Giao An Mam Non Khoi 5 Tuoi Hoc Ki I - 91202421

MY LITTLE FUN – BOOK 3
LESSON 1: MY HOUSE - ACTIVITY 1: LISTEN AND REPEAT.
1. Objectives:
- Name the rooms and items in the house.
2. Target language:
- New words: bedroom, kitchen, living room
- Review words: Linda, brother
3. Extended Languages:
- Voice commands & classroom language: Hello/Hi; Goodbye; Stand up; Sit down;
How are you; Great; Good job; Listen; Point to...; Let's get drunk.
4. Materials and materials:
- Class Book page 6
- Audio track 4
- Paintings of Linda's family (Page 7 – Book 2)
- Linda character puppets
- Magnetic card (bedroom, kitchen, living room, lamp)
- Internet-connected calculator and MyLittleFun app for teachers
Process:
Teachi
ng tools
Time( Intera
Sections minut and ctive Activity Teacher activities
es) docum form
entatio
n
Comput * Objective: get children ready for lessons;
er Greet Review family vocabulary (MUM, DAD,
connect Whole and sing Brother).
2
ed to class a song - The teacher greets the children and plays
the together the familiar Hello song and asks the class
internet to sing along.
- The teacher taped Linda's character puppet
1. Warm- on the board and asked Who's this? Ask
up them to answer Linda. Ask your child about
Linda's Seeing, Linda's family members. Encourage your
charact Whole listening child to say vocabulary words (mum, dad,
4
er class and brother).
puppets speaking - The teacher pasted pictures of Linda's
family on the board. Point to each member
(mum, dad, brother) and ask the class to
speak in unison.
* Objective: introduce children to vocabulary
about rooms and objects in the house
Magnet
ic stripe - The teacher holds a card indicating the
cards rooms and items in the house.
2. See, - Teachers ask children to listen first. Hold
indicate
Knowledg Whole hear, up the 'bedroom' card and speak. Then paste
6 rooms
e class and the 'bedroom' tag on the board.
and
formation repeat - GV repeats the process with the remaining
househ
old cards.
items - GV attaches all cards to the board. Point to
each card and say the word. Ask them to
repeat.
Teachi
ng tools
Time( Intera
es) docum form
entatio
n
Goal: Have your child practice identifying
rooms and repeating new words about rooms
and objects in the house.
Look - GV gives the picture on Page 6. Point your
3. Class Whole
4 and finger at the characters in the picture, then
Practice Book class
speak ask your child some questions and ask them
to answer (Who are they? Who is he/she?
Encourage your child to respond to Linda,
brother.)
- The teacher pointed to the rooms and items
in the painting and asked "What's this?" The
answer: bedroom, kitchen, living room, TV.
- The teacher has the child open the book on
page 6. Ask your child to point to the 3
rooms and the lamp in their book when the
teacher says the words.
- The teacher says Look and listen, then turns
on the audio. Stop after each word and ask
Seeing, your child to point to each corresponding
- Class hearing, room and item.
Book Whole
4 pointing, - The teacher says Listen and repeat, then
class turns on the audio again. Have your child
-Audio and
speaking hear, repeat words, and point to
corresponding rooms and objects.
* Objective: have children recognize rooms

4.
Whole Look, and objects in the house and repeat vocabulary
Applicatio 6
class say words.
n
- Teachers have children sit in a circle.
Teachi
ng tools
Time( Intera
es) docum form
entatio
n
- Teachers use actions to describe rooms and
objects (bedroom, living room, kitchen) and
ask children to guess and say vocabulary.
- Ask the class to repeat 2 times.
Comput - Teachers ask children to repeat the names
er Singing of rooms and household items they have
5. connect Whole the learned.
3
Summary ed to class Goodby - Teachers play Goodbye songs and
the e Song encourage children to sing along and wave
internet goodbye.
- Teachers divide the class into 2 groups.
Invite 1 child from each group to stand at
the end of the classroom.
- Teachers put cards about rooms and items
Magnet on the table.
ic cards - GV said a random word. Children will run
6. about Play the up to find the corresponding word card.
Expansio rooms 2 game Teachers reward children so that they get
n and groups Who is cards quickly and correctly.
activities househ faster? - The teacher pointed to the card and asked
old the class to repeat it 2 times.
items - Repeat the process with the remaining tags.
Audio script (Track 4):
Lesson 1. Listen and repeat.
Bedroom. Kitchen. Living room. TV.

Bedroom. Kitchen. Living room. TV.
LESSON 1: MY HOUSE - ACTIVITY 2: POINT AND SAY
1. Objectives:
- Name the rooms and items in the house.
2. Target language:
- New words: bedroom, kitchen, living room, TV
- Review words: dad, grandma, brother
- Review structure: This is (a kitchen)
How are you; Great; Good job; Look; Listen; Point and say; Point to...
- Class Book page 7
- Audio track 5
- Magnetic card (TV, bedroom, kitchen, living room)
Process:
Teachin
Time g tools Inter
Sections (minut and active Activity Teacher activities
es) docume form
ntation
* Objective: get children ready for lessons, test
1. Comput their ability to recognize learned words.
Greet
Warm- er
Whol and sing - The teacher greets the child and plays the
up 2 connect
e class a song familiar song Hello.
ed to the
together - The teacher asked the class to get up and
internet
move/sing along to the song.
Teachin
Time g tools Inter
es) docume form
ntation
Magneti
- The teacher gives 1 random word card
c card
2 Say the (bedroom, kitchen, living room) and asks
for
3 group right What's this, then encourages the child to raise
rooms
s words his hand to answer.
in the
- Reward each child's correct answer.
house
- Repeat the process with other cards
* Goal: for children to recognize rooms and objects
in the house and speak.
- GV gives out TV-only magnetic stripe cards.
Magneti Say TV. This is a TV. Then ask the child to
c stripe repeat. Repeat the process with cards indicating
2. Observe the bedroom, dining room, living room.
cards
Knowle , hear, - GV attaches tags to the board.
indicate Whol
dge 6 point - Say look. Point to (TV). Ask your child to point
rooms e class
formati and to the corresponding card.
and
on speak - Say Listen and point. Then say 1 word. Ask
househo
ld items your child to point to the corresponding card.
- Speak Listen. Point and say. Then say TV. This
is a TV. Ask your child to point to the
corresponding card, repeating words and
sentences. Repeat the process with other words.
* Objective: have children practice recognizing
and saying the names of rooms and objects in the
Whol Observe house.
- Class e , hear, - Teachers let children open books on page 7 and
3. Book
7 class, point look at pictures.
Practice
-Audio in and - GV says Listen. Point and say. Then turn on the
pairs speak audio, stopping after every word and sentence.
Ask your child to point to the corresponding
picture and say the word and sentence.
Teachin
Time g tools Inter
es) docume form
ntation
- Teachers let children work in pairs. Ask 1 child
to say words and sentences, the other child
points to the corresponding picture in the book.
* Objective: for children to identify and name

rooms and objects in the house.
Magneti - GV attaches magnetic tags to the board. Then
c stripe point to 1 card, say 1 word and 1 sentence using
cards Observe the structure 'This is a (TV)'.
4. - The teacher asks 1 child to stand up and point
indicate Whol , point
Applica 4 to another card. Ask your child to say the
rooms e class and
tion corresponding word and sentence, using the
and speak
househo structure 'This is a (TV)'. Then ask the class to
ld items repeat the word and sentence.
- The teacher invites some children to the board
and points to any card. Ask the class to say the
corresponding word and sentence.
Comput
5. er Sing and
Whol - Teachers play Goodbye, encourage children to
Summa 3 Internet e class wave sing along and wave goodbye.
ry connecti goodbye
on
6. - The teacher placed the magnetic cards on the

Expansi 2 board, then divided the class into 2 groups.
Magneti Play the - Teachers describe by action the activities
on group
c card game (cooking, watching, sleeping, reading ...) and
activitie s
s ask children to choose 1 card indicating where
or something can perform that action.
Teachin
Time g tools Inter
es) docume form
ntation
- Ask 1 child from each group to go to the table
as quickly as possible, take the corresponding
card and paste it on the board, then have the
whole group say the word in unison.

Lesson 2. Point and say.
Kitchen. This is a kitchen.
TV. This is a TV.
Living room. This is a living room.
Bedroom. This is a bedroom.
LESSON 1: MY HOUSE - ACTIVITY 3: LISTEN AND CHANT.
1. Objectives:
- Repeat simple sentences (There is...)
- Read rhymes in the right words, in the right rhythm
2. Target language:
- New structure: There is...
- Review words: bedroom, kitchen, living room, TV
How are you; Great; Good job; Look; Listen; Let's chant
- Class Book page 8
- Audio track 6
- Magnetic card refers to rooms and household items
- Situation painting
Process:
Teachi
ng
Time tools Intera
Activit
Sections (minu and ctive Teacher activities
y
tes) docum form
entatio
n
Compu Greetin
1. Warm-up * Objective: help children get ready for the lesson,
ter Whole g and
2 review the words learned about rooms and objects
connec class singing in the house.
ted to a song
Teachi
ng
Time tools Intera
Activit
y
tes) docum form
entatio
n
the - The teacher greets the child and plays the
interne familiar song Hello.
t - The teacher asked the class to get up and
Magne
tic
stripe - The teacher invites 1 child to the board. Give 1
cards magnetic card to any room or household item.
indicat Read Ask your child to look at the card and whisper
Whole
3 e your the word.
class
rooms mouth - The teacher asked other children to guess and
and say the correct word aloud.
househ - Repeat the process with the remaining tags.
old
items
Magne * Goal: to help children understand the structure
tic 'There is a (TV)'.
stripe - GV tagged the word indicating the living room
cards Listen, on the board. Ask your child What's this –
2. indicat observe, Living room.
Whole
Knowledge 6 e point - The teacher shows the child the book page 8.
class
formation rooms and Point to the TV and ask What's this? Ask them
and speak to answer It's a TV. Then GV said In the living
househ room, there is a TV. Ask the class to repeat 2
old times.
items - Repeat the process for tables and toys.
- Class Whole Observe * Objective: have children learn rhymes and repeat
Book class, , listen, sentences of rhymes.
3. Practice 7
in point - The teacher has the child open the book on
-Audio pairs and page 8.
Teachi
ng
Time tools Intera
Activit
y
tes) docum form
entatio
n
read - The teacher says Let's listen, then asks the child
rhymes to listen to the whole lesson once.
- GV says Let's chant along. Then turn on the
audio, stopping after each sentence. Ask your
child to listen and repeat 2 to 3 times after each
sentence and point to the corresponding objects
in the book.
* Objective: have children read the rhyme of Unit

1 in unison.
- The teacher turns on the audio and asks the
Listen, child to read the rhyme 3 times (with music and
- Class Whole observe without music). Children can clap their hands
4. Book class and
4 when reading rhymes.
Application
-Audio /group read - Teachers let children read rhymes in groups.
rhymes Then point to any object on page 8 and gesture
to a group to read the rhyme In the living room,
there is/are ... Then point to another item and
gesture for the other group to read.
Sing
Compu and
ter Whole - Teachers play Goodbye, encourage children to
5. Summary 3 wave
class sing along and wave goodbye.
goodby
e
Look at - GV attaches magnetic tags (living room, TV,
6. the table) to the board.
Magne Whole
Expansion magneti - The teacher asked the class to stand up and
tic card class
activities c card applaud. GV says: In the living room... and
and say point to 1 card. Have the class complete the
Teachi
ng
Time tools Intera
Activit
y
tes) docum form
entatio
n
sentence with the corresponding word for that
object.
- GV repeats the procedure a few times.

