tailieuonthi

SEMESTER 2 – Unit 6 – Lesson 1 - Period 78
Lesson 1 – Words Objectives: - To understand a short story and identifying clothes
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
CLASSBOOK p.42
Warm up - Word Relay: Review days of the week and weather. Choose 10
FOCUS:
children to come stand in teams of 5 facing the board. Whisper a word to the last
Listening – Reading children in each line, they whisper it to the next child and so on. The first child
Speaking
to write the correct word on the board gets a point for the team.
KEY VOCABULARY
Teaching Aids:
Clothes
- CD track 58 - 60
Development
skirt, scarf, gloves
- Flashcards – clothes 51-56 Use flashcards 51 - 56 to introduce the key vocabulary. Hold up the
jeans, boots,
- PMB extra activity work
flashcards and elicit the clothes. Hold up each one in a different order and say
shirt
sheet p.24
the words for children to repeat.

wearing and B listens and colours the picture of the boy. Then they change
roles.


tailieuonthi

SEMESTER 2 – Unit 6 – Lesson 1 - Period 79
Lesson 1 – Words
Objectives: - to practice the spelling of clothes and review these and this.
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
WORKBOOK p.40
Warm up: Review clothes. Put the children in teams of 6. Ask one child
FOCUS:
from each team to come to you. Put anagrams for each of the clothes one at a
Writing – Speaking time on the board e.g. kistr (skirt). The first child to write it correctly gets a
Listening
point.
Show the flashcards of the clothes one by one and say the words for the
KEY VOCABULARY
Teaching Aids:
Clothes
Flashcards – 51-56 Clothes
children to repeat.
gloves

Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
CLASSBOOK p.43
Warm up: Review colours. Ask the children to run and touch something blue
FOCUS:
in the classroom. Repeat a few times with other colours.
Reading – Writing  Ask the children some questions about the story from the last lesson. What is
Speaking
Joe wearing? Where is the family?
Recording 60: Play track 60. Pause after each dialogue. The children repeat.
KEY VOCABULARY
Clothes
 Get the children to think of some actions for the story from lesson 1.
Teaching Aids:
gloves
- Flashcards 51 - 56 Clothes Recording 60: Play the track again and the children do the actions.
boots
- CD track 60
Put the children in groups of 4 and ask them to role play the story.
scarf
- Grammar reference p.75
shirt
Unit 6
Development
skirt
On the board write the questions What are you wearing? What’s he/she

Objectives: - to practice word order and describing what people are wearing
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
WORKBOOK p.41
Play Snap with the clothes flash cards. Show a flash card and say the clothes
FOCUS:
and the colour e.g. a green scarf. If it is the same the children say “SNAP”
Speaking - Writing
KEY VOCABULARY
Clothes
dress
skirt
scarf
gloves
jeans
boots
shirt
SENTENCE PATTERN
What are you wearing?
What is he/she wearing?
I am wearing …
He/She is wearing …

Teaching Aids:
Flashcards 51-56 – clothes

KEY LANGUAGE
Resources
Introduction
CLASSBOOK p.44
Warm up: Review clothes with flashcards 51 - 56. Play board slap. Ask 10
FOCUS:
children to come to the board and make 2 lines in front of the board. Put the
Listening - Speaking
flashcards 51 - 56 on the board. Whisper one of the words to the last child in
each line. They have to whisper the word to the child in front of them down the
KEY VOCABULARY
Clothes
line. The child at the front has to slap the correct picture. The first team to slap
o’clock
the correct picture gets a point. Play a few times.
Teaching Aids:
half past
- CD track 61 - 62
quarter to
- Flashcards 57-60 Time
Development
quarter past
- Flashcards 51-56 Clothes
Show the children the flashcards of the times 57 - 60 and elicit the
vocabulary.
Show the flashcards one by one again and say the times and ask the children
ADDITIONAL
to repeat together and by themselves.
VOCABULARY
platform

Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
WORKBOOK p.42
Warm up: Give the children the extra activity work sheet for the song and
FOCUS:
then sing the song again for them to check their answers with or without track
Reading – Writing 62. The children then draw the times on the clocks.
Speaking
KEY VOCABULARY
Numbers
o’clock
half past
quarter past
quarter to
SENTENCE PATTERN
What’s the time?
It’s ….

