Week :
Period:
Planning date:
Teaching date:

Unit 2: In the diningroom
I. OBJECTIVES
II. INPUT

III. PROCEDURE
Procedure
Warm-up

Lesson 1: 1, 2
By the end of the lesson, pupils will be able to:
- Pronounce the sound of the letter C/c.
- Say the words cake, car, cat, cup.
Language:
- Sound /c/
- Vocabulary: cake, car, cat, cup
Resources/Material:
- Student's book p. 9, hoclieu.vn
- Flashcards for Unit 2, Poster for Unit 2
- Teacher's guide pp. 16-18, Computer, projector
Warm-up – Listen and repeat – Point and say – Game
- Homelink
Teaching and learning activities

5 minutes
- Greet the class and introduce your name by
saying, e.g. Hi, I'm Miss Hien. Encourage pupils to
greet and introduce their names, e.g. Hi, I'm Hoa.
- Let's sing ( Power point)
1. Listen and repeat 10 minutes
Step 1: Have pupils look at the picture. Encourage pupils
to describe the picture. Draw pupils' attention to
the letter C/c, the words next to the things, the pet
and the colour of the letter C/c (as mentioned in
Input). Check comprehension.
Get pupils to point to the letter C/c, Then have
Step 2: them listen to the recording and repeat the sound of
the letter C/c,
Step 3: Have pupils point to the cat and/or the word cat,
listen to the recording and repeat the word cat.
Step 4: Follow the same procedure with the cake, car, cup.
Correct pronunciation, if necessary.
Step 5: Get pupils to listen to the recording again, pointing
to the letter C/c, the words and the things/pet and
repeating until they feel confident.
Invite a few pupils to pronounce the sound of the

Classroom
management
Whole class

Whole class

Individual
work
Individual
work
Whole class
Pair or group
work
Whole class

Step 6: letter C/c and say the words cake, car, cup, cat in
front of the class.
2. Point and say 7 minutes
Step 1: Ask pupils to look at the picture. Ask them to
describe the picture, paying attention to the letter
C/c and the words they have learnt in Activity 1.
Get pupils to point to the letter C/c and say it,
Step 2: Ask pupils to point to the cake on the table and say
the word cake as a model.
Remind them of the sound of the letter c in the
Step 3: word cake. Then ask one pupil to point to the cake
and to say the word cake in front of the class. Check
comprehension.
Step 4: Follow the same procedure with other things and
the cat and correct pronunciation, if necessary.
Give further support to those pupils who find it
difficult to do the task.
Step 5: Get pupils to work in pairs or in groups to point to
the things/pet in the picture and say the sound of
the letter C/c and the words.
Select some pupils to point to the picture/poster
Step 6: and to say the words in front of the class.
Fun corner Pelmanism 10 minutes
Step 1: Tell pupils about two sets of flashcards
Step 2: Tell pupils that they are going to match the words
with the suitable pictures. Give an example to
show how the game is played. Check
comprehension.
Step 3: Put pupils into groups of four and give each group
a set of flashcards. Have the groups shuffle the
flashcards and distribute them face down on the
table.
Step 4: Ask each player in turn to select two cards and turn
them face up. If the word matches the picture, the
player wins and continues to turn over another pair.
If the cards do not match, they are turned face
down again and the next player plays the game.
The game ends when all the cards are gone.
Homelink 3 minutes
Pupils do the project on page 6 in Workbook.

Whole class

Individual
work
Individual
work
Individual
work
Pair or group
work
Whole class
Whole class
Whole class

Group work

Group work

Whole class

ADJUSTMENTS (if necessary):
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Week:
Period:
Planning date:
Teaching date:

Unit 2: In the diningroom
I. OBJECTIVES

II. INPUT

III. PROCEDURE
Procedure
Warm-up

Lesson 2: 3, 4, 5
By the end of the lesson, pupils will be able to:
- Say the letter C/c and the words cup, cake, cat, car and
the phrases a cup and a cake, a cat and a car in a chant.
- Listen and identify the phrases A cat, A cake.
- Trace the letter C/c.
Language:
- Sound /c/
- Vocabulary: cup, cake, cat, car
- Phrases: a cup and a cake, a cat and a car
Resources/Material:
- Student's book p.10, hoclieu.vn
- Teacher's guide pp. 19-21, Computer, projector
Warm-up – Listen and chant – Listen and tick – Look
and trace - Homelink
Teaching and learning activities

5 minutes
Let's play: What is the missing letter
( powerpoint)
3. Listen and chant 10 minutes
Step 1: Have pupils look at the chant.
Explain the meaning of the first line. Draw their
Step 2: attention to the letter C/c in the words cup. Check
comprehension.
Let them look at the first line of the chant. Play the
Step 3: recording, ask pupils to listen and repeat the sound
of the letter c and the word a cup, Then have them
listen again and repeat the sound of the letter c and
Step 4: the word a cup individually and in chorus.
Follow the same procedure with other lines.
Step 5: Correct pronunciation, if necessary. Show them
how to chant and clap their hands.
Play the recording all the way through again (more
Step 6: than once, if necessary) for pupils to do choral and
individual repetition
4. Listen and tick 7 minutes