Lesson 3. Listen and chant.
In the living room, there's a TV.
In the living room, there're three cars.
In the living room, there's a table.
In the living room, we're playing.
LESSON 1: MY HOUSE - ACTIVITY 4: LISTEN AND CIRCLE.
1. Objectives:
- Identify rooms and objects in the house through listening.
2. Target language:
- Review words: TV, bedroom, chair, kitchen, table
- Review structure: There is / There are / This is ...
How are you; Great; Good job; Look; Listen; Let's count; Let's circle; Listen and
circle.
- Class Book page 9
- Audio track 7
- Puppeteers (Male, Flower, Ben, Linda)
- Magnetic cards (bedroom, kitchen, living room, TV, picture, table, chair)
- Wax pen and pencil
- MLF hoclieu application.
Process:
Teach
ing
Time tools Intera
Sections (minu and ctive Activity Teacher activities
tes) docu form
menta
tion
Comp * Objective: help children get ready for the
uter lesson, review the words learned about rooms
Greetin and objects in the house.
conne
Whole g and
2 cted to - Teachers enter the classroom, greet children
class singing
the and open the video of the familiar song Hello.
a song
interne - The teacher asked the class to get up and
t move/sing along to the song.
1. Warm- Magne
up tic
- Teachers have children arranged in 2 vertical
stripe
rows.
cards
- GV tags words on the board in random order.
indicat Slap the
Whole - The teacher speaks 1 word (corresponding to
5 e board
class 1 card on the board) and asks the first child
rooms game
of the 2 rows to bang their hands on the
and
corresponding object.
house
- GV repeats the process with other cards.
hold
items
* Objective: familiarize children with the
- Class symbols in the lesson (circled), help them
Book recognize the correct information in a simple
Observe
- sentence.
, hear,
2. Sockp - The teacher has the child open the book on
Whole point,
Knowledge 7 uppets page 9. Teachers encourage children to say
class speak
formation - words for rooms and household items.
and
Magne imitate - GV points to paintings pointing to South,
tic Flowers, Ben and Linda, then asks Who's
cards this? Encourage your child to say the names
of the characters.
Teach
ing
Time tools Intera
tes) docu form
menta
tion
- The teacher holds the male character puppet
and points to the TV picture and says There's
a TV. Repeat the sentence and ask the child
to repeat it 2 times.
- GV pointed to the picture pointing to 2 chairs
and said Let's count. Then count One with the
child . Two. Says There're two chairs. Repeat
the sentence and ask the child to repeat it 2
times.
- The teacher held the puppet of the Chinese
character, pointed to the painting pointing to
the kitchen and said This is my kitchen.
Repeat the sentence and ask the child to
repeat it 2 times.
- Repeat the process with the remaining
paintings.
- GV says Listen and find. Then say Nam
(while pointing to the painting of the male
character). There is a TV. Encourage your
child to point to a picture pointing to the TV.
- GV says Let's circle, then makes a model
circle into the picture pointing to the TV with
his index finger. Ask your child to observe
and imitate.
* Goal: have children practice recognizing
correct information in a single sentence through
- Class Whole Observe
the listening channel.
Book Class/ , listen
3. Practice 5 - The teacher has the child open the book on
- In and
page 9.
Audio Pairs circle
- GV says Listen and circle. Turn on the audio
and stop after each sentence. Teachers ask
Teach
ing
Time tools Intera
tes) docu form
menta
tion
children to listen and use pencils to circle and
in their books. Teachers can turn on the audio
a few times for children to complete
homework.
- Teachers let children compare the results of
the work in pairs.
- GV turns on the audio again, stopping after
each sentence. Have your child listen and
check the answers with the whole class.
* Goal: have children say simple 'There is/ There
are/ This is my...'
- The teacher called 4 children to the front of
Observe the class.
, - The teacher gives each child 1 card from only
4. Magne interrog 1 room or household item. The teacher asks
Whole
Applicatio 4 tic ate, the child to put a tag on the board, circle the
class
n card listen card with their index finger and say There is
and (a TV) / There are (two chairs) / This is my
speak (bedroom). Then ask the class to repeat that
sentence.
- The teacher repeats the process with other
cards and other children.
-
Review - The teacher held up the book on page 9 and
of asked the class to say some simple sentences
5. Comp Whole
3 structur to him (There is ... / There are ...). ).
Summary uter class
es - Teachers play Goodbye, encourage children
- Sing to sing along and wave goodbye.
and
Teach
ing
Time tools Intera
tes) docu form
menta
tion
wave
goodbye
- Teachers divide children into 2 groups.
- The teacher gives pictures of rooms or items
Look at
6. in the house.
Comp 2 the
Expansion - GV asked 2 groups to raise their hands as
uter groups picture
activities quickly as possible to win the right to respond
and say
using the structure 'There is/There are/This
is...'.

Lesson 4. Listen and circle.
There is a TV.
This is my bedroom.
There are two chairs.
This is my kitchen.
LESSON 1: MY HOUSE - ACTIVITY 5: COLOUR AND SAY.
1. Objectives:
- Children know tcolored tiles of rooms and household items
2. Target language:
- From review: bedroom, kitchen, living room, TV
How are you; Great; Good job; Look; Listen; Let's colour.
- Class Book page 10
- Magnetic card (bedroom, kitchen, living room, TV)
- Crayons
Process:
Teachi
ng
Time tools Intera
Activit
y
tes) docum form
entatio
n
* Objective: help children get ready for the lesson,
1. Warm- Comput Greetin
review the words learned about rooms and objects
up er Whole g and
2 in the house.
connect class singing
ed to a song - Teachers enter the classroom, greet children and
open the video of the familiar song Hello.
Teachi
ng
Time tools Intera
Activit
y
tes) docum form
entatio
n
the - The teacher asked the class to get up and
internet move/sing along to the song.

Magnet - GV tags words indicating rooms and household
ic stripe items on boards. Then give them 30 seconds to
cards remember the cards and their positions.
indicate 2 - The teacher flipped the card over and asked 1
Memor
5 rooms group child from each team to board it.
y game
and s - The teacher says 1 word and asks the child to
househ locate the corresponding card. The team with
old the correct answer will be rewarded with 1 star.
items - The teacher repositions the cards and repeats the
process 2 to 3 times.
- * Objective: for children to recognize and color
Magnet rooms and objects in the house.
ic card - The teacher has the child open the book on page
refers 10.
to Listenin - GV pointed to the picture of the living room,
rooms g, asking What's this? and ask them to answer the
2. and observi Living room.
househ Whole
Knowledge 7 ng, - Repeat the procedure with other rooms and
old class
formation speakin items in the house.
items g and - GV says Let's colour and say. GV models living
- Class coloring room paintings and TVs on screens and says
Book Living room, TV. Ask your child to imitate and
- repeat words.
Comput - Repeat the procedure with the bedroom and
er kitchen.
Teachi
ng
Time tools Intera
Activit
y
tes) docum form
entatio
n
* Goal: have children practice coloring rooms and
objects in the house.
Crayon Whole - Teachers have children color pictures showing
3. Practice 5 Tint rooms and household items in their books with
s class
crayons.
- Teachers move around the classroom to help
children when needed.
* Goal: have children talk about their coloring
Whole pictures and name rooms and objects in the house.
4. Observe - Teachers let children work in pairs and show
class,
Applicatio 4 and
in their friends their paintings. The teacher asks
n speak
pairs the child to point to each room/item and say the
corresponding sentence.
Sing
5. Comput Whole and say - Teachers play Goodbye, encourage children to
3
Summary er class goodby sing along and wave goodbye.
e
Painting - Teachers let children draw and color pictures of

Indivi , their house. Then ask them to work in pairs and
6.
dually coloring share pictures with you.
Expansion
, in and - Teachers encourage children to use the structure
activities
pairs speakin 'There is/There are...' when talking about the
g child's home.
LESSON 1: MY HOUSE – ACTIVITY 6: COUNT AND COLOUR.
1. Objectives:
- Recognize the numbers 1, 2 and 3
- Count to 3
- Coloring household items
2. Target language:
- Review words: one, two, three, TV, table, chair
How are you; Great; Good job; Look; Listen; Let's colour.
- Magnetic cards (one, two, three, TV, table, chair)
- Pencils and crayons
Process:
Teachi
ng
Time tools Intera
Activit
y
tes) docum form
entatio
n
Compu
* Objective: help children get ready for lessons,
ter
Greetin review learned counts and objects in the house.
connec
Whole g and - Teachers enter the classroom, greet children and
2 ted to
class singing open the video of the familiar song Hello.
the
a song - The teacher asked the class to get up and
interne
t
1. Warm- Magne
up tic
stripe
cards - The teacher holds the magnetic card, then hands
Observe
indicat out the cards one by one, says the corresponding
Whole , listen
3 e word, and asks the class to clap and repeat. In
class and
rooms the 2nd time, the teacher gives the cards at a
speak
and faster pace and asks the child to say the words.
househ
old
items
* Goal: have children recognize objects in the
house and count to 3.
Observe
2.
Class Whole , listen - The teacher has the child open the book on page
Knowledge 5 11. Teachers encourage children to say words
Book class and
formation for household items (TV, table, chair).
speak
- GV points to number 1 and says This is number
1. Ask your child to repeat 2 times.
Teachi
ng
Time tools Intera
Activit
y
tes) docum form
entatio
n
- The teacher pointed to the TV, asking What's
this? and ask them to answer It's a TV. The
teacher says Let's count and count with child
One. One TV.
- GV says Let's colour. Coloring form number 1
and TV. Have your child follow along.
- GV repeats the procedure with numbers 2, 3,
tables and chairs.
* Goal: have children practice counting to 3 and
coloring objects in the house.
- The teacher has the child open the book on page
11.
- Class - The teacher points to each number and item in
Whole Observe
Book the book and asks the child to say the
class, , listen,
3. Practice 7 - corresponding word.
indivi speak,
Crayon - Teachers let children count the number of
dual color
s objects in pairs.
- GV says Let's colour. Then ask the child to
color the items in the picture.
- Teachers move around the classroom to support
children when needed.
* Goal: have your child share their pictures and
- Class
count to 3.
4. Book Point
In - Teachers let children share pictures in pairs.
Applicatio 4 - and
pairs Ask each child to point fingers and numbers in
n Crayon speak
turn and count items (one – TV / two – tables /
s
three – chairs).
Teachi
ng
Time tools Intera
Activit
y
tes) docum form
entatio
n
Sing
5. Compu Whole and say - Teachers play Goodbye, encourage children to
3
Summary ter class goodby sing along and wave goodbye.
e
- Teachers let children work in pairs.

