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School: Grade: Teacher: Date of teaching: Attendance: STARTER A - Numbers I OBJECTIVES Language By the end of the lesson, pupils will be able to: - identify the numbers to 10 through listening, speaking, reading and writing activities; - listen and identify numbers by ticking the correct boxes - read and match the relevant words with numbers Core Decision making, teamwork, problem-solving, integrity, communication, planning competencies and organization General Listening: Listen, point and repeat Competences Critical thinking: Listen and tick Oral communication: Say the numbers Written communication: Read and match Self-control & independent learning: Perform listening tasks Sociability: Talk to each other, say good words to others Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions II RESOURCES AND MATERIAL III PROCEDURE Pupil’s book Page Audio Tracks 2,3 Teacher’s guide Pages 13-14 Website sachmem.vn Flashcards/pictures and posters (Unit Starter) Computer, projector… Warm-up and review – Listen, point and repeat – Listen and tick – Read and match – Fun corner and wrap-up Procedure Pupils’ activities Teacher’s activities KNOWLEDGE CONSTRUCTION Warm-up and review: minutes Greet the class Option 1: Hello song - Ask pupils to sing a Hello song - Invite some of them to come to the board to role play, the rest of the pupils will sing Option 2: - Introduce ways of greeting to the class: + Say the teacher’s and students’ names + Make eye contact + Use a friendly nonverbal greeting, such as a handshake, high five, or thumbs-up… - Give a few words of encouragement Option 3: Game: “Hello – Hi” - Introduce “Hello” and “Hi” with an action: wave hands and say “Hello” Practise many times with the class/ groups/ individuals - Introduce “Hi” with action: make a V-sign with two fingers and say “Hi” Practise many times with the class/ groups/ individuals - Divide the class into groups Let pupils say the greeting in groups - Make it more interesting by saying responsively: One says “Hello”, the other has to say “Hi” and vice versa Give points to the pupils who can that well Whole class Group work Individual work/ Group work Group work Individual work/ Group work Activity Listen, point and repeat minutes a Goal To listen, point at and repeat the numbers − 10 correctly b Input – Numbers − 10 – Audio recording of the numbers − 10 c Outcome Pupils can listen, point at and repeat the numbers − 10 correctly Note d Procedure Step 1: Draw pupils’ attention to the numbers Tell them to listen, point at the numbers and repeat Play the recording for pupils to listen to the numbers, and familiarise themselves with their stress and intonation Step 2: Play the recording again for pupils to listen and repeat Remind them to point at the numbers while listening Do this several times until they feel confident Correct their pronunciation where necessary Step 3: Put pupils into pairs to practise listening, pointing at and repeating the numbers − 10 Go around the classroom to offer support Whole class Whole class Whole class/ Individual work Pair work Individual work Activity Listen and tick minutes a Goal To listen and identify numbers by ticking the correct boxes b Input Numbers − 10 with boxes for ticking Audio script: three, five, eight, ten Pupils can listen to and identify the numbers by ticking the correct boxes Key: 3, 5, 8, 10 c Outcome d Procedure Step 1: Draw pupils’ attention to the numbers Tell them to listen and tick the correct box under each number while listening Show an example with number three Play the recording and tick the box under the correct number Step 2: Play the recording all the way through for pupils to the task Play the recording again for them to check their answers Step 3: Tell pupils to swap their books with their partners, then check answers together as a class Write the correct answers on the board for pupils to correct their answers Step 4: Play the recording again for pupils to double-check their answers Extension: If time allows, play the recording, number by number, for the class to listen and repeat in chorus Correct their pronunciation where necessary Activity Read and match minutes a Goal To read and match the relevant words with numbers Whole class/ Individual work Whole class/ Individual work Pair work/ Individual work b Input Two columns: numbers in their word form and numeral form c Outcome Pupils can read and match words with the relevant numbers Key: e b a d Step 1: Draw two columns on the board like the input Tell Whole class/ pupils to read the words for numbers and draw lines to Individual work match with the target numbers Use number one as an d Procedure example: Have pupils read the word in chorus and draw a line to match with number Step 2: Give pupils time to the task individually or in Individual work pairs Go around the classroom to offer support where necessary Individual work/ Step 3: Check the answers as a class Then invite a pupil to Whole class come to the front and draw a line on the board to match the words with the relevant numbers Fun corner and wrap-up: minutes