TEXTBOOK:

Color the hen red. Draw 3 eggs by the hen. Draw a baby chick by the hen. Semester 2-Week 23

FAMILY

AND

FRIENDS

1

TEXTBOOK: FAMILY AND FRIENDS 1 Periods 3 - 4

English Program for Primary Level

168

Objectives: - Students can read and understand a poem. - Students can read for specific information. Topic- Key language Resources and Materials

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UNIT 11

I LIKE MONKEYS! Resources: Lesson 5

SKILLS TIME Integrated skills: speaking, listening, reading, writing Key vocabulary: Revision. Additional vocabulary: leaves, top, tongue, wrong, there, food, head, neck, at al, listen, true, on top of Sentence patterns: Revision.

Key Activities

Textbook: FAMILY AND FRIENDS Class book p 78 Workbook p 78 Materials: CD 2 track 124 Worksheet

Weather Report: Warm up and review: Category spin: Divide Ss into groups. One student spins a pen and the student that the pen points to is the first. The student needs to say a word from a pre-decided category. The next student will say the last word and add his own and so until it gets to the one who fails. E.g.: S1: “giraffes”, S2: “giraffes, dogs…” Lesson presentation: Lead in: Ask Ss to look at the picture and tell what they can see. Ask What‟s the giraffe doing? (It‟s eating leaves from a tree.). Ask Ss to guess what the text is about.(It‟s a poem about a giraffe.) Look at the picture. Talk about the animal: Ask Ss to look at the picture again. Ask them to tell everything they can about the giraffe in English. (It‟s a giraffe. It‟s tall. It‟s brown and yellow. It has four legs.) What am I game: Give each pair of students two a worksheet and ask them to look for the animal by reading the hint in each square. D DEEV VEELLO OPPM MEEN NTT

Read and listen to the poem: Play the recording (124) for SS to listen to the poem. Play the recording again and ask Ss open and point to the books while they listen the poem. Ask some comprehension question about poem. (Where is the giraffe? What does the giraffe look like? What can it see?...) Read again. Write T(True) or F(False): Make the example sentence up on the board. Then ask Ss to read the other sentences and read the poem again to see whether the sentences are true or false. They mark them accordingly. Play the recording again as they mark their answers. True/False game: Place two chairs together in the middle of the blackboard and write TRUE above one and FALSE above the other. Divide the class into two teams, and appoint a score in each team. Read some description about animals. Ss listen and run to sit on the TRUE chair if the sentence is right. Or Ss run to sit on the FALSE chair if the sentence is wrong. The team with most points after 10 minutes (or when the cards

English Program for Primary Level

169 have been used, or when every player has had a turn) is the winner. Some descriptions about animals: 1. I‟m a frog. I‟m small and green. I can jump and I eat insects. 2. I‟m a tiger. I‟m brown with pink stripes. I can run very fast. I live in the house. 3. I‟m a giraffe. I‟m tall. My body is brown with spots I have got a long neck and small ears. 4. I‟m a monkey. I‟m brown or black. I have got a short tail and big ears. C CO ON NSSO OLLIID DA ATTIIO ON N

Blow wind blow” Students play in the whole class. Teacher: Blow wind blow Class: Blow what? Blow what? Teacher: Blow who likes monkeys The student, who likes monkeys, runs quickly to the front next to the teacher for being safe. Then He/ She is the next to give command. Student A: Blow wind blow Class: Blow what? Blow what? Students A: Blow who likes elephants Any student runs quickly to the front next to student A…… Story time: “The very hungry caterpillar” Homework: Workbook ( pages 78)

English Program for Primary Level

170

I have four legs. I live in Africa. I am big and grey. I live in the river.

I am small. I can be scary. I have eight legs. I spin a web.

I am beautiful. I have six legs. I can fly. I eat honey.

I have four legs. I am a pet. I hate cats. I bark.

I eat vegetables. I can run fast. I can be a pet. I have long ears.

I can swim. I can’t fly. I eat fish. I am a bird.

I eat other animals. I have a big mouth. I am green. I live in the water.

I live in Africa. I am yellow and brown. I eat leaves. I have a long neck.

I live in the house. I eat everything. I am small and grey. Cats eat me.

I can swim and dive. I have two legs. I have wings. I quack.

I am brown. I have a mane. I like to eat zebras. I roar.

I live on the farm. I have horns. I moo. I give milk.

I have four legs. You can ride me. I have tusks. I have a long nose.

I am a pet. I like mice. I have nine lives. I purr and meow.

I am small and brown. I eat nuts. I can climb trees. I have a nice tail.

I hiss. I can be poisonous. I am long. I have a forked tongue.

I live in the city. I have a long tail. I eat rubbish. People don’ like me.

I oink. I give you bacon. I like mud and dirt. I am pink.

I eat insects. I live in the pond. I hop. I am green.

I have a mane. I whinny. You can ride me. I live in a barn.

I am small. I have feathers. I lay eggs. I can sing and fly.

English Program for Primary Level

171 TEXTBOOK: FAMILY AND FRIENDS 1

Periods 5 1TEXTBOOK: FAMILY AND FRIENDS

Semester 2- Week 23 Objectives: - Students can listen for specific details - Students can describe animals. - Students can identify and write adjectives in sentences. Topic- Key language Resources and Materials

UNIT 11

I LIKE MONKEYS! Resources: Lesson 6

SKILLS TIME Integrated skills: speaking, listening, reading, writing Key vocabulary: Revision. Additional vocabulary: pretty, next, first Sentence patterns: Revision.

Textbook: FAMILY AND FRIENDS Class book p 79 Workbook p 79 Materials: CD 2 track 125 The zoo flashcards 94102

6

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Weather Report: Warm up and review: “Rock – Paper – Scissors” Three cards: Students have three cards each. They pair up and do RPS. The loser has to show the card to the winner. The winner says: “I like birds” then the loser says “I don‟t like birds” and gives the winner the card of birds. Students then change partners. Lesson presentation: Lead in: Put flashcards 94 – 102 on the board. Ask Ss “Do you like monkeys/lions/ tigers/ snakes?”. Encourage Ss to give reasons why they like or don‟t like the animals. Listen and draw  or : Ask Ss to listen and draw a smiley for like and a sad face for don‟t like. Play the recording and Ss point to the pictures on the page as they hear the words. Then play it again and pause after item 1 to show the example answer. Then play again for Ss to complete the faces. D DEEV VEELLO OPPM MEEN NTT

Look at the picture again. Ask and answer: Ask Ss to read each word in the words box. Read the first speech bubble aloud for Ss to repeat, and model correct intonation for the class. Ask Ss to work in pairs and read the dialogue for the class. Ask Ss to take turns describing the animals in the box for their partners to guess. Circle the adjective : Explain that two example sentences contain one describing word, and this word is called adjective. Ask Ss to look at the exercise in their Student books. Allow time for Ss to circle the adjective in each of the sentences. Go over the answers with the class.  Magic box Put some plastic animals into some bags and place the bags in front of the class.

English Program for Primary Level

172 Divide the class into groups. There are two groups withTEXTBOOK: two students in AND a turn. S1 puts FAMILY FRIENDS 1 his/her hand in the bag and guesses the animals by calling out the name of the animal and S2 write that name on the board in the limited time. The group guessing correctly TEXTBOOK: FAMILY AND FRIENDS 1 gets one point for each name. C CO ON NSSO OLLIID DA ATTIIO ON N

Optical activity: Write a list of adjectives on the board, one below the other (tall, little, big, yellow, nice, black, white). Point to each adjective in turn and ask the class which animal they think it could describe. Write the name of the animal after the appropriate adjective. As a class, extend the animal descriptions to make complete sentences (This is a giraffe. …) Optical activity: Divide the class into groups of four or six. Give each group different parts of the animals. Ss work in group to stick the body parts in the correct positions so that the animal is complete. Have Ss write the animals‟ name next to the image on the paper. Story time: “The very hungry caterpillar” Project based activity: Stand – up Valentines! Materials: Some colors paper, scissors, glue, tape, or staples. Step 1: Cut out the row of hearts from paper. . Step2: Write your own valentine message on the hearts. Homework: Workbook ( pages 79)

I love my mother!!

I love my father!!

I love my brother!!

I love my sister!!

English Program for Primary Level

173

Semester 2- Week 23

Periods 7

Objective: Students can identify the five senses. Topic- Key language Resources and Materials

SCIENCE

Our Senses The Five Senses Integrated skills: speaking, listening, reading, writing Key vocabulary: smell, taste, see, hear, feel, and touch. Additional vocabulary: Revise parts of body – eyes, ears, nose, tongue, hands

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

Resources: Textbook: SUCCESS WITH SCIENCE 1 Pupil book p.21-22-23

Materials: -Flashcards of key vocabulary -Sets of picture cards of parts of body we use for sensory experiences – eyes, nose, tongue, hands, ears -Chart with Words for TPR activity. -Sentence Maker to hold key vocabulary -Magnets for the board -Colored pencils or crayons -Glue -Scissors -Masking Tape -Colored Makers

Weather Report: Warm up and review: Game: What part of the body do I use? T asks question and Ss answer by pointing to a body part and saying its name. 1. What do I use to see? 2. What do I use to smell? 3. What do I use to taste? 4. What do I use to hear? 5. What do I use to feel? Lesson presentation: Picture Discussion – Ask Ss to look at the first page in the Pupil Resource Book. Step 1. Tell Ss to look at the first picture. Step 2. Look at our five senses – Which one tells us what the boy is doing? Ss select from: see, hear, smell, taste, feel. Confirm Ss‟s response. Step 3. Ask Q. What can the boy smell? Ss respond. Step 4. Tell Ss to look at second picture Step 5. Look at our five senses – Which one tell us what the girl is doing? Ss select from: see, hear, smell, taste, feel. Confirm Ss‟s response. Step 6. Repeat process with 3rd, 4th and 5th pictures. D DEEV VEELLO OPPM MEEN NTT

Workbook Activity Cut and paste. Ss have to match word and pictures of body part next to name of one of the five senses. T and Ss connect work together. C CO ON NSSO OLLIID DA ATTIIO ON N

Word Find – Our Senses Ss have to find the key words relating to the lesson on the Five Senses.

English Program for Primary Level

174 Homework Activity: Ss have to complete Word Find at home. Ask Ss to review the pages from the Pupils Resource Book. Ss can practice reading questions and completing the sentences with the correct word.

Story time: “The very hungry caterpillar”

English Program for Primary Level

175

Periods 8

Semester 2- Week 23 Objective: Students can identify the number between 2 numbers Topic- Key language Resources and Materials

MATHS

NUMBER Integrated skills: speaking, listening, reading, writing Key vocabulary: between numbers 1 – 20 (orally) What number is between ????. Additional vocabulary: say point to write number story

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Workbook page 12 Between Materials: Number cards 1 – 20 Bingo Cards (1 per child) Numbers from 1 – 20 e.g. 8 2 11

20 14 10

6 5 16

Containers of counters or seeds for each pair or individual Ss. Large number strip (laminated) for modeling activity for Ss. Individual number strips for Ss.

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

Weather Report: Warm up and review: Sing a song: Ten fingers on my hands Lesson presentation: Bingo (a game for individual children or pairs) T gives out to each child or pair, a game board with a mixture of numbers from 1-20. Each child or pair also receives some seeds or counters to use to cover numbers. Step 1. T has number cards for 1-20, shuffles cards and places face down on teacher table. T picks up card and calls out number and then places card on blackboard. Steps 2. If Ss have that number on game board they cover that number with a counter or seed Step 3. T continues picking up a card and call number and then put on the board. Ss cover the number with a counter or a seed. Step 4. When a child or pair has covered a line of numbers then they must call out BINGO, and the game stops. Step 5. T checks the gameboard for the Ss or pairs who call BINGO to see if all of the numbers covered have been called – T checks with cards on blackboard. If Ss or pairs are correct, they are declared the winners of the game. Find the number in between – T puts a number strip on blackboard and gives out individual number strips to Ss. Each number strip should have two paper clips attached. Step 1. T asks Ss to find a number and then find another number – Ss mark each number with a paper clip. T circles number with marker. Step 2. T then asks Ss to point to the number in between those two numbers. T models on number line on the board. T then asks Ss to say the name of the number. Step 3. T repeats, “That‟s right. The number 8 is between 7 and 9. Step 4. T repeats activity with other numbers. D DEEV VEELLO OPPM MEEN NTT

Workbook – Between – Ss write answers in workbooks.

English Program for Primary Level

176 T and Ss check answers. C CO ON NSSO OLLIID DA ATTIIO ON N

Game: Bingo – Ss repeat game from Introduction section of lesson. Bingo (a game for individual children or pairs) T gives out to each child or pair, a game board with a mixture of numbers from 1-20. Each child or pair also receives some seeds or counters to use to cover numbers. Step 1. T has number cards for 1-20, shuffles cards and places face down on teacher table. T picks up card and calls out number and then places card on blackboard. Steps 2. if Ss have that number on game board they cover that number with a counter or seed Step 3. T continues to pick up a card and call number and then put on blackboard. Ss cover number with counter or seed. Step 4. When a child or pair has covered a line of numbers then they must call out BINGO, and the game stops. Step 5. T checks the gameboard for the Ss or pair who call BINGO to see if all of the numbers covered have been called – T checks with cards on blackboard. If Ss or pairs are correct, they are declared the winners of the game. Story time: “The very hungry caterpillar”

English Program for Primary Level

177 Periods 1 - 6

Semester 2- Week 24 - Extra activities Objective: Students can listen for specific details Students can describe animals. Topic- Key language Resources and Materials

EXTRA-ACTIVITIES Resources: UNIT 5

WELCOME TO AUSTRALIA! Integrated skills: speaking, listening, reading, writing Key vocabulary: Zoo animal vocabulary

Sentence patterns: Revision.

Key Activities

Weather Report: Read and write yes or no. Ask Ss to read the text then write YES or NO Answers:

Textbook: FUN WITH STARTERS 2 ( Vui học cùng kỳ thi 1. Yes 2.Yes 3. No 4. No 5. No Starters – Cambridge) Find the hidden picture. Ask Ss to color the toy words yellow, the number words purple, the animal words blue, and the body words red. IT‟S A BUTTERFLY. Look and write: Ss work in pairs and play RPS to fill in the blanks with the names of animals in the picture. Answers:

1. an elephant 2. a zebra 3. giraffes 4.a hippo 5. a horse 6. birds 7. a tiger 8. a horse 9. a lion 10.a monkey 11. a rabbit 12.a rhino Read, stick then write the name: Ask Ss to read the descriptions about animals and figure out which animal is it. And take the stickers of the animals and stick in the frame. Then write the names of animals. Answers: 1. a zebra 2. a hippo 3. a lion 4. a crocodile Listen and number: Ask Ss to listen the recording and number the spider. Answers: 1. The spider on the window. 2. The spider on the sofa. 3. The spider under the table. 4. The spider on the ceiling. Read and colour: Ss read the text and colour the dogs. Answers: 1. The dog with the curly tail is grey and black. 2. The dog with the short tail is brown. 3. The dog with big tail is yellow.

English Program for Primary Level

178 4. The dog with the straight tail is black and white. Board game: Ss work in pairs and play board game. Sort and write: Ss sort the animals into three columns (in water/on land/ on land &in water). Then write about the animals. Answers:

In water: whale, dolphin, octopus. On land: panda, monkey, tiger, spider, giraffe, zebra, lion, elephant. On land and in water: 1. Whale, dolphin, and octopus live in water. 2. Panda, monkey, tiger, spider, giraffe, zebra, lion, and elephant live on

land. 3. Crocodile and frog live on land and in water. Read and write about the animals: Ask Ss to work in groups. Ss read and answer the questions. Then write about the animals. Back to base: Ask Ss to do this page individually. And check Ss‟ books Story time: “The very hungry caterpillar”

English Program for Primary Level

179

Semester 2- Week 24

Periods 7

Objective: Students can identify the biggest and smallest numbers Topic- Key language Resources and Materials

MATH NUMBER

Resources: Workbook Page 13

Lesson

Materials:

Biggest / smallest number (1 – 20) Integrated skills: Speaking, listening, reading, writing Key vocabulary: numbers 1 – 20 biggest smallest Additional vocabulary: say point to write between Sentence patterns: Revision.

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Number cards 1 – 20 Chart with activity for Introductions What number is between: 10

12

6

8

16

18

13

15

Number Card Sets (1-20) for each group. Record sheets for each group. Biggest Smallest number number 1. 2. 3.

Key Activities

Weather Report: Warm up and review: Sing a song Lesson presentation: What number is between these two numbers? T puts up a chart on blackboard. Two numbers have been written with a space between them. Ss have to work out what is the missing number between these numbers. T gives the children at least 3 examples for this activity. Which number is the biggest / smallest? T puts up 3 cut out balloons with number on blackboard. T asks Ss to say the names of the numbers. Then T points one number and tells Ss this number is the biggest number. Then T points to another number and says this is the smallest number. T then tells Ss to say whether she / he is pointing to the biggest or smallest number ( Repeat twice with Ss) D DEEV VEELLO OPPM MEEN NTT

 Find the BIGGEST / SMALLEST numbers (Game for 3 children) T organizes Ss into groups of 3 ( if necessary some group of 2 or 4 might need to be organized) T gives a set of number cards (1-20) to each group and a record sheet. Step 1. Ss shuffle cards and place in pile face down. Step 2. Ss take turns to pick up and put down in front of them, one card. They must say their number out loud as they place it down. Step 3. When each child has put down a card, the group has to decide who has the biggest number and who has the smallest number. Ss record on sheet – biggest and smallest number. Step 4. Ss put numbers at bottom of pile of cards. Step 5. Ss play two to three more games. Ss then display record sheets for their games on wall in tclassroom. Others can check to see if they were correct.