Teaching Aids:
- Flashcards 57-60 Time
- Extra practical classroom
activities – Song worksheet
CD track 62

Development
 Review the times with the flashcards 57 - 60, eliciting the words from the
children.

Listening – Writing p.71 exercise 6
up the pictures. The children put the pictures in any order on the bingo grid.
Speaking
Using the worksheet and read out the times one by one. The children cross off
the words one by one on their grid and shout BINGO when they have 3 in a row.
Teaching Aids:
- Flashcards Clothes 51-56
KEY VOCABULARY
quarter past
- Flashcards Times 57-60
Development
quarter to
- PMB p.22
Review clothes vocabulary with the flashcards 51 – 56, eliciting the words
half past
- Extra practical classroom
from the children.
o’clock
activities – Bingo
The picture dictionary: Ask the children to exercise 6 on p.71- everyday
boots
- Colour pencils
activities.
scarf
Show the children the time flashcards and elicit the vocabulary.
shirt
Extra writing: Give the children a copy of PMB p.22. Get the children to tell
skirt
you the times on the clocks in exercise 1.
jeans

KEY LANGUAGE
Resources
Introduction
CLASSBOOK p.45
Warm up: Play Quick Flash with flashcards 51 - 60. Show each flashcard in
FOCUS:
Speaking and listening
turn very quickly and the children shout out what it is.
skills
Magic e with o
Development
 Hold up the phonics cards 19 - 23 one at a time and say the words and then
the isolated 0 sound. Drill each sound with whole class and individuals.
KEY VOCABULARY
Teaching Aids:
rope
- Phonics cards 19-23
Hold the cards up again and say the words and the children repeat.
nose
- CD track 63-65
Recording 63: The children look at the pictures in exercise 1 on page 45.The
stone
- Flashcards 51–56 Clothes
children listen and point at the pictures. Play again for the children to repeat.
bone
- Flashcards 57-60 Times
 Recording 64: The children look at the picture in exercise 2 and tell you
home
what they can see. Play the chant. The children put up their hands when they
hear any of the words from exercise 1.

Resources
WORKBOOK p.43
FOCUS:
Speaking - Writing
Magic e with o
KEY VOCABULARY
home
nose
rope
bone
stone
ADDITIONAL
VOCABULARY
cat, van plane,
gate, name, lake
snake, cake, face,
make, dog

Teaching Aids:
- Phonics cards 19 - 23
- CD track 64
- Extra practical classroom
activities – Sounds Fun
Dictation

Key Activities
Introduction
Warm up: Ask the children to work in pairs – A and B. Give each child an A
or B extra practical classroom activity worksheet. The children take it in turns to
dictate the key vocabulary words to each other and fill in their worksheet.

Resources
Introduction
CLASSBOOK p.46
Warm up: Sing the song “Here comes the train” from p.44 of the class book,
FOCUS:
track 62.
Reading - Listening –
Writing - Speaking
Development
Ask different children what they are wearing today and to describe a couple
KEY VOCABULARY
big, small, short, coats,
of children in the class e.g. He has got short hair. He is tall.
Teaching Aids:
tall, red, yellow green,
CD track - 62
Ask the children to open their books at p 46 and look at the picture and tell
blue, coach, station ,long,
you what they see. Ask them to describe the people, what they look like, what
short, curly, bags
they are wearing.
Describe 3 of the people and the children point to the correct person in the
picture e.g. She has got long hair. She is wearing a green short and ping skirt.
ADDITIONAL
Recording 62: Ask the children what time it is in the picture and what colour
VOCABULARY
seaside, aunt, wave
the coach is. Play the track and the children listen and read.
Recording 62: Play the track again and ask the children some questions e.g.
What time does the coach come? What colour is the coach? What are the people

