School: ____________________ Grade: ____________________ Teacher: ____________________ Date of ____________________ teaching: ____________________ Attendance: REVIEW 1 Period 1 I. OBJECTIV ES Language
By the end of the lesson, pupils will be able to review the following sentences patterns:
- Hello. / Hi. I’m ____. – Hello , / Hi, I’m ___.
- How are you? − Fine, thank you.
- What's your name? − My name's ____.
- How old are you? – I’m _____ years old.
- Is this / that ? − Yes, it is. / No, it isn't. It's ___.
- What’s this? - It’s _____. - Touch/ Open your ______!
- What's your hobby? − It's ____.
- What do you like? – I like ____. Core
decision making, teamwork, motivation, problem-solving competen cies General
Self-control & independent learning: perform listening tasks competen
Communication and collaboration: work in pairs or groups cies
Oral Communication: let’s talk
Attributes Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
II. RESOURCES AND MATERIAL: - Student’s book Page 40
- Audio Tracks 55, 56
- Teacher’s guide Pages 73, 74, 75 - Website sachmem.vn
- Computer, projector, … III.
Warm-up and review – Listen and tick – Listen and number – PROCEDU
Let’s talk – Fun corner and wrap-up RE Procedur Pupils’ Note
Teaching and learning activities e activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song My hobby on page 37 Whole and say the chant on page 38. class
Option 2: The Telephone Game
- Divide the class into 2 groups.
- Ask pupils in each group to stand closely in a Individual straight line. work/
- Teacher says a word or phrase to the first Group pupil in each line. work
- Then, the first pupil whispers what she/ he
hears to the second person in the line and so on until the last pupil.
- The last pupil will say the word or phrase out loud.
Activity 1. Listen and tick. 8 minutes a. Goal:
To listen to and understand five communicative contexts and tick the correct pictures b. Input: – Picture cues:
1a. Minh and Lucy first meet each other.
1b. Lucy and Mai first meet each other.
2a. a birthday cake with number 6 on it
2b. a birthday cake with number 8 on it
3a. Lucy tells Ben to touch his face.
3b. Lucy tells Ben to touch his nose.
4a. Ben is singing on the stage.
4b. Bill is playing music on the stage.
5a. Ben tells Mai he likes dancing.
5b. Ben tells Mai he likes singing. Audio script: 1. Lucy: Hi. I’m Lucy. Mai: Hello, Lucy. I’m Mai.
2. Mai: Hi, I’m Mai. What’s your name? Lucy: I’m Lucy. Mai: How old are you? Lucy: I’m eight years old.
3. Lucy: Touch your face, please! 4. Mai: Is that Ben?
Lucy: No, it isn’t. It’s Bill. 5. Mai: What's your hobby? Ben: It's singing. c.
Pupils can listen to and understand five communicative Outcome:
contexts and tick the correct pictures.
Key: 1. b 2. b 3. a 4. b 5. b d.
Step 1: Draw pupils’ attention to Pictures 1a Whole
Procedure: and 1b. Tell pupils about this activity. Elicit the class
names of the characters in each picture and
what they say. Then play the recording for
Question 1. Play the recording again for pupils
to do the task. Play the recording a third time
for pupils to check their answers.
Step 2: Repeat Step 1 for the rest of the Whole
pictures: 2a and 2b, 3a and 3b, 4a and 4b, class and 5a and 5b.
Step 3: Tell pupils to swap their books with Pair work/
their partners, then check answers as a class. Whole
Write the correct answers on the board. class
Step 4: Play the recording for pupils to double-check their answers. Whole
Extension: If time allows, play the recording class/
sentence by sentence for the class to listen Individual
and repeat in chorus. Correct their work
pronunciation where necessary.
Activity 2. Listen and number. 8 minutes a. Goal:
To listen to and understand four communicative contexts
and number the correct pictures b. Input: Picture cues:
a. Linh guesses that the running boy is Bill, but Mary says it is Ben.
b. The doctor tells Ben to open his mouth for him to check.
c. Linh wants to know what Ben likes. He says that he likes swimming.
d. Lucy points at the eye of the robot and asks Minh what it
is. He answers that it is an eye. Audio script:
1. Doctor: Open your mouth, please! 2. Linh: What’s your hobby? Ben: I like swimming. 3. Lucy: What’s this? Minh: It’s an eye. 4. Linh: Is that Bill?