English Program for Primary Level

180 C CO ON NSSO OLLIID DA ATTIIO ON N

Workbook page Biggest and Smallest. – Ss find biggest and smallest numbers from a group of three. T and Ss mark their work together. Story time: “The very hungry caterpillar”

English Program for Primary Level

181

Semester 2-Week 24- Science

Periods 8

Objective: Students can identify the sight and color Topic- Key language

SCIENCE

Resources and Materials

Resources: Students Book p15 Workbook p 24

Lesson

USING OUR SENSES SIGHT – COLOURS

Integrated skills: peaking, listening, reading, writing Key vocabulary: see, colors, yellow, green, orange, red, black, purple, blue, brown. Additional vocabulary: Fruits: bananas, rambutans, guava, papaya, durian, mangosteen. (Ss don‟t have to know these words – they are just being introduced)

Materials: - Flashcards – key vocabulary -Cards with names of colors. -Cards with squares of different colors. -Chart with names of colors (colored small square to put next to the name of each color) -Small pictures for each child to color -Real fruit samples or plastic fruits -Sentences Maker to hold key vocabulary -Magnets for board -Colored pencils or crayons Making Tape Colored Markers

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Weather Report: Warm up and review: Game: What‟s my color? T holds up one of the fruits on the table and asks, “What color is this fruit? T invites Ss to come out and pick a fruit – The student has to ask other student “What color is this fruit?” Lesson presentation: Classification Activity Step 1. T puts up charts around the room – one chart has one color name on it. Step 2. T then gives each child a picture to color Step 3. Ss color the picture – choose color themselves. Ss have to write the name of their color on the picture. Step 4. Then Ss have to put their picture on the chart with the same color. Step 5. At the end of the lesson Ss can count how many pictures on each chart to see which the most popular color was. D DEEV VEELLO OPPM MEEN NTT

 Find the Color – T puts flashcards of words for color names on blackboard. (Make 2-3 copies of each color to give as many children as possible an opportunity to play the game.) Step 1. T organizes the classroom into 2 teams. Step 2. T will call out the name of a color and the one child from each team will have to race to find the card with that color. Points are scored when someone gets the correct card first. Step 3. When all cards have been found scores are added up to find the winning team. Workbook Activity – Ss have to color in the fruit and complete simple sentence. T and check work together C CO ON NSSO OLLIID DA ATTIIO ON N

Color the Picture using certain colors

English Program for Primary Level

182 Ss have to color in the scene at the beach using certain color. Homework Activities: T asks Ss to review the colors of the fruits in the Student Resource Book. Ss can finish coloring their pictures at home.

Story time: “The very hungry caterpillar”

English Program for Primary Level

183

Semester 2-Week 25- Extra activities

Periods 1 - 6

Objectives: - Students can listen for specific details - Students can describe animals. Resources and Topic- Key language Materials

UNIT 5

WELCOME TO AUSTRALIA!

Integrated skills: speaking, listening, reading, writing Key vocabulary: Revision. Additional vocabulary: Pretty, next, first Sentence patterns: Revision.

Resources: Textbook: FUN WITH STARTERS 2 ( Vui học cùng kỳ thi Starters 2 – Cambridge)

Key Activities

Weather Report: Read and write about the animals: Ask Ss to work in groups. Ss read and answer the questions. Then write about the animals. Read and write about the animals: Ask Ss to read the text and fill in the blanks. Answers:

1. zoo

2. three

3. giraffes

4.monkeys

5. zebras

Answer the questions with one or two words: Ask Ss to read the text again. Then write the answers with one or two words. Answers: 1. the zoo 2. black, white 3. three 4. bananas 5. no Complete your pet profile: Ask Ss to stick a photo of your pet or draw a picture into the frame. And fill in the physical features. Then look at your pet profile and write about it.

Story time: “The very hungry caterpillar” Project based activity: Stand – up Valentines! Step 1: Cut out the row of hearts from paper. . Step2: Write your own valentine message on the hearts. Step 3: Fan- fold along the dotted lines. Glue the larger valentine to the first heart and stand the valentine on a desk top for a valentine‟s Day decoration. Project based activity:

English Program for Primary Level

184

English Program for Primary Level

185 Periods 7

Semester 2 - Week 25 Objective: Students can count to 20 Topic- Key language Resources and Materials

IIN NTTR RO OD DU UC CTTIIO ON N

MATHS

NUMBER Lesson COUNTING TO 20 Integrated skills: speaking, listening, reading, writing Key vocabulary: eleven, twelve, thirteen, fourteen, ……..twenty. Vocabulary to revise: say, point to, write, count.

Key Activities

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Pupil book p. Workbook p. 14 + 15 Materials: Number cards 1-10 and 11-20 Picture cards and number cards

 Introduction to numbers from 10 - 20. - T shows Ss flashcard from 1 – 10 and asks Ss to say numbers T puts up on the board. - T then introduces the numbers from 11 – 20 and asks Ss to repeat numbers as they are introduced. T puts cards on the board. - T tells Ss to listen as she calls out a number – Ss must come and find that number on the board.  Counting Off. - T asks 10 Ss to come up and stand in the line out in front of the class. - T gives each student a number from 1 – 10. - T then asks 10 more Ss to stand behind those children. T gives each S a number from 11 – 20. Ss must hold number cards in front of them. - T asks Ss in front to count in ones and crouch down after they have said their number - Ss behind continue counting. Repeat and ask Ss if they can count even faster. D DEEV VEELLO OPPM MEEN NTT

 What number can you hear? - T gives Ss a piece of paper to record responses for this activity. - T calls out a number and as the number is called, Ss write it down. (5 numbers to be called) - Ss swap sheets with another child. T repeats each number and places card on the board. Ss correct the work.  Workbook activity _ page - Match picture to number. T models activity first. C CO ON NSSO OLLIID DA ATTIIO ON N

What number did I call? (Use about 6 numbers to copy and give out to children). - T gives each S in the classroom a number. - Then T calls numbers and Ss must stand up, race out to the front of the room and hold up number.

English Program for Primary Level

186 Periods 8

Semester 2 - Week 25 Objective: Students can identify the size of things – big or small. Topic- Key language Resources and Materials

SCIENCE

Resources: Textbook: OUR SENSES SUCCESS WITH SCIENCE 1 Lesson Pupil book p.16 USING OUR SENSES Workbook p. 26 + 27

SIGHT- BIG OR SMALL

Key vocabulary: Animals: elephant, spider, snail water, buffalo, fish, tiger, frog, whale.

Materials: * Sentence Marker to hold key vocabulary * Magnets for board. * Colored pencils and crayons. * Scissors * Glue * Making tape * Colored markers *Flashcards *Classification chart Big Small *Cards with different animals for each child

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

Drama – Be an animal. - T holds up a picture of animal and then asks the Ss to see if the can pretend to be this animal. (animals: elephant, mouse, tiger, frog). Classifying – Big or small - Step 1: T asks Ss to think about the animals they pretended to be. - Step 2: T holds up two flashcards – the word BIG and the word SMALL. T explains these words. - Step 3: T asks Ss to think about which word they would use to tell about the animals they are thinking about. - Step 4: T puts up pictures of animal on the board. - Step 5: T puts up Classification Chart. - Step 6: Students take turns to pick a picture – say the name of the animal and then say whether they think it is BIG or Small. - Step 7: The child then place their pictures on the chart. (Give at least 10 Ss an opportunity to classify) D DEEV VEELLO OPPM MEEN NTT

Find the color. - T puts flashcards of the word for the color names on the board. (Make 2-3 copies of each color to give as many children as possible an opportunity to play the game.) - Step 1: T divides class into two teams. - Step 2: T will call out the names of the color and the one child from each team will have to race to find the card with that color. Points at scored when someone gets the correct card first. - Step 3: When all card have been found scores are added up to find the winning team.  Workbook activity Ss have to color in the fruit and complete simple sentence. T and Ss check work together. C CO ON NSSO OLLIID DA ATTIIO ON N

Color the picture using certain colors Students have to color in the scene at the beach, using certain colors. Homework activities:

English Program for Primary Level

187 - T asks Ss to review the colors of the fruits in the student resource books. - Students can finish coloring their pictures at home. TEXTBOOK: FAMILY AND FRIENDS 1

Semester 2 - Week 26 Objective: Students can identify different food Resources and Topic- Key language Materials

Periods 1-2 Key Activities IIN NT TR RO OD DU UC CT TIIO ON N

UNIT 12

DINNERTIME! Lesson 1:

WORDS Integrated skills: speaking, listening, reading, writing Key vocabulary: rice, meat, carrots, yogurt, bread. Extra: dinnertime, finished Sentence patterns: Do you like carrots? Yes, I do. No, I don‟t

Resources: Textbook: FAMILY AND FRIENDS Class book p. 80 Workbook p. 80

Weather Report: Warm up and review: + Review some food items (sandwich, drinks, banana, cookies, tomato, pear, grapes, apple,….)  Guessing game Ask one student to look at a picture and then draw in three second. Other students guess the name of a picture. Which team can get more correct answers is the winner.

Materials: CD 2 track 126-128 Pictures, story poster 12  apple

Lesson presentation: Vocabulary:  Present new words - Use flashcards to introduce the vocabulary and ask “What‟s this?”. Explain the new words. - Play the recording for Ss to listen, point and repeat several times.  Make a food chant. - Hold the flashcards of food to make a chant. Ss clap the rhythm as they listen. Meat for Kids Rice for Kids

English Program for Primary Level

188 Bread for Kids Let eat Let eat It‟s good for us Thanks Thanks D DE EV VE EL LO OPPM ME EN NT T Slapping game: - Divide class into four groups. Stick 5 items of food pictures in different places around the room. - Speak out a food word for Ss to slap the correct picture (they have to slap a correct picture for their group).

A

B

C

D

Fun with Summa Carrot game: (Unscreamble game) - Give worksheet 1 to Ss. Ask them to unscramble the names of food to help Summa Carrot. (limit time). Which group finishes first is the winner. Guessing game: - Give some directions for each food or fruit. Ss try to listen and guess. Which group guesses correctly and fast is the winner. 1. Name fruit that is red beginning with letter A. (apple) 2. Name food that is white and has three letter beginning with letter E. (egg) 3. Name fruit that is yellow beginning with letter B. (banana) 4. Name fruit that is purple and small beginning with letter G. (grapes) Dialogue presentation. - Use the Story poster 12 to present the dialogue. Ask the Ss what foods they can see in the poster. Talk about each frame with the class, ask: + Picture 1: Where‟s the family? Who are they? What do they have? + Picture 2: What does Billy Have? Does he have bread? + Picture 3: What does he have now?

English Program for Primary Level

189 + Picture 4: What‟s happening? - Encourage predictions from different members of the class. Ask Ss to open their books. - Play the recording and tell them to listen and repeat. - Have Ss practice the dialogue several times in chorus, in groups and in pairs. C CO ON NSSO OL LIID DA AT TIIO ON N Find your partners: - Give each frame of the dialogue to each student. - Ss find their partners to practice the dialogue, using the questions “I have picrure1.” What do you have?” - Ss make a group of four and practice. - After finishing, they do a swap and find a new group.

Story time: “A Very Hungry Caterpillar” - Page 1: moon, leaf, light, lay on. Project - based activities: Women‟s day. Step 1: Materials Card stock (assorted colors)  Decorative Scissors  Glue  Stapler (optional)  Envelopes Step 2: To make the base, fold and cut sheet of card stock in half lengthwise (we used decorative scissors for our scalloped look). Homework: Workbook ( page 80) 

English Program for Primary Level

WORKSHEET 1

190

Summa Carrot‟s wicked word jumble

Summa Carrot needs your help to unscramble the names of these fruit and food

ce ri should be

ad bre should be

----------

------------

gurt yo should be rot car should be

-----------------------

at me should be

-------------

nana ba should be

---------------

wich sand should be ple ap should be

----------------------------------

English Program for Primary Level

191 TEXTBOOK: FAMILY AND FRIENDS 1

Semester 2 - Week 26 Objectives: - Students can ask and answer the questions “What do you like? / Do you like….?” - To help students develop their speaking and listening skills. - Students can act out the story. Resources and Topic- Key language Key Activities Materials IIN NT TR RO OD DU UC CT TIIO ON N

UNIT 12

DINNERTIME! Lesson 2:

GRAMMAR Integrated skills: speaking, listening, reading, writing Sentence patterns: Do you like carrots? Yes, I do. No, I don‟t What do you like? I like yogurt.

Periods 3 - 4

Resources: Textbook: FAMILY AND FRIENDS Class book p. 81 Workbook p. 81 Materials: CD 2 track 129 Pictures Story poster 12

Weather Report: Warm up and review: Sing the song: “Open my lunch box” (to revise the food vocabulary). Divide class into 2 groups. Give some flashcards to each group, and then ask Ss to listen. When Ss hear the food, they put the picture on the board. Which group finishes first is the winner. Smiley and sad face Ask some Ss to come to the front of the class to choose a food. Draw a smiley or a sad face under the food. Students practice with their partners “I like / I don‟t like ……” Lesson presentation: Lead-in - Give worksheet 2 to two teams to check how they can remember by asking them to write “yes” or “no”. - Ss listen the dialogue on page 80 again to check their answer. Listen to the story again and repeat. Act. - Ask Ss to turn to the story in their books, then listen and repeat. - Ss practice acting out the story. T checks their correct pronunciation.

+ + + +

☻Suggestions of story actions Picture 1: Mum offers carrots to Billy. Billy shakes his head. Picture 2: Mum points to Billy‟s plate to tell him to eat his food. Picture 3: Mum hands Billy a yogurt. Billy is smiling Picture 4: Billy covers himself in yogurt. Mum tries to stop him. The rest of the family laugh.

English Program for Primary Level

192 D DE EV VE EL LO OPPM ME EN NT T Grammar presentation: Ask Ss to look at pictures of Activity 2 again to introduce structures: “Do you like …?” - Yes, I do./ No, I don‟t. What do you like? - I like yogurt. Contraction / Short form: do not = don‟t Copy the structures on the board, leaving spaces where the food words are. Put different flashcards in the spaces. Have Ss practice with repetition drill and substitution drill. Listen and say Ask Ss to open their books and look at the pictures. Model the question and answer with the class. Ask Ss to work in pairs. Look and say: Throwing a ball - Give a ball to one S - he/she asks “What do you like?”, “Do you like…?” and then throws the ball. Who catches a ball answers the questions. Write Ask Ss to look at their books and one S reads the example. Ss look and write the answers. Check the answer altogether. C CO ON NSSO OL LIID DA AT TIIO ON N Interview - Give each Ss worksheet 3. Tell them to go around the class to practice question. “Do you like…?”. If the answer is “Yes”, S draws “smiley face”. If the answer is “No”, S draws “sad face”. Name of food Name of S Lan Linh Nam

Meat

Carrot

Yogurt

Bread

English Program for Primary Level

193 Making graph (Optional) Give Ss worksheet 4. Ask them to make a graph. After finishing, the group leader comes in front of class to present their work. Ex: 1 S likes carrots. / 2 Ss don‟t like yogurt…

Story time: “A Very Hungry Caterpillar” - Page 2: tiny Project - based activities: Women‟s Day. Step 2: On a short end of one strip, fold over a tab. Fold the resulting rectangle in half widthwise, then fold it in half again. Unfold the card stock. Glue the tab to the opposite end of the rectangle, forming a box. Homework: Workbook ( page 81)

English Program for Primary Level WORKSHEET 2

1. Dad has a yogurt.

2. Sally eats bananas.

3. Billy likes carrots.

4. Billy doesn’t like carrots

5. Billy likes yogurt.

6. Mom has bread.

194

Write “Yes” or “No” …………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

English Program for Primary Level

Interview

WORKSHEET 3 Name of food

Name of Student

195

Meat

Carrot

Yogurt

Bread

Rice

English Program for Primary Level WORKSHEET 4:

196

Making graph

English Program for Primary Level

197

Semester 2 - Week 26 Objectives: -To identify drinks and use words in the context of a song -To help students develop their listening & singing skills. Resources and Topic- Key language Materials

Lesson 3:

SONG Integrated skills: speaking, listening, reading, singing Key vocabulary: milk, juice, water Extra: drink (v), late, school. Recycled: lunch box and food words.

Key Activities IIN NT TR RO OD DU UC CT TIIO ON N

UNIT 12

DINNERTIME!