- The teacher has 1 child use his finger to indicate
6. Draw the number and draw an item in the air in the
In
Expansion and house/classroom. The other child will say the
pairs
activities speak number, and draw objects accordingly.
- Teachers let children change roles for the 2nd
time.
Translated from Vietnamese to English - www.onlinedoctranslator.com
LESSON 2: MY SCHOOL - ACTIVITY 1: LISTEN AND REPEAT.
1. Objective:
- Recognize some objects in the school
- Repeat the names of objects
2. Target language:
- New words: door, window, slide, swing
- Review words: chair, table, pencil, paper, book, bag
3. Extension languages:
- Voice commands & classroom language: Hello/ Hi; Goodbye; Stand up; Sit
down; How are you; Great; Good job; Look; Listen; Listen and repeat.
4. Teaching tools and materials:
- Audio tracks 8
- Word cards for objects (chair, table, pencil, paper, book, crayon, door,
window, slide, swing)
- Situational painting
- MLF hoclieu application.
Procedure:
Teachin
Time g aids Intera
Parts (minu and ctive Work Teacher's activities
tes) docume form
nts
- Teacher lets children stand in a circle.
Then give 4 word cards (crayon, pencil,
paper, book) to any 4 children in the circle.
Say
- The teacher plays the child's favorite
hello,
1. Start music, encourages the child to sing along
sing a
up Card and asks the child to pass the card in the
5 Class song,
& from direction of the clock.
review
Review - The teacher randomly stops the music,
learned
asks the children holding the cards to show
words
the whole class and take turns saying the
names of the corresponding objects.
- Repeat the process a few times.
- The teacher says Look and listen. Then
point to the classroom door or show a
picture/card showing the door. Says Door.
Door. Ask children to just observe and
Observe,
2. Form listen.
Card listen
knowled 6 Class - The teacher says Listen and repeat. Says
from and
ge Door. Point to the word 'door' and say
speak
Door. Door. Ask your child to listen and
repeat the word a few times.
objects (window, slide, swing).
Whole - Teacher shows children pictures of
class, situations.
in - The teacher points to each object and
Watch,
- Class groups names each object once (door, window,
3. listen,
7 Book , in slide, swing).
Practice point
- Audio pairs and talk - The teacher says Listen again and repeat.
and Turn on the audio, then ask children to
individ listen and repeat each word in class, in
ually groups, in pairs and individually while
Teachin
Time g aids Intera
tes) docume form
nts
pointing to the object in the book on page
12.
- Correct children's pronunciation if
necessary.
- The teacher stands in front of the
screen/board. Then show the children the
- picture of the situation.
Situatio Listen,
4. - The teacher says Listen and repeat. Turn
observe,
Applicat 5 nal Class on audio / Say random words (door,
point
ion painting window, slide, swing).
and talk
- Audio - The teacher asks children to listen and
repeat the word while pointing to the
corresponding object on the screen/board.
Review
the
- The teacher shows the children a picture
words
of the situation, asks them to observe,
you
5. listen and repeat the 4 words they learned
Comput have
Summar 4 Class in the lesson.
er learned,
y - The teacher plays the video song
sing
Goodbye, encourages children to sing
them
along and wave goodbye.
and say
goodbye
- The teacher attaches word cards (table,
chair, door, window, slide, swing) to the
Look at
board, asks children to look at the cards
6. the
and at the teacher's lips.
Extensio Card flashcar
Class - The teacher says any word but does not
n from d, read
make a sound.
activities lips and
- The teacher lets the children read lips and
speak
repeat the word they just said.
- This activity can be used as a group game.
Audio scripts(Track 8):
Door. Window. Slide. Swing.
LESSON 2: MY SCHOOL - ACTIVITY 2: MATCH AND SAY.
1. Objective:
- Name some objects in the school
- Connect objects of the same type
2. Target language:
- Review words: door, window, slide, swing, chair, table
down; How are you; Great; Good job; Look; Listen; Let's match; Point and say;
Listen and match.
- Audio tracks 9
- Magnetic cards refer to objects in the school (door, window, slide, swing)
Procedure:
Teachin
Time g aids Intera
tes) docume form
nts
Comput - The teacher enters the classroom, greets
Say
er the children and plays the familiar Hello
hello
2 connect Class song video.
and sing
ed to the - The teacher asks the whole class to stand
a song
internet up and move/sing along to the song.
- The teacher takes several sets of cards
about objects (door, window, slide,
swing) with an equal number for each set.
The number of cards in each set may vary
slightly to increase the challenge of the
1. Start game.
up - The teacher randomly gives 1 card to each
& Review
child.
Review the
- The teacher asks the children to go around
Card words
5 Class the classroom to find friends with the
from you
same type of card as them.
have
- The teacher attaches 4 cards (door,
learned
window, slide, swing) in different
positions in the classroom and says each
word so that children can find and focus
on the correct location corresponding to
the card they have.
- Check to see if the child is standing in the
correct position.
- The teacher shows a picture of a door on
Listen,
2. Form - the screen. Says Door. Door. Then ask the
observe,
knowled 7 Comput Class child to repeat it a few times. Say It's a
point,
ge er door and ask your child to repeat it a few
talk
times.
Teachin
Time g aids Intera
tes) docume form
nts
- Card - Repeat the process with 'window', 'slide',
from 'swing'.
- - The teacher raises the card to the door and
Situatio asks What is it? Respond accordingly
nal according to the child's answer.
painting - The teacher says It's a door, then asks the
whole class to repeat it a few times.
- The teacher places the word card
indicating the door next to the image of
the door on the screen. Show children the
picture on page 13.
- The teacher points to the image of the
door in the picture and says Door. It's a
door.
- The teacher points to the image of the
door in the circle and asks What is it?
Respond accordingly according to the
child's answer. Then say It's a door and
ask the child to repeat it a few times.
- Teacher says Let's match. Then the
teacher models connecting the image of
the door in the picture and in the circle
with a pencil.
- Teacher says Point and say. The teacher
asks the children to point to the door and
repeat the sentence twice (Door. It's a
door.).
items.
- The teacher lets the children open the
- Class Whole Listen,
book to page 13.
3. Book class, connect
5 - The teacher says Listen and match. Then
Practice in and
- Audio pairs speak turn on the audio and pause after each
sentence. Ask children to listen and match
Teachin
Time g aids Intera
tes) docume form
nts
objects of the same type in the book with
a pencil.
- The teacher asks children to share their
work and name the objects in pairs.
- The teacher moves around the classroom
and helps children when needed.
- The teacher asks some children to show
their work to the whole class and say the
names of the objects out loud.
- Teacher lets children work in groups of 3-
4 people. The teacher gives each group a
number of sets of cards (door, window,
slide, swing).
Observe, - The teacher asks children to find cards of
4. Group
Card connect the same type and put them in each pile.
Applicat 4 of 3-4
from and - The teacher calls up some members of
ion people
speak each group, asks the children to show a
card and name the object (Window. It's a
window.).
- The teacher corrects the child's
pronunciation if necessary.
Review
the - The teacher shows children pictures of
words situations, asks them to observe, listen
you and repeat the 4 words learned in the
5.
Comput have lesson, using simple sentences (It's a
Summar 3 Class
er learned, window.).
y
sing - The teacher plays the video song
them Goodbye, encourages children to sing
and say along and wave goodbye.
goodbye
Teachin
Time g aids Intera
tes) docume form
nts
- The teacher attaches the word cards (door,
window, slide, swing, chair, table) to the
Review
board.
6. the
- Teacher lets children listen and repeat
Extensio Card words
Class each word. Then ask the child to close his
n from you
eyes and cover his eyes with his hand.
activities have
- The teacher hides one card behind his
learned
back, asks the children to open their eyes
and guess which card has been lost.

Lesson 2. Match and say.
Door. It's a door.
Window. It's a window.
Slide. It's a slide.
Swing. It's a swing.
LESSON 2: MY SCHOOL - ACTIVITY 3: LISTEN AND SING.
1. Objective:
- Repeat some simple sentences
- Sing along to the song
2. Target content:
- Review structure: There is …
down; How are you; Great; Good job; Look; Listen; Listen and repeat.
- Audio tracks 10
- Magnetic cards refer to objects in the school (door, window, slide, swing,
chair, table)
- 1 soft ball
Procedure:
Teachin
Time g aids Intera
tes) docume form
nts
Comput - The teacher enters the classroom, greets
Say
er the children and plays the familiar Hello
hello
2 connect Class song video.
and sing
ed to the - The teacher asks the whole class to stand
a song
internet up and move/sing along to the song.
- Teacher lets children sit in a circle. Use a
1. Start soft ball to roll to a child's seat while
up singing Roll, roll the ball. Roll the ball to
& (child's name). This child will catch the
Review - Card Roll the ball.
5 from Class ball - The teacher shows the children a word
- Ball game card (door, window, slide, swing, chair,
table) and asks What is this?
- Teacher praises children and corrects
errors if any.
- Repeat the process a few times.
- The teacher shows the children the picture
on page 14 of the book.
- The teacher asks children to look at the
picture and prompts them to name the
Observe, objects in the picture.
2. Form
- Class listen - The teacher points to the picture of a
knowled 6 Class
Book and swing and says There is a swing. Repeat
ge
speak and ask the child to repeat a few times.
- Encourage children to say the same
sentence with the remaining objects
(door, window, slide) and correct their
errors if any.
- Class Listen, - The teacher says Let's listen. Turn on the
3. Book
5 Class point audio and let your child listen to the song
Practice
- Audio and talk 1-2 times.
Teachin
Time g aids Intera
tes) docume form
nts
- The teacher says Listen and repeat. Turn
on the audio again, ask the child to listen
and repeat each sentence and point to the
corresponding objects in the book (page
14) or on the screen.
- The teacher asks the children to stand up
Whole and sing along with the song as a whole
class, class, in groups, or in pairs.
4.
Card in Sing and - Encourage children to point to pictures of
Applicat 5
from groups point objects in books / on screens / in the
ion
, in classroom while singing.
pairs - The teacher can change the rhythm of the
song.
Review
the - The teacher shows the children a picture
words of the situation, asks them to observe,
you listen and repeat the 4 words they learned
5.
Comput have in the lesson, using simple sentences
Summar 3 Class
er learned, (There is …).
y
sing - The teacher plays the video song
them Goodbye, encourages children to sing
and say along and wave goodbye.
goodbye
- The teacher attaches the word cards
(chair, table, door, window, slide, swing)
Review
to the board.
6. the
- The teacher lets the children listen and
Extensio Card words
Class repeat each word rhythmically a few
n from you
times.
activities have
- The teacher removes 1 card, then speaks
learned
and asks the child to repeat the words,
including the removed word.
Teachin
Time g aids Intera
tes) docume form
nts
- Continue discarding each card in turn and
repeating the process.
Lesson 3. Listen and sing.
There is a window. There is a door.
Let's go out. Let's play.
Let's swing on the swing.
Swing on the swing.
The swing is fun.
There is a window. There is a door.
Let's go out. Let's play.
Let's slide on the slide.
Slide on the slide.
The slide is fun.
LESSON 2: MY SCHOOL - ACTIVITY 4: LISTEN AND CIRCLE.

