Stages/Time

Teacher’s activities

Students’ activities

1.Warm- up:

(3’)

2. Presentation

(15’)

3.Practice: (15’)

4. Homework. (2’)

Sing a song: Hello song

*Aims: to create a friendly and active atmosphere in the class to beginning the lesson.

*Procedure:

- Show the song on the screen.

https://www.youtube.com/watch?v=tVlcKp3bWH8

- Ask pupils to listen, sing and dance the song.

- Say “Open your bo

Activity 1. Vocabulary

*Aims: Ss will be able to know and identify the numbers from 1 to 10

*Procedure:

-T uses body language and pictures to introduce the new words

+ one: số 1

+ two: số 2

+ three: số 3

+ four: số 4

+ five: số 5

+ six: số 6

+ seven; số 7

+ eight: số 8

+ nine: số 9

+ ten: số 10

- T models (3 times).

- T writes the words on the board.

- Checking: What and where

Activity 2. 1. Listen, point and repeat:

*Aims: Ss will be able to listen, point and repeat the number correctly.

*Procedure:

- Draw pupils’ attention to the numbers.

- Tell them to listen, point at the numbers and repeat.

- Play the recording for pupils to listen to the numbers, and familiarise themselves with their stress and intonation.

- Play the recording again for pupils to listen and repeat.

- Remind them to point at the numbers while listening.

- Do this several times until they feel confident.

- Correct their pronunciation where necessary.

- Put pupils into pairs to practise listening, pointing at and repeating the numbers 1 − 10.

- Go around the classroom to offer support.

Activity 3 2. Listen and tick:

*Aims: Ss will be able to listen and identify numbers by ticking the correct boxes.

*Procedure:

- Draw pupils’ attention to the numbers.

- Tell them to listen and tick the correct box under each number while listening.

- Show an example with number three.

- Play the recording and tick the box under the correct number.

- Play the recording all the way through for pupils to do the task.

- Play the recording again for them to check their answers.

- Tell pupils to swap their bo

- Write the correct answers on the board for pupils to correct their answers.

- Play the recording again for pupils to double-check their answers.

- Have Ss to listen and repeat in chorus. Correct their pronunciation where necessary.

Key: 3, 5, 8, 10

Activity 4. Read and match.

*Aims: Ss will be able to read and match the relevant words with numbers.

*Procedure:

- Draw two columns on the board like the input.

- Tell pupils to read the words for numbers and draw lines to match with the target numbers.

- Model: Have pupils read the word in chorus and draw a line to match with number 1.

- Give pupils time to do the task individually or in pairs. Go around the classroom to offer support where necessary.

- Check the answers as a class.

- Invite a pupil to come to the front and draw a line on the board to match the words with the relevant numbers.

- Give feedbacks

Key: 2. e 3. b 4. a 5. D

*Consolidation

*Aims: Ss will be able consolidate and wrap up the content of the lesson.

*Procedure:

- T asks ss to answer the following questions:

+ What have you learnt from the lesson today?

- T review the number

- Learn the number by heart

- Sing and dance the song in chorus.

- Ss listen and open their bo

- Ss listen

- - Ss listen and repeat

+ Choral repetition (3 times).

+ Individual repetition (3 ss)

- Ss take note

- Ss lo

-Lo

-Ss listen, point and repeat.

-Ss listen and repeat.

-Ss listen again and repeat.

-Ss point at the numbers while listening

-Ss continue do the task

-Ss works in pairs to practice

-Lo

-Ss listen

- Ss lo

-Ss listen to the tape and tick

-Ss listen and do the task

-Ss listen again and check their answers.

- Ss swap their bo

-Ss correct their answers

-Ss listen again and check again.

- Ss listen and repeat in chorus

-Ss lo

-Ss listen.

-Ss read the word in chorus

-Ss do the task

-Ss check the answers

- Ss go to the board anf match

-Ss answer the questions

- Ss listen

-Ss listen

I. OBJECTIVES

Language

By the end of the lesson, pupils will be able to:

- use the names Ben, Mai, Minh, Lucy, the words hello, hi.

- use Hello/ Hi. I’m _____. and Hello, / Hi, ____. I’m ___. to greet,
self-introduce and respond to greetings.

- listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Greetings”

Core competencies

Teamwork, reliability, motivation

General competencies:

Listening: listen and recognize the characters, then repeat

Critical Thinking: self-introduce

Self-control & independent learning: perform listening tasks

Communication and collaboration: work in pairs or groups

Attributes:

Kindness: help partners to complete learning tasks

Diligence: complete learning tasks

Honesty: tell the truth about feelings and emotions

Responsibility: appreciate kindness

II. RESOURCES AND MATERIALS

- Pupil’s bo

- Audio Tracks 5, 6

- Teacher’s guide Pages 17, 18, 19

- Website sachmem

- Flashcards/pictures and posters (Unit 1