Periods 5-6

Resources: Textbook: FAMILY AND FRIENDS Class book p. 82 Workbook p. 82 Materials: CD 2 track 130-131 Pictures

Weather Report: Warm up and review: Red rover - Divide class into two groups, each group in a row holding hands on opposite sides of the class. - Ask them to choose one food name. (e.g. yogurt, carrot, meat, rice…) -The first group says “Red rover, Red rover, send yogurt right over”. Those Ss then must run across the class and break through the hand chain. - If they break through the chain, they can bring one person back to their group. If they don‟t break through the chain, they must stay in that group. - The group that ends up with all but one person wins. Lesson Presentation Lead-in: “Are you tired? Are you hot? Do you like some drinks?” - Use flashcards or real objects to present the three new words (milk, juice, water) - Play the first part of the recording for students to repeat. Have students practice pronunciation in chorus and groups. - Put the flashcards on the board. Point to each one in turn for individual children to say the words. Fruit and prepositions relay. - Two teams stand in lines at one end of the room. At the other end of the room set up 2 tables facing the two groups. - Place the drinks on the table. Ask one student to stand between the first two children then say “Put the water on a desk. Put the water under the desk”. - Which student finishes first is the winner. If a student chooses the wrong drink or puts it in the wrong place, no point for the groups. D DE EV VE EL LO OPPM ME EN NT T Listen and sing. - Ss listen to this song and say the name of food or drinks they can hear. (Play the recording the first time for students to listen and answer).

English Program for Primary Level

198 - Ss listen again and check. Ask Ss to look at the pictures and decide together on what the actions should be. - Play the recording for student to listen and point to the pictures when they hear the food and drink words. Play it again for students to sing along. Sing and act - Ask Ss to open their books and look at the pictures and decide together on what the actions should be. Eat your egg /bread – eat the different types of food. Drink your milk / juice – drink from a glass. Don‟t be late for school – point to watch. Here‟s your water, here‟s your bag - give the objects out. C CO ON NSSO OL LIID DA AT TIIO ON N Make a song - Give Ss a sheet of A4- sized paper. Tell Ss to make a different version of the song, for example Verse 1: grapes, juice. Verse 2: pear, milk. Verse 3: apple. - Then Ss draw picture and color. After Ss finish, T collects the picture and put them on the “Works from our heart”. Special words (Optional) Ask Ss to write the words and decorate then display. F Fun for everyone. R Really tasty. U Unreal! A whole stack of fruit. I It‟s so healthy. T Tasty and healthy are the most important thing for everyone. F O O D

Story time: “A Very Hungry Caterpillar” - Page 3: look for. Project - based activities: Women‟s day.

Fresh Orange juice Oh! So good. Drink every day.

English Program for Primary Level

199

Step 4: Make the center flower support by cutting section from the other strip of card stock. Fold a tab on each long end, as shown.

Homework: Workbook ( page 81)

English Program for Primary Level

200 Period 7

Semester 2 - Week 26 Objective: Students can make pictures with sticks and seeds. Topic- Key language Resources and Materials

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

MATHS

NUMBER

Resources: Textbook: SUCCESS WITH Lesson MATHEMATICS 1 STICK PICTURES Pupil book p.16 Workbook p. 26 + 27 Integrated skills: speaking, listening, Materials: Number cards 10-20 reading, writing Picture cards and number cards Key vocabulary: Toothpicks and seeds picture, toothpicks, seeds, number, make, how many, one to twenty (orally) Vocabulary to revise: say, point to, paste, numbers 10-20

Activity1: Make a match - T puts pictures on blackboard on one side and on the other side, numbers from 1-20. - Ss take turns to count things in one picture and find card with matching number. - Ss place pair together. Ss have to count out loud and say number before making match. Activity2: Stick pictures. - T puts up pictures on the board made with sticks and cut out circle. - T asks Ss to say what the picture is about. Then T asks” how many straws did I use in the picture?” One child comes out to the board to count. T then writes up number board. T then asks” How many paper circles?” Ss count and T writes number on the board. D DEEV VEELLO OPPM MEEN NTT

-

-

-

Student Resource Pages. For activity 6 in books have Ss use their toothpicks and seeds and use glue to paste onto paper to make their picture. T tells Ss that they don‟t have to use all of the toothpicks and seeds, just use what they want to use for their picture. T tells Ss that they don‟t have to make a face – make a picture of whatever they like. Ss will need to label their pictures and put their names on the paper. Ss must also put the flowing information” + How many toothpicks? + How many seeds? T tells Ss to make with the sticks and seeds first and when they are happy with where they have put everything, then paste on to the paper. C CO ON NSSO OLLIID DA ATTIIO ON N

- Ss display their pictures on the wall. Ss look at each other‟s faces and count how many toothpicks and seeds have been used.

English Program for Primary Level

201 Period 8

Semester 2- Week 26 Objective: Students can learn to take away – from 8. Topic- Key language Resources and Materials

IIN NTTR RO OD DU UC CTTIIO ON N

SCIENCE

OUR SENSES

Resources: Textbook: SUCCESS WITH Lesson: SCIENCE 1 USING OUR SENSES Pupil book p.17 Sight - Shapes Workbook p. 28

Key vocabulary: square, rectangle, circle, triangle, star.

Key Activities

Materials: * Sentence Marker to hold key vocabulary * Magnets for board. * Colored pencils and crayons. * Scissors * Glue * Making tape * Colored markers *Flashcards *Cards with different shapes for make a group activity.

Activity 1: Introduce the shapes to Students. - T holds up a picture of shape and then asks the ss the name of the shape - Ss repeat – T puts on board with flashcard underneath. T puts all shapes on the board with name cards underneath. Activity 2: Find the shape - T puts up cutout shapes on the board. - T tells Ss to listen to the name of a shape and then Ss volunteer to come out and find the shape. Activity 3: Make a group - Each S is given a card with a shape, when T claps his/her hands Ss have to run and find others with the same shape. The group finds a place to stand together and holds up their shapes and calls out their name when they are all together. D DEEV VEELLO OPPM MEEN NTT

* Workbook activity. - Ss think about the shapes they will use in the patterns to decorate their T-shirts. Ss choose 3 shapes. - T encourages Ss to talk about their ideas with friends and to try a rough copy first on some scrap paper. Ss then draw and color their T- shirts. - T asks Ss to display completed designs on the classroom wall. * Workbook activity - Ss have to color in the fruit and complete the simple sentences. T and Ss check work together. C CO ON NSSO OLLIID DA ATTIIO ON N

English Program for Primary Level

202 *Classification Game: BIG/ Small Step 1: T gives each child a card with an animal. Ss keep card face down on tables. Step 2: Then T organizes two areas in the room and puts up signs- BIG- Small. Step 3: Then T asks Ss to look at their animal and move to the corner of the room with the word that describes their animal. Step 4: Ss check out each other‟s animals and see if they agree that the animal is BIG or small. Step 5: Then T tells Ss that he/ she will call out the word BIG or small and when Ss in that group hear the word they hold up their animals. - Ss return cards at the end of the game. *Homework Activity T asks Ss to review the pages in Student Resource Book - practice looking at the pictures and saying if the animal is big or small.

English Program for Primary Level

203

TEXTBOOK: FAMILY AND FRIENDS 1

Semester 2 - Week 27 Objectives: * Students can: - Pronounce the sound /I/ - Identify the letter in the middle of words and associate it with the sound /I/ - Differentiate between /I/ and /e/ Resources and Topic- Key language Key Activities Materials UNIT 12

DINNERTIME! Lesson 4:

PHONICS Integrated skills: speaking, listening, reading, singing Key vocabulary: pig, fig, pin. Extra: put

Resources: Textbook: FAMILY AND FRIENDS Class book p. 83 Workbook p. 83 Materials: CD 2 track 132-134 Pictures

Periods 1-2

IIN NT TR RO OD DU UC CT TIIO ON N Weather Report: Warm up and review: Say the chant with sound /e/ - Use flashcards to review vowel e and sound /e/. Encourage Ss to remember the words from the lesson that contained the sound. - Students say the chant and revise the sound /e/. Lesson Presentation: -Hold up the phonic cards: one letter card and one picture card.

P

Pig

- Say the words for Ss to repeat, for example, /I/, /I/  i, /I/, /I/  pig. Ask Ss to think “What letter? What sound does it make?” - Stick on the board three phonic cards for p, i and g. Point to the letters for Ss to name them by chanting: /p/, /p/  P /I/, /I/  I /p/, /i/, /g/  pig /g/, /g/  g - Ss say the sounds again and pronounce the word “pig”. Do the same way for Ss to sound out “fig” and “pin”. - Ask Ss “What‟s the vowel?” to elicit i.

English Program for Primary Level

204

Listen, point and repeat. - Ask Ss to look at their books - page 83. Play the first time for Ss to listen and point to the pictures. Play the second time for Ss to repeat the sound and words. Play the third time for Ss to point to the words and repeat. D DE EV VE EL LO OPPM ME EN NT T Listen and chant. - Talk about the picture with Ss to establish what they can see. Read the chant and Ss repeat. - Play the recording the first time for students to listen. Play again for students to chant along. Stand up – sit down game. - Do the chant again. Every time Ss hear the sound /I/ in the middle of a word, they stand up and sound out a word and then sit down. (Teacher should model first for Ss to understand.) Read the chant again. Circle the I in the middle of the words. - Get Ss to look at the chant again. Ask Ss to attend on the circle I in the middle of big. - Ss find and circle I in the middle of words. Correct mistakes if necessary. C CO ON NSSO OL LIID DA AT TIIO ON N Listen to the sounds and join to the letters - Hold three flashcards in the activity. pig

pin fig

- Ask “What does the pig have?”, explain that Ss have to follow the sounds and words in the maze to find out what the pig has. - Play the recording for the Ss to listen and link the letters to find out what the pig has. - Play the recording again to check their answers. Then elicit the sounds heard one by one. - Make sure Ss are correctly producing and differentiating the /e/ and the /I/ sounds each time. Speak out the word of the sound - Divide class into two groups. Stick two letters e and I on the board.

English Program for Primary Level

205 - Show Ss a picture and then they say out the word of the sound. Teacher should find more words for Ss to play.

/I/, /I/  I /e/, /e/  e /I/, /I/  pig /e/, /e/  pen Bingo sound - Give each S a worksheet1. Stick some word cards on the board. bed, six, pen, pin, tin, big, red, fig, leg, ten, pig - Ask Ss to write different words in each space. They must choose the words on the board. - Speak out the sound. Ss look at their grids and tick the space. -The first student to tick all the spaces on his or her grid wins. The winner becomes the caller. Story time: “ The Very Hungry Caterpillar” - Page 3, 4, 5, 6, 7: apple, pear, plum, strawberry, orange Project - based activities: Women‟s Day. Step 5: Cut flower centers, petals, stems, and leaves from card stock, trimming the stems to fit inside your envelope. Glue the flower parts together. Glue or staple the stems to the back of the support, placing them on either side of the center line so that the card will easily fold in half later. ]Homework: Workbook ( page 83)

English Program for Primary Level Worksheet 1: Bingo Sound

206

English Program for Primary Level

207 TEXTBOOK: FAMILY AND FRIENDS 1

Periods 3- 4

Semester 2 - Week 27 Objective: - Students can read and understand a menu. - Students can find specific details in a text. Topic- Key language Resources and Materials

Key Activities

UNIT 12

IIN NTTR RO OD DU UC CTTIIO ON N

DINNERTIME!

Weather Report: Warm up and review:  DON”T SAY “Yes” or “No” game. - Divide class into 2 groups. The first group asks questions to the second. But no one is permitted to answer “yes” or “no”.E.g. Q: “Do you like carrots? – A: “ I like carrots.” - If someone says “yes” or “no”, they can bring person back to their team. The team that ends up with all but one person wins. Lesson presentation: The Family and the Friends Café. Lead in: - Use the food, drink and lunch box flashcards and word cards to revise the different types of food. Hold up the flashcards for Ss to name them “What‟s this?” (meat, fish, rice, bread, eggs, carrots, tomatoes) and then stick flashcards and word cards in the column on the board. “Meat, fish, rice …… all of these are food.” Stick the word “Food” on the top. - Continue with “Desserts” and “Drinks”. Explain the meaning of the word “menu”.  What food do you like? Point and say Ask Ss look at the menu and work in pairs. Ss take turns to point to the types of the food they like on the menu and say the words. @ Bouncing balloon: Give a balloon to first group. Who has a balloon asks question and bounces a balloon to the other group. Who catches a balloon answers the questions. ( If the balloon drops, this group is lost)

Lesson 5:

SKILLS TIME Integrated skills: speaking, listening, reading, writing Key vocabulary: menu, hungry, dessert, café Sentence patterns: What food do you like? I like……….

Resources: Textbook: FAMILY AND FRIENDS Class book p 84 Workbook p 84 Materials: CD 1 track 135 pictures

D DEEV VEELLO OPPM MEEN NTT

 Listen and read. - Ask Ss to look at the photos of the two girls. Tell their names are Sally and Emma. Ask “What are they looking at?” (menu) - Elicit that they are talking about the food they like on the menu. - Play the recording for Ss to listen and follow the text. - Ask Ss simple questions about the text “Does Emma like ice-cream / fish?”, “Does Sally like apple juice?”, “Who likes bananas – Emma or Sally?”

English Program for Primary Level

208 - Play the recording again, they say Yum! Oh Yuck! When they hear the foods Emma & Sally like or don‟t like.  Read again. Tick (√) what Emma & Sally like. Write √ or X. - Use the food flashcards to ask Ss to name them. Read the first line of Sally‟s text to the class. Ask “Does Sally like meat?” - Ss to read the rest of the text then tick the food that they don‟t like. C CO ON NSSO OLLIID DA ATTIIO ON N

 Picture symbols for language practice. - Give Ss a piece of paper A4. Ask them to show the picture of the food they like. (Ss can cut suitable pictures out of magazines ect…or draw them) @ Here are some examples:

☺ I

like

carrots

+ Draw carrots (or cut out of magazines) on the right hand side of the board. + Draw a heart to the left of the carrots. + Draw a person to the left of the heart with one arm pointing on to his own chest. Story time: “ The Very Hungry Caterpillar” - Page 8: a piece of- chocolate cake, ice cream cone, pickle : a slide of -Swiss cheese, salami Project - based activities: Women‟s Day. Step 6: Glue the support's flaps inside the center of the box. Write a message on a colorful piece of card stock, then glue it onto the panel. (If you prefer to write message directly on the panel, do so after you unfold the card stock in step 2.) Homework: Workbook ( page 86)

English Program for Primary Level

209

Semester 2 - Week 27 Objective: - To help students develop language skills. Resources and Topic- Key language Materials

Lesson 6:

SKILLS TIME Integrated skills: speaking, listening, reading, singing Key vocabulary: Recycle: vocabulary and structures seen previously

Key Activities IIN NT TR RO OD DU UC CT TIIO ON N

UNIT 12

DINNERTIME!

Periods 5 -6

Resources: Textbook: FAMILY AND FRIENDS Class book p. 85 Workbook p. 85

Weather Report: Warm up and review: Sing the song - Review old vocabulary by singing the “The watermelon patch” song. Ask Ss to sing and act. The Watermelon Patch Song Materials: (tune: Are you Sleeping?) - CD 2 track 136 Watermelon, (Make a circle with your arms) - Pictures Watermelon, - Newspapers, On the vine, (Curve hands and arms beside body) magazines, scissors, glue, On the vine, colored pencil, markers. Sweet and red and juicy, (Rub your tummy) (Ss should bring these Sweet and red and juicy, from their home) Please be mine! (Palms together as though pleading) Please be mine! Lesson presentation: Lead-in: Listen and draw - Ask “Look at the picture on page 85 and tell “What are they doing?”(They‟re looking at a menu.) Tell Ss that the girl is going to tell her Dad what food she likes and doesn‟t like. - Ask Ss to look at the food photo and name each one. Ss listen and draw a smiley or sad face. - Play the recording, pausing after the first item to show the example answer. - Play the recording again for children to complete their answers. - Play the recording third time for Ss to check their answers. D DE EV VE EL LO OPPM ME EN NT T Ask and answer. - Ask Ss to look at the question and answer in the book. Read aloud for Ss to repeat. Model correct intonation for the class. - Ask Ss to turn on the menu on page 84 to take turn asking and answering the question “What do you like?”

English Program for Primary Level

210 - Ss go around the class to practice with other Ss. Encourage Ss to say which kind of food they don‟t like. Tamara Tomato finds Bazza Banana - Divide class into two groups. One group is Tamara Tomato and the other is Bazza Banana. Give each group some food flashcards. Don‟t let them see together. - Tamara Tomato finds Bazza Banana by asking “What do you like? Do you like……?” - If Bazza Banana‟s answer is the same with Tamara Tomato‟s picture, they say “Bingo”. - If Bazza Banana‟s answer is different from Tamara Tomato‟s picture, Tamara Tomato continue to find his partner. C CO ON NSSO OL LIID DA AT TIIO ON N Circle n‟t and match - Copy the three examples in the book onto the board. Point to each one for Ss to read. - Ask one student to come and circle the n‟t in each word. Explain Ss all three of the contractions are short form of ”not”. - Ask Ss to look at the exercise in their books and match the sentences with contractions to the one with full forms. - Check their answers. Make a menu - Ask Ss to work in group to make a menu for their own café. Give Ss paper, colored pencils to make it. - Encourage Ss to cut words and pictures out magazines, newpapers…….to decorate. - Collect the menu and display them on “Works from our heart.”