1. Objective:
- Recognize objects in the school through listening activities
2. Target language:
- Review structure: There is … / There are …
down; How are you; Great; Good job; Look; Listen; Listen and find; Let's circle.
- Audio tracks 11
- Magnetic cards refer to objects in the school (door, window, slide, swing,
table, chair)
Procedure:
Teachin
Time g aids Intera
tes) docume form
nts
- The teacher asks the children to stand up
Comput
Say and shows them the book on page 14.
er
hello - The teacher plays the song in Lesson 3 and
2 connect Class
and sing asks the children to sing along. Encourage
1. Start ed to the
the song children to point to objects on the screen
up internet
while singing.
&
Review - The teacher slowly shows each card
Hidden
pointing to objects in the school and asks
Card things
3 Class What is this?
from game -
- Continue revealing cards slowly until one
Bingo
child says Bingo. Ask children to name
Teachin
Time g aids Intera
tes) docume form
nts
the corresponding object (can be in
words/phrases/sentences).
- Correct children's pronunciation if
necessary.
- This activity can be used as a group game.
- The teacher shows a picture of a book on
page 15. Then prompts the children to
name words that refer to objects in the
school.
- The teacher points to the picture of a
window and suggests that the children say
There is a window. Then count One and
say There is one window. Repeat the
whole sentence and ask the child to repeat
it a few times.
- Listen, - The teacher points to the picture of two
2. Form Comput observe, windows and counts with child One. Two.
knowled 7 er Class point, Then say There are two windows. Repeat
ge - Class circle the whole sentence and ask the child to
Book and talk repeat it a few times.
paintings (door, swing, slide).
- The teacher says Listen and find. Then
say One (while pointing to the number 1).
There is one door. Encourage children to
point to the picture of the door.
- Teacher says Let's circle. The teacher
models circling the picture of the door
with his finger. Ask children to observe
and imitate.
- Class
3.
5 Book Whole Listen, - The teacher lets the children open the
Practice class, circle book to page 15.
- Audio
Teachin
Time g aids Intera
tes) docume form
nts
in - The teacher lets the children listen to the
pairs audio, stop at each sentence and do the
circled exercises in the book. Let the
children listen twice.
- The teacher asks the children to compare
their work in pairs.
- The teacher turns on the audio again.
Then ask children to listen and check their
work with the whole class. Give your
child praise.
- Teacher lets children sit in front of the
board.
- The teacher calls 4 volunteer children to
come to the board. Give each child a word
card (door, window, slide, swing). Help /
Ask children to put the card on the board,
Individ
4. Observe, circle the card with their finger and say
Card ual,
Applicat 4 circle There is a …
from whole
ion and talk - The teacher calls 4 more children to
class
volunteer to come to the board. Give each
child a word card (door, window, slide,
swing), ask them to tag the card next to
the card of the same type on the board.
Ask children to circle 2 cards and say
There are two …
Review
the - The teacher shows the children pictures
words and asks the whole class to say simple
5.
Comput you sentences (There is … / There are …).
Summar 3 Class
er have - The teacher plays the video song
y
learned, Goodbye, encourages children to sing
sing along and wave goodbye.
them
Teachin
Time g aids Intera
tes) docume form
nts
and say
goodbye
- The teacher lets the children stand in front
of the screen. Place the flashcards on the
floor.
- The teacher projects images of objects in
Review the school onto the screen one by one.
6. the Then take turns giving out the word cards.
Extensio Card words - The teacher asks the children to find the
Class
n from you card and say Bingo, then give it to the
activities have teacher.
learned - The teacher has all children with the same
type of card stand in front of the class and
hold up the card.
- The teacher counts the cards with the
whole class.

One. There is a door.
Two. There are two windows.
Three. There is one slide.
Four. There are two swings.
LESSON 2: MY SCHOOL - ACTIVITY 5: TRACE AND COLOUR.
1. Objective:
- Draw along the lines the images of objects in the school
- Color pictures of objects in school
- Name the objects in the school and their colors
2.Languagetarget:
- Review words: chair, table, door, window, slide, swing, red, green, yellow,
blue, pink, orange
- Review structure: It's …
down; How are you; Great; Good job; Look; Let's trace.
- White paper
- Magnetic cards refer to objects in the school (chair, table, door, window,
slide, swing)
- Crayon
Procedure:
Teaching
Time aids Interactive
Parts Work Teacher's activities
(minutes) and form
documents
- The teacher enters the
classroom, greets the
Computer Say
children and plays the
connected hello
2 Class familiar Hello song video.
to the and sing
- The teacher asks the whole
internet the song
1. Start up class to stand up and
& Review move/sing along to the song.
- Teacher lets children stand
Slap the in 2 rows.
3 Card from Class board - The teacher attaches the
game word cards (chair, table,
door, window, slide, swing)
Teaching
(minutes) and form
documents
to the board in random
order.
- The teacher says a word and
asks the child at the front of
each row to clap their hands
on the corresponding card.
- Repeat the process 4 times.
- The teacher shows a picture
of a book on page 16. The
teacher points to the black
and white image of a slide
and says Look! What is it?
Respond accordingly
according to the child's
answer.
- Say It's a slide. Then ask the
child to repeat twice.
- The teacher holds a pencil
and asks What is it?
Respond accordingly
- Class Listen,
2. Form according to the child's
5 Book Class observe,
knowledge answer. Teacher says Let's
- Pencils, speak
trace. Then model the action
crayons
of drawing along the dotted
line image of the slide using
a pencil. Encourage
children to observe and
imitate by holding their
pencil in the air.
- The teacher holds an orange
crayon and asks What color
is it? Respond accordingly
answer. Ask your child to
choose a crayon of their
Teaching
(minutes) and form
documents
choice and pick it up. Then
the teacher paints the image
of the slide in orange.
Encourage children to
observe and imitate by
drawing in the air.
- The teacher points to the
picture he just painted and
says It's orange. Ask the
child to repeat twice.
- The teacher asks children to
draw along the dotted lines
the images in the book using
a pencil.
Draw, - The teacher asks children to
3. Practice 7 Class Book Individual
color color the pictures in the
book.
- The teacher moves around
the classroom to help
children if necessary.
- The teacher divides the class
into groups of 4 children.
Then the teacher asks the
children to share the colored
Observe, pictures in the book and
4. Group of 4 listen name the objects and their
4
Application people and colors, for example (It's) (a)
speak swing. (It's) green.
- The teacher helps
children/corrects
pronunciation errors if
necessary.
Teaching
(minutes) and form
documents
Review
- The teacher shows the
the
children a picture that has
words
been colored and described,
you
for example It's a door. It's
5. have
3 Computer Class blue.
Summary learned,
- The teacher plays the video
sing
song Goodbye, encourages
them
children to sing along and
and say
wave goodbye.
goodbye
- The teacher lets the children
sit in groups of 3.
- The teacher gives each
group a pencil, a few
crayons with 2 random
colors (red, yellow, blue,
green, orange, pink) and a
few white sheets of paper.
Pencils, - The teacher asks each group
6. Group of 3
crayons, to draw an image of an
Extension people,
white object in school they have
activities whole class
paper learned and color that
image.
- The teacher asks the groups
to share their products with
the whole class.
- The teacher puts the pictures
on the board and asks the
whole class to vote for the
best picture.
LESSON 2: MY SCHOOL - ACTIVITY 6: COUNT AND MATCH.
1. Objective:
- Recognize number 6
- Count to 6
2.Languagetarget:
- New word: number 6
- Review words: door, window, slide, swing, ball, numbers 1 to 5
- Review structure: There are…
down; How are you; Great; Good job; Look; Listen; Let's count.
- Audio tracks 10
- Magnetic cards show numbers from 1 to 6
Procedure:
Teaching
(minutes) and form
documents
- Computer Say
1. Start up connected - The teacher enters the
hello,
5 Class classroom and greets the
& Review to the sing
children.
internet songs,
Teaching
(minutes) and form
documents
- Audio review - The teacher asks the children
tracks 10 learned to stand up. Then turn on
words audio track 10 and ask
children to sing along.
- Teacher lets children stand
in a circle. Then ask the
children to count from 1 to 5,
starting with the child
standing on the teacher's left.
- The teacher asks the children
who count the number 1 to
stand next to each other, and
repeat with the children who
count the numbers 2, 3, 4, 5.
- The teacher gives simple
commands like 'Hands on
head', 'Touch your nose',
'Point to the board', ... and
adds numbers. For example:
Touch your nose, number 1
and check to see if the
children in group number 1
have performed the correct
action.
- The teacher gives praise to
the children.
- Teacher shows a picture of a
ball on the screen / Teacher
Listen, draws a ball on the board
2. Form - Card
7 Class observe, and says Look! What is it?
knowledge from
speak Respond accordingly
- Computer
answer.
Teaching
(minutes) and form
documents
- The teacher says It's a ball.
Say One ball and ask the
child to repeat.
- Teacher shows pictures of 4
more balls / Teacher draws
4 more balls on the board
one after another and asks
children to count with the
teacher: One, two, three,
four, five while pointing.
Then the teacher says Five
balls and asks the children
to repeat it a few times.
- Teacher adds 1 more ball
and says Six. Six.
- The teacher shows the
image of number 6 on the
screen / The teacher holds
up the word card indicating
the number 6. The teacher
says Number six, six, six
while pointing to the image
of number 6.
- The teacher writes the
number 6 on the board next
to the image of 6 balls. Then
ask the child to point to the
number 6 and say Six a few
times.
- Teacher says Count with
me. Then count with your
child a few times from 1 to
6.
- Teachers can use their
fingers to teach number 6.
Teaching
(minutes) and form
documents
- The teacher shows a picture
of a book on page 17. The
teacher prompts the children
to say words for objects in
the school and numbers.
Observe, - The teacher asks children to
listen, count the number of objects
In pairs,
3. Practice 5 Class Book connect in the picture in pairs. Ask
whole class
and children to match numbers
speak with corresponding
pictures.
- The teacher checks the
answers with the whole
class and gives praise to the
children.
- The teacher asks the
children to sit in 2 groups in
front of the screen. The
teacher lets the children
name their group as they
wish. Then the teacher
writes the group's name on
the board.
4. Observe,
4 Computer Group - The teacher shows pictures
Application count
of some learned counting
objects such as toys, school
objects, and fruits (the
number of objects ranges
from 3 to 6). The group
whose members count the
correct number first will
receive 1 star.
5. Review - The teacher shows the
3 Class
Summary the children the book page and
Teaching
(minutes) and form
documents
Computer words asks them to count the
you number of objects in the
have picture.
learned, - The teacher plays the video
sing song Goodbye, encourages
them children to sing along and
and say wave goodbye.
goodbye
- The teacher divides the class
into groups of 5-6 children.
Then have the children sit in
a circle.
- The teacher gives each
group a set of 3 random
word cards (door, window,
slide, swing, chair, table).
- The teacher explains that
each group of words
Review belongs to one group. The
the teacher asks children to
6.
words repeat each word a few
Extension By group
you times so that they can
activities
have recognize and remember the
learned words. For example: Group
1: door, window, chair;
Group 2: swing, slide, table;
…
- The teacher says each set of
words randomly. Ask
children to listen and stand
up when they hear a set of
words belonging to their
group.
- Slowly increase speed.
LESSON 3: MY FEELINGS - ACTIVITY 1: LISTEN AND REPEAT.
1. Objective:
- Recognize some common emotional words
- Repeat emotional words
2. Target language:
- New words: happy, hungry, thirsty, sad
- Review words: sandwich, juice, banana
down; How are you; Great; Good job; Look; Listen and repeat.
- Audio tracks 15
- Word cards for emotions and food (happy, hungry, thirsty, sad, sandwich, juice,
banana)
- Computer connected to the internet and hoclieu.vn MLF application
Procedure:
Teachi
Time ng aids Inter
Parts (minu and active Work Teacher's activities
tes) docum form
ents
- Say
Compu hello, * Goal: help children get ready for the lesson,
1. Start up
3 ter Class sing review words they have learned about food
connec songs (sandwich, juice, banana).
ted to and
Teachi
Time ng aids Inter
tes) docum form
ents
the review - The teacher greets the children and plays the
internet learned familiar Hello song.
- Card words - The teacher asks the whole class to stand up and
from move/sing along to the song.
- The teacher holds a food word card (sandwich,
juice, banana) and asks What's this?. Ask
children to answer according to the structure It's
…
Game - The teacher gives word cards and asks children
Catch to say aloud It's... with the corresponding food.
Card
3 Class me if - The teacher can use word cards to refer to some
from
you other foods to increase the difficulty of the
can! game.
* Objective: introduce children to emotions
through flashcards.
- The teacher asks children to pay attention to
their faces. Say Look at me! The teacher made
Listen, a happy face and said Happy. Repeat emotions
observe and words.
- Class
2. Form , - Repeat the process with other emotion words
6 Book Class
knowledge connect (hungry, thirsty, sad).
- Card and - The teacher puts emotion word cards on the
from speak board. Point to the 'happy' card, say Happy and
make a happy face. Ask children to imitate
facial expressions and repeat words.
- Repeat the process with the remaining emotion
words.
- Class
Whol * Objective: to help children recognize emotions
Book Observ
e and practice repeating emotional vocabulary.
- Audio e, listen
3. Practice 6 class, - The teacher gives a picture of the situation.
- and
indivi Encourage children to say the names of the
Situati speak
dual characters in the picture. The teacher explains
onal
Teachi
Time ng aids Inter
tes) docum form
ents
paintin the context of the picture, the characters are in
g the classroom and it is dinner time.
- The teacher points to the characters and says
Happy, hungry, thirsty, sad. The teacher asks
the children to repeat. Repeat the process,
varying the speaking speed to make the activity
more difficult and interesting.
- The teacher lets the children open the book to
page 23.
- The teacher says Listen and repeat. Turn on the
audio and pause after each word. The teacher
asks children to listen, point to the
corresponding character and repeat the words
indicating emotions.
- The teacher asks the children to stand up and
observe the situation. Then point to the
characters, make different facial expressions
(happy, hungry, thirsty, sad) and say the words.
The teacher asks children to imitate facial
expressions and repeat words in unison in
groups and individually.
* Goal: help children recognize and repeat
emotional vocabulary.
- The teacher attaches a picture of the situation
to the board.
In - The teacher divides the class into groups and
Situati group Observ
4. onal e, listen invites one representative from each group to
3 s, come to the board. The teacher says one word
Application paintin and
whole expressing emotion. Ask children to point to
g speak
class the corresponding character in the situation
picture as quickly as possible. Reward the
group whose members perform the fastest.
Then, the teacher asks the whole class to repeat
the word. Repeat the process a few times.
Teachi
Time ng aids Inter
tes) docum form
ents
- The teacher makes different facial expressions
and asks the children to repeat and say the
corresponding word.
Sing
- The teacher plays the song Goodbye,
5. Compu and say
2 Class encourages children to sing along and wave
Summary ter goodby
goodbye.
e
Review
learned - The teacher says an emotion word and makes a
6.
words corresponding facial expression. Children will
Extension Class
and be asked to repeat the word and express it
activities
structur correctly.
es