Mary: No, it isn’t. It’s Ben. c.
Pupils can listen to and understand four communicative Outcome:
contexts and number the correct pictures.
Key: 1. b 2. c 3. d 4. a d.
Step 1: Draw pupils’ attention to the pictures. Whole
Procedure: Tell them about this activity. Elicit the names class/
of the characters in each picture and what Individual
they say. Play the recording for pupils to listen. work
Play the recording again for them to do the
task. Play the recording a third time for pupils to check their answers. Pair work/
Step 2: Tell pupils to swap their books with Individual
their partners, then check answers as a class. work
Write the correct answers on the board. Whole
Step 3: Play the recording again for pupils to class/ check their answers again. Individual
Week 2 Preparing date: ...................................................
Period 5 Teaching date: ..................................................... Unit 1: Hello Lesson 1 (1, 2, 3) A. OBJECTIVES:
By the end of the lesson, Ss will be able to: 1. Knowledge:
- understand and correctly repeat the sentences in two communicative contexts (pictures)
focusing on greetings, self-introducing and responding to greetings.
- identify and correctly say the characters’ names: Ben, Mai, Minh, and Lucy.
- identify and correctly say the words hello and hi.
- correctly use Hello. / Hi. I’m ________. and Hello, / Hi, ________. I’m ________. to
greet, self-introduce and respond to greetings. 2. Competences:
- Communication and collaboration: work in pairs and groups to complete the learning tasks.
- Self-control and independent learning: perform listening and speaking tasks.
- Communication: interact with each other and use polite language. 3. Digital competence:
- identify simple digital tools and potential technological solutions to address those needs.
(using Google to search for word pronunciation). (5.2.CB1b) 4. Attributes:
- show friendliness, respect, and love towards classmates. B. TEACHING AIDS:
- Teacher: Teacher’s Guide (pages 17, 18 and 19), audio tracks 5 and 6, flashcards of four
new characters, website hoclieu.vn, laptop, pictures, textbook, lesson plan, TV or projector.
- Students: Student’s Book (page 10), notebooks, Workbooks, and school supplies. C. PROCEDURES: 1. Warm-up: (4’) - Aim:
+ To create a friendly and active atmosphere in the class to begin the lesson.
+ To help Ss get used to the new characters. 1 - Procedure: Teacher’s activities Students’ activities
- Explain how to play the game “Who’s
- Listen to the teacher’s instructions. missing?”: - Play the game.
+ show 4 flashcards of the characters (Ben, Mai, Minh, Lucy).
+ point to each flashcard and introduce
them: "Hello, I'm Ben.", "Hi, I'm Lucy.", etc.
+ ask the class to close their eyes: "Close your eyes, please!"
+ remove 1 or 2 flashcards.
+ ask Ss to open their eyes: "Open your eyes! Who is missing?"
+ put the flashcards back and repeat the
game 1-2 times with other characters.
- Ask Ss to open their books to page 10 - Open the books.
and look at Unit 1 – Lesson 1 (1, 2, 3).
2. Presentation: (14’) Teacher’s activities Students’ activities
Activity 1: Vocabulary (5’) *Aims:
- Ss will be able to identify and correctly say the new words.
- Ss will be able to identify simple digital
tools and potential technological solutions
to address those needs. (using Google to
search for word pronunciation). (5.2.CB1b) *Procedure:
- Introduce and explain the new words: + Hello = Hi: xin chào - Listen and take notes. + I: tôi + I’m: tôi là
- Model lookup techniques: Instruct 2
students to search 'hello cách đọc' on
- Watch the process and learn how to
Google and watch the instructional video. search for the pronunciation of a word.
Follow the same procedure for the other (5.2.CB1b) words.
- Model each word twice or three times and ask the class to repeat.
- Ask some Ss to repeat and give feedback.
- Check Ss’ comprehension with the
- Practise in front of the class (if invited).
technique “Rub out and remember”.
Activity 2: Task 1 – Listen, point and repeat (5’) *Aims:
- Ss will be able to understand and
correctly repeat the sentences in two communicative contexts (pictures)
focusing on greetings, self- introducing, and responding to greetings.
- Ss will be able to identify new characters: Ben, Mai, Minh, Lucy. *Procedure:
- Have Ss look at Pictures a and b and
- Look at the pictures and get to know the
identify the characters in the pictures. characters in the pictures. + Who are they? *Expected answers:
+ They’re Ben and Mai in picture a.
+ They’re Minh and Lucy in picture b.
- Ask Ss to look at picture a and play the
- Listen to the recording of picture a. recording for them to listen.
- Play the recording again sentence by
- Listen again and repeat sentence by
sentence and ask Ss to listen and repeat. sentence. 3
- Follow the same procedure with picture - Follow the same procedure with picture b. b.
- Ask Ss to work in pairs: role-play the
- Work in pairs: role-play the conversations. conversations.
- Invite some pairs to practise in front of
- Practise in front of the class.
the class and then give feedback.
- Listen to the teacher’s feedback.
Activity 3: Task 2 - Listen, point and say
a. Target sentence structure: (4’)
*Aim: Ss will be able to identify the use
of sentence structures Hello. /Hi. I’m
________. and Hello, / Hi________. I’m ________. greetings. *Procedure:
- Ask Ss to look at pictures a and b - Task - Look at the pictures and answer the
teacher’s eliciting questions.
1 and help Ss deduce the target sentence structure from the dialogue. - Listen and take notes.
- Introduce the target sentence structure.
A: Hello. / Hi. I’m _______
B: Hello, / Hi, _______I’m _______. -
- Explain, model and give the meaning of the structure. - Listen and repeat.
- Ask Ss to repeat the target sentence structure. 3. Practice: (6’) Teacher’s activities Students’ activities
b. Picture drilling: (6’)
*Aim: Ss will be able to correctly say the
character names and use the structures
Hello. / Hi. I’m ________. and Hello, /
Hi, ________. I’m ________. to greet,
self-introduce and respond to greetings. 4
School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ UNIT 1: HELLO Lesson 1 – Period 1 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to:
- use the names Ben, Mai, Minh, Lucy, the words hello, hi.
- use Hello/ Hi. I’m _____. and Hello, / Hi, ____. I’m ___. to greet,
self-introduce and respond to greetings.
- listen to and demonstrate understanding of simple communicative contexts in
relation to the topic “Greetings” Core
Teamwork, reliability, motivation competencies General
Listening: listen and recognize the characters, then repeat competencies:
Critical Thinking: self-introduce
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups Attributes:
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
II. RESOURCES AND MATERIALS - Pupil’s book Page 10 - Audio Tracks 5, 6
- Teacher’s guide Pages 17, 18, 19 - Website sachmem
- Flashcards/pictures and posters (Unit 1)
- Computer, projector…
III. PROCEDURE
Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk
– Fun corner and wrap-up. Procedure Teacher’s activities Pupils’ activities Note
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song “Hello song” Whole class
- Ask pupils to sing the song.
- Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 2: Game: Individual work/
Review the numbers and the alphabet by having the class Group work play the game: 1. Pick the numbers
Step 1: Teacher says the numbers for the pupils to choose.
Step 2: Give points to the pupils with the correct choosing Individual work/ and encourage them. Group work
2. Look and say the missing letters
Step 1: Ask pupils to say the missing letters, then check with the class.
Step 2: Give points to the pupils and encourage them.
Review the numbers and the alphabet as the whole class. EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes a. Goal:
To understand and correctly repeat the sentences in two communicative
contexts (pictures) focusing on greetings, self- introducing, and responding to greetings. b. Input:
Context a: Ben: Hello. I’m Ben. Mai: Hi, Ben. I’m Mai.
Context b: Minh: Hi. I’m Minh. Lucy: Hello, Minh. I’m Lucy. c. Outcome:
Pupils can understand and correctly repeat the sentences in two
communicative contexts focusing on greetings, self-introducing, and respond to greetings.
d. Procedure: Step 1: Have pupils look at Pictures a and b and identify the Whole class characters in the pictures.
Step 2: Ask pupils to look at Picture a. Play the recording for Whole class/ them to listen. Individual work
Step 3: Play the recording again for pupils to listen and Whole class/
repeat in chorus, sentence by sentence. Follow the same Individual work
procedure with Picture b. Correct their pronunciation where necessary. Pair work
Step 4: Invite a few pairs to the front of the class to listen and Whole class/
repeat the sentences in the recording. Individual work
Step 5: Draw their attention to the sentences Hello. I’m Ben
and Hi, Ben. I’m Mai. Tell pupils that these sentences are
used to greet, self-introduce and respond to greetings; and
that Hi is more friendly than Hello in conversation. KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly say the character names and use Hello. /Hi. I’m ____. and Hello,/
Hi,______. I’m ____. to greet, self-introduce and respond to greetings. b. Input: - Picture cues:
a. Ben, a British male pupil and Mai, a Vietnamese female pupil greet each other.
b. Minh, a Vietnamese male pupil and Lucy, a British female pupil greet each other.
- Speech bubbles: Hello./ Hi. I’m _____. Hello,/ Hi,____. I’m _____.
Audio script: a. Ben, Mai b. Minh, Lucy. A: Hello, I’m Mai. B: Hi, Mai. I’m Ben. c. Outcome:
Pupils can correctly say the character names and use Hello./ Hi. I’m _____. and
Hello,/ Hi,_____. I’m ______. to greet, self-introduce and respond to greetings.
d. Procedure: Step 1: Draw pupils’ attention to the picture a and b. Elicit Whole class
the name of each character.
Step 2: Point at Picture a and the words Ben and Mai under Whole class/
it. Check comprehension and give feedback. Play the Individual work
recording for pupils to repeat the words a few times. Follow
the same procedure with Picture b.
Write the answer on the board until they feel confident. Tell
pupils to point at the relevant school thing in the picture
when they are repeating the sentence.
Step 3: Draw pupils’ attention to the bubble. Explain the Whole class/
meaning. Elicit the missing words. Play the recording for Individual work
pupils to repeat the sentence a few times. Divide the class
into halves to take turns to repeat each character’s speech
in picture a until they feel confident. Remind pupils to point
at the relevant character in the picture when they are repeating.
Step 4: Repeat the same procedure with picture b.
Step 5: Give pupils time to work in pairs and take turns to act
out the role of each character in picture a and picture b. Pair work
Step 5: Invite a few pairs to come to the front of the
classroom, point at the relevant character in each picture, Pair work and act out his/her role. Game:
Work in pairs with a partner using of Hello./Hi. I’m ____. and
Hello,/Hi, _____. I’m ____. to greet, self-introduce and
respond to greetings. Invite some pairs to perform.
Encourage pupils to practise speaking English. PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal
To enhance the correct use of Hello./Hi. I’m ____. and Hello,/Hi,____. I’m
_____. to greet, self-introduce and respond to greetings. b. Input
– Picture cue: Lucy meets Minh in the school playground. They greet,
self-introduce and respond to greetings
– Speech bubble: Hello./Hi. I’m _____.-_____. c. Outcome
Pupils can enhance the correct use of Hello./Hi. I’m_____. and
Hello,/Hi,________. I’m _____. to greet, self-introduce and respond to greetings. d. Procedure
Step 1: Draw pupil’s attention to the picture. Ask questions Whole class/
to help them identify the context ( see Input). Elicit the Individual work
missing words in the bubbles. Complete them. Get pupils to say the completed sentences.
Step 2: Put pupils into groups of four. Encourage them to Group work
greet, self-introduce and respond to greetings. Go around
the classroom to offer support where necessary.
Game: Let’s say “Hello”!!!
Divide the class into 2 groups: boys and girls. Ask each pupil Group work
from one group to come and practise greeting, self-
introducing and responding to greetings with one pupil from
the other group. Give points to the groups, praise the pupils.
Fun corner and wrap-up: 5 minutes
Week 2 Preparing date: September 20th, 2022
Period 5 Teaching date: September 23rd, 2022 Unit 1: Hello Lesson 1 (1, 2, 3) A. OBJECTIVES:
By the end of the lesson, Ss will be able to: 1. Knowledge:
- use the names Ben, Mai, Minh, Lucy, the words hello, hi.
- use Hello/ Hi. I’m _____. and Hello, / Hi, ____. I’m ___. to greet,
self-introduce and respond to greetings.