Story time: “ The Very Hungry Caterpillar” - Page 9: lollipop, a piece of cherry pie, sausage, cupcake, a slice of watermelon. Project - based activities: Women‟s Day. Step 7: When the glue is dry, flatten the box along two of its creases Homework: Workbook ( page 86)

English Program for Primary Level

211

Semester 2 – Week 27 Objective: Students can learn to take away – from 8. Topic- Key language

MATHS

Number Lesson:

TAKE AWAY – FROM 8 Rabbit’s Food

Key vocabulary: take away Vocabulary to revise: say, point to, write number 1 - 8

Period 7

Resources and Materials

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Pupil book p.30 + 31 Materials: Number cards 1-10 Picture cards and number cards Symbol Cards - =

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

Problem solving, using taking away. - T puts up picture of Pussy Mimi on one side of board. On the other side T puts 10 fish. - T asks Ss ” How many fish do we have for Pussy Mimi?” - 10. - Then T asks a S to say how many fish to take away for Mimi‟s breakfast. T asks Ss to say aloud how many fish have been taken away. Then T asks how many fish are left. - We can make a number sentence about this: e.g. 10 – 4 = 6 - Then T asks a S to take some fish for Mimi‟s lunch but we must leave some for her dinner. - Then T asks Ss to help make a take away sentence about what they did How many fish did we start with? How many did we take away? How many are left? - T continues until all fish are used. D DEEV VEELLO OPPM MEEN NTT

-

T models activity in Student Resource Book with carrots and cut out rabbit. Student resource books pages Rabbit‟s Food Ss record answers in their notebooks. T and Ss correct together. C CO ON NSSO OLLIID DA ATTIIO ON N

Game: Take away game – for pairs – each pair needs a game board and one dice (with numbers 1- 6, each child has a set of 10 – 12 counters) a different color for each player. - Step 1: Ss take turns to throw dice. They see if the number is the answer to one of the take away problems on the board. - Step 2: If Ss can find answer to problems then they put a counter on that number. - Step 3: If the number they roll is not an answer to their problem then they can‟t put a counter on the board - Step 4: The winner is the first player to have four squares covered in a row.

English Program for Primary Level

212 Period 8

Semester 2-Week 27 Objective: Students can know some musical instruments Topic- Key language Resources and Materials

IIN NTTR RO OD DU UC CTTIIO ON N

SCIENCE

Our Senses

Resources: Textbook: SUCCESS WITH Lesson SCIENCE 1 USING OUR SENSES Student Resource Book Hearing: Pupil book p. Different Sounds Workbook p.

& Musical instruments Key vocabulary: Sounds, duck, cow, bird, pig, dog, cat, hen. Revise: drum, trung, bells, tambourine, guitar New: pluck, shake, blow, beat Extra: coconuts, flute, gong, sticks, bamboo flute, dan ti ba.

Key Activities

Materials: * Sentence Marker to hold key vocabulary * Magnets for board. * Colored pencils and crayons. * Scissors * Glue * Making tape * Colored markers

Introduce interactive poem. – Can you hear the cat at night? - T puts up the wall chart of poem. - As T reads each line Ss repeat. After reading through, Ss practice the sounds of the animals. - T holds up the cards with sound and picture of animal. Ss look at the cards, T holds up and make that noise. - T divides the class into 6 groups and gives each group one of the animals of the sound cards. Each group practices their verse of the poem. - T reads along with each group. Game: Which instrument am I playing? - T gives each S a response sheet which the names of the instruments in the boxes. - T tells Ss to turn around away from the board. - Then T plays instrument and Ss have to write down or draw a picture of their guess. - T repeats this process three or four times and Ss record their response. - Then T shows the instruments in the order he/she played them and Ss check to see how many they guessed correctly. Introduce the new instrument - T shows Ss new instruments and demonstrates how to play each one. - As T demonstrates playing the instrument, T presents vocabulary to Ss – pluck, blow, beat, shake. Game: Find an instrument - T holds up a key word and Ss have to find an instrument on their table that can be played in that way. - T introduces: beat, blow, shake, pluck. D DEEV VEELLO OPPM MEEN NTT

What sound did you hear? - Step 1: T gives each student a Listening Response Sheet. T keeps cards of animals whose sounds she/he will make and put them in order from 1-4. - Step 2: T puts up names of animals underneath or next to the picture of that

English Program for Primary Level

213 animal Step 3: T tells Ss to listen to some animal sounds. After the T makes the sounds, Ss write down the name of animal that makes that sound. - Step 4: T and Ss check answers as T puts up the names of animals whose sounds he/she made – in order.  Game: Blow, Beat, Pluck, Shake - T checks that each group has a selection of instruments or pictures of instruments that T checks match each group. T gives each group a set of 12 cards 3 copies of each key word - pluck, beat, shake, blow. + Step 1: Ss shuffle cards and place face down in a pile on table. + Step 2: Ss take turns turn up a card, say the name and then find an instrument on the table that matches the word on the cards. + Step 3: If the S is incorrect they return their card to the pile. If Ss are correct they keep their card. + Step 4: The game continues until all cards have been used. -

C CO ON NSSO OLLIID DA ATTIIO ON N SSeeccttiioonn ooff lleessssoonn

 Workbook activity – Ss have to cut and paste the instruments into boxes that describe how they can be played. - T and Ss check work together. Homework Activity: - T asks S to review (Student Resource Book- page - Musical instruments). Ss look at each instrument and say how it is played.

English Program for Primary Level

214

Semester 2 - Weeks 28 Period 1-6 Objectives: - To review sports words, and activities done in free time. - To do some exercises related to Cambridge Test

Topic- Key language

EXTRA ACTIVITIES UNIT 6

WELCOME TO BRAZIL! Integrated skills: speaking, listening, reading, writing Key vocabulary (Unit 6) Revision sports words and activities done in free time Key vocabulary (Unit 7) Action verbs Sentence patterns: What can …… do? I / He / She /They can …

Resources and Materials

Resources: Textbook: FUN WITH STARTERS 2 ( Vui học cùng kỳ thi Starters – Cambridge)

Materials: CD

Answer Key

Unit 6 : Welcome to Brazil  Read and match. - The carnivals - the dancing girl - The World Cup – the cup - Football – the boy and the ball - Amazon jungle – the jungle and animals - The Amazon River – the jungle and a river  Write. A. Look, read and write. 1. basketball 2. tennis 3. baseball B. Look at A and number. 5. guitar 1. basketball 2. tennis  Listen and circle. 1. Nick is playing tennis at the park. 2. The tall girl is playing soccer. 3. The group is singing and playing the guitar. 4. Matt is reading.  Read, stick, write and say. Ten children like swimming. Sixteen children like badminton. Eight children like drawing. Ten children like fishing. Fourteen children like baseball.

4. soccer

5. guitars

4. soccer

3. baseball

English Program for Primary Level

215  Listen and tick () 1. Ted‟s favourite sport is badminton. 2. Ted can play with May on Friday. 3. Lucy likes fishing. 4. The children can play basketball at school.  Read and write yes or no. 1. no 2. yes 3. no

4. no

5. yes

 Read and write. ___ piano ___ ___ bike/ bicycle ____ ___ guitar ____ ___ hockey ___ ___ kite ____  Sport game. (Stickers) 1. baseball 2. Yes, I am. / No, I‟m not. 3. basketball 4. fishing 5. hockey 6. badminton 7. Yes, I can. / No, I can‟t. 8. swimming 9. soccer/ football 10. table tennis 11. running 12. tennis  Look, read and write one-word answers. 1. four (4) 2. playing 3. fish 4. sunny 5. beach  Listen and draw lines 1. Nick is the old man on the boat. 2. May is swimming. 3. Sam is in number twelve of the blue team. 4. Ann is riding her bike.

English Program for Primary Level

216 Periods 7

Semester 2 - Week 28 Objective: - To review the numbers 1-20 - To improve students‟ skill of counting numbers in twos. - To develop students‟ craft and art skills. Topic- Key language

MATHS Lesson

COUNTING IN TWOS Integrated skills: speaking, listening, reading, writing Key vocabulary: two, four, six, eight, ten, twelve, fourteen, sixteen, eighteen, twenty, pattern, counting

Resources and Materials

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Pupil book p. 32, 33 Workbook p.24, 25 Materials: - Number cards 1-20 - Number strips 1-20 - One coloured marker for each student - Worksheets for pairs with 10 children - Crayons, scissors, glue - Chart paper

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

 Counting by ones: - Invite 20 students to come to the front of the class. - Give each student a number card from 1-20. - Ask students to say their numbers and hold them up as they say. - Then other students in the rest of the class count from 1 to 20. The students holding the number cards put them down as they hear.  Counting by twos: - Organize students out in the front into pairs. But this time they will count numbers in twos. - The student who is on the right with the second number will hold up and say his/her number, e.g. two, four, six, eight, ten, twelve, fourteen, sixteen, eighteen, twenty.  Counting by twos on a number strip: - Students work in pairs. - Give each student a number strip 1-20 and a coloured marker. - First, students take turns saying the 2‟s counting pattern to each other. They must point to the number as they say. - Then students circle the numbers in the 2‟s counting pattern. - Ask a volunteer student to come to the board and write the 2‟s counting pattern. - Students check their number strips and see if they agree. D DEEV VEELLO OPPM MEEN NTT

 Open Student Resource Book p. 32, 33: - Explain and model activities in the books. - Students record answers in their notebooks. - Go over the answer with the class. C CO ON NSSO OLLIID DA ATTIIO ON N

 Students‟ legs: - Students work in pairs.

English Program for Primary Level

217 -

Each pair is given a worksheet with a picture of ten children. Students have to draw the missing legs. Then write on the children‟ shirts the 2‟s counting pattern. Students color the picture and display it on the classroom wall.  Workbook: p. 24, 25 Story time: “I love you, Mother”

English Program for Primary Level

218

Semester 2 - Week 28 Objectives: - To introduce some musical instruments and how to make sounds from these. - To give students a chance to use their senses, hearing. - To develop students‟ craft and art skills. Topic- Key language

SCIENCE Lesson

USING OUR SENSES HEARING Integrated skills: speaking, listening, reading, writing Key vocabulary: music, musical instruments Extra vocabulary: drum, bell, tambourine, trung, guitar, pluck, shake, blow, beat, coconuts, flute, gong, sticks, bamboo flute, dan ti ba

Resources and Materials

Resources: Textbook: SUCCESS WITH SCIENCE 1 Pupil book p. 19, 20, 21 Workbook p.30 Materials: - Video clips of musical instruments - Work cards - Pictures of musical instruments - Sets of picture and word cards for groups

Periods 8

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

 Song: - Play a familiar song which is performed with a kind of musical instrument ( like a guitar, a piano, a drum, or a tambourine) - Students listen and guess which the instrument is. - Play a video clip of the song to show the answer. - Let‟s sing together.  Presentation of some musical instruments : - Use a video clip of playing musical instruments or pictures to present new words ( the video clip would be better because students can hear the sounds of the instruments) - Use word cards to present the spelling of the words. - Ask students to practice the pronunciation by repeating in chorus and individual.  Guessing game: - Students work in groups. - Play a sound track of a musical instrument. - Students try to guess what the instrument is. - Score the correct guessing. - Continue the game as the same way.  Presentation of how to make sounds of the musical instruments: - Ask students to watch a video clip of playing a guitar carefully. - Ask students to tell you how he/ she can make the sound with the guitar What does he/she do with the guitar? to elicit the word “ pluck the guitar”. - Do the same way with blow, beat, and shake. D DEEV VEELLO OPPM MEEN NTT

 Matching game: - Students work in groups. - Give each group a set of word cards (musical instruments and verbs to make

English Program for Primary Level

219 sounds) and picture cards (musical instruments). - Students match the words to the correct pictures. - Then students paste them onto the Chart paper and put them around the room.  Write and run: - Students work in groups. - Each group has a writer. The writer will be changed in the next time of playing. - Show one verb of making sounds on the board and say Write 2 musical instruments to blow. - Students work in groups to read 2 musical instruments to the writer. The writer will write as fast as he/she can. Then tries to find the teacher and give the answers to him as fast as possible. - Score the fastest group with the correct answers. - Continue the game as the same way. (Remember that Do change the writer after each time). C CO ON NSSO OLLIID DA ATTIIO ON N

 Workbook: p.30 Story time: “I love you, Mother”

English Program for Primary Level

220

Semester 2 - Week 29 Objective: - Review of vocabulary and structures. Resources and Topic- Key language Materials

4 Periods Key Activities IIN NT TR RO OD DU UC CT TIIO ON N

UNIT 12

DINNERTIME! Lesson:

Review 4 Integrated skills: speaking, listening, reading, singing Key vocabulary: Recycle: vocabulary and structures seen previously

Resources: Textbook: FAMILY AND FRIENDS Class book p. 86 Workbook p. 86 Materials: Pictures

Weather Report: Warm up and review: - Use the shape, animal, drinks, food flashcards to review the previous vocabulary. Ask ” What‟s this? Is this……….? What are these? Are these. ……..?” What‟s missing? - Print some words on a cardboard triangle square circle - Turn it around so Ss cannot see them. Cover one word. Then show the cardboard to Ss again. Ask Ss to say what word is missing. square circle Find the word first -Place a row of word card or cards face up in the middle of the desk. - Have two teams each sit in a row on both sides of the word/picture cards. - Call one volunteer student to look at a picture and say a word. - One student from each team tries to find the word first and puts it in their team‟s basket. - The team with the most cards wins. Circle the odd-one-out. Write. - Ask Ss to look at their books on page 86. - One student read the example. - Explain that they have to circle the odd-one-out. - Allow time for Ss to read, circle and write. D DE EV VE EL LO OPPM ME EN NT T Review structures

It has

It doesn‟t have

- Model first “Look at me! I have a monkey. It‟s little. It has two eyes. It has short legs. It doesn‟t have long leg. I love it very much”. - Show some animal pictures and ask Ss to practice. Bonus the Basket game. Divide class into two groups

English Program for Primary Level

221 Show an animal picture to one student on the first team. If the student makes sentences correctly, her/his team get a point. Then the student will throw the ball in the basket. If the ball goes in, he/she scores an extra point . Write. Ask Ss to look at their books on page 86. Ss read the example in chorus. Ask Ss to write in blanks. Allow time for Ss to read and write C CO ON NSSO OL LIID DA AT TIIO ON N  Review structures

I like

I don‟t like

- Hang some food flashcard on the board and draw smiley, sad face under the flashcards. - Model first “I like meat/ I don‟t like yogurt.” Then ask Ss to practice in group, in pairs. Look at the pictures. Read and circle. - Ask Ss to read the example in their books - page 87. Explain that they have to read sentences and look at smiley and sad face board. - Go through the answers with the class. Now you‟re on my side. - Put some food flashcards on the board so that Ss can refer to them. Some flashcards has sad face, the others have smiley.

- Divide class into two teams. The teams should face each other in two lines. - Mix the cards. Each student takes a card. Be sure to tell Ss not to show their cards to the others. - A student from team A starts. This student approaches any child from team B and asks “What do you like?” . The player from team B looks at a student from team A‟s picture and says “ I like…./ I don‟t like…”

English Program for Primary Level

222 - If student B says right, team B asks questions. If student A says wrong, team B brings student of team A to their side. - The team which brings all the opposing players to their side wins. Missing letter. - Give two groups two plastic letters (a, e) from the moveable alphabet. Write a word on the chalkboard but leave out a letter, for example, p….n. - Say “I want that word to say pen”. - The groups answer /e/, /e/  e /e/, /e/  pen and the correct letter. - Which group answers the most correctly and fastest wins.  Look at the picture and write. - Ask Ss to look at page 87. Explain how to do the exercise. - Allow time for Ss to write. Check their answers.

Story time: “ The Very Hungry Caterpillar” - Page 10, Homework: Workbook ( page 87)

fat

English Program for Primary Level

Project - based activities: Women’s day

223 ( 2 periods)

Flower Power

Materials Card stock (assorted colors)  Decorative Scissors  Glue  Stapler (optional)  Envelopes Instructions 

1. To make the base, fold and cut an 8½- by 11-inch sheet of card stock in half lengthwise (we used decorative scissors for our scalloped look).

English Program for Primary Level

2.

224

On a short end of one strip, fold over a ½-inch tab. Fold the resulting rectangle in half widthwise, then fold it in half again. Unfold the card stock. Glue the tab to the opposite end of the rectangle, forming a box.

3.

Make the center flower support by cutting a 3¼-inch-wide section from the other strip of card stock. Fold a ¼-inch tab on each long end, as shown. 4. Cut flower centers, petals, stems, and leaves from card stock, trimming the stems to fit inside your envelope. Glue the flower parts together. Glue or staple the stems to the back of the support, placing them on either side of the center line so that the card will easily fold in half later.

5.

Glue the support's flaps inside the center of the box. Write a message on a colorful piece of card stock, then glue it onto the panel. (If you prefer to write message directly on the panel, do so after you unfold the card stock in step 2.)

English Program for Primary Level

6.

When the glue is dry, flatten the box along two of its creases.

7. Fold it in half along the remaining crease and insert it into an envelope. Notes: More greetings:    

I miss seeing you a bunch. Have a bunch of fun on Women’s Day. Thanks for helping me grow! I really blossomed in your class.

Project - based activities:

Mother's Day Paper Chain Craft

225

English Program for Primary Level

You Need:     

Printable Paper Chain Strips Paper or Card Stock Peel and Stick Felt Flowers Stapler Scissors

Instructions: Print Paper Chain Strips Cut out. Select the ones you like for your Mom. Add some of your own. Staple loops into a chain. Instructions: Staple loops into a chain. Instructions: Make some felt flowers. Instructions: Peel and stick felt flowers to cover the staples.

226

English Program for Primary Level

227

Semester 2 - Week 29 Objectives: - To review the numbers 1-20 - To improve students‟ skill of counting numbers in multiples of 5 to 20. Topic- Key language

MATHS

PLAYTIME Lesson

FIVES Integrated skills: speaking, listening, reading, writing Key vocabulary: fives, groups, how many together Recycled vocabulary counting, five, ten, fifteen, twenty, say, point to, write, draw, fish, fingers.