Happy. Hungry. Thirsty. Sad
LESSON 3: MY FEELINGS - ACTIVITY 3: LISTEN AND CHANT.
1. Objective:
- Answer some simple questions about emotions
- Can read the rhyme with the correct words and rhythm
2. Target language:
-New structure: I'm (hungry).
- Review words: happy, hungry, thirsty, sad, slide, swing, chair
down; How are you; Great; Good job; Look; Let's chant.
- Audio track 17
- Word cards indicating emotions (happy, hungry, thirsty, sad)
- Puppets (Nam, Linda, Hoa, Ben)
Procedure:
Teachi
Time ng aids Inter
Parts (minut and active Work Teacher's activities
es) docum form
ents
* Objective: help children get ready for the
Compu lesson, review the emotional vocabulary they
ter Say have learned.
connec hello,
2 Class - The teacher enters the classroom, greets the
ted to sing the
children and plays the familiar Hello song.
the song
1. Start - The teacher asks the whole class to stand up
internet
up and move/sing along to the song.
Review
the - The teacher uses flashcards and facial
Card words expressions (happy, hungry, thirsty, sad) to
2 Class
from you help children review the words they have
have learned.
learned
2. Form Listen, * Objective: to help children understand question

knowledg 7 Puppet Class observe and answer patterns: 'How are you?' and 'I'm
e s , speak (hungry).'
Teachi
Time ng aids Inter
es) docum form
ents
- The teacher attaches the Nam and Hoa
puppets to the board. The teacher stands next
to the Nam puppet, imitates the Nam voice
and asks How are you? The teacher stands
next to the Chinese puppet, imitates the
Chinese voice and answers I'm hungry, using
actions and facial expressions to express the
word 'hungry'.
- Repeat the process with the puppets Ben and
Linda, and the word 'thirsty'.
- The teacher calls a child to the board. Let the
child hold the 'happy' card. Ask children How
are you? Lead children to say I'm happy and
show happy expressions.
- The teacher asked the whole class to stand up.
Ask children How are you? Give 1 emotion
word card and lead the child to answer I'm...
Repeat the process with the remaining cards,
changing the speed to increase the challenge
of the activity.
* Objective: for children to learn the rhyme of
Unit 3 and memorize the lyrics.
- The teacher shows a picture of the book on
page 25. Ask the children to say the names of
Observ the characters (Hoa, Nam, Ben, Linda,
- Class brother, dad). Introducing the context of the
3. e, listen
5 Book Class painting as a playground in school. The
Practice and
- Audio teacher points to the objects and asks the
speak
children to name them (slide, swing, chair).
- The teacher points to each character and
prompts children to name the characters'
emotions (happy, hungry, thirsty, sad).
Encourage children to show facial
Teachi
Time ng aids Inter
es) docum form
ents
expressions and actions (happy, hungry,
thirsty, sad).
- The teacher lets the children open the book to
page 25. The teacher says Listen and turns on
the audio. Ask children to listen to the entire
song and clap along with the rhyme.
- Teacher says Let's chant along. Then turn on
the audio and pause after each sentence.
Children will listen and read the rhyme while
pointing to the corresponding character in the
picture.
- Repeat the rhyme until your child has
memorized it.
Whol * Objective: have children read the rhyme of

e Unit 3 in unison.
class, - The teacher lets the children stand up and
4. Read
in read the rhyme along with the audio. Ask
Applicati 3 Audio the
group children to show corresponding expressions
on rhyme
s, when reading.
indivi - The teacher lets children read the rhyme in
dually groups and individually.
Sing
5. - The teacher plays the song Goodbye,
Compu and say
Summar 2 Class encourages children to sing along and wave
ter goodby
y goodbye.
e
- Teacher lets 2 children stand back to back.