Option 1: Use sachmem, have pupils look at the words in the picture of Activity and repeat after the recording Option 2: Game: Let’s look and say the numbers! Let the pupils say the numbers and the words Click to each cloud of word to let it go below the numbers Ask pupils to say the numbers and words again Option 3: Ways to say goodbye! Use the Goodbye and Bye greetings for real communication to dismiss the class Say Goodbye to individual pupils and have them answer Goodbye or Bye as they leave Whole class Individual work/ Whole class Individual work/ Whole class BOARD PRESENTATION ., 2022 STARTER A – NUMBERS Words: Read and match: School: Grade: Teacher: Date of teaching: Attendance: STARTER B – THE ALPHABET I OBJECTIVES Language By the end of the lesson, pupils will be able to: - identify the letters of the alphabet by correctly pointing at, singing and performing The alphabet song with the correct pronunciation - identify the alphabet letters and complete the missing ones - count the letters in the target names Core competencies Motivation, adaptability, problem-solving, integrity, communication, planning and organization General Listening: listen, point and sing competences Critical thinking: count the letters Oral communication: practice speaking Written communication: read and complete Problem-solving and creativity: the task in groups Sociability: talk to each other, say good words to others Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills II RESOURCES AND MATERIAL - Pupil’s book Page Audio Track Teacher’s guide Pages 14 Website sachmem.vn III PROCEDURE Flashcards/pictures and posters (Unit starter) Computer, projector… Warm-up and review – Listen, point and sing – Read and complete – Count the letters – Fun corner and wrap-up Procedure Teacher’s activities Pupils’ activities Warm-up and review: minutes Greet the class Encourage pupils to respond to your greeting Option 1: Point to a pupil and have him/her stand up and say Hi, I’m … Other pupils wave back and say Hi Repeat with other pupils Point faster and faster to make this activity more fun Option 2: Game: Numbers showing Teacher says Numbers, numbers, then moves hand round and round Ask pupils to like teacher Teacher says a number randomly Pupils show their fingers in correspondence with the numbers teacher says Make it become more interesting by doing quicker and quicker Option 3: Tell pupils to open their books on page and look at B - The alphabet Write “The alphabet” on the board and model reading it for the class to repeat a few times Tell pupils what they will learn in this lesson Whole class Individual work/ Group work Whole class Individual work Activity Listen, point and sing minutes a Goal To identify the alphabet letters and complete the missing letters b Input – The alphabet song lyrics – Audio recording of The alphabet song c Outcome Pupils can identify the letters of the alphabet by singing and performing The alphabet song with the correct pronunciation Note d Procedure Step 1: Draw pupils’ attention to the title and lyrics of the song Tell them about the activity Model reading the title and the lyrics line by line for pupils to repeat Encourage them to point at the letters to reinforce their understanding Step 2: Play the recording all the way through for pupils to listen carefully to the pronunciation and the melody Step 3: Play the recording again for pupils to listen and repeat Do this several times until they feel confident Correct their pronunciation where necessary Step 4: Play the recording all the way through for pupils to sing along Step 5: Show pupils actions to while singing along with the recording, for example, use a finger to draw the letters in the air while singing Extension: Put pupils into groups to make up their own actions for the song Invite groups to the front of the classroom to sing and perform the song, while the rest of the class sings and / or claps along Encourage the class to praise or cheer the performers Whole class Whole class Whole class/ Individual work Group work/ Individual work Activity Read and complete minutes a Goal To identify the alphabet letters and complete the missing letters b Input The incomplete alphabet with three missing letters: F, J, and Z c Outcome Pupils can identify the missing letters in the alphabet and write them out Key: F J Z d Procedure Step 1: Draw pupils’ attention to the incomplete alphabet Tell them about the activity Show them how to the task: point at the letters respectively for pupils to read, elicit the first missing letter and give feedback Write the answer on the board and have pupils read it in chorus Step 2: Give pupils time to the task individually or in pairs Go around the classroom to offer support where necessary Step 3: Invite a pupil to stand up and say the missing letters Correct their pronunciation where necessary Write the answers on the board for the class to correct their answers Extension: Have the class sing The alphabet song a few times This can be conducted in groups Activity Count the letters minutes Whole class/ Individual work Individual work Whole class/ Group work a Goal To