Resources and Materials

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Pupil book p. 38, 39 Workbook p.24, 25 Materials: - Number cards 1-20 - Number strips 1-20 - Fish bowls for groups - Chart paper - Strip paper with hands - Crayons, scissors, glue

Period 7

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

 How many fives : - Hold up one hand and ask How many fingers are there on my one hand?(5) - Then hold up two hands and ask How many fingers are there on my two hands? (10) - Show a big number strip with numbers to 20 on the board. - Ask students to count the numbers in ones. When students count the numbers in the 5‟s counting pattern, put circles around the numbers, e.g. 5, 10, 15, 20. - Tell students that the numbers circled show us the 5‟s counting pattern to 20. - Have students count the numbers in the 5‟s counting pattern aloud.  How many fingers altogether? - Ask three volunteer students to come to the front of the class and hold up their hands. - Ask the others in the rest of the class  Who can count the fingers in fives?  How many fingers altogether? ( while using gesture to make the meaning of “ altogether” clear) - Continue with different volunteer students.  Making groups of five fish: - Divide the class into 7 groups. - Give each group some fish bowls. - Students have to draw 5 fish in each bowl. - Then the group works out how many fish altogether by counting in fives. - Groups display bowls of fish on the chart paper and write the answer How many fish altogether? …….. fish. D DEEV VEELLO OPPM MEEN NTT

 Making the fives counting pattern on hands: - Students work in pairs. - Give each pair a strip of paper with four hands.

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228 -

Students have to draw fingers on four hands and write the 5‟s counting pattern in the hands. Students take turns counting in fives aloud and then write the answer for How many fingers altogether? Go over the answer with the class. C CO ON NSSO OLLIID DA ATTIIO ON N

 Open Student Resource Book p. 38, 39: - Students count the numbers in fives silently and write the answers in their notebooks. - Monitor the class.  Story time: “I love you, Mother”

English Program for Primary Level

229

Semester 2 - Week 29 Objectives: - To review musical instruments words. - To introduce the smell of things around us and differentiate between good smells and bad smells. Topic- Key language

Resources and Materials

Resources: Textbook: Lesson SUCCESS WITH SCIENCE 1 USING OUR Pupil book p. 23, 24 SENSES - SMELL Workbook p.35

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

SCIENCE

Integrated skills: speaking, listening, reading, writing Key vocabulary: smell, good smell, bad smell. Extra vocabulary: coffee, pepper, incense, tea, fish sauce, lemon, bread, smoke, dead rat, cigarette, flowers.

Materials: - Video clips of musical instruments - Work cards - Pictures cards - Samples of coffee, pepper, incense, tea, fish sauce, lemon, bread, flowers. - Scarves to cover students‟ eyes - Baskets for shopping - Classification chart

Periods 8

 Fantastic hearing: - Play a sound track in a few seconds. - Students listen and compete to guess which the instrument is. - Show the answers. - Score the correct guessing.  What did I buy at the market? : - Tell students that you went to the market yesterday and bought a lot of things. ( using a picture of a market) - Ask them to guess What did I buy at the market? by inviting one volunteer student to come to the front and smell something. - Show the class what each student is going to smell but keep secret with that volunteer student by putting a scarf over his/her eyes. He/ She has to smell the thing and guess what it is. - Then take off the blindfold for the student to check his/her guessing whether it is correct. - Continue with different things, e.g. coffee, pepper, incense, tea, fish sauce, lemon, bread, flowers.  Classification Chart: - Put some pictures of things on the board (coffee, pepper, incense, tea, fish sauce, lemon, bread, smoke, dead rat, cigarette, flowers). - Show a large-sized of classification chart on the board and make an example for identifying good smells and bad smells. - Divide the class into groups. - Give each group a classification chart and some pictures. - Students have to put the pictures into the correct column. - Monitor the class. Go over the answers with the class. D DEEV VEELLO OPPM MEEN NTT

 Passing cups: - Students work in groups.

English Program for Primary Level

230 - Give each group 4 cups which contain different smells and put them on the desk. Put paper over the top of the cup and tie with an elastic band. Then poke a few holes in the paper enough to let the smell out but not enough for students to see what is in the cup. Each cup is numbered 1, 2, 3, or 4. - Students in group pass the cups around the group. As they smell they guess what it is and write the name in the sentence under the cup. - When the students have hand a turn smelling what‟s in the cup. They fill in the missing words under each cup and draw a picture. - Reveal what was in each cup and check students‟ guesses. C CO ON NSSO OLLIID DA ATTIIO ON N

 Workbook: p.35  Story time: “I love you, Mother”

English Program for Primary Level

231

Semester 2 - Weeks 30 Period 1-6 Objectives: - To review sports words, and activities done in free time. - To do some exercises related to Cambridge Test

Topic- Key language

EXTRA ACTIVITIES UNIT 6

WELCOME TO SPAIN!

Resources and Materials

Resources: Textbook: FUN WITH STARTERS 2 ( Vui học cùng kỳ thi Starters – Cambridge)

Answer Key

Unit 7: Welcome to Spain  1. yes

Integrated skills: speaking, listening, reading, writing Key vocabulary (Unit 6) Revision sports words and activities done in free time Key vocabulary (Unit 7) Action verbs Sentence patterns: What can …… do? I / He / She /They can …

Materials: CD

Look and read above again. Write yes or no. 2. no

3. no

4. yes

5. no

 Read and draw lines. There is one example. A teacher - can teach. A dancer - can dance. A singer - can sing. A pilot - can fly an airplane. A swimmer - can swim. A painter - can paint.  Look and write. There is one example. 2. paint 3. sing 4. pilots 5. swimmer 6. teacher 7. bullfighter  Read and write. 1. fly – swim 3. hop – catch

2. climb – draw 4. run – dance

 Listen and stick. 1. Nick can‟t ride a bike. Sam can ride a bike. 2. Both Sam and Nick can kick the ball. 3. Sam can make a cake. Nick can‟t. 4. Nick can draw a big elephant. Sam can‟t. 5. Both Nick and Sam can jump very high. 

Listen and draw lines.

English Program for Primary Level

232 1. Kim is teaching English. 3. Sue is drawing. 5. Bill is running. 

2. Nick is swimming. 4. Anna is singing.

Look, read and write. paint a wall - catch a fish wave a hand - bounce a ball -

throw a ball watch TV

 Listen and tick (). 1. Ms. Brown is waving her one hand and she‟s in a blue blouse. 2. Grandfather is in his old car. 3. Pat‟s holding a fish. 4. May‟s holding her baby.  1. no

Read and put a tick ( ) or a cross (X). There are two examples. 2. yes 3. yes 4. no 5. no

 Listen and colour. 1. The red rabbit‟s cleaning the window. 2. The purple rabbit‟s watching TV. 3. The pink rabbit‟s next to the TV. 4. The grey rabbit‟s sleeping on the sofa.

English Program for Primary Level

233

Semester 2 - Week 30 Objectives: - To review how to count numbers in fives. - To improve the centimetre using a 15cm ruler. Topic- Key language

MATHS Lesson

CENTIMETRES Integrated skills: speaking, listening, reading, writing Key vocabulary: centimeter / centimetre, rule a line, measure, 1-15 cm. Recycled vocabulary say, point to, write, ruler, how many.

Resources and Materials

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Pupil book p. 40, 41 Materials: - 15 cm rulers for students - A big-sized 15 cm ruler for modelling - Sharp pencils for students to draw lines - Response sheet for students‟ activity - Trail sheet for groups - Crayons, scissors, glue

Periods 7

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

 How many fingers altogether? - Let‟s count how many fingers altogether there are on the students‟ and teacher‟s hands loudly.  Introducing the centimetre - Put a big-sized 15 cm ruler on the board. - Hand out a 15 cm ruler to each student. - Tell students that “cm” are short for the word “centimetre” and write this word on the board. Students look at the letters cm on their rulers. - Ask students to count the centimeters to 15 in ones while pointing to each number, e.g. 1 centimetre, 2 centimetres, 3 centimetres, … 15 centimetres.  How many centimetres? - Tell students that they are going to practice measuring some lines to see how many centimetres long they are. - Give out a sheet with three lines to measure to each student. - Show students on the board how to measure the lines using the ruler. Start at 0 and make sure the ruler is right on the line. - Students practice measuring and writing how many centimetres individually. - Go over the answers with the class. D DEEV VEELLO OPPM MEEN NTT

 Open Student Resource Book p. 40, 41 - Students have to measure lines and work out the longest frog hop. - Go over the answer with the class.

C CO ON NSSO OLLIID DA ATTIIO ON N

 Measure the Trail – Which trail is the longest?

English Program for Primary Level

234 -

 Story time: “I love you, Mother”

Students work in groups. Give each group a chart with 3 different trails that animals have to take to go home. Students have to measure the length of the paths in the trail and then add the total number of centimetres. When all three trails have been measured, students work out who has the longest trail. Monitor the class. Students display their finished works on classroom wall.

English Program for Primary Level

235

Semester 2 - Week 30 Objectives: - To review things which have good smells and bad smells. - To introduce the tastes of things around us and identify the different tastes. - All of students have to make Vietnamese flag for LIBERATION DAY (a project – step 3) Topic- Key language

SCIENCE Lesson

USING OUR SENSES - TASTE Integrated skills: speaking, listening, reading, writing Key vocabulary: smell, good smell, bad smell Sentence patterns: Extra vocabulary: coffee, pepper, incense, tea, fish sauce, lemon, bread, smoke, dead rat, cigarette, flowers.

Resources and Materials

Resources: Textbook: SUCCESS WITH SCIENCE 1 Pupil book p. 25 Workbook p.36 Materials: - Video clips of musical instruments - Work cards - Pictures cards - Samples of some food for students to taste – candy, lemon, potato chips, fish sauce, soy sauce, dried squid (kho muc). - Scarves to cover students‟ eyes - Classification chart - Scrap paper for groups

Period 8

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

 Good smells or Bad smells: - Show a picture on the screen or on the board. - Ask students to identify it has good or bad smells.  Tasting food:  Tasting Lemon ( to elicit the word sour): - Let students taste some lemon. - Ask students to look at each other‟s faces when they taste the lemon. - Ask students to describe the taste of the lemon.(students can say in Vietnamese) - Then elicit the word “ sour”. - Put up picture card of lemon and put the word sour next to it.  Tasting Dried Squid or Potato Chips: do the same way as tasting lemon to elicit the word “salty”.  Tasting Cake or Candy: do the same way as tasting lemon to elicit the word “ sweet” D DEEV VEELLO OPPM MEEN NTT

 Classification Activity: - Students work in groups. - Give each group a classification chart and a scrap paper for students to draw pictures. - Students discuss in groups on which foods they think are sweet, salty and sour. Students draw pictures of foods on the scrap paper and put them under the heading which describes their tastes.

English Program for Primary Level

236 C CO ON NSSO OLLIID DA ATTIIO ON N

 Matching activity: -

Put the pictures of food and word cards (sweet, salty, sour) on the board.

-

Point to a kind of food and students say whether it tastes salty, sweet, or sour. Do this as an example.

-

Ask students to come to the board and match the pictures to the correct word cards.

 Workbook: p.36  Story time: “I love you, Mother”

English Program for Primary Level

237 TEXTBOOK: FAMILY AND FRIENDS 1

Periods 1-2

Semester 2 - Week 31 Objectives: - Students learn how to identify different bedroom objects, - Students can understand a short story and act out the story. - Focus on speaking. Topic- Key language

UNIT 13

CLEAN UP! Lesson 1

WORDS Integrated skills: speaking, listening, reading, writing Key vocabulary: rug, cabinet, shelf, pillow, blanket Extra Vocabulary: clean up, clean ( adj), room. Sentence patterns: There is …….. There are ……..

Resources and Materials

Resources: Textbook: FAMILY AND FRIENDS Class book p. 88 Workbook p. 88 Materials: - CD 2 track 137-139 - My bedroom flashcards 111-115 - Teacher-made word cards - Story poster 8, 13 - Different paper samples with many words for different pairs - Pieces of large-sized paper with a rectangle as a bedroom for groups - Puppets of Rosy, Grandma, Billy

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

 Weather report.  Warm up – Review:  Song: Sing “ Come into my house” song from page 56 to warm the class up and review house vocabulary  Meaningful context: Use the story poster 8 to remind the last story last story from page 54 unit 8 – Where‟s the Grandma? Then tell children that today‟s story is about keeping your bedroom clean. Talk about bedrooms with children. Ask: + What‟s in your bedroom? + Is it clean or messy? Lesson presentation:  Vocabulary Presentation: - Use the above context to present new vocabulary. - Use the chant CD 2 track 137 and body flashcards 111-115 to present some bedroom objects. - Students do repetition drills in chorus, groups and individual.  Circle as many words as possible, as fast as possible: - Ask students to work in pairs. - Make a modelling in the front of the class while giving very clear and simple instructions. - Give each pair a sheet of paper with many different words. (different samples for different pairs). - Students compete to each other to find the bedroom words which they have just learnt and circle them as fast as possible, as many as possible in the limit time. ( One word can be rewritten as many times). - Get answers from the students and decide who the winners are.

English Program for Primary Level

238

Pronunciation tip: Make sure students pronounce /z/ when they say nose, legs and /s/ when they say face, let‟s

 Dialogue Presentation: Listen and read. - Use story poster 13 to present the story. Ask some questions about the story Where are Rosy and Grandma?, Where‟s Billy?, What rooms can you see?, … and then ask them to name as many bedroom objects, toys, and clothes as they can. - Talk about each frame with the class. Ask What‟s happening?. Encourage students to have predictions. - Play CD 2 track 139 while pointing to the pictures. - Ask some comprehension questions:  Is Rosy‟s room clean? What does Rosy do? Is the apartment clean? Why is the kitchen messy? - Ask students to open their Class Books on page 88 and practice reading while listening. - Have students practice their pronunciation in groups and pairs. D DEEV VEELLO OPPM MEEN NTT

 Listen and draw: - Draw a large rectangle on the board and tell the class that it is a bedroom. - Invite individual students to come to the front of the class and draw the different things in the rectangle as a modelling, e.g. Linh, please draw a rug. Mai, please draw a bed.

English Program for Primary Level

239 - Divide the class into groups. Give each group a piece of large-sized paper with a rectangle as a bedroom. - Students take turns to listening to the teacher and drawing things in the rectangle. - Finally each group stick their works in the display corner and some of them will have presentations in front of the class. For example, In my bedroom, there is a rug, a bed, a shelf, and a pillow. C CO ON NSSO OLLIID DA ATTIIO ON N

Bingo: Each student is given a sheet of paper.  Exercises: Workbook p.88. Story time: “I love you, Mother” Project - based activity: Have students draw a rectangle.

English Program for Primary Level

240 Periods 3-4

Semester 2 - Week 31 Objective : - Students are able to: * make sentences with There‟s and There are * ask and answer questions with How many…? - Focus on reading and writing Topic- Key language

UNIT 13

CLEAN UP! Lesson 2

GRAMMAR Integrated skills: speaking, listening, reading, writing Key vocabulary: bedroom objects Numbers from 1 to 10 Prepositions of place in, on, under, next to, between Sentence patterns: 1. There‟s a blanket on the bed. 2. There are three Tshirts in the cabinet. 3. How many …….?

Resources and Materials

Resources: Textbook: FAMILY AND FRIENDS Class book p. 89 Workbook p. 89 Materials: - Chant track 138 - CD 2 track 140 - My bedroom flashcards 111-115 - Word cards - A bell/ a whistle/ …. - Photocopiable worksheets Pronunciation Tip: Make sure that students must bit their tongue slightly when they say There‟s or There are and pronounce /z/ when they say There‟s and pay attention on the linking sound of There are.

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

 Weather report.  Warm up – Review:  Chant: Students are chanting track 138 while teacher is putting the bedroom flashcards on the board.  Horse race: - Divide the class into groups. Each student in groups has a logo. - There are two columns on the board, things and prepositions - Call out one word with a picture. Students listen to the teacher carefully and compete to each other to race to the board, put their logo into the correct column ( the correct topic). - Continue the game as this way. - The winner is the group with the most correct answers. Things

pencil case

kite

: logo for group 1

Prepositions



 : logo for group 2

 Count and write number: - Students work individually with their notebooks. - Show a picture of things. Students count things in the picture and write the correct number of quantity in their notebooks.

English Program for Primary Level

241  Simon says: - Call out “Simon says, Put your pencils on the desk”; students put their pencils on the desk. - Then call out another sentence with or without the phrase “Simon says” and students will perform the actions. Lesson presentation:  Story actions: - Divide the class into groups of three to play the parts of Rosy, Grandma, and Billy. - Ask students to look at the different actions that Grandma, Rosy, and Billy do in the story. As the class, decide on the actions for the story ( as suggestions below) + Picture 1: Grandma points to the things in the bedroom and shakes her head. + Picture 2: Rosy puts things away and then extends her arm and smiles to show that the room is clean. Grandma smiles. + Picture 3: Grandma sits down looking contented. Rosy opens the kitchen door and looks horrified. + Picture 4: Billy sits on the floor and bangs his room. Rosy and Grandma shake their head. - Students practice acting out the story in groups. Monitor the activity, checking for correct pronunciation. - Ask some of the groups to come to the front of the class to act out the story.  Look and say: - Have Ss look at the picture on page 89 and ask them what they can say. - Play the recording track 140 for students to listen and repeat. - Write There‟s and There are some distance apart on the board. Say different sentences, using plural and singular objects, e.g. There‟s a book on the desk. There are some pens on the book, while students point to the correct phrase. - Say book and point to There‟s. Say books and point to There are. Continue giving singular and plural nouns while students point to the correct phrase. - Draw Ss‟ attention to the grammar box. Ask “What‟s the short form of “There is”?  Listen and say: - Hold up three pencils. Ask the class How many pencils? - Hold up two books, an eraser, and two bags, and ask the same question. - Ask students to look at the pictures in their Class Books. - A pair of volunteer students read the question and answer in the speech bubbles for the class. - Students work in pairs to practice the questions and answers.