Give each child 1 flashcard.
6. - Teacher counts One step. Two steps. Three
Three
Extensio steps. Turn around! Ask the child to turn
Class steps
n around and say the emotion word on their
game
activities friend's card.
Lesson 3. Listen and chant.
How are you? How are you?
I'm happy! I'm happy!
I'm sad. I'm sad.
How are you? How are you?
I'm thirsty. I'm thirsty.
I'm hungry. I'm hungry.
Yummy! Yummy!
LESSON 3: MY FEELINGS - ACTIVITY 4: LISTEN AND CIRCLE.
1. Objective:
- Recognize emotional words through listening activities
- Name the emotions
2. Target language:
- Review words: happy, hungry, thirsty, sad
- Review structure: I'm (hungry)
down; How are you; Great; Good job; Look; Listen and circle.
- Audio track 18
- Word cards indicating emotions
- Puppet soldiers
Procedure:
Teachi
Time ng aids Inter
tes) docum form
ents
-
* Objective: help children get ready for the
Compu
Greetin lesson, review the emotional vocabulary they
ter
gs, have learned.
1. Start connec
reviewi - The teacher greets the children.
up 3 ted to Class
ng, - The teacher uses word cards to let children
the
reading review the words they have learned.
internet
rhymes - The teacher lets the children read the rhyme
- Card
in Lesson 3 and express their emotions.
from
* Objective: help children become familiar with
the symbols used in the lesson (circle), help
children recognize correct information in a
simple sentence.
- The teacher puts word cards on the board.
The teacher points to the cards and guides
- Card
the children to say words indicating
2. Form from Listen,
5 Class observe emotions.
knowledg -
- The teacher holds the Linda character card.
e Puppet , speak
Imitate Linda and say I'm hungry, then circle
soldier
the 'hungry' tag. Ask children to imitate by
s drawing with their fingers in the air.
- The teacher said I'm happy. Point to the 'sad'
card and ask the child Yes or No? Lead the
child to say No, and point to the 'happy' card.
Then the teacher circles the 'happy' card.
* Objective: to help children correctly recognize
emotional vocabulary through listening.
Whol
Observ - The teacher shows the picture in the book on
- Class e
3.
7 Book class, e, listen page 26. Ask the children to say the names
Practice and of the characters in the picture (Linda, Hoa,
- Audio indivi
speak Ben, Nam).
dual
- The teacher points to the characters'
emotions and asks to name the emotions.
Teachi
Time ng aids Inter
tes) docum form
ents
- Teacher asks children to prepare pencils.
- The teacher says Listen and circle. Turn on
the audio and pause after each sentence for
children to circle the words that indicate the
corresponding emotions.
- When children have completed the lesson,
ask them to compare their work with each
other, listen to the audio again and check
their answers.
* Objective: for children to express their
feelings using the vocabulary they have learned
about emotions.
- The teacher uses word cards to let children
review the emotion words they have learned.
Observ - The teacher calls 4 children to the board.
4.
Card e, Give each child a word card and ask them to
Applicatio 3 Class
from listen, keep it secret.
n
speak - Teacher asks How are you? Ask children to
show the card to the whole class and say I'm
… (corresponding emotion). Bonus stars for
each correct answer.
- Repeat the process with as many children as
possible.
- The teacher shows the children the picture in
Sing the book on page 26. Let the children say
5. Compu and say goodbye to each character in the picture.
2 Class
Summary ter goodby - The teacher plays the video song Goodbye,
e encourages children to sing along and wave
goodbye.
6. - The teacher describes an emotion.
TPR
Extension Class - Teacher asks children to imitate and say I'm
Games
activities …
Audio scripts(Track 18)
One. I'm happy.
Two. I'm hungry.
Three. I'm thirsty.
Four. I'm sad.
LESSON 3: MY FEELINGS - ACTIVITY 5: DRAW AND COLOUR.
1. Objective:
- Recognize number 7
- Count to 7
- Draw and color objects
2. Target language:
- New word: number 7
- Review words: biscuit, apple, banana, numbers 1 to 6
down; How are you; Great; Good job; Look; Let's draw; Let's color.
- Magnetic cards show numbers from 1 to 6
- Pencils, crayons
Procedure:
Teachi
Time ng aids Inter
tes) docum form
ents
Compu * Goal: help children get ready for the lesson,
ter Say review the numbers they have learned.
connec hello, - The teacher greets the children and plays the
2 Class
ted to sing the familiar Hello song.
the song - The teacher asks the whole class to stand up
1. Start internet and move/sing along to the song.
up
Review
the
- The teacher uses flashcards to show the
Card words
2 Class numbers 1 to 6 to help children review the
from you
words.
have
learned
* Objective: help children recognize the number
7 and count to 7.
2. Form - Card Listen,
knowledg 7 from Class observe - The teacher holds 6 crayons and asks the
e , speak children to count from 1 to 6.
-
- The teacher puts cards indicating numbers
Crayon
from 1 to 6 on the board. Then, the teacher
Teachi
Time ng aids Inter
tes) docum form
ents
picks up a number of different colored pens.
Ask 3 children to count, hop on the board and
choose the corresponding index card.
- The teacher holds 6 crayons and asks the
children to count again. Then pick up another
crayon and say Seven. Count the crayons
from 1 to 6 first, and ask the child to repeat a
few times.
- The teacher puts card number 7 on the board.
Then draw 7 smiley faces next to it. The
teacher asks the children to count the number
of smiley faces, then points to the number 7
and says Seven.
- The teacher counts by hand with the children.
* Objective: for children to practice counting to
determine quantities and color objects.
- Teacher lets children open the book to page
27. Encourage children to say the names of
objects (biscuits, apples).
- The teacher points to the number 6 and asks
the children to say Six. Point to the picture of
Observ
Whol e, cookies and ask your child to count from 1 to
e listen, 6.
3. Class
5 class, speak, - The teacher points to the number 7 and asks
Practice Book the children to say Seven. Point to the picture
indivi draw
dual and of an apple and ask the child to count from 1
color to 7.
- The teacher points to the empty cookie image
and says Let's draw. Have children draw
along the dotted lines. After the children
finish, the teacher holds the orange crayon
and says Let's color. Let children color.
- Teacher points to an apple and asks What
color is it? Ask children to answer It's red.
Teachi
Time ng aids Inter
tes) docum form
ents
Then the teacher holds a red crayon and says
Let's color the apples. Let children color.
* Objective: for children to share their pictures
with friends and practice counting to 7.
- The teacher asks the children to exchange
4. Observ
By pictures with each other. Have your child
Applicati 3 e,
group point to each number and say Six / Seven and
on speak
count the corresponding number.
- Encourage children to name objects and
colors.
Sing
5. - The teacher plays the song Goodbye,
Compu and say
Summar 2 Class encourages children to sing along and wave
ter goodby
y goodbye.
e
6.
- The teacher lets the children draw and count
Extensio Draw,
Class any 7 objects and share the pictures with their
n talk
friends.
activities
LESSON 3: MY FEELINGS - ACTIVITY 6: VALUES.
1. Objective:
- Recognize good attitudes toward friends and family
2. Target language:
- Review words: words for emotions (happy, sad, thirsty)
- Review structure: How are you? – I'm…
down; How are you; Great; Good job; Look; Listen.
- Audio track 17
- Word cards indicating emotions
- Puppets (Linda, Hoa, Ben)
Procedure:
Teachi
Time ng aids Inter
es) docum form
ents
* Objective: help children get ready for the lesson,
review the emotional vocabulary they have
learned.
Say
- The teacher greets the children
1. Start up hello,
2 - Audio Class - The teacher lets the children read the rhyme in
sing the
Lesson 3 and express their emotions.
song
- Teacher asks How are you? and give an
emotion card. Ask children to respond
accordingly.
* Objective: to help children understand the
information in each picture, to evoke good
attitudes towards people around them.
- The teacher takes turns bringing out the
puppets and asking Who's this? Ask the
children to say the names of the puppets
(Linda, Hoa, Ben). Have children say Hello to
each character.
- The teacher shows a picture of a book on page
28. Points to the first picture and encourages
children to talk about the feelings of Hoa and
Listen,
2. Form Linda (sad). Introduction to the context of the
7 Card Class observe
knowledge painting (Hoa and Linda may be having an
from , speak
argument). Teacher asks Is it good? Make a sad
face, thumbs down and say No! Let children
imitate and repeat a few times.
- The teacher points to the second picture and
encourages children to say the names of the
characters in the picture (Linda, brother).
Leads to the story between Linda and her
brother. Imitate Linda's voice and say I'm
thirsty. Thank you! Ask Is it good? Make a
happy face, give a thumbs up and say Yes! Let
children imitate and repeat a few times.
Teachi
Time ng aids Inter
es) docum form
ents
- Repeat the process with the remaining 2
paintings.
* Goal: help children recognize good behavior
towards friends and family
- The teacher lets the children stand up. Point to
the first picture and say No! Make a sad face
and give a thumbs down. Point to the second
picture and say Yes! Make a sad face and give
a thumbs down. Have children imitate words
and expressions. Repeat the process with the
remaining paintings.
- The teacher continues the second round, doing
- Class Observ the action faster. The teacher can continue to
Book e, listen the next round if necessary.
and do - Teacher lets children open the book to page 28.
3. Practice 5 - Pencil Class
the Point to the first picture and ask Is it good?
- exercis Guide children to say No. The teacher models
Crayon es holding up a pencil and marking an x in the
box. Ask children to follow.
- The teacher points to the second picture and
asks Is it good? Guide children to say Yes. The
modeling teacher picks up a crayon and marks
a v in the box. Ask children to follow.
- The teacher repeats the process with the
remaining 2 pictures. Let children mark x or v
in the box themselves.
- After the child has finished, check in and give
him praise.
* Goal: help children recognize good and bad
4. Observ
Class behaviors.
Applicatio 3 Class e,
Book - The teacher points to the pictures on page 28 in
n speak
random order. Have children demonstrate their
Teachi
Time ng aids Inter
es) docum form
ents
understanding of good and bad attitudes by
responding both verbally and physically.
- The teacher reenacts the story in the picture
with a teaching assistant or a child who does
well in class. Ask children to observe and say
Yes or No.
Review
the
words
- The teacher gives word cards indicating
you
emotions. Encourage children to say words
have
5. Compu indicating emotions.
3 Class learned,
Summary ter - The teacher plays the video song Goodbye,
sing
encourages children to sing along and wave
them
goodbye.
and say
goodby
e
- The teacher asks the children to focus on the
middle of the classroom. Create a messy floor
scene with classroom objects. Standing next to
that scene, making a tired expression. Ask Is it
6. good? Lead the child to say No and put their
Extension Class thumb down.
activities - Ask the child to put the objects back in the
correct place. Ask Is it good? Lead children to
say Yes and give a thumbs up.

LESSON 4: WEATHER - ACTIVITY 1: LISTEN AND REPEAT.
1. Objective:
At the end of the lesson, children can:
- Recognize weather phenomena
- Repeat the names of weather phenomena
2. Target language:
- New words: sunny, cloudy, rainy, windy
- Review structure: Do you like …?; Yes, I do. / No, I don't.
- Voice commands & classroom language: Hello/ Hi; Goodbye; Great; Good job;
Listen; Stand up; Sit down; Look and listen; Listen and repeat; Listen again and
repeat.
- Audio track 19
- Unit 4 situation painting
- Word cards: sunny, cloudy, rainy, windy
- Computer with internet connection and MyLittleFun application
Procedure:
Teachi
Time ng aids Intera
tes) docume form
nts
Comput
1. Start er Greet * Goal: help children get ready for lessons; Review
3 Class
up connect and sing vocabulary about emotions.
ed to
Teachi
Time ng aids Intera
tes) docume form
nts
the - The teacher greets and asks the children to stand up.
internet Project the image of page 25 of the Class Book on
the screen for children to see.
- Play the rhyme (Track 17) and ask children to read
along.
- Encourage children to express their emotions on
their faces according to the nursery rhyme.
- Change the speed (faster, slower) to make the
rhyme more interesting.
* Objective: introduce four types of weather (sunny,
cloudy, rainy, windy).
- Introduce to children the content of today's lesson
about weather. Project Unit 4's situation picture on
Observe the screen, or attach Unit 4's situation picture on the
, listen board.
- Class and - Teacher points to the sunny picture and asks Do you
Book speak like this? Encourage children to say Yes, I do while
- Unit 4 nodding and making a happy face, OR to say No, I
2. Form
situatio don't while shaking their head and making a sad
knowled 6 Class
n face.
ge
painting - Do the same with the remaining three pictures.
- Card Observe - Teacher points back to the sunny picture / Holds up
from , listen the word card 'sunny'. The teacher says Look and
and listen. The teacher said “sunny”. Just ask the child
repeat to look and listen.
Listen - The teacher says Listen and repeat. The teacher said
and the word Sunny again. Ask children to listen and
repeat repeat the word several times.
- Repeat the above process with the remaining
paintings (cloudy, rainy, windy).
* Objective: to help children practice recognizing and
repeating four types of weather.
Class/ Listen
3. Class - The teacher points out and names the weather
6 Indivi and
Practice Book phenomena in the situation picture again (sunny,
dual repeat
cloudy, rainy, windy).
- Instruct children to open the book to page 29.
Teachi
Time ng aids Intera
tes) docume form
nts
- The teacher says Listen again and repeat. Turn on
audio, pausing after each word. Ask children to
listen and repeat each word and point to the
corresponding picture in the book.
- Correct children's pronunciation if necessary.
* Objective: help children recognize types of weather
and repeat the names.
- Teacher lets children sit in front of the board.
Attach 4 magnetic cards indicating weather
Find the phenomena on the board.
word - The teacher says Listen and repeat. Turn on the
4.
Card card and audio, or say the words one after another (sunny,
Applicat 5 Class
from say the cloudy, rainy, windy).
ion
name of - Ask children to listen and repeat the word while
the toy pointing to the corresponding word card on the
board.
- The teacher can invite a few children to come to
the board (each child in turn) to point to the
corresponding word card after listening.
Comput - Project a picture of the situation on the screen. Ask
er children to look, listen and repeat the 4 weather
5.
connect Sing phenomena they learned in the lesson.
Summa 5 Class
ed to goodbye - The teacher plays the song Goodbye, waves
ry
the goodbye, encourages children to sing along and
internet wave goodbye.
- Teacher attaches 4 flashcards / Shows pictures of 4
weather phenomena on the screen (sunny, cloudy,
rainy, windy)
6. - The teacher says one word and describes the
Extensio weather phenomenon with actions. Repeat this
Card
n Class action and ask your child to do the same.
from
activitie - Repeat this process with the remaining words. Ask
s children to do this activity in groups, in teams and
as a whole class.
- The teacher says each word and asks children to
express it through actions.
Sunny. Cloudy. Rainy. Windy.
LESSON 4: WEATHER - ACTIVITY 2: MATCH AND SAY.
1. Objective:
- Name weather phenomena
- Match weather images with weather icons
2. Target language:
- Review words: sunny, cloudy, rainy, windy
Listen; Stand up; Sit down; It's…; Let's…; Point and say; Listen and match
- Audio tracks 20
- Word cards (sunny, cloudy, rainy, windy)
- Situational painting of Unit 4
Procedure:
Teachi
Time ng aids Intera
tes) docume form
nts
* Goal: help children get ready for lessons; Test
- Greet whether children can distinguish between the types of
and sing weather they have learned.
1. Start Card - The teacher greets the children and asks them to
5 Class - Play
up from stand up. The teacher plays the song Hello and lets
warm
up the children sing along.
- Game: Slap the board!
● Teacher lets children stand in 2 rows.
Teachi
Time ng aids Intera
tes) docume form
nts
● Attach the flashcards to the board (with the
picture facing out) in random order.
● The teacher says a word and asks the child
at the head of each row to tap the
corresponding word card on the board.
● Repeat the process with the remaining
words.
* Objective: help children recognize weather