to write it correctly gets a point.
KEY VOCABULARY
Teaching Aids:
skirt, jeans, shirt, clothes, - PMB p.25
Development
toys, farm, station, zoo,
- Flashcards 51 - 56 clothes
 Ask the children to look at the picture in exercise 1 on p.44 of the workbook
school, aunt, mum, friend, - Extra Practical classroom and ask them what the time is and what they can see in the picture.
sister, swings, bus, train,
activities – What are we
Ask the children to look quickly at the text and shout out the clothes and toys
slide, goat, teddy, rabbit,
wearing?
they see. The children do exercise 2.
cow, sad, happy, angry,
 On the board write The girl is at the farm, station, zoo school. Ask a child to
scared
come to the board and circle the correct word. The children do exercise 3.
Feedback asking individual children for the answers.
Ask the children to work in groups of 4. Give the groups a copy of PMB p.25
ADDITIONAL
with the cards cut up. The children put the cards face down on the table and take
VOCABULARY
front, end
it in turns to turn over 2. If the time and the sentence match they keep the cards.
SENTENCE PATTERN
It’s quarter to/past/half
past/o’clock …
I’m wearing ….

Time
Teaching Aids:
dress, socks, scarf, boots, - CD track 67
Development
hat, gloves, jeans, shirt,
- Flashcards 51-56 clothes
Ask the children to look at the pictures in exercise 1 on p 47.and ask
skirt, T-shirt, pink, white, - Colour pencils
questions about the pictures e.g. What are the people wearing? Describe a
green, brown, blue, red,
- Extra practical classroom
person on the picture e.g. She is wearing a pink dress and long white socks. Ask
orange, long, hat, trousers activities – Spelling quiz
the children to tell you which number it is.
Recording 67: Play the recording, the children listen and shout out the
clothes they hear.
ADDITIONAL
 Recording 67: Play the track again and stop after the first item and show the
VOCABULARY
uncle, cousin
number in the box in exercise 1.Continue the track, pausing after each item for
the children to write the numbers next to the people.
 Recording 67: Play the track again for the children to check their answers.
SENTENCE PATTERN
She/He’s wearing …..
Speaking: exercise 2: Give an example with one child- She is wearing a pink
It’s quarter to/past/half
dress and long white socks. Who is it? The children work in pairs and continue.
past/o’clock
On the board draw a clock and write the correct time and the incorrect time.

VOCABULARY
toys
cousin
SENTENCE PATTERN
It’s quarter to/past/half
past/o’clock
I’m wearing ….

Teaching Aids:
- PMB p.23 Values
worksheet
- Extra practical classroom
activities – What am I
wearing?
- Counters and dice

Development
 Review time. Show the children a real clock and change the times. Elicit the
correct time from the children e.g. It’s quarter past 4.
The children do exercise 1 on p 45
 Children compare their questions.
 Ask the children to tell you what you are wearing today.
The children do exercise 2.
Exercise 3. The children draw a picture of themselves and then write
sentences to describe what they are wearing.
Consolidation
 Identifying values: Write Let’s take care of our things on the board. Ask the
children what they do to take care of their toys and clothes?
Give the children a copy of p.23 of PMB. Ask them what they can see in the
pictures. Ask them which activities are good and bad.