English Program for Primary Level

242 D DEEV VEELLO OPPM MEEN NTT

 Look again and write: - Write three or four gapped sentences on the board using bedroom objects, E.g. ________ a cabinet. ________ two pillows. ________ a bed. ________ two rugs. - Point to each sentence one at a time and ask There‟s or There are? Complete the sentences on the board and say them with the class. - Ask student to look at the pictures again in Exercise 3. Ask one child to read the example sentence for the class. - Students look at the rest of the sentences individually and write down the missing words. - Monitor the activity and help where necessary. Go over the answers with the class. Note: Tell the class that the plural of shelf is shelves. Explain that this is unusual/ irregular and they should learn it. C CO ON NSSO OLLIID DA ATTIIO ON N

 Back to back: - Students draw things on the desk freely. Then they work in pairs, listen to each other. One describes the picture and the other draws what they can hear. - Finally they compare the two pictures. If they are the same, their description and drawing are correct. If the two pictures are different, they have to try once more time.  Workbook: p.89 Story time: “I love you, Mother” Project - based activity: Have students draw a star.

English Program for Primary Level

243

Semester 2 - Week 31 Objective: - To identify numbers from 11 to 20 and use the numbers in the context of a song. - To help students develop their listening and singing skills Topic- Key language

Resources and Materials

Lesson 3

SONG Integrated skills: speaking, listening, reading, writing Key vocabulary: eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty. Extra words: more, get in Recycled words: Numbers 1-10 Sentence patterns:

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 13

CLEAN UP!

Periods 5-6

Resources: Textbook: FAMILY AND FRIENDS Class book p. 90 Workbook p. 90 Materials: - Word cards - Number flashcards 5-14 (one-ten), 116-125 ( eleven – twenty )

- CD2 track 141-142 - A2 sized paper - Paint and paint brushes - CD1 track 36-37 - Extra writing worksheet, photocopiable Resources page 26 ( TR CD-ROM)

 Weather report.  Warm up – Review:  Living Numbers - Ask ten students to come to the front of the class. Give each one a number flashcard (number one – ten). - Ask them to arrange themselves so they are standing in the correct order from one to ten. - Have the class say the numbers in chorus. As each number is said, the person holding that flashcard takes the step forward and then back again. Lesson presentation: - Play CD2 track 141 and use number flashcards 116-125, word cards to present the numbers eleven to twenty. - Have students practice pronunciation in chorus, groups, and individual. - Ask ten different students to come to the front of the class and ask them to stand in the order (each one has a number flashcard). - Say the numbers with the class. As each number is said, the student holding the flashcard jumps in the air.  Let‟s count together: - Have the class stand in a big circle. Count around the class. Start the game yourself. - Say one and then point to the student nearest you to say two. The student nearest you says two and points to the student nearest him/her to say three and then so on. - Play forwards and backwards if the class feels confident using numbers one to twenty.  Listen and sing: - Ask students to open their Class Book - p. 90. - Point to the bears and say How many bears? Students count and tell the answer (12). - Play CD2 track 142 for students to listen and follow the song in the book. - Recite the words of the song with the class, without the music. Say each line and ask student to repeat. - Play the recording again for students to sing along. D DEEV VEELLO OPPM MEEN NTT

English Program for Primary Level

244  Sing and do o Song actions: - Ask one student to come to the front of the class to be “the little one”. Give flashcards showing the numbers 10-20 to students in the rest of the class. -When the students with the flashcards hear their numbers, they hold their cards in the air. When the student at the front hears his/her “name” mentioned, he/she steps forward and holds up two fingers to invite two more into the bed. - Repeat the song. Give the flashcards to eleven different students and invite a new “little one” to the front of the class. - Ask students to decide together on what the actions should be (see suggestion above). - Practice the actions with the class. - Play the recording for students to sing the song and do their actions. C CO ON NSSO OLLIID DA ATTIIO ON N

 Extra writing worksheet ( Photocopiable Resources page 26 TR CD-ROM)  Workbook: p.90 Story time: “I love you, Mother”

English Program for Primary Level

245 Period 7

Semester 2- Week 31 Objective: Students can say the time, days of the week and twelve months. Topic- Key language Resources and Materials

MATHS Lesson O’CLOCK DAYS OF THE WEEK

12 MONTHS OF THE YEAR

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Workbook p.16,17,18,19

Materials: Integrated skills: Clock listening – speaking Calendar reading – drawing Review Vocabulary say, point to, write Key Vocabulary clock, o‟clock, numbers 1-12, big hand, little hand Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, week, days calendar, months January, February, March, April, May, June, July, August, September, October, November, December Sentence patterns: What‟s the time?

Weather Report: Warm up and Review:  Game: RIGHT/ WRONG CHAIRS - Place two chairs together in the middle of the board and write TRUE above one and FALSE above the other. Alternatively, play two chairs in any open area and write the words on the floor with chalk. - Divide the class into two teams, and appoint a score in each team. - Stand the team an equal distance from the chairs. Give the players in each team number. - Ss hold up a card and say the number. Ex: NUMBER 4! If the word card is „four‟, the two number fours run to be the first to sit on the RIGHT chair. If it‟s WRONG, they run to the WRONG chair. - Give one point each time a player sits on the correct chair. - A player who sits on the correct chair will hold up a card, say a new number. - The team with most points after 10 minutes (or when the card have been used, or when every player has had a turn) is the winner.

 Chant: Do the chant “ Days of the week” Sunday, Monday, clap, clap, clap Tuesday, Wednesday, snap, snap, snap Thursday hop.

English Program for Primary Level

246 Friday stop. Saturday spin around like a top. Seven days are in a week. Now sit down and take a seat. 12 Months of the Year - Use the CD and a calendar to practice the pronunciation of 12 months of the year. - Have Ss practice saying the 12 months of the year several times in chorus, in groups. Ask a few Ss to repeat individually. Then Ss in pairs check their partners‟ memory. Introduce the new vocabulary for telling time - T puts up model clock face on the board and confirms that the when the long hand is on the 12 and the number that the short hand is pointing to tells us which o‟clock time it is. D DEEV VEELLO OPPM MEEN NTT

Workbook Activity: O‟clock p.16 - Ss have to write in the missing numbers on the clock face. They can draw a picture of something they do at 8 o‟clock in the morning. Days - Ss have to draw a picture for something they do on Tuesday and Saturday and also say the names of the days aloud. C CO ON NSSO OLLIID DA ATTIIO ON N

________ is my month birthday!!



Birthday Book - Ss could start to illustrate their page for the class birthday book. Ss need to fill in the name of the month of their birthday on their page and draw their own picture. - T collects to put into Birthday Book. Homework Activity: O‟clock p.17 - Ss have to say the time themselves and fill in the missing hands. Months - Ss fill in the missing letters in the names of the months of the year.

English Program for Primary Level

247 Period 8

Semester 2- Week 31 Objective: Students can identify senses verbs. Topic- Key language Resources and Materials

IIN NTTR RO OD DU UC CTTIIO ON N

SCIENCE Lesson

USING OUR SENSES - TOUCH WHAT DOES IT FEEL LIKE?

Resources: Textbook: SUCCESS WITH SCIENCE 1 Pupil book p.27 Workbook p.38

Integrated skills: listening – speaking reading – writing

Materials: -Flashcards -Mystery Box- things hidden that will help Ss use key words- soft toy, shell, stone, counting block, pot cleaner, toy car, eraser, orange

Key Vocabulary hard, soft, smooth, rough Additional Vocabulary stone, shell, cotton wool Sentence patterns: It feels…

Key Activities

Weather Report: Lesson presentation: Present the words - Use flashcards or real objects to introduce the vocabulary. - T gives each group a stone, shells, cotton wool to pass and feel. - Ss feel and say which word describes the way it feels.  Game: Mystery Box - Put ten objects into the box. - Ss pick an object, feel it and tell the class what word describes how it feel. Then S can guess what it is and take it out of the box to see if they were correct. D DEEV VEELLO OPPM MEEN NTT

Group Activity: - T gives a set of cards to each group. - Each group then has to place the cards around the table. - Ss will take turns feeling the object on the cards and then placing a word card which describes how the object feels on the card - When cards have been placed on each card the group checks to see that they agree with the words used to describe how something on the card feels. - Groups walk around and look at the words each group has used to describes how the objects on the cards feel. C CO ON NSSO OLLIID DA ATTIIO ON N

Workbook Activity - Ss write the words they would use to describe the objects. Homework Activity - Ss review the lesson by looking at the different things Mai and Tien found at the beach and describing how they would feel.

English Program for Primary Level

248

Semester 2 - Week 32 Objectives: - To pronounce the sound /a/ on its own and in words. - To identify the letter o in the middle of words and associate it with the sound /a/. - To blend the vowel o with consonants to form simple word. - To match rhythming words. - To differentiate between the sounds /i/, / /, /æ/, /a/. Topic- Key language

Resources and Materials

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

UNIT 13

CLEAN UP! Lesson 4

PHONICS Integrated skills: speaking, listening, reading, writing Key vocabulary: pot, fox, hop Extra words: over, into

Periods 1 - 2

Resources: Textbook: FAMILY AND FRIENDS Class book p. 91 Workbook p. 91 Materials: - Phonics cards 45-47, 6, 8, 15, 16, 19, 24 - CD2 track 143, 144 - Word cards - Sentence cards - Student Multi ROM Unit 13- Phonics

 Weather report.  Warm up – Review:  Chant ( review the previous phonics lessons) - Play the CD track 133 on page 83 to energize the class and review the sound /i/. - Ask students to categorize the words in the song into two columns, /i/ and /i/. Lesson presentation: - Hold up the pot, fox, and hop phonics cards, one at a time, saying the words for the class to repeat. Ask students what they think today‟s letter is (o) and what sound it makes. - Call three students to come to the front of the class. Give them the phonics cards for p, o, and t. Point to the letters for the class to name them. - Encourage the class to say the sounds again and run them together to pronounce the word pot. - Use the same process with different students holding new cards. Students say f-o-x and h-o-p. Ask students What‟s the vowel? to elicit o  Listen, point and repeat: - Ask students to look at the words and pictures in their Class Books. - Ss listen to CD2 track 143, point to the pictures and repeat the sounds and words in chorus.  Listen and chant: - Ask question about the pictures to establish what students can see. Then play the recording track 144 for them to listen to the chant. - Play the recording again for students to say the chant. The students point to the pictures in their books as they hear the words. Repeat (more than once if necessary). - Play the chant once more for students to follow in their books. D DEEV VEELLO OPPM MEEN NTT

 Jump into the circle: - Divide the class into groups.

English Program for Primary Level

249 - There are 4 circles drawn by the teacher on the floor. Each circle has a vowel. - Each student makes a line. - Say aloud one word. Students from each group jump into the correct circle as fast as possible and say the vowel aloud. - Scores for the fast and correct jumping.

/i/

/i/

/a/

 Read and circle o: - Ask students to look at the chant again. Focus attention on the circled o in the middle of fox. Ask them to find and circle other examples of o in the middle of words. - Go over the exercices with the class. Look at the fox. Hop over the pot. Look at the fox. Hop into the box. C CO ON NSSO OLLIID DA ATTIIO ON N

 Match the words that rhyme. - Ask students to look at the pictures. Point to the each one for students to say the word. Make sure they are correctly producing and differentiating the /i/, / /, /æ/, /a/ sounds each time. - Tell students that there are four pairs of rhyming words. - Go through the answers with the class. Story time: “I love my mother” Homework: Workbook p.91

English Program for Primary Level

250

Semester 2 - Week 32 Objectives: - Students can read, understand a letter to a magazine; read for specific details. - To help students develop their writing and reading skills. Topic- Key language

UNIT 13

CLEAN UP! Lesson 5

SKILLS TIME! Integrated skills: speaking, listening, reading, writing Review Vocabulary: Revision Sentence Pattern: Revision

Resources and Materials

Resources: Textbook: FAMILY AND FRIENDS Class book p. 92 Workbook p. 92 Materials: - CD2 track 145 - My bedroom flashcards 111-115 - Word cards - A hand- drawn picture of a bedroom - One blank piece of paper for each student

Extra words: star (adj),letter, magazine Culture note: Football is one of the most popular sports in the United States. It is not the same as what people call football in other English-speaking countries. It is a game played with an oblong ball. Players wear a lot of equipment, like shoulder pads and helmets. Soccer is the word in American English for what other countries call football.

Period 3 - 4

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

 Weather report.  Warm up – Review:  What‟s missing? - Put some bedroom flashcards on the board. Ask students to remember them in two minutes. After two minutes, take away one picture and put the others into the different order. - Ask students to tell you What‟s missing? Lesson presentation: Lead in: - Show a picture of a soccer match (or a video clip). Let students identify the picture. - Ask them to answer the question “Do you like soccer?” - Get feedback from the individual students.  Set a meaningful context: - Ask students to look at a hand-drawn picture of a bedroom and the photo of a boy. - Let students guess the boy‟s name. - Explain that the boy‟s name is Jamie. - Ask students to try to predict what the text is about (Jamie is describing his bedroom). - Ask What does Jamie like? ( soccer)  What‟s in the bedroom? Point and say: - Ask students to look at the picture again. Point to the different bedroom objects for students to say the words. - Ask students to work in pairs, taking turns pointing to different bedroom objects and saying the words. - Ask How many soccer balls are there on the rug/ blanket/ pillow/ in the box?  Listen and read: - Have students open their Class Book p. 92 - Point to the words “ Star letter” at the top of the page. Explain that Jamie is writing a letter describing his bedroom. Ask them to read the first line of the text to find out who Jamie is writing to (Junior Magazine). - Play CD2 track 145 for students to listen and follow silently in their books. - Play the recording again for students to listen and repeat. - Answer any questions students have.

English Program for Primary Level Soccer isn‟t as popular in the United States as it is in many parts of the world. However, it becomes more popular in recent years. Many people don‟t go to soccer games or watch it on TV, but many children and adults play for fun. There aren‟t a lot of schools that have soccer teams, but there are many afterschool soccer programs. Many children learn to play soccer with a coach after school or on the weekends. Some learn the sports for fun, and others are on teams that compete. Both boys and girls play soccer, sometimes on different teams, and sometimes on the same teams. Informal soccer games in parks are popular, too.  Story time: “I love you, Mother”

251 - Ask some simple questions to check comprehension:  What‟s the room in the picture?  How many books are on Jamie‟s shelf?  What are Jamie‟s favorite clothes?  What‟s in the toy box?  How old is Jamie? - Ask students to practice reading skills in chorus, groups, and individual. D DEEV VEELLO OPPM MEEN NTT

 True and False Game: - Tell students that they are going to play a memory game. Ask students to close their books. - Make statements about Jamie‟s room (you must keep a record of the statements you are making). - Students work in groups to choose the statement, read it and say True or False. - Go over the answers with the class. Ask students to add up how many they got right to decide who the winner is.  Read again. Write T ( true) or F ( false): - Have students open their book p.92 and do the Exercise 3 individually and silently. - Monitor the class. C CO ON NSSO OLLIID DA ATTIIO ON N

 Pictionary: - Do a picture dictation with the class using your own picture of a bedroom. - Give each student a blank piece of paper. - Describe your picture, e.g. There‟s a big bed. There‟s a teddy bear under the bed. There‟s a rug. There are three books on the rug. - Students draw the things as you describe them. When you have finished, show your picture to the class for students to compare it with their drawings.  Workbook: p. 92

English Program for Primary Level

252

Semester 2 - Week 32 Period 5 - 6 Objectives: - Listening: Students can identify different rooms from their descriptions. - Speaking: Students can ask and answer questions about where things are. - Writing: Students can differentiate between sentences and questions; with periods and question marks; write about your bedroom (Workbook). Topic- Key language

UNIT 13

CLEAN UP! Lesson 6

LANGUAGE SKILLS Integrated skills: Speaking, listening, reading, writing Key vocabulary: Revision Sentence patterns: Revision

Resources and Materials

Resources: Textbook: FAMILY AND FRIENDS Class book p. 93 Workbook p. 93 Materials: - CD2 track 142, 146 - My house flashcards 69-75 - My bedroom flashcards 111-115 - School objects

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

 Weather report.  Warm up – Review:  Musical Cards: - Play lively music ( There are ten in the bed – CD2 track 142) - Hand the my house and bedroom flashcards out to different students around the class. They pass the cards to students next to them around the class while the music is playing. - Stop the music suddenly. Ask students who are holding cards, What‟s this? (How many…? or Where‟s …?) to elicit the words. - Play the music and continue in the same way. Lesson presentation:  Set a meaningful context: - Ask students what they can remember about Jamie‟s letter from the previous lesson. Ask What‟s Jamie‟s favorite sport? What‟s in his room? Encourage students to describe Jamie‟s room in as much details as they can. - Then allow students to check the picture on page 92 of their Class Books to see how accurate their descriptions were. - Point out the two pictures, A and B, in Exercise 1. Ask students to name as many things in each one as they can.  Listen and write A or B: - Tell students that they are going to hear a recording of someone describing the things in the two pictures. After each description they write A or B in the box depending on which picture is being described. (Teacher can show two large-sized pictures on the board to make the instructions clearer). - Play CD 2 track 146 for students to point to the things they hear. - Play the recording again, pausing after item 1 to show the example answer. Ask questions to check comprehension. Continue playing, pausing after each description for student to write A or B. - Play the recording a third time for students to check their answers. Go over the answers with the class.