symbols, read the names of weather types and
understand the structure used to describe the weather
'It's…'
Look, - The teacher holds up page 30 of the Class Book or

listen projects the picture of page 30 on the screen for
2. Form Class and the children to see.
knowled 6 Book Class repeat - The teacher points to the sunny picture and says
ge Sunny, sunny and asks the children to repeat it a
few times. Then the teacher says It's sunny and
asks the children to repeat it a few times.
- The teacher points to the sun symbol and instructs
the children to talk with Teacher Sunny. It's sunny
several times.
- Teacher says Let's match. The teacher uses a
Connect
pencil to connect the picture with the symbol.
- Teacher says Point and say. Ask children to point
Point to the picture/icon of sunny weather and say the
and talk whole sentence with the teacher twice. (For
example: Sunny. It's sunny).
- The teacher points to other pictures/symbols and
repeats the process.
* Objective: help children practice connecting
- Class Listen,
weather pictures with weather symbols and saying
3. Book connect
5 Class the names of weather types
Practice and
- Audio speak - The teacher asks the children to look at the book,
page 30.
Teachi
Time ng aids Intera
tes) docume form
nts
- The teacher says Listen and match. Turn on the
audio, pausing after each sentence. Ask children
to listen to each sentence and use a pencil to
connect the picture with the corresponding
symbol in the book.
- Ask your children to share their answers with
you and say the sentences in pairs: (Cloudy). It's
(cloudy).
- The teacher walks around the classroom and
helps children if needed.
- The teacher calls a few children to read their
answers in front of the class and say whole
sentences.
* Objective: help children recognize similar types of
weather and read their names.
- Divide the class into groups of 3-4 students. The
teacher gives each group a word card about the
weather.
- Place on the floor the number of sets of word cards
Fulfill corresponding to the number of divided groups.
4.
Applicat 7 Group the - Play a song and ask children to find word cards of
ion request the same type as the group's card and take it back
to the group.
- When the child has finished finding the word card,
the teacher turns off the music and checks to see
if the child has picked up the correct card.
- Ask the child to choose the correct card and say
the name (Example: Cloudy. It's cloudy).
- Correct children's pronunciation if necessary.
Comput - The teacher holds up a picture of the situation,
er asks the children to look and say simple sentences
5.
connect Sing (For example: It's windy).
Summa 2 Class
ed to goodbye - The teacher plays the song Goodbye, waves
ry
the goodbye, encourages children to sing along and
internet wave goodbye.
6. - The teacher talks about a weather phenomenon
Whole Observe
Extensio and simulates it, for example using his hands to
class/I and
n describe it as raining.
Teachi
Time ng aids Intera
tes) docume form
nts
activitie Card ndivid implem - The teacher says Let's do together. The teacher
s from ual ent repeats the word and asks the children to simulate
the movements with him.
- The teacher shows one child a word card about the
weather, without letting the other students know.
Ask children to simulate the word card. Teachers
can help children.
- Ask other children to say out loud to guess the
weather phenomenon.
- Repeat the process with as many children as
possible.
Lesson 2. Match and say.
Cloudy. It's cloudy.
Sunny. It's sunny.
Rainy. It's rainy.
Windy. It's windy.
LESSON 4: WEATHER - ACTIVITY 3: LISTEN AND SING.
1. Objective:
- Answer simple questions about the weather
- Sing along to a song about the weather
2. Target language:
-New structure: Is it …?; Yes, it is. / No, it isn't.
- Review words and structures: sunny, cloudy, rainy, windy; It's …; Do you
like…?
Listen; Stand up; Sit down; Roll the ball to…; Do you like this weather?; Let's
listen; Listen and repeat.
- Audio track 21
- Toy: a soft ball
Procedure:
Teachi
Time ng aids Intera
tes) docume form
nts
* Goal: help children get ready for lessons; Review the
- Say weather vocabulary you have learned.
1. Start Comput hello
5 er Class - The teacher greets the children and asks them to
up and play stand up. Play the song Hello and ask your child to
connect games
ed to sing along.
- Game: Roll the ball
Teachi
Time ng aids Intera
tes) docume form
nts
the ● The teacher asks the children to sit in a circle
internet with him.
- ● The teacher uses a small ball to transmit to a
Softball child in the class while singing Roll, roll the
- Card ball. Roll, roll the ball to (name of child to
from whom the ball is passed). The child will then
catch the ball.
● Show the child a word card and ask him or
her to read the name of the type of weather.
● Praise or correct your child's mistakes if
necessary.
● Repeat the above process a few times.
* Objective: to help children understand the question

'Is it…?' and the answer 'Yes, it is. / No, it isn't.' when
asking and answering about the weather.
Observe - Project on the screen or hold up page 31 of the Class
, listen, book for children to see. Elicit the characters and
and objects in the picture on the left (Linda, Nam, slide).
speak - Ask children to look at the picture on the left and
prompt them to say It's sunny.
2. Form Class/
Class - Teacher asks Do you like this weather? and interact
knowled 8 Indivi again based on the child's answers. Teacher says I
Book
ge dual like this weather.
- Teacher points to the picture on the left and asks Is
it sunny? and answer Yes, it is. (nodding at the same
Observe
time). Ask the child to listen again and repeat the
, listen,
question and answer a few times, nodding.
repeat
- Teacher points to the picture and asks Is it rainy?
and
and answer No, it isn't. (while shaking his head).
speak
Ask the child to listen again and repeat the question
and answer a few times, shaking his head.
- Repeat the above process with the picture on the
right.
- Class
3. * Objective: help children learn the song and repeat
4 Book Class Look,
Practice listen each sentence in the song.
- Audio
Teachi
Time ng aids Intera
tes) docume form
nts
and - The teacher asks the children to look at the book,
repeat page 31.
- The teacher says Let's listen. Turn on the audio
and ask your child to listen to the entire song
(once or twice).
- The teacher says Listen and repeat. Turn the audio
back on. Ask your child to listen and repeat each
line of the song, and point to objects on the screen
or in their book.
* Goal: help children sing along to the song.
- Ask children to stand up and sing along with the
4. Listen song. Do this activity as a whole class, in groups or
Applicat 6 Audio Class and sing in pairs.
ion along - Encourage children to describe weather phenomena
through actions while singing.
- Change the speed (faster, slower) to make the
activity more interesting.
-
Comput
er - Ask the child to look at the book. Ask simple
Ask and questions for children to answer (For example: Is it
5. connect
answer sunny?).
Summa 2 ed to Class
the Sing - The teacher plays the song Goodbye, waves
ry
internet goodbye goodbye, encourages children to sing along and
wave goodbye.
- Class
Book
- Ask children to sit in a circle. The teacher gives the
child sitting on the right a flashcard and asks the
6.
child Is it rainy? Ask children to answer Yes, it is./
Extensio
Card No, it isn't.
n Class
from - Ask the child to turn to the right and ask you the
activitie
same question for you to answer.
s
- Continue until the child finally holds the word card.
Start another round with a new flashcard.

Lesson 3. Listen and sing.
Is it sunny? Yes, it is.
Is it sunny? Yes, it is.
Is it rainny? No, it isn't.

Is it rainny? No, it isn't.
Is it cloudy? Yes, it is.

Is it cloudy? Yes, it is.
Is it windy? No, it isn't.

Is it windy? No, it isn't.
LESSON 4: WEATHER - ACTIVITY 4: LISTEN AND TICK.
1. Objective:
At the end of the lesson, children can identify the correct type of weather through
listening.
2. Target language:
- Review words and structures: sunny, cloudy, rainy, windy; It's...
Listen; Stand up; Sit down; Listen and tick.
- Audio tracks 22
Procedure:
Teachi
Time ng aids Intera
tes) docume form
nts
* Goal: help children get ready for the lesson and
review the vocabulary they have learned.
- - The teacher greets the children and asks them to
Comput stand up. The teacher projects Learning Activity 3
er (page 31) on the screen.
connect - Play the song from Activity 3 (Track 21) and ask
1. Start ed to Greet
5 Class children to sing along. Encourage children to
up the and sing
describe with actions while singing.
internet - Game: Hidden weather – Bingo
- Card ● One by one, slowly reveal the weather cards
from in random order and say It's...
● Continue revealing the word cards until a
child says Bingo. Ask the child to read the
Teachi
Time ng aids Intera
tes) docume form
nts
name of the type of weather (Can answer
with one word/phrase. sentence; For
example: sunny; It's sunny.
● Correct children's pronunciation errors if
necessary.
● You can divide into teams to play this game.
* Objective: help children recognize types of weather

and say/repeat a few simple sentences with the
structure 'It's…'; Help children get used to the 'Listen
Observe and tick' instructions.
, listen
and - Project on screen / Hold up lesson book page (page
repeat 32). Suggest types of weather in pictures for
children.
2. Form
Class - Say simple sentences about each picture (For
knowled 6 Class
Book example: It's sunny), and ask the child to repeat it a
ge
few times.
- The teacher points to the first group of pictures and

Listen says Listen and tick while simulating the 'listen and
and tick' instruction. Ask children to follow.
mark - Say It's sunny and encourage the child to tick the
correct picture. Then, as a sample, tick the blank
box.
* Objective: to help children practice recognizing
correct information in simple sentences through
listening.
Look at - The teacher asks the children to open the book to
page 32.
- Class Indivi the
3. Book pictures, - Ask children to listen to the audio and the teacher
6 dual/ stops after each sentence. Ask children to use a
Practice listen
- Audio Pair pencil to select and tick the blank boxes. Children
and
mark do this activity themselves.
- Ask children to compare answers in pairs.
- The teacher plays back the audio sentence by
sentence and corrects the lesson with the whole
class. Praise children.
Teachi
Time ng aids Intera
tes) docume form
nts
* Objective: help children listen and repeat simple
sentences used to describe the weather 'It's…'
4. - Card Listen, - The teacher divides the class into 4 groups and asks
Applicat 6 from Class observe the groups to sit in front of the board/screen. Give
ion and do each group a set of 4 flashcards.
- Audio
- Turn on the audio/ Read the sentences randomly.
Ask children to read the name of the weather type
and hold up the corresponding word card.
- The teacher holds up the lesson book page and asks
Listen,
5. the whole class to say simple sentences with him:
repeat,
Summa 2 Class It's…
sing
ry - The teacher plays the song Goodbye, encourages
goodbye
children to sing along and wave goodbye.
- Ask children to stand in a semicircle.
- The teacher says simple sentences describing the
weather and does a descriptive action.
- The teacher says the sentence again and asks the
6. - White children to imitate what the teacher just did. Repeat
Extensio paper Listen, this action several times.
n Class
- follow - The teacher talks about each type of weather and
activitie
Crayon asks the children to do their own descriptive
s
actions. Anyone who does wrong will be
eliminated from the game and become a spectator.
- The teacher can change the speaking speed to make
the game more interesting.