- listen to and demonstrate understanding of simple communicative contexts in relation
to the topic “Greetings”
- Vocabulary: Hello, Hi, I
- Skills: speaking and listening 2. Competences:
- Critical Thinking: self-introduce
- Co-operation: ready to help friends in pair work/ group work.
- Sociability: Talk to each other, say good words to others.
3. Attitude/ Qualities:
- Kindness: Help partners to complete learning tasks.
- Honesty: tell the truth about feelings and emotions B. TEACHING AIDS:
- Teacher: Teacher’s guide Pages 17, 18, 19, audio Tracks 5,6, website sachmem.vn,
posters, laptop, pictures, textbook, lesson plan, TV or projector.
- Students: Pupil’s book Page 10, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (3’)
Game: Pick the number
*Aims: to create a friendly and active
atmosphere in the class to beginning the lesson. *Procedure:
- T says the numbers for the pupils to
- Ss listen and choose the numbers choose. - Ss play the game
- Give points to the pupils with the correct choosing and encourage them.
- Say “Open your book page 10” and look - Ss open their books
at “Unit 1, Lesson 1 (1,2,3)”.
2. Presentation (16’)
Activity 1. Vocabulary.
*Aims: Ss will be able to know the
vocabulary in front of starting the new lesson. *Procedure: -T elicits the new words -Ss listen and answer
+ Hello = Hi : xin chào (situation)
+ I : tôi (translation)
+ I’m = I am: tôi là (translation) - - Ss listen and repeat
- T models (3 times).
+ Choral repetition (3 times).
+ Individual repetition (3 ss)
- T writes the words on the board. - Ss take note
- Checking: Rub out and remember - Ss look, remember and write
Activity 2. 1. Listen, point and repeat:
*Aims: Ss will be able to understand and
correctly repeat the sentences in two
communicative contexts (pictures) focusing
on greetings, self- introducing, and
responding to greetings. *Procedure:
- Have Ss look at Pictures a and b and
-Look at the pictures and get to know the
identify the characters in the pictures. characters in the pictures.
+ They’re Ben and Mai in picture a.
+ They’re Minh and Lucy in picture b.
- Play the audio twice (sentence by
-Ss listen and repeat in chorus (twice)
sentence). Correct their pronunciation where necessary. -Ss work in pairs to practice
- Have Ss to practice the dialogue -Ss practice the dialogue
- T invites a few pairs to the front of the class to practice. -Ss listen
- T checks pronunciation for ss.
Activity 3 2. Listen, point and say.
*Aims: Ss will be able to correctly say the
character names and use Hello. /Hi. I’m
____. and Hello,/ Hi,______. I’m ____. to
greet, self-introduce and respond to greetings. *Procedure:
* Model sentences:
- T asks Ss look at picture a and helps Ss
-Ss look at the picture and answer.
know the structure from the dialogue.
- T introduces new structure for Ss. -Ss listen
- T explains, models and gives meaning. -Ss listen and repeat
-Have Ss repeat the model sentences.
-Ss repeat to the introduce and respond A: Hello. I’m Ben. to greetings. B: Hi, Ben. I’m Mai.
* Hi is more friendly than Hello in conversation. 3.Practice: (7’) *Drill pictures - Ss look, listen and repeat
- Elicit and check comprehension the name of each character.
- Run through all the pictures.
- Run through model sentences.
+ Run through the self-introduce.
+ Run through respond to greetings. - Have Ss to practise:
+ T says the first – Ss respond to greetings -Ss practice in chorus (change role). + Ss – Ss (change role). - Ask Ss to work in pairs. - T controls and corrects.
- Invite a few pairs to come to the front of -Ss work in pairs to practice
the classroom, point at the relevant
character in each picture, and act out -Ss point and say his/her role.
- Encourage Ss to practise speaking English. -Ss listen. - T gives feedbacks. -Ss listen 4.Production: (7’)
Activity 4. Let’s talk.
*Aims: Ss will be able to enhance the
correct use of Hello./Hi. I’m ____. and
Hello,/Hi,____. I’m _____. to greet, self-
introduce and respond to greetings. *Procedure:
-Ss look at the picture and answer
+ Lucy meets Minh in the school
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