Week:

Period:

Planning date:
Teaching date:

Unit 3: At the street market.
Lesson 1: 1, 2
I. OBJECTIVES

By the end of the lesson, pupils will be able to:
- Pronounce the sound of the letter A/a.
- Say the words apple, bag, can, hat.

II. INPUT

Language:
- Sound /æ/
- Vocabulary: apple, bag, can, hat
Resources/Material:
- Student's book p. 14, hoclieu.vn
- Flashcards for Unit 3, Poster for Unit 3
- Teacher's guide pp. 29-31, Computer, projector

III. PROCEDURE

Warm-up – Listen and repeat – Point and say – Game - Homelink

Procedure

Teaching and learning activities

Classroom
management

Warm-up

5 minutes
Play game: Look and choose ( powerpoint)

1. Listen and repeat
Step 1:

Whole class

10 minutes
Have pupils look at the pictur and answer some questions such as Who are they? Where

Whole class

are they? And What are they doing? Draw pupils' attention to the words next to the
things and the colour of the letter A/a.
Ask pupils to point to the letter A/a. Have them listen and repeat the sound of the letter
A/a more than once, if necessary.
Step 2:

Tell pupils to point to the hat and the word hat, saying Point to the hat and the word

Individual work

Step 3:

“hat”. Ask them to listen and repeat the word, Then play the recording again, if

Individual work

necessary, for pupils to do choral and individual repetition.
Repeat the same procedure with the words apple, bag and can. Correct pronunciation, if
necessary.
Step 4:

Play the recording again and have them listen, point to the letter A/a and the words

Whole class

apple, bag, can, hat and repeat in groups until they feel confident. Give further support
Step 5:

to those pupils who find it difficult to do the task.
Call a few pupils to pronounce the sound of the letter A/a and say the words apple, bag,

Step 6:

Group work

can, hat in front of the class
Whole class

2. Point and say 10 minutes
Step 1:

Step 2:

Have pupils look at the picture again, Ask them to describe the picture.

Whole class

Get them to point to the letter A/a and say it, saying Point to the letter A/a and say,

Individual work

please!
Ask pupils to point to the apple and say the word apple as a model, Then ask one pupil

Step 3:
Step 4:

to point to the apple and to say the word apple in front of the class.
Follow

the

same

procedure

with

other

Individual work
things.

Pair or group work

Ask pupils to work in pairs or in groups to look at the picture, point to the letter A/a, the
Step 5:

things and say the sound of the letter A/a and the words
Invite a few pupils to point to the picture and say the sound of the letter and the words

Whole class

in front of the class. If they performed well, praise them, saying Well done! or Very
good!
Fun corner
Step 1:

Hot seat 7 minutes
Tell pupils that they are going to play the game Hot seat. Explain how the game is

Whole class

played (as mentioned in the steps below). Check comprehension.
Divide the class into teams of four pupils. Call one pupil from each team to sit on the
Step 2:

“hot

seat”,

facing

the

classroom

with

the

board

behind.

Write a word on the board, e.g. bag. Ask one of the team members to describe it to help

Group work

the pupil in the “hot seat” guess the word.
Step 3:

Continue until each team member has described a word to the pupil in the “hot seat”.
Give one star for each right word. The team gets more stars will win.

Group work

Step 4:
Group work
Homelink

3 minutes
Pupils do the project on page 9 in Workbook.

Whole class

ADJUSTMENTS (if necessary):
……………………………………………………………………………………….…..
……………………………………………………………………………...……
Week:

Period:

Planning date:
Teaching date:

Unit 3: At the street market.
Lesson 2: 3, 4, 5
I. OBJECTIVES

By the end of the lesson, pupils will be able to:
- Say the letter A/a and the words apple, bag, cat, hat and the sentences There's a/an ___ in/on the ___.
- Listen and identify the phrases A can, A hat.
- Trace the letter A/a.

II. INPUT

Language:
- Sound /æ/
- Vocabulary: apple, bag, cat, hat
- Sentence pattern: There's a/an ___ in/on the ___.
Resources/Material:
- Student's book p. 15, hoclieu.vn
- Teacher's guide pp. 31-34, Computer, projector

III. PROCEDURE

Warm-up – Listen and chant – Listen and tick – Look and trace - Homelink

Procedure
Warm-up

Teaching and learning activities
5 minutes

Classroom
management

Play game: What is the missing letters? (powerpoint)
3. Listen and chant

Whole class

10 minutes

Step 1:

Have pupils look at the chant. Draw pupils' attention to the first verse and explain its

Whole class

meaning. Ask them to pay attention to the letter A/a and the words apple, bag and the
sentence

There's

an

apple

in

the

bag.

Check

comprehension.

Play the recording for pupils to listen and to get familiarized with the tune. Then play
the recording again, ask pupils to listen and repeat, line by line, After that, play the
Step 2:

recording for them to listen and repeat until they feel confident.

Individually

Follow the same procedure with the verse. Show pupils how to chant and clap their
hands.

Whole class and

Play the recording all the way through. Ask pupils to listen and repeat the chant

individual work

individually
Step 3:

and

in

chorus,

Put the class into two groups to practise chanting and clapping. Each of the groups
should sing one verse of the chant.