count the letters in the target names b Input Three names: BEN, MARY and LINDA c Outcome Pupils can count the letters in three target names d Procedure Step 1: Draw pupils’ attention to the target names Tell them about the activity and show them what to do: Point at the first name BEN and have pupils count the letters by reading the numbers under the target name in chorus Point at Number and say that it is the total number of the letters in the name BEN Get the class to count the letters again in chorus Step 2: Give pupils time to the task individually or in pairs Go around the classroom to offer support where necessary Step 3: Invite a pupil to stand up and count the letters in the names Whole class/ Individual work Pair work Individual work Fun corner and wrap-up: minutes Option 1: Use sachmem, have pupils look at the words in the picture of Activity and repeat after the recording Option 2: Game: What’s missing? Write a number of letters on the board Let the pupils say the names of letters Cover one letter Pupils have to say what’s missing (This can be played between groups or individual) Check the answer If it’s correct, give points to the groups/ pupils Ask pupils to say the name of missing letter again Repeat the procedure with several other lettes Option 3: SPELLING GOODBYE Say I’m (your name) Spell and write teacher’s name on the board Say Bye and wave Ask the pupils to line up and the same, one by one, as they leave the classroom Wave back Whole class Group work/ Individual work Individual work BOARD PRESENTATION ., 2022 STARTERS B – THE ALPHABET Complete: Count the letters: d Procedure: Step 1: Draw pupils’ attention to the pictures Tell them about the activity Elicit the content and context of each picture Play the recording for pupils to listen Play the recording again for pupils to the task Play the recording a third time for pupils to check the answers Step 2: Tell pupils to swap books with a partner, then check answers as a class Write the correct answers on the board for pupils to correct their answers Step 3: Play the recording again for pupils to double-check their answers Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus Correct their pronunciation where necessary Whole class/ Individual work Whole class/ Individual work Whole class/ Individual work Individual work Group work Fun corner and wrap up: minutes Option 1: Using sachmem, have pupils look at the words Whole class in the picture and repeat after the recording Option 2: Game: Bang! Materials: Small piece of paper, shoe box or coffee can Write words on pieces of paper and fold them in half (sight words, vocab, blends etc.) Also add a few cards that say "BANG!" Pupils take turns picking cards and if they read the word correctly they get to keep the word If they draw a BANG! card they yell BANG! and then return all their cards (except the BANG! card) to the can/box Option 3: Game: Group race - Pupils work in groups, each group has a set of questions related to the topics from unit 6-10 - Pupils ask and answer the questions in the group - the fastest group to finish all the questions is the winner Group work Group work BOARD PRESENTATION , 2022 REVIEW Period BOARD Homework - Ask and answer about the pictures on page 74 Workbook: School: Grade: Teacher: Date of teaching: Attendance: REVIEW Period I OBJECTIVES Language focus: By the end of the lesson, pupils will be able to: - correctly use the following sentence patterns: Is this our  Let’s go to the – OK, let’s go , please  Core competencies: General Competences: ?– Yes, it is / No, it isn’t  May I ? − Yes, you can / No, you can’t  I have  Do you have  What colour is it? − It’s  What colour are they? − They’re  I  What you at break t time? – I ? − Yes, I / No, I don’t at break t ime - take part in three fun activities related to their language knowledge and competences teamwork, reliability, motivation, adaptability, problem-solving, integrity, communication Written Communication: practice writing Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Problem-solving and creativity: answer comprehension questions after reading the story Attributes: Sociability: talk to each other, say good words to others - Kindness: help partners to complete learning tasks - Diligence: complete learning tasks - Leadership: collaborate with teachers to enhance language skills II RESOURCES AND MATERIAL: III PROCEDURE Procedure - Student’s book Page 75 - Teacher’s guide Pages 121,122 Website sachmem Flashcards/pictures and posters Computer, projector… Warm-up and review – Read and match- Look, complete and read – Ask and anwer – Fun corner and wrap up Teaching and learning activities Classroom management Warm-up and review: minutes Greet the class Option 1: Sing the song It ’s break time on Whole class page 69 - Ask pupils to sing the song - Invite some of them come to the board to role play, the rest of the pupils will sing Option 2: Say the chant on page 72 - Ask pupils chant and the actions in Unit 4, Lesson in groups Group work - Give point for the groups and encourage them Option 3: Look and guess Individual work/ Group work Activity Read