Lesson 4. Listen and tick.
One. It's sunny.
Two. It's cloudy.
Three. It's windy.
Four. It's rainy.
LESSON 4: WEATHER - ACTIVITY 5: DRAW AND COLOUR.
1. Objective:
- Draw and color different types of clothes
- Count to 7
- Name the types of clothes and colors
2. Target language:
- Review words and structures: shorts, socks, hats, dress, colors; It's …; They
are…
- Expanded structure: This is number 5.
Listen; Stand up; Sit down; Let's draw; Let's count.
- Magnetic cards: green, blue, red, yellow, pink, orange
- White paper
Procedure:
Teachi
Time ng aids Intera
tes) docume form
nts
- * Goal: help children get ready for lessons; Review
Comput the color words you have learned.
1. Greetin
er - The teacher greets the children and asks them to
Warm- g and
3 connect Class stand up. The teacher plays the song Hello and
up and singing,
ed to asks the children to sing along.
Review pointing
the - Game: Slap the board!
internet ● Ask children to line up in 2 rows.
Teachi
Time ng aids Intera
tes) docume form
nts
- Card ● Attach the word cards to the board in
from random order.
● The teacher says a word for a color and asks
the children in the first two rows to tap the
corresponding word card on the board.
● Repeat the above process with other color
words.
* Objective: help children recognize types of clothes

and count.
- Project on screen / Hold up lesson book page (page

33).
- Suggest numbers and types of clothes to children.
- Class - The teacher points to number 5 and says This is
Book Observe number 5 and asks the children to repeat it twice.
2. , listen The teacher points to the shorts, says They are
6 - Pencil Class
Prepare and shorts and asks the children to repeat twice.
- repeat. - Teacher says Let's count. Then count with the
Crayon
child One, two, three, four.
- The teacher says Let's draw. The teacher draws a
pair of shorts and colors it green. Then come again
with the child: One, two, three, four, five.
- The teacher pointed to the new shorts and said
They are green. Ask the child to repeat twice.
- Count socks and hats with your child.
* Objective: help children practice counting types of
clothes, drawing and coloring missing items.
- Class - Ask the child to open the book to page 33.
3. Book - Ask children to pair up and count the number of
Draw,
Implem 8 Class clothes.
- color
entation - Then ask each child to draw and color the
Crayon
missing number in the book.
- The teacher walks around the classroom assisting
children if necessary.
Class * Objective: help children share drawings and
4. 7 Class Share
Project Book products describe them.
Teachi
Time ng aids Intera
tes) docume form
nts
presenta , count - The teacher divides the class into groups of 4
tion and talk children. Ask children to share the colored
drawing and say the name and color of the object:
(It's) (a) hat. (It's) green.
- The teacher supports/corrects children's
pronunciation if necessary.
- Ask the child to look at the colored drawing and
5.
Class Sing say it with him, for example: It's a sock. It's green.
Summa 2 Class
Book goodbye - The teacher plays the song Goodbye, encourages
ry
- Ask children to sit in groups of 3 or 4.
- The teacher gives each group a few pencils and
crayons of different colors (red, yellow, blue,
6. - White green, orange, pink) and white paper.
Extensio paper Painting
- Ask each group to draw a picture of the weather.
n Class and
- - Then, ask each group to stand in front of the class
activitie drawing
Crayon and share their group's product. Ask/Support
s
children to say simple sentences about the picture.
- Attach all groups' products to the board and ask
children to vote for the most beautiful products.
LESSON 4: WEATHER - ACTIVITY 6: VALUES.
1. Objective:
- Recognize hot and cold weather
- Match the types of clothes suitable for each type of weather
2. Target language:
-New words: cold, hot
- Review words and structures: windy, cloudy, sunny, rainy; It's…
-Extended structure: This is…; These are…; Yes, it is; No, it isn't
Listen; Stand up; Sit down;
- Word cards about clothes: shorts, socks, hat, shirt, dress, trousers
- Number cards: from 1 to 6
Procedure:
Teachi
Time ng aids Intera
tes) docume form
nts
* Goal: help children get ready for lessons; Review the
-
words about clothes you have learned.
Comput Greetin
1.
er gs and - The teacher asks the children to stand in a circle
Warm- with him. Give 6 magnetic clothing cards to any 6
3 connect Class warm-
up and children.
ed to up
Review - Play a child's favorite song, encourage the child to
the games
internet sing along and ask the child to pass the word card
clockwiseOhng clock.
Teachi
Time ng aids Intera
tes) docume form
nts
-Card - Stop the music suddenly. Ask the children holding
from the word cards in their hands to hold them up for the
whole class and take turns reading the names of the
objects on the word cards. (For example: This is a
shirt./ These are shorts.).
- Repeat this process several times.
* Purpose: to help children recognize hot and cold

weather.
- Project the first picture on page 34 on the screen/

Hold up the book on page 34 and point to the first
Listen, picture.
2. Form repeat - Elicit the types of clothes the two children in the
Class picture are wearing (hat, dress, shoes, trousers,
knowled 7 Class observat
Book shirt) and the type of weather (It's windy/cloudy.).
ge ions and
follow. - The teacher points back to the first picture and says
It's cold twice. Say Cold, cold and do actions to
show that it is cold. Say the word 'cold' again and
ask children to listen, repeat and simulate the action
several times.
- Repeat the above process with the second picture
and the word 'hot'.
- The teacher gives the book to the children and
instructs them to open page 34. Project the picture
of the situation on the screen or attach the picture
Look, to the board.
- Class point - The teacher asks the children to point to the
Book character Nam in the picture and call Nam's name.
- - Tell the children that they will be able to identify
3. parts of the male face.
6 Situatio Class
Practice
nal * Objective: help children match clothes suitable for
painting hot or cold weather
- Audio Listen,
repeat - The teacher holds up the book on page 34.
and - Use a pencil to connect the sombrero to the first
point picture and ask the child Yes or No? and interact
according to children's answers. Then say No, it
isn't and erase the seam.
Teachi
Time ng aids Intera
tes) docume form
nts
- Match the sombrero with the second picture and
ask the child Yes or No? and interact according to
children's answers. Then say Yes, it is and give a
thumbs up.
- Ask children to open the book to page 34 and do
the matching activity in pairs.
- Correct the lesson with the whole class.
* Objective: help children describe hot and cold
weather using the structure 'It's …'.
- Ask children to work in groups of 3 - 4 people and
describe the weather in each picture (It's cloudy/
4. Listen, hot/ cold).
Applicat 6 Class point - The teacher walks around the classroom to help
ion and talk children.
- The teacher calls a few children to describe the
picture in front of the whole class.
- The teacher praises children and corrects errors if
necessary.
- The teacher holds up the lesson page book and asks
Listen,
5. the children to say a few simple sentences with him
Class talk,
Summa 3 Class (It's cloudy/ hot/ cold).
Book sing
ry - The teacher plays the song Goodbye, encourages
goodbye
- The teacher asks the children to sit in 2 teams on
both sides of the board.
- Name the two teams 'Hot' and 'Cold'. Write the
- names of the two teams on the board.
6. Situatio - Place the clothing flashcards in random order in the
Watch,
Extensio nal middle of the classroom.
listen
n painting Class - Play your child's favorite music and ask them to
and
activitie find word cards that match the team's name (Hot
- Class point
s and Cold) and stick them on the board.
Book - When there are no more flashcards on the
classroom floor, the teacher asks the children to sit
in front of the board in teams and check whether
they have attached them correctly or not.

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MY LITTLE FUN – BOOK 3

LESSON 1: MY HOUSE - ACTIVITY 1: LISTEN AND REPEAT.

* Objective: have children recognize rooms

Audio script (Track 4):

LESSON 1: MY HOUSE - ACTIVITY 2: POINT AND SAY

* Objective: for children to identify and name

6. - The teacher placed the magnetic cards on the

Audio script (Track 5):

LESSON 1: MY HOUSE - ACTIVITY 3: LISTEN AND CHANT.

* Objective: have children read the rhyme of Unit

Audio script (Track 6):

LESSON 1: MY HOUSE - ACTIVITY 4: LISTEN AND CIRCLE.

Audio script (Track 7):

LESSON 1: MY HOUSE - ACTIVITY 5: COLOUR AND SAY.

- Teachers divide the class into 2 groups.

Painting - Teachers let children draw and color pictures of

LESSON 1: MY HOUSE – ACTIVITY 6: COUNT AND COLOUR.

- Teachers let children work in pairs.

MY LITTLE FUN – BOOK 3

LESSON 2: MY SCHOOL - ACTIVITY 1: LISTEN AND REPEAT.

MY LITTLE FUN – BOOK 3

LESSON 2: MY SCHOOL - ACTIVITY 2: MATCH AND SAY.

Audio scripts(Track 9):

LESSON 2: MY SCHOOL - ACTIVITY 3: LISTEN AND SING.

MY LITTLE FUN – BOOK 3

LESSON 2: MY SCHOOL - ACTIVITY 4: LISTEN AND CIRCLE.

Audio scripts(Track 11):

MY LITTLE FUN – BOOK 3

LESSON 2: MY SCHOOL - ACTIVITY 5: TRACE AND COLOUR.

LESSON 2: MY SCHOOL - ACTIVITY 6: COUNT AND MATCH.

MY LITTLE FUN – BOOK 3

LESSON 3: MY FEELINGS - ACTIVITY 1: LISTEN AND REPEAT.

Audio scripts(Track 15):

LESSON 3: MY FEELINGS - ACTIVITY 3: LISTEN AND CHANT.

2. Form Listen, * Objective: to help children understand question

Whol * Objective: have children read the rhyme of

- Teacher lets 2 children stand back to back.

LESSON 3: MY FEELINGS - ACTIVITY 4: LISTEN AND CIRCLE.

MY LITTLE FUN – BOOK 3

LESSON 3: MY FEELINGS - ACTIVITY 5: DRAW AND COLOUR.

LESSON 3: MY FEELINGS - ACTIVITY 6: VALUES.

MY LITTLE FUN – BOOK 3

* Objective: help children recognize weather

Look, - The teacher holds up page 30 of the Class Book or

* Objective: to help children understand the question

Audio scripts(Track 21):

Is it rainny? No, it isn't.

Is it cloudy? Yes, it is.

Is it windy? No, it isn't.

* Objective: help children recognize types of weather

- The teacher points to the first group of pictures and

Audio scripts(Track 22):

* Objective: help children recognize types of clothes

- Project on screen / Hold up lesson book page (page

* Purpose: to help children recognize hot and cold

- Project the first picture on page 34 on the screen/

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