English Program for Primary Level

253 D DEEV VEELLO OPPM MEEN NTT

 Walk and Ask: - Put some sheets of paper around the room. Each paper has a thing words (shoes, teddy bear, book, T-shirt, ball, toys, books). - Students work in pairs, walk around the room, look at the wall and make questions and answers about the thing (Where are the shoes? They‟re on the rug.) - Set a signal to stop the game (ring a bell or shake a tambourine), students must come back their seats as fast as they can. - Ask some volunteer pairs of students to come to the front to exchange the questions and the answers about where things are.  What‟s your favorite animal: (worksheet 3) - Divide the class into groups of four to six. Tell students that they are going to draw an animal they known in English ( a bird, cat, dog, goat, or lion…) - Give each student a piece of paper and each group a set of crayons. Students draw their favorite animals and color them ( they don‟t have to be their “real” colors) - Students take turns describing their animals to each members of their group. C CO ON NSSO OLLIID DA ATTIIO ON N

 Read the questions and answers. Write ? or . - Copy the two example questions and sentences onto the board, without the question marks or periods (using question cards and sentence cards). Ask students to tell you which ones are questions and which are sentences. - Ask different students to come to the front of the class to write question marks and periods at the ends. Students look at the Exercise 3 in their books. Allow the time for them to write the question marks and periods in the boxes. - Go over the answers with the class, calling students to come and write the answers on the board.  Workbook: p.93  Value worksheet: We need to keep our bedroom neat and clean. ( Photocopiable Resources page 27 TR CD-ROM) Story time: “I love you, Mother”

English Program for Primary Level

254 Period 7

Semester 2 - Week 32 Objective: Students can sort shapes. Topic- Key language

Resources and Materials

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MATHS Lesson

SORTING SHAPES Integrated skills: listening – speaking reading – drawing Review Vocabulary say, point to, write, draw Key Vocabulary patterns, circle, square, rectangle, star, triangle

Key Activities

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Workbook p 20-21 Materials: Flashcards Pieces of paper

Weather Report: Lesson presentation: Present the words - Use flashcards to introduce the vocabulary. Ss listen and repeat. Game: Telephone - Have Ss stand in a line. Whisper the same word to the first person in each row. Say GO! S1 whispers the word to S2… - The last student runs to the front of the class, points to the shape and tells the teacher the word. - The first student to say the word correctly wins. D DEEV VEELLO OPPM MEEN NTT

Workbook Activity: Sorting shapes - Ss have to color shapes and count the numbers of each shape on the page and write down the numbers in space provided. - Then in the second activity Ss have to color small shapes to match a large shape. C CO ON NSSO OLLIID DA ATTIIO ON N

English Program for Primary Level

255  Making pictures - Ss draw a picture by using shapes.

English Program for Primary Level

256 Period 8

Semester 2- Week 32 Objective: Students can identify senses verbs. Topic- Key language Resources and Materials

SCIENCE Lesson

USING OUR SENSES - TASTE HOW DOES IT TASTE? Integrated skills: listening - speaking reading – writing Key Vocabulary: taste strong do not taste strong Additional Vocabulary: carrot, chilli, ginger, onion, garlic, beans, tomato, hot Sentence patterns: How does it taste? strong/ not strong

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

Resources: Textbook: SUCCESS WITH SCIENCE 1 Pupil book p 27 Workbook p 38 Materials: Flashcards Picture cards of food to classify

Weather Report: Lesson presentation: Present the words - Use flashcards or real objects to introduce the vocabulary. Ss listen and repeat. - T gives each group a carrot, chili, garlic…… to taste and say which ones they think taste strong and which ones don‟t taste strong. Classification Activity – Strong taste/ Not strong taste - Whole class activity: T puts up classification chart and picture cards on the board. - T holds up a card and Ss say the name of the food. - Ss put the picture on the chart – Ss have to say how they classify the food before putting it in the chart. - Activity continues until all picture cards have been placed on chart. D DEEV VEELLO OPPM MEEN NTT

Workbook Activity: How does it taste? Strong/ Not Strong - Ss have to cut out foods and classify - pasting them into one of the boxes. - T and Ss correct together. C CO ON NSSO OLLIID DA ATTIIO ON N

 Matching Game - Ss match pictures of food with cards – Strong taste / Not strong taste.

Homework Activity Ss review lesson by reading the page in Student Resource Book and try some food at home and classify them the way they did in the lesson.

English Program for Primary Level

257

Semester 2 - Weeks 33+34 4 Periods (week 33) - 4 Periods (week 34) Objectives: - To review weather words, and words expressing feelings. - To do some exercises related to Cambridge Test

Topic- Key language

EXTRA ACTIVITIES UNIT 8

WELCOME TO ENGLAND! Integrated skills: speaking, listening, reading, writing Key vocabulary Revision weather and feelings words, means of transport Sentence patterns: What‟s the weather like? How do you feel? How do you go ….?

Resources and Materials

Resources: Textbook: FUN WITH STARTERS 2 ( Vui học cùng kỳ thi Starters – Cambridge)

Materials: CD

Answer Key

Unit 8 : Welcome to England  Read and write yes or no. 

1. yes

2. no

3. no

4. yes

5. No

 Look at the picture. Look at the letters. Write the words.

1. sunny

2. rainy

3. windy

4. cloudy

5.snowy

3. A soda

4.An apple

 Look and write.

1. At the park

2. On the tree

 Read the poem and write the words. A bird can fly. A car can move. A baby can cry. But I can‟t be you.

5. A ball

English Program for Primary Level

258 Period 7

Semester 2- Week 33 Objective: Students can identify circles and squares. Topic- Key language Resources and Materials

MATHS Lesson

MAKING PATTERNS

Resources: Textbook: SUCCESS WITH MATHEMATICS 1 Workbook p 22-23

Integrated skills: listening – speakingreading

Materials: Flashcards Pieces of paper

CIRCLES AND SQUARES -

Review Vocabulary say, point to, write Key Vocabulary patterns, circle, square, rectangle, star, triangle

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

Weather Report: Warm up and Review:  Game: Bingo - On a 9x9 Bingo grid, Ss draw nine shapes (or put student cards). - The caller (either you or a student) picks a card from a duplicate set of cards and calls out the word. If the Students have that card on their grids, they turn the card over or cover it with a piece of paper. - The first student to cover three squares across, down, or diagonally wins the game and becomes the new caller. D DEEV VEELLO OPPM MEEN NTT

Workbook Activity: Circles and Squares - Ss have to count the number of circles and squares in each pattern line. They can draw their own pattern using circles and squares. They record how many circles and how many squares they used in their pattern - T and Ss correct together.  Game: Back-to-Back - Provide Ss with blank pieces of paper. S1 draws a simple picture about his/her favorite shapes. - S1 tells S2 what to draw in order to reproduce S1‟s picture as closely as possible (using a word or a phrase to describe) - When finishing, partners compare their pictures for accuracy using the question and answer pattern: How many circles? ..., and then reverse roles. C CO ON NSSO OLLIID DA ATTIIO ON N

Workbook Activity: Making patterns - Ss make patterns using the shapes. Ss can draw or cut shapes from sticky colored paper.

English Program for Primary Level

259 Period 8

Semester 2- Week 33 Objective: Students can identify senses verbs. Topic- Key language Resources and Materials

SCIENCE

Resources: Textbook: Lesson SUCCESS WITH SCIENCE 1 USING OUR Pupil book p 28 SENSES - TOUCH Workbook p 39 - 40 HOW DOES Materials: IT FEEL? - Flashcards - Assorted picture cards Integrated skills: for Ss to classify as listening - speaking something that would reading – writing feel hot or cold - Pictures of fire, kettle Key Vocabulary boiling on the stove, hot hot, cold, dry, wet cup of coffee, ice cream… Additional Vocabulary dangerous, safe, fire, hot water, ice, boiling water Sentence patterns: How does it feel?

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

Weather Report: Lesson presentation: Present the words - Use flashcards or real objects to introduce the vocabulary. Ss listen and repeat. - T gives Ss a chance to feel the different between wet and dry Classification Activity – HOT? COLD? - T introduces the key words: hot and cold. - T puts up classification chart and picture cards on the board. T holds up a card and Ss decide whether it would be something that feel hot or cold. - Ss put the picture on the chart – Ss have to whether it would be something that feel hot or cold before putting it in the chart. - Activity continues until all picture cards have been placed on chart. D DEEV VEELLO OPPM MEEN NTT

Workbook Activity: How does it feel? Strong/ Not Strong - Ss have to cut out and paste pictures into column on chart that describes how they feel hot or cold. - T and Ss correct together. C CO ON NSSO OLLIID DA ATTIIO ON N

 Game: Safe / Dangerous - T puts up chart with red square and green triangle on blackboard. - Ss take turns to pick a card and say whether it would feel: hot or cold and whether it would be safe or dangerous to touch. Homework Activity Ss review lesson by reading the page in Student Resource Book and try touching some things in their homes that feel hot or cold or wet or dry.

English Program for Primary Level

260 TEXTBOOK: FAMILY AND FRIENDS 1

Periods 5-6

Semester 2- Week 34 Objectives: Students can identify action verbs and understand a short story. Topic- Key language Resources and Materials

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UNIT 14

ACTION BOY CAN RUN! Lesson 1

WORDS Integrated skills: listening – speaking Key vocabulary: run, fly, walk, talk, swim Sentence patterns: He can fly. He can‟t talk. Can he play soccer? Yes, he can./ No, he can‟t.

Key Activities

Resources: Textbook: FAMILY AND FRIENDS Class book p 94 Workbook p 94 Materials: -CD track 147-150 -Story poster 14 -Verbs flashcards 126-130 -A large sheet of cardboard for each group of 6-10 Ss -Colored felt tip pens -Dice -Verbs flashcards

Weather Report: Warm up and review: Simon says: - Call out a command such as Simon says: Stand up. Ss must do what is said. - Call out the second command, e.g., sit down, this time leaving out Simon says. If Ss do the action they are out. The last S left in the game becomes the new caller. o Song: “ Up, down, turn around” Lesson presentation: Present the words Ss listen to CD - 147 and repeat the new words. Use Verbs flashcards 126-130 or use TPR techniques to introduce the verbs. Rays of sunlight - Divide the class into groups. On the cardboard sheet draw a medium-sized circle with lines coming out from the circle like rays of light. Write the numbers 1-6 on one of the rays of light. Draw as many rays of light as there are Ss in your group. Ss sit in a circle around the sun, place a dice in the center of the sun. - Explain to the Ss that the object of the game is to roll the dice and get all the numbers in proper order. Thus, each student must roll first a one, then a two, etc. If a S rolls, for example, a one and then a three, they must pass the dice to the next S, but they can keep the number 1 they rolled. On the next turn, the S must roll a two. Allow each player three rolls of the dice on each turn regardless of the numbers. - Students play a couple of practice rounds to be sure they understand. Ss have to do the action as they say the word. Chant Ss listen to CD-148 and say the words then point to the picture when they hear it.

Dialogue presentation - Use story poster 14 to present the story. - Ask some questions about the story, e.g. What does Billy have? Ask Ss to name as many things in the picture as they can.

English Program for Primary Level

261 - Listen to CD- 149, point to each speech bubble in turn as Ss hear the text and then repeat each line after the characters (books opened) Practice the dialogue  Game: Conversation Lines - Students stand in parallel lines facing each other so that each student has a partner in the opposite line. Partners practice the dialogue. - Then the two lines move one space (left or right) in opposite directions. - S without a partner at the end of the line comes to the front of the line so that every S has a new partner. - Listen to pairs at the front of the lines and help them if necessary. D DEEV VEELLO OPPM MEEN NTT

 Meet Me In The Middle game: - Put one set of verbs flashcards on the board in a line (with picture sides showing). - Divide Ss into two groups and have the S1s stand at opposite ends of the line of cards. Have the S1s walk towards each other, naming the cards, doing the actions, one at a time. When they meet, say rock, paper, scissors. Have them to play the game. -The winner continues walking down the line towards the opposite end, naming cards and doing the actions. The loser goes to the back of his group and S2 from his group starts walking and doing the actions from the end. Continue until one group reaches the other group‟s end.  Vanishing Sentences - Write a dialogue on the board. Students read each sentence twice or three times. - Have Ss close their eyes or turn around so as to face the back of the classroom. Erase one or two words in the sentence. - Have Ss look at the board, read the sentence again, adding in the missing words. Continue in the same way until the whole dialogue has been erased and Ss are reciting it from memory. C CO ON NSSO OLLIID DA ATTIIO ON N

  Story time: “The very hungry caterpillar”

Role play ( Have Ss practice with their own information) Workbook: p 94.

English Program for Primary Level

262

English Program for Primary Level

263 Periods 7-8

Semester 2- Week 34 Objectives: - Students can make sentences with can and can‟t. - Students can ask and answer questions about what people can do - Students can act out the story Topic- Key language Resources and Materials

UNIT 14

ACTION BOY CAN RUN! Lesson 2

GRAMMAR Integrated skills: listening – writing Review Vocabulary run, fly, walk, talk, swim Sentence patterns: He can fly. He can‟t talk. Can he play soccer? -Yes, he can. -No, he can‟t.

Key Activities IIN NTTR RO OD DU UC CTTIIO ON N

Weather Report: Warm up and review: Resources:  Noughts and Crosses: Textbook: FAMILY Divide the group into 2 groups. Draw a noughts and crosses grid. Put a verb flashcard AND FRIENDS into each square. Have Ss choose which team will be noughts and which one will be Class book p 95 crosses. Have a St from one team choose a square, turn the card in the square over, say Workbook p 95 the verbs and do the actions. If the S gets it correct, his/her team wins. Lesson presentation: Materials: Introduce the sentence pattern – Books closed CD track 149-150 - Use verbs flashcards and gestures to present the sentence pattern. Story poster 14 Verbs flashcards 126-130  He can fly.  He can‟t talk. Introduce the Yes/No- question- and- answer pattern – Books closed - Use puppets or student volunteers to present the sentence pattern.  Can he play soccer?  Yes, he can. / No, he can‟t. Practice the Yes/No -question-and-answer pattern.  Chain Drill  Pair work Walk and Talk - Place verbs flashcards in pairs around the room. - Students play the game with a double set of flashcards, half with an “X” over them to indicate negative. - Have Ss walk around in pairs. At the signal Stop! each pair must stop at a pair of cards and practice the pattern, using the cards as cues.

D DEEV VEELLO OPPM MEEN NTT

 Ss listen to CD - 149 again and repeat. Role play - One S is Billy, one is Dad, one is Tim and the other is Rosy.

English Program for Primary Level

264 Story actions:  Picture 1: Billy moves Action Boy quickly to make him run. Dad waves hello at Action Boy.  Picture 2: Billy throws Action Boy in the air. Tim kicks a soccer ball  Picture 3: Billy moves Action Boy from side to side to make him walk. Rosy writes with a pen.  Picture 4: Rosy talk to Action Boy. Billy laughs. -Then have Ss practice with their own information. Writing  Game: Charades - Divide the class into teams. Points to the pictures. (p.95 –3 Write). - One student looks at the picture without showing it to the rest of the class. A student uses the movements, gestures and facial expressions to describe the picture he /she has in her/his hands, the others try to guess the sentence pattern then say the sentence.  Picture 1: She can‟t talk.  Picture 2: She can run.  Picture 3: She can‟t climb.  Picture 4: She can walk.  Picture 5: She can swim.  Picture 6: She can‟t fly.  Game: Relay Race - Use the pictures in Class Book p.95 - 4 Write. Divide the class into teams. - Assigns a Yes/No question and an answer to the first S in each row, who then repeats the question and answer to the next S. The last S says the information aloud and races to the board to write it. The first team to finish is the winner. C CO ON NSSO OLLIID DA ATTIIO ON N

 Game: Tiddlywinks - Give each student five coins (or flat markers). Place 5 verbs flashcards and a pile of coins in the middle of the table. - S1 tosses a coin, trying to aim it at one of the cards. If his coin lands on a card, he tries to make the sentence: “She/He can/can‟t (fly)” If S1 can do this, he takes back his coin, plus a bonus coin from the pile in the middle. If the coin lands on a card, but S1 cannot make the sentence, have him put his coin in the pile in the middle. If his coin does not land on a card, have him put his coin in the pile and lose his turn.  Workbook: p 95. Story time: “The very hungry caterpillar”

English Program for Primary Level

265

Periods 1-2

Semester 2-Week 35 Objectives: Students can identify more action verbs and use verbs in the context of a song. Resources and Topic- Key language Materials

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UNIT 14

ACTION BOY CAN RUN! Lesson 3

SONG Integrated skills: listening, speaking

Key Activities

Resources: Textbook: FAMILY AND FRIENDS Class book p 96 Workbook p 96

Weather Report: Warm up and review:  Cube Game:

Materials: CD track 151-152 Verbs flashcards 126-133

Review Vocabulary run, fly, walk, talk, swim Key Vocabulary write, draw, sing Sentence patterns: He can fly. He can‟t talk. Can he play soccer? -Yes, he can. -No, he can‟t. -

Ss throw the cube and make the sentence: He/She can swim. He/She can‟t run.