and match minutes To read and match pairs of target sentence patterns a Goal: b Input: Five pairs of sentence patterns, which together form simple exchanges between two speakers c Outcome: Pupils can read and match pairs of target sentence patterns Key: e d b c a Note d Procedure: Step 1: Draw pupils’ attention to the five pairs of sentence patterns Tell them about the activity Get pupils to read Question in chorus and elicit the answer (Sentence e) Then give feedback and match with Sentence e Have the class role- play the exchange Step 2: Give pupils time to the task Go around the classroom to offer support where necessary Step 3: Tell pupils to swap books with a partner, then check answers as a class Write the correct answers on the board for pupils to correct their answers Extension: Invite pairs of pupils to stand up and role-play the matched exchanges Whole class Whole class/ Individual work Whole class/ Individual work Pair work Individual work Activity Look, complete and read minutes a Goal: To understand and complete two incomplete sentence patterns and two exchanges b Input: Tw o incomplete sentence patterns and two exchanges with picture cues Pupils can understand and complete sentence patterns and exchanges c Outcome: Key: a pencil case stand up, you can chess red d Procedure: Step 1: Draw pupils’ attention to the incomplete sentences and picture cues Tell pupils about the activity Get them to read the first sentence Elicit the missing words and give feedback Com plete the sentence and get pupils to read the completed sentence in chorus Step 2: Give pupils t ime to look, complete and read the rest of the sentences Go around the classroom to offer support where necessary Whole class/ Individual work Whole class/ Individual work Whole class/ Individual Step 3: Get pupils to swap books with a work partner, then check answers as a class Write the correct answers on the board for pupils to correct their answers Individual work Extension: Invite pairs of pupils to stand up Group work and read the completed sentences and the exchanges aloud Activity Ask and anwer minutes a Goal To read and understand five question patterns, then take it in turns to ask and answer the questions Five question patterns with picture cues b Input c Outcome Pupils can read and understand five question patterns, then take it in turns to ask and answer the questions Key: Yes, you can / No, you can’t Yes, I They’re blue Yes, it is d Procedure I play football Step 1: Draw pupils’ attention to the Whole class/ questions and the pictures Tell them about Individual the activity Point at Question 1, tell pupils to work look at the picture, elicit the answer and give feedback Write the answer on the board and have pupils read the question and the answer Group work as a class Step 2: Repeat Step with the rest of the Individual questions Step 3: Have pupils work in pairs Tell them work to take it in turns to ask and answer the questions Go around the classroom to offer support where necessary Individual Extension: Invite a few pairs of pupils to stand work/ Whole up and take turns asking and answering the class target questions Fun corner and wrap up: minutes Option 1: Using sachmem.vn, have pupils look at the Whole class words in the picture and repeat after the recording Option 2: Game: Pass the ball - Divide class into teams - Each team has sticky ball Group work - Play the music, students in each team take turn to pass the ball After the music ends, students have the ball – stand up and say the name, using Group work the sentence model Option 3: Game: Lucky number School: Grade: Teacher: Date of teaching: Attendance: REVIEW Period I OBJECTIVES Language focus: By the end of the lesson, pupils will be able to: - correctly use the following sentence patterns: Is this our ?– Yes, it is / No, it isn’t  Let’s go to the , please  Core competencies: General Competences: – OK, let’s go  May I ? − Yes, you can / No, you can’t  I have  Do you have  What colour is it? − It’s  What colour are they? − They’re  I  What you at break t time? − I ? − Yes, I / No, I don’t at break t ime - take part in three fun activities related to their language knowledge and competences teamwork, reliability, motivation, adaptability, problem-solving, integrity, communication Written Communication: practice writing Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Problem-solving and creativity: answer comprehension questions after reading the story Attributes: Sociability: talk to each other, say good words to others - Kindness: help partners to complete learning tasks - Diligence: complete learning tasks - Leadership: collaborate with teachers to enhance language skills II RESOURCES AND MATERIAL: - Student’s book Page 76,77 III PROCEDURE Procedure Teacher’s guide Pages 122,123 Website sachmem Flashcards/pictures and posters Computer, projector… Warm-up and review –Find and circle- Quiz time- Look and write– Fun corner and wrap up Teaching and learning activities Classroom management Warm-up and review: minutes Greet the class Option 1: Sing the song “ Sing a rainbow” Whole class - Ask pupils to sing the