Classroom
management
Whole class
Whole class
Individually

Whole class
and
Individual
work
Groups work

Step 1: Have pupils look at the pictures, and say what they Whole class
can see, Can you see a cat? Yes, a cat. Can you
see a car? Yes, a car. Draw pupils' attention to the
boxes next to the letters a and b. Check Whole class
comprehension.
Step 2: Invite some pupils to point to the pictures and say Individual
the words in front of the class,
work
Step 3: Play the recording of the first phrase for pupils to Individual
Step 4: listen.
work
Play the recording (several times if needed) for Whole class
Step 5: pupils to listen and do the task.
Call a few pupils to the front of the class to point
to the pictures and say what they have heard. E.g.
1. a cat, 2. a cake.
5. Look and trace 10 minutes
Step 1: Have pupils look at the letter C (upper case) and c Whole class
(lower case) saying What can you see? Yes, you
can see the C (upper case) and the c (lower case).
Let pupils look at the pencil and explain how the Whole class
Step 2: letter C (upper case) and the c (lower case) is in
traced. Check comprehension. You can
demonstrate by air tracing or tracing the broken
lines of the letter C/c on the board.
Step 3: Then let pupils do the tracing. Give further support Individual
to those pupils who find it difficult to do the task. work
Check the results of pupils' tracing and give
feedback. Ask pupils to work in pairs and swap
their answers. Give pupils time to work.
Step 4: Ask some pupils to show what they have done.
Praise them if they have done well, saying Well Pair work
done! or Good job!
Extension: With a better class, make a broken line on the
board and invite some pupils to write the letter Whole class
C/c.
Homelink
3 minutes
Pupils trace the letter C/c in their workbooks.
Whole class
ADJUSTMENTS (if necessary):
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Week : Period:
Planning date:
Teaching date:

Unit 2: In the diningroom.
Lesson 3: 6, 7, 8

I.
OBJECTIVES

II. INPUT

III.
PROCEDURE
Procedure
Warm-up

By the end of the lesson, pupils will be able to:
- Use I have a ...... to talk about possession.
- Sing a song with the structures I have a ..... I have a....and I
have a....
Language:
- Sentence pattern: I have a _____.
Resources/Material:
- Student's book p. 11, hoclieu.vn
- Teacher's guide pp. 21-23, Computer, projector
Warm-up – Listen and repeat – Let's talk – Let's sing Homelink
Teaching and learning activities

5 minutes
- Have a group of pupils to sing the chant on page
10 in front of the class. The class claps hands.
6. Listen and repeat 7 minutes
Step 1: Have pupils look at the picture, What's in his
hand? Yes, it's a car. He has a car. He says “I
have a car.” Explain the meaning of the sentence
and how it is used. Check comprehension.
Step 2: Play the recording the first time for pupils to listen
and repeat the sentence.
Step 3: Play the recording several times for pupils to listen
and repeat the sentence, Give support to those
pupils who find it difficult to do the task.
Step 4: Have pupils point to the car and say the sentence in
pairs or groups.
Invite a few pupils to listen and repeat the sentence
Step 5: “I have a car.” in front of the class. Correct their
pronunciation, if necessary or praise them if they
pronounced the sentence correctly, saying Very
well!
Extension: If time allows or with a better class, give pupils the
flashcards (of a car, cup, cat, cup, book, bike, ball) and

Classroom
management
Whole class
Whole class
Individual
work
Individual
work
Group work
Whole class

7. Let's talk
Step 1:
Step 2:

Step 3:
Step 4:
Step 5:
Extension:

8. Let's sing
Step 1:

Step 2:
Step 3:
Step 4:
Step 5:
Homelink

let them show the flashcard and say, e.g. I have a
book.
10 minutes
Have pupils look at the bubble to understand how
the language is used (I have a _____). Explain the
meaning of the sentence, if necessary.
Have pupils look at the first picture. Point to the
car and ask them. Tell them that It's a car. Then
point to the bubble and the car and say I have a
car. Correct pronunciation, if necessary.
Ask pupils to say the sentence “I have a car.” in
chorus
and
individually,
Follow the same procedure with Pictures b, c, d.
Give further support to those pupils who find it
difficult to do the task, if necessary.
Ask pupils to work in pairs or groups, to point to
the pictures and say “I have a _____.”,
Invite some pairs of pupils to practise pointing to
the pictures and say what they have in front of the
class. Praise them, saying Excellent! if they
performed well.
If time allows or with a better class, divide the class
into groups of five, give each groups some of the
flashcards (of a car, cup, bike, ball) and let them show
the flashcard and say, e.g. I have a book.
10 minutes
Have pupils look at the lines of the lyrics. Explain
the meaning of the structures “I have a _____. I
have a ___ and I have a ___”. Then ask them to
read the first line aloud.
Play the recording of the first line several times
for pupils to listen and repeat.
Follow the same procedure with other lines.
Correct pronunciation and the tune, the rhythm
and the melody of the verses of the song, if
necessary.
Play the recording all the way through for pupils
to listen, to sing and clap their hands.
Invite some pupils to sing the song in front of the
class and claps their hands
3 minutes
Pupil collect things they have (ball, car, bike,
cat,...) and talk about possession, using I have
a...

Whole class
Individually

Individually

Pair or group
work
Whole class

Whole class

Individually
Whole class
Individually
Whole class

Whole class

ADJUSTMENTS (if necessary):
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