Step 4:

Group work

If there is enough time, invite some groups to the front of the class to chant and clap
their hands. The rest of the class may clap their hands along to the rhythm.

Step 5:

Whole class

Step 6:
4. Listen and tick

7 minutes

Step 1:

Have pupils point to the pictures of Question 1 and say what they can see. Draw pupils'

Whole class

attention to the boxes next to the letters a and b. Check comprehension.
Invite some pupils to point to the pictures and say the words in front of the class. E.g.
1a: a can, 1b: an apple.
Step 2:

Play the recording of the first phrase for pupils to listen. Ask pupils to say what they

Whole class

have heard and ticked.
Follow the same procedure with Question 2. Give further support to those pupils who
Step 3:

find it difficult to do the task.

Individual work

Call a few pupils to the front of the class to point to the pictures and say what they have
Step 4:

heard. E.g. 1. a can, 2. a hat.

Individual work

Whole class
Step 5:
5. Look and trace

10 minutes

Step 1:

Have pupils look at the letter A and the letter a. Point to the upper case A, the lower

Whole class

case a and identify how the letter a (upper case and lower case) is traced.

Individual work

Ask pupils to trace the letter A/a. You can demonstrate by air tracing or tracing the

Pair work

broken lines of the letter A/a on the board. Then let pupils do the tracing. Give further
support
Step 2:

to

those

pupils

who

find

it

difficult

to

do

the

Ask pupils to work in pairs and swap their answers, Give pupils time to work.

task.

Step 3:
Homelink

3 minutes
Pupils trace the letter A/a on page 10 (Workbook).

Whole class

ADJUSTMENTS (if necessary):
……………………………………………………………………………………….…..
……………………………………………………………………………...……
Week :

Period:

Planning date:
Teaching date:

Unit 3: At the street market.
Lesson 3: 6, 7, 8
I. OBJECTIVES

By the end of the lesson, pupils will be able to:
- Use I have a _____ to introduce things.
- Sing a song with the structures Hi, I'm + name and This is my _____.

II. INPUT

Language:
-

Sentence pattern: This is my _____.

Resources/Material:
- Student's book p. 16, Poster for Unit 3, hoclieu.vn
- Teacher's guide pp. 34-36, Computer, projector
III. PROCEDURE

Warm-up – Listen and repeat – Let's talk – Let's sing - Homelink

Procedure
Warm-up

Teaching and learning activities

Classroom
management

7 minutes
- Have a group of pupils to sing the chant on page 15 in front of the class . The class

Whole class

claps hands.
6. Listen and repeat 5 minutes
Step 1:

Have pupils look at the picture: What's in her hand? Yes, it's a bag. She introduces her

Whole class

bag. She says “This is my bag.” Explain the meaning of the sentence and how it is used.
Check comprehension.
Play the recording the first time for pupils to listen and repeat the sentence, Correct
Step 2:

pronunciation, if necessary.

Individual work

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 3:

Step 4:

Have pupils point to the bag and say the sentence in pairs or groups.
Invite a few pupils to listen and repeat the sentence “This is my bag.” in front of the

Pair or group work

class. Correct their pronunciation, if necessary or praise them if they pronounced the

Whole class

sentence correctly, saying Very well!

Step 5:
7. Let's talk

Individual work

10 minutes

Step 1:

Step 2:

Show a real bag and ask pupils to look at it and say This is my bag. Let them listen and

Whole class

repeat

Individually

the

sentence

several

times

until

they

feel

confident,

Have pupils look at the bubble (This is my ____.) to understand how the language is

Individually

used.

Pair or group work

Explain

the

meaning

of

the

sentence,

if

necessary.

Ask them to look at the pictures to identify the things they may possess. Then let them
Step 3:

Whole class

point to the pictures and say the words, Check comprehension.
Point to Picture a and model the task, using the expression in the bubble and the word in

Step 4:

the picture. E.g. This is my bag. Then ask pupils to say the sentence This is my bag in
chorus

and

individually.

Correct

pronunciation,

if

necessary.

Follow the same procedure with Pictures b, c, d by getting pupils to point to the pictures
and say what they have. Give further support to those pupils who find it difficult to do
the
Step 5:

task.

Have pupils point to the pictures and say the sentences in pairs or groups. Go around
and offer help, if necessary.
Invite some pupils to point to the pictures and say the sentences in front of the class,
saying Well done! if they performed the task well.

Step 6:

Step 7:

8. Let's sing

10 minutes
Step 1:

Have pupils read the lyrics to familiarize themselves with the first verse of the song,

Whole class

Check comprehension.
Play the recording several times for pupils to repeat the verse, line after line, to make
Step 2:

sure that they can sing the verse correctly.

Individually

Follow the same procedure with the second verse of the lyrics.
Have pupils listen to and sing the whole song, drawing their attention to the
Step 3:

pronunciation, the stress and the melody of the song,

Whole class

Let pupils practise singing the song in pairs of groups and clap their hands.

Individually

Step 4:

Pair of group work

Step 5:
Homelink

3 minutes
Pupils sing the song on p. 16 by heart.

ADJUSTMENTS (if necessary):
……………………………………………………………………………………….…..
……………………………………………………………………………...……

Whole class