Date of preparing: 09/09/2022 WEEK 2 – Period 3

Unit 1: FAMILY
Lesson 1 (A, B, C)
I. Aim:
1. Knowledge: By the end of this lesson, students will be able introduce family
members
2. Skills: Speaking, listening and reading.
3. Attitude: Students pay their attentions to study about to introduce family
members and how to learn English.
II. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
III. Languages focus:
- Vocabulary: father, mother
- Structures: This is my (mother).
IV. Organization:
Class Date of teaching Absent ss:
1A5 12/09/2022

V.Procedures:
Time Steps/Activities Organization
Warm-up (5’)
- Option 1: Sing and Dance. - Teacher –
Play “i-Learn Smart Start” song (from YouTube) and whole class
make gestures following the lyrics, have students
stand up and make the gestures
- Teacher -
- Option 2: Say “Hello!” individuals /
- Go around the class, say “Hello!” to students, one by one, whole class
and have them say “Hello!”
5’ - Ask them say “Hello!” to their neighboring friends.

- Option 3: Play “Simon says” - Teacher -

- Have students follow commands that start with “Simon whole class/
says…” students -
- Give them different commands with or without “Simon students
says…” such as “stand up”, “Simon says stand up”, etc.
- If it doesn’t start with “Simon says…”, students who do
the action must sit down.
- Have one student stand in front of the class to be Simon.

25’ New lesson

A- Listen and point. Repeat. (10’)
CD1-Track 09: - Teacher –
- Have students listen to each new word. whole class/
- Have students listen to each new word and repeat all individuals/
together and individually. Correct student’s pronunciation if pair work/
necessary. group work
- Arrange the flashcards on the board. Play audio and have
students listen and point at the pictures in their books.
- Play audio again and have students listen, repeat several
times.
- Change the order of the flashcards, point at them
individually and have students say the words, correct
pronunciation when needed.
- Have students work in pairs, one points at the picture in
the book and the other says the word
- TPR practice step 1: say the word and make the gesture/
sound all together according to the word
- TPR practice step 2: do the actions and students say the - Teacher –
word accordingly whole class
- TPR practice step 3: have students work in pairs, 1 would
do the action, the other say the word
Activities: (optional)
- Option 1: Play the “GUESS” game.
- Arrange the flashcards on the board.
- Write a number under each flashcard.
- Have students look at the flashcards for the count of ten.
- Turn the flashcards over to face the board when the  Teacher –
students are not looking. whole class
- Call out a number and have students take turns guessing
the face down card.
- Turn the card over after each guess.
 Teacher –
- Option 2: Play the game “Flash look and say”. whole class
- Teacher shows a flashcard quickly.
- Students say that word.

B. Listen and point. (8’)

1. Pre- listening: Introduce the situation, point at each
person in the picture and have students call out the words
“father, mother”.
2. While- listening:
- Play audio and have students look at the picture.
- Demonstrate the activity by pointing at "father", "mother" - Teacher –
in the picture. whole class
3. While-listening: Play the audio again. Have students
listen and repeat.
4. While-listening: Play audio again. Have students listen
and point.
5. Post- listening: Point at each picture and have students
call out the words again “father/ mother/ Kim.”
 C. Now, sing a song. (7’)
1. Play audio and have students listen.
2. Play audio and have students turn to page 68.
3. Play audio and have students sing the song as a whole
class.

Wrap-up
- Teacher –
Option 1: Review. Play the game “Listen and point”. whole class/
- Write the vocabulary in different areas on the board. students
- Teacher says a word (written on the board)
- Students use their fingers to point to the vocabulary on the
10’ board and say it loudly. - Teacher –
whole class
Option 2: Review. Play the game “Lips read”.
- Teacher says a word silently.
- Students say that word loudly.
Summary
- Ask the Ss say about introduce family members.

Evaluation
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Date of preparing: 11/09/2022 WEEK 2 – Period 4

 Unit 1: FAMILY
Lesson 1 (D, E)

I. Aim:
1. Knowledge: By the end of this lesson, students will be able introduce family
members
2. Skills: Speaking, listening and reading.
3. Attitude: Students pay their attentions to study about to introduce family
members and how to learn English.
II. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
III. Languages focus:
- Vocabulary: father, mother
- Structures: This is my (mother).
IV. Organization:
Class Date of teaching Absent ss:
1A5 14/09/2022

V. Procedures:
Time Steps/Activities Organization
Warm-up & Review
(This step can be skipped when periods 1 and 2 are taught in
only ONE session.)
Review. What is the missing letter? - Teacher –
- Have students look at the flashcards and call out the words. whole class/
5’ - Write them on the board. students
- Erase 1 or 2 letters of each word.
- Have a student go to the board.
- Show a flashcard and have that student call out the word
and say the missing letter(s).
- Repeat the activity with other students.
25’ New lesson
D- Role-play. (10’)
1. Point to each person in the pictures and have students call - Teacher –
out the words "father/mother". whole class
2. Demonstrate the activity with a student using the speech
bubbles.
3. Show a flashcard to the class and have students practice
the structure. E.g. (Teacher shows a flashcard "mother") This
is my mother.
4. Repeat the activity with another flashcard.
- Teacher –
Role-play: students in
1. Divide the class into pairs. pairs
 2. Have pairs practice the conversations and swap roles. - Teacher -
3. Have some pairs demonstrate the activity in front of the students in
class. groups

E- Say. (10’)
1.Divide the class into groups of four.
2. Have Student A introduce Students C and D as their - Teacher/
family members to Student B, and have Student B say individuals/
“Hello!”. Have Students C and D say “Hello!” to Student Students in
B. pairs
2. Have students swap roles and repeat the activity.
3. Have some groups demonstrate the activity in front of the
class.
Activity: (5’) (optional)
Draw and say
- Have students look at the flashcards and say the words.
- Give each student a blank sheet of paper and ask them to
draw their father and mother.
- Have students work in pairs, practice saying about their
pictures. Eg. ‘This is my (mother).’
- Ask some students stick their pictures on the board and
introduce their family members.

Wrap-up - Teacher -
- Option 1: Review. Step away lines. students in
- Have each student prepare a photo/ drawing of their pairs
father/mother (or drawings).
- Have students stand in two rows facing each other, so that
each student has a partner in the opposite line.
- Have each pair hold up their photos and say a sentence. Eg.
10’ ‘This is my (mother).’ Each time the pairs complete their
sentences, they take a giant step back and repeat the - Teacher -
sentences. Every time they do so, they will naturally need to students in
speak louder in order to be heard by each other. groups

Summary ( 1)
- Ask the Ss say about introduce family members.

Evaluation
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