Lesson presentation:  Present the words

English Program for Primary Level

266 - Ss listen to CD - 151 and repeat the new words. - Use verbs flashcards 131-133 to introduce the verb vocabulary. TELEPHONE GAME - Put the flashcards in different places around the room. Have Ss stand in a line. Whisper the new word to the first person in each row. Say GO! S1 whisper the word to S2… The last student runs, points to the correct flashcard and say the word. The first student to point and say the word correctly wins. Notice the ending sound. Let‟s Sing: I CAN DO ANYTHING! - Play CD-152. Ss listen and point to the pictures when they hear the three new words. - Introduce the song rhythmically. Have Ss clap to keep the beat as T models the song line by line. Ask Ss to repeat. - Play the recording again for Ss to sing along. D DEEV VEELLO OPPM MEEN NTT

Stand Up Game - Give each S a verb word from the song. Play the song. Each time Ss hear their word on their card, they quickly stand up and sit down. Sing and do o Song actions: I can write. (write the letter „a‟ in the air) I can draw an elephant.( draw an elephant‟s trunk) I can sing this song.( point to mouth) I can do anything. ( outstretch arms) - Practice the actions with the class. Play the recording for Ss to sing the song and do their actions. Mixed-up lines - Copy out the words of the song. Stick them onto card and cut them out. Mix up the order of the lines. Ask Ss to listen to the song and put the lines in the correct order. I AM A MUSICIAN. -Write the following lines from the song on the board. I can write……… I can draw……… I can sing……… - Ask Ss to think of different endings for these lines. - Ss sing the song again with the new verses. C CO ON NSSO OLLIID DA ATTIIO ON N

 Game: Baseball - Divide the class into two teams. Enlarge the baseball diamond and place it in the table or floor.

English Program for Primary Level

267 - Each S in one team sits opposite a S in the opposing team. Roll the dice to decide which team bats first. Place the cards face down where all Ss can reach them. Use counters to indicate the players of two teams. - The first S to bat puts her counter on “Home base” and takes the top card. If it says STRIKE OUT, she is out and the next player comes into bat. After three players are out, the other team bat. If the card says SWIM, WALK…, both the child at bat and her partner from the other team race to carry out the instruction on the card. If the child at bat completes the instruction first, she gets points. If the opposing S finishes first, the child at bat is out. Counters are moved from base to base following the rules of baseball.

English Program for Primary Level

268

  

Workbook: p 96. Picture dictionary, Student Book p.109 Extra writing worksheet, Photocopiable resources p.28

English Program for Primary Level

269

English Program for Primary Level

270 Periods 3-4

Semester 2- Week 35 Objective: Read and understand a text about animals and read for specific details. Topic- Key language Resources and Materials

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UNIT 14

ACTION BOY CAN RUN! Lesson 5

READING Integrated skills: listening - reading writing - speaking Review Vocabulary Vocabulary seen previously Extra vocabulary: stripes, fruit, nuts, pet, jump, fast, very, beautiful

Key Activities

Resources: Textbook: FAMILY AND FRIENDS Class book p 98 Workbook p 98 Materials: - CD track 156 - The zoo flashcards 9496, 100-102 - A piece of plain paper for each S - A set of colored pencils for each group of four to six Ss

Weather Report: Warm up and review:  Snap game - Give a set of pictures to each student playing in groups. - S1 puts down one card on the desk and describes the animal on the card. S2 puts down one card on the desk and describes the animal on the card, too. If they are the same picture, S2 calls out Snap and take two pictures. If they are not the same picture S3 continues. Continue until all the cards are used. - Student has the most of pictures is a winner.  Jump Game - Ask Ss to stand at their desks. - Hold up a zoo animal flashcard and say a word. If the word is the same as the flashcard, they jump. If it isn‟t, they stand still. Lesson presentation: Pre- reading - Ss look at the pictures of the animals and try to predict what the text is about then answer the questions e.g. Do you like tigers/parrots? - Ss ask each other questions about animals they like and don‟t like in pairs. - Ask Ss to look at the picture again and answer the questions:  What color is the tiger/ parrot? Which animal has stripes? Introduce the vocabulary – Books closed - Use flashcards or real objects, puppets, colored pencils, animal pictures and gestures to present the vocabulary. Reading presentation - Play CD 156. Ss listen and follow the text in their books with their fingers. - Play it again, pause after each sentence for Ss to repeat. - T listens for their rhythm and intonation. After reading: Ss answer the questions: o Does the tiger have stripes? Can the parrot sing /write? Does it like meat/ fruit and nuts? etc. GAME: TELEPHONE

English Program for Primary Level

271 - Have Ss stand in a line - The first student in each row read one sentence in the text. - Teacher says GO! S1 whisper the sentence to S2… - The last student runs to the front of the class and tells the teacher the sentence. - The first student to say the sentence correctly wins e.g: This is a very big cat. D DEEV VEELLO OPPM MEEN NTT

Read again and check. - Explain that Ss are going to do an exercise to what the animals can do. - Ask Ss to read the other statements and then read the text again. They check the box if the statement is true for that animal. Optional activity - Write the sentences It‟s a tiger and It‟s a parrot on the board and drill them with the class. Make statements about the different animals. Ss say It‟s a tiger or It‟s a parrot. o It has stripes. o It can talk. o It‟s blue, green, red, and yellow. o It can run. o It eats meat. o It can be a pet. C CO ON NSSO OLLIID DA ATTIIO ON N

 Game: I‟m An Artist - Divide the class into groups of four to six. Tell Ss that they are going to draw a picture of their favorite zoo animal. - Give each S a piece of plain paper and each group a set of colored pencils. - Ss draw pictures and color them. - Ss take turns to describe their animals to the rest of the group. - Ask some of Ss to show and describe their animals to the class.  Workbook: p 98. Story time: “The very hungry caterpillar” Semester 2- Week 35

Periods 5-6

Objectives: - Listening: Number items in the correct order. - Speaking: Ask and answer questions about different animals. - Writing: Match and write full and abbreviated forms of can‟t; write about what you can do. Topic- Key language Resources and Materials Key Activities

UNIT 14 Resources:

Activity 1:  Musical cards

English Program for Primary Level

ACTION BOY CAN RUN!

Textbook: FAMILY AND FRIENDS Class book p 99 Workbook p 99

Lesson 5

SKILLS DEVELOPMENT Integrated skills: listening - reading writing – speaking Vocabulary Review Extra vocabulary: live

Materials: - CD track 157 - The zoo flashcards 94-96, 100-102

272 - Play lively music. Hand verbs flashcards out to different Ss around the class. They pass the cards to Ss next to them around the class while the music is playing. Stop the music suddenly. Ask Ss who are holding cards to look at the verb card and do the action. - Play the music and continue in this way. Activity 2:  Go Fish Game - Divide the class into small groups of five or six Ss. Use a double set of the zoo animal flashcards for each group. - Leave a small pile of cards facedown in the center after distributing an even number of cards amongst each group of Ss. - Ss ask for cards they hold in their hands by using Yes/No question:  Is it big? Is it a monkey? …… - The student holding the right cards gives it to the student asking the question. - If a student is not holding the correct card, they should answer the question in the negative form. The student asking the question will choose a card from the pile instead of receiving a card. - The first one to pair all the cards he/she holds is a winner. Activity 3:  Listen and number - Tell Ss that they are going to hear a recording of people talking about the animals in the pictures. They will number the animals in the order they hear them mentioned. - Play the recording once through. Ss point to the pictures as they hear the words. - Play the recording again, pausing after the first conversation. Ask them which animal they are talking about (a giraffe) and point out the example answer 1 in the box next to the giraffe. Play the rest of the conversations for Ss to number the pictures. Activity 4:  Guessing Game - Ask four Ss to come to the front of the class. Give each S a different zoo animal flashcard but tell them to keep it hidden. - Ask the first S to describe their animal to the class. Invite questions or guesses from individual S until the animal has been identified. Activity 5:  Game: Back-to-Back - Provide Ss with blank pieces of paper. S1 draws a simple picture about his/her favorite zoo animal. S1 tells S2 what to draw in order to reproduce S1‟s picture as closely as possible (using a word or a phrase to describe)

English Program for Primary Level

273 Ex: It has four legs. It can run. It‟s brown and big. - When finished, partners compare their pictures for accuracy using the question and answer pattern: Is it (a lion), and then reverse roles. 

Story time: “The very hungry caterpillar”

Workbook: p 99.

English Program for Primary Level

274 8 Periods

Semester 2- Week 36 Objectives: Review parts of body, colors, prepositions of position and do some exercises related to Cambridge Test. Topic- Key language Resources and Materials Answer Key

EXTRA ACTIVITIES UNIT 9

WELCOME TO THE USA

Resources: Textbook: FUN WITH STARTERS 2 ( Vui học cùng kỳ thi Starters – Cambridge)

Integrated skills: speaking, listening, reading, writing Review vocabulary: Parts of the body Prepositions of position Colors Review sentence patterns:

What‟s your favourite…? What colour …….. ? Where‟s ……? Do you like /want …….? Story time: “The very hungry caterpillar”

Read and write yes or no. (Page 1. Yes 2. No 3. No Listen and check. (Page

1. 2. 3. 4.

)

Tick the blue monster. Tick the green monster. Tick the brown monster. Tick the blue monster.

Look, read, and write. (Page

)

1. The vans are in the box. 2. The plane is under the table. 3. The train is on the chair.

) 4. No

5. Yes

6. No

English Program for Primary Level

275 Periods 1-4

Semester 2- Week 37 Objectives: - Review of vocabulary and structures from units 13-14 - Learning value of family and friends Topic- Key language

REVIEW Integrated skills: listening – speakingreading – drawing Key Vocabulary Review Sentence patterns Review

Resources and Materials

Resources: Textbook: FAMILY AND FRIENDS Class book p 100-101 Workbook p 100-101 Materials: Pieces of paper for making chatterboxes Zoo animal flashcards

Key Activities

Weather Report:  Game: Freeze - Ask Ss to stand at their desks. Give a series of instructions, e.g. walk, swim…Ss mime the actions. - When you say Freeze! Ss must stop what they are doing and stand still. - Ss who are the slowest to stop are out and have to sit down. - Continue the game until there is one winner left standing, or a group of winners if you prefer.  Game: Chatterboxes - In words, write a number between one and ten on each square flap. - Open out the Chatterbox into a square again and color each of eight triangles inside a different color. - Write their eight bedroom objects under the eight colored triangles. Tell them that these are „secret” and not to let their friends see them. Ss work in pairs. - S1 chooses the number and color. S2 count while opening and closing the „mouth‟ by stretching his thumbs and index fingers alternately outwards horizontally and vertically in shape of a cross. Stop at the selected number, open the flap of that color to reveal the „secret word‟ and read it aloud. S1 make the sentence with this word. Ex: There is a blanket on my bed.  Circle the odd-one-out. Write. - Ask students to open their books on page 100. Introduce number 1 like a model. - Encourage them to give the reason why they are odd-one out.  Game: Guessing Game - Tape a word card with each zoo animal on Ss‟ backs. - Ss stand and try to guess by asking each other Yes/No questions. E.g: Can it fly? Is it brown?  Write - Ask students to open their books on page 100. Introduce number 1 like a model. Ask Ss to fill can or can‟t in the blanks.  Look and write - Ask students to open their books on page 100. Introduce number 1 like a model.  Value worksheet: - We should protect our environment by picking up trash and putting it into the

English Program for Primary Level

276 wastebasket. Workbook: p 100.

Story time: “The very hungry caterpillar”

English Program for Primary Level

277

English Program for Primary Level

278

Semester 2- Week 37 Objective: - Review of vocabulary and structures of units 13-14 Topic- Key language

REVIEW Integrated skills: listening - speaking reading Key Vocabulary: Review Sentence patterns: Review

Resources and Materials

Resources: Textbook: FAMILY AND FRIENDS Class book p 100-101 Workbook p 100-101 Materials: - Zoo animal, food, bedroom objects flashcards - Pictures for coloring - Two/three counters for each S. - Dice - Flashcards

Periods 5-6

Key Activities

Weather Report:  Game: Bluff - Groups of 3 or 4 players with 3+ cards each. Players should have as many cards as possible. The leader of each group shuffles the cards and deals them. Players can look at their cards. - Player 1 puts a card face down on the table and says Animal, Food, Verb or Object. Players do not have to tell the truth: they can „bluff‟, that is, tell a lie. Let us suppose player 1 says Animal. - Player 2 also puts a card face down. She must repeat what Player 1 said. In this example, she must say Animal. She may not in fact have an animal, but she must put down a card and say that it is an animal. -The other players put down a card, in turn, until everybody has put down a card and said Animal. When a player puts down a card and says Animal, any other player can challenge, if he does not believe him. He says I don‟t believe you or Let‟s see it. The player who has just put down the card then turns it over, so that everybody can see it. If the challenger is right, and the card is not an animal, the player who put it down must pick up all the cards on the table. But if the challenger is wrong, and the card is an animal, then the challenger must pick up all the cards in the table. - Player 2 then begins the second round. The first player to put down all his cards is the winner.  Game: Color the picture - Divide into groups. Ss color the picture.

English Program for Primary Level

279

 Find the differences - Ss work in pairs. Find out the differences by making the sentences : o There is an apple on the table in picture A, but there is an apple on the chair in picture B. o There are…

English Program for Primary Level

280

Workbook Activity Circles and Squares

English Program for Primary Level

281 Ss have to count the number of circles and squares in each pattern line. They can draw their own pattern using circles and squares. They record how many circles and how many squares they used in their pattern T and Ss correct together.  Game: Back-to-Back - Provide Ss with blank pieces of paper. - S1 draws a simple picture about his/her favorite shapes. - S1 tells S2 what to draw in order to reproduce S1‟s picture as closely as possible (using a word or a phrase to describe) - When finishing, partners compare pictures for accuracy using the question and answer pattern: How many circles?..., and then reverse roles.  Write T (true) or F (false) - Ask students to open their books on page 101. Introduce number 1 like a model. Ask Ss to write T or F.  Game: Ludo - Enlarge the board and give one to each group. Place one set of animal cards face down in a pile next to each board. - Place the flashcards face down in a pile. Each S chooses one of the animals on the board, and places three counters on the circle in that corner (for a faster game, use two counters). S take turns to roll the dice and move one of their counters (they can choose which one) around the board in a clockwise direction. - If a S‟s counter lands on any animal square, she picks up a flashcard, mimes the animal and make the sound of the animal. If the animal square is her own, she has two extra turns with the same counter. If it is another S‟s animal square, she misses a turn. If she lands on a sound, she says a word which contains that sound, and has an extra turn with the same counter. - If two of a S‟s counter are on the same square, other counters cannot pass. If one S‟s counter lands on another S‟s counter which is by itself, the counter is sent back ten squares. When a counter completes one circuit, it is moved up the ladder towards HOME. The exact number must be rolled to land on HOME. The winner is the first S to move all three counters onto his/her HOME square.  Circle the vowel - Ask students to open their books on page 101. Introduce number 1 like a model. Ask Ss to circle the vowel.  Workbook: p 101.

English Program for Primary Level

282

English Program for Primary Level

283

Semester 2 - Week 37 Objectives: - All of students have to make the Vietnamese flag for LIBERATION DAY - To develop students‟ art and craft skills. Topic- Key language PROJECT BASED ACTIVITY

Resources and Materials

Materials: - A picture of

LIBERATION DAY The Vietnamese flag - Samples of stars.

Activities

 Project-based Activity: Liberation Day – Making the Vietnamese Flag

Materials:

Vietnamese flag.

- Colored paper ( red, Integrated skills: speaking, listening, reading, writing Review vocabulary: shapes and colors

yellow) - Glue, scissors, a small wooden stick

2 Periods

- A picture of Vietnamese flag. - Samples of stars. - Colored paper ( red, yellow) - Glue, scissors, a small wooden stick Step 1: - Have students look at the picture of Vietnamese flag and identify what it is, where and when to see it (then play some video clips about this if you

Key vocabulary: flag, star, rectangle

can). Ask Ss to identify the colors of the flag. Step2: - Scan the sample of star on the yellow paper. - Cut the yellow star out. - Say This is a yellow star. or I have a yellow star now. Step3: - Cut out a red rectangle paper and say This is a red rectangle. or I have a red rectangle now. - Paste the yellow star in the middle of the red rectangle using some glue.

English Program for Primary Level

284

-

Say : This is the flag of my country. It is ___(red)_____. It has a (yellow)__ star on it. Always stand when the flag is represented! Steps:

- Paste a small wooden stick onto the left side of the Vietnamese flag. Work in groups to talk about the flag, e.g.

Write the student‟s name - Display on the “Works from our hearts” corner. -

English Program for Primary Level

285

The flag of our country

This is the flag of our country. It is ___________. It has a _______ ___________ on it. Always stand when the flag is represented!