song - Invite some of them come to the board to role play, the rest of the pupils will sing Option 2: Chant and activities (Unit 7, Group work Lesson 3) - Ask pupils chant and the actions in Unit 4, Lesson in groups - Give point for the groups and encourage them Option 3: Game: I spy: Teacher says "I spy Individual with my little eye something that begins with work/ Group B" Pupils try to guess the object (e.g "book") work Colors are a good alternative for younger pupils (" my little eye something that is red") Activity Find and circle minutes a Goal: To revise vocabulary and sentence patterns by doing a word search b Input: – Pict ure cues: a school, a girl closing the book, a classroom, a ruler, yellow – The word search – Flash cards for school, close (your book), classroom, ruler and yellow Note c Outcome: Pupils can read and find the words in the word search d Procedure: Step 1: Have pupils look at the pictures and elicit the words Write the words or stick the flash cards of the words, one by one, on the board Point at each word on the board and have pupils say the word as a class Step 2: Point at the word school, then find and circle it in the word search as an example Tell pupils to repeat the same procedure with the rest of the words Step 3: Check the answers as a class Extension: Have pupils work in pairs Ask them to point at each circled word in the word search and say it aloud Have pupils work in pairs, point at each picture and say the word aloud Whole class Whole class Whole class/ Individual work Whole class/ Individual work Pair work Individual work Activity Quiz time minutes a Goal: b Input: c Outcome: d Procedure: To revise vocabulary and sentence patterns related to asking and answering questions that help to identify school things and their colours – The pictures of school things – Flash cards for book, pen, ruler, pencil, pencil case, notebook and school bag Pupils can ask and answer questions to identify school things and the colours of the school things Step 1: Draw pupils’ attention to the picture Elicit the words and stick the flash cards on the board one by one as pupils say the corresponding words Point at each flash card Whole class/ Individual work and have pupils say the word as a class Step 2: Point at a flash card and elicit the answers to the questions Do you have ? and What colour is it? or What colour are they? Hold up a textbook, point at a picture of a school thing and ask these questions again Step 3: Show the class how to complete the task: Point at a picture of a school thing and ask the questions in pairs Invite two more able pupils to take turns asking and answering the questions as an example Check comprehension and give feedback before having pupils the activity in pairs Step 4: Invite a few pairs to the front of the class to interact with each other Encourage the class to praise them or cheer if they a good job Whole class/ Individual work Whole class/ Individual work Individual work Group work Activity Look and write 10 minutes a Goal To understand how mixing two colours makes a third colour b Input – A diagram to show how to mix red, blue and yellow to create purple, orange and green – Colour sums to present new language (purple, orange, green) and show the different colour combinations c Outcome Pupils understand how mixing two colours makes a third colour Step 1: Draw pupils’ attention to the diagram Whole class/ and elicit the names of the three colours in the Individual middle: red, blue, yellow work d Procedure Step 2: Use crayons or paints to show pupils Group work what happens when you mix red and blue Explain that this third colour is called purple Individual Write purple on the work board and model it for pupils to repeat Step 3: Repeat Step for red and yellow Individual (orange), yellow and blue (green) Step 4: Have work/ Whole pupils complete the colour sums Check answers class together as a class Fun corner and wrap up: minutes Option 1: Using sachmem.vn, have pupils look at the Whole class words in the picture and repeat after the recording Option 2: Group work Game: Last Letter, First Letter: (A popular Japanese game called Shiri Tori) Have the pupils sit in a circle with you Teacher starts by saying a word, then the S to the T's right must make a word that starts with the last letter of the word that the teacher said (e.g bus - steak - key - yellow etc.) Continue around the circle until someone makes Group work a mistake Option 3: Game: Space hunt The rule is just the same with snake and ladders ... saying Hi, I’m _ Step 3: Encourage students to join the game BOARD PRESENTATION , 2022 Unit 1: HELLO Lesson – Period Listen and number HH 1.d 2.c 3. a 4.b Read and match 2.c 3. a Let’s play School:... enhance language skills II RESOURCES AND MATERIALS - Student’s book Page 13 - Audio Track 11 - Teacher’s guide, Pages 23, 24 - Website sachmem - Flashcards/pictures and posters (Unit 1) - Computer,... sentence in chorus Step 4: Follow the same procedure with sentence 2 ,3 and Draw the pupil’s attention to the gap in sentence 2, and 3; particularly, the two gaps in sentence Tell pupils to think about