- All flashcards from Unit 3
Development
– Unit 6
Review activities: Tell children they have 15 minutes to complete all the
exercises, working in pairs. When they have finished they can change their
books with another pair and correct each other’s as you check the answers with
the whole class.
Consolidation
Game: Play Bingo. Elicit as many words from the 3 units studied so far
(showing flashcards to remind students if necessary) and write up approximately
20 on the board. Ask children to draw a bingo grid in their notebooks, a square
with nine boxes, three across and three down. Ask them to choose nine words
and write one word in each box. Either, read out the words, spell them or even
describe what they are in order for children to listen and cross it off if they have
it in their grid. The first child to have three words across, down or diagonally
calls out Bingo! They are the winner if the words are correct.


tailieuonthi

SEMESTER 2 – Review 2 - Period 92
Review
Objectives: - Reviewing target language and structures, Reading and writing skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction

you whisper.


tailieuonthi

SEMESTER 2 – Unit 7 – Lesson 1 - Period 95
Lesson 1 – Words
Objectives: - To understand a short story and identify what people are doing
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
CLASSBOOK p.52
Warm up - Word Relay: Vocabulary Review. Choose some vocabulary
FOCUS:
from Unit 6. 10 children come to the board and stand in teams of 5 facing the
Listening to reading
board. Whisper a word to the last child in the line. They whisper it to the next
child and so on. The first team to write it first and correctly gets a point.
KEY VOCABULARY
wedding, guests, cake,
Sing Here comes the train from Unit 6 with track 62. Ask the children some
bride, band, invitation
questions about the story on p.42 from Unit 6
Teaching Aids:
- CD track 62& 68 - 70
- Flashcards 61-66



tailieuonthi

SEMESTER 2 – Unit 7 – Lesson 1 - Period 96
Lesson 1 – Words
Objectives: - To practice writing and identify wedding vocabulary
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
WORKBOOK p.48
Warm up- Miming: Review verb - ing. Put the children in teams of 6. Ask
FOCUS:
one child from each team to come to you. Show them a sentence e.g. You are
Speaking – Writing
sleeping. The child goes back to their team and mimes the action- no speaking.
The first team to guess gets a point. Repeat with different children.
KEY VOCABULARY
wedding, guest, band,
invitation, cake, bride
Teaching Aids:
Development
- Flashcards 61-66
Show the celebrations flashcards one by one and elicit the words from the
Celebrations
children.

Listening – Writing slowly as the children guess what the activity is.
Speaking
 Ask the children some questions about the story from the last lesson. What is
Dad doing? What are Grandma and Grandpa doing?
KEY VOCABULARY
guests, cake, band,
Recording 70: Play track 70 and pause after each dialogue. The children
Teaching Aids:
invitation, dance, watch,
- Flashcards 61-66
repeat.
video, eat ,talk, read, sing, Celebrations
 Get the children to think of actions for the story from lesson 1.
bride, dress, sleep
- CD track 70
Recording 70: Play the recording again and the children do the actions.
- Grammar reference p.76
Put the children in groups of 4 and ask them to role play the story.
Unit 7
ADDITIONAL
VOCABULARY
Development
SENTENCE PATTERN
The children look at the pictures in exercise 2 and ask them what they can
What’s he/ she doing?
see.
He/She’s …
The children point to the pictures as you read the sentences.
What are they doing?
On the board write the sentences from exercise 2. Ask the children to repeat

word. If it is the same the children say “SNAP”
Listening – Writing Speaking
Development
Put the following question and short answer on the board: they dancing are?
KEY VOCABULARY
dance, sing, drink, eat,
are Yes they Ask a child to come to the board and get the rest of the class to help
Teaching Aids:
sleep,
- Flashcards 61-66
them put the sentences in the correct order.
Celebrations
Ask the children to do exercise 1 on page 49 in their workbooks.
Ask them to compare their answers with their partner before you feedback.
SENTENCE PATTERN
Are they ….?
Ask the children to look at the picture again in exercise 1. Read out some
Is he/she ….?
sentences about the picture, some true and some false e.g. The baby is playing.
Yes they’re/No they’re not
The bride is dancing. And the children respond yes she is or no she isn’t. The
Yes, he/she is.
children do exercise 2.
Consolidation
 Ask the children to work in pairs and draw 4 pictures of people doing
different actions. Give an example by drawing a boy playing football on the
board. The pairs the work with another pair. They show their pictures and the
other pair ask Is he/ she …ing? The pair respond, Yes. He/she is. No, he/she isn’t



take photos
Celebrations and 67-70
Show the children the flashcards of getting ready 67 - 70 and elicit the
Getting ready
vocabulary.
Show the flashcards one by one again and say the words and ask the children
ADDITIONAL
to repeat together and by themselves.
VOCABULARY
cousin, wedding
 Recording 71: Ask the children to look at the pictures in ex 1 on page 54.
lovely, suit, tie, dress,
Ask the children to listen and point to the pictures.
excited, can’t wait
 Recording 71: Ask the children to listen again and repeat.
 Recording 72: With books closed children listen to the song and stand up
when they hear the vocabulary from exercise 1.
SENTENCE PATTERN
I am …ing
 Recording 72: Ask the children to open their books on p.54 and look at the
He/She‘s …ing
pictures in exercise 2. Ask them what the family members are doing.
They’re … ing
Recording 72: Play the song again twice, pausing for the children to
repeat.
Recording 72: Play the song again for the children to sing along.
Consolidation
Sing and Do: Divide the class into 3 groups. Give each group a verse to sing
and get each group to think of actions for their verse. Ask the children to sing
with the actions.

- Flashcards - Celebrations
the words from the children.
61-66 and Getting ready 67- Ask the children to do exercise 1 on page 50 in their workbooks.
Ask the children to look at the picture in exercise 2 on page 50 and ask them
SENTENCE PATTERN 70
He/She is ….ing
- Extra practical classroom
what the people are doing..
I’m…ing
activities – Song worksheet
On the board write Mum is ____ cakes. ( making, washing wearing) Ask a
- CD track 72
child to come to the board and write in the correct word. The children do
exercise 2.
Consolidation
Play beat the teacher: Draw 2 cats on the board one for the teacher and one
for the children. Choose words from the unit. Put __ ___ on the board for each
letter of the word. E.g. _ _ _ _ _ _ ( photos). The children have to guess letters in
the word. Every letter they get correct you rub off a piece of the teacher’s cat.
Every incorrect guess you rub off a piece of the children’s cat. The children win
if they guess the word before their cat disappears!


tailieuonthi

SEMESTER 2 – Unit 7 – Lesson 3 - Period 101
Lesson 3 – Words
Objectives: - To practice writing and the use of the present continuous form
Resources and Teaching
Topic – Language target

the people in the picture. Ask them some questions e.g. What is Lily doing?
What is mum doing?
SENTENCE PATTERN
What are they doing?
The children do exercise 2.
They are ….ing
What’s he/she doing?
Consolidation
He/She is …ing
Pair work: memory game. Get the children to close their books and ask What
are the people doing? and Where is Lily? etc.. The children work in pairs A
closes their book and B asks 3 questions about the picture and then they change.


tailieuonthi

SEMESTER 2 – Unit 7 – Lesson 4 - Period 102
Lesson 4 – Phonics
Objectives: - Phonics – magic e with u
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
CLASSBOOK p.55
Warm up: Play Quick Flash with flashcards 61 - 70. Show each flashcard in
FOCUS:
turn very quickly and the children shout out what it is.

what they see. The children do exercise 4. Play track 75 and the children listen
and check their answers.
Consolidation
Put the rhyme In June I play the flute on the board. In pairs the children use
the vocabulary to write their own rhyme and draw a picture to illustrate it.


tailieuonthi

SEMESTER 2 – Unit 7 – Lesson 4 - Period 103
Lesson 4 – Phonics
Objectives: - Sounds – magic e with u
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
WORKBOOK p.51
Warm up: Divide the children in to pairs A and B. Give each child an A or B
FOCUS:
extra practical classroom activity worksheet. The children take it in turns to
Speaking - Writing
Sounds magic e with u
dictate the words. The children listen to their partner and write them in the
correct box. Feed back with the whole class.
KEY VOCABULARY
June, tube, cube, flute,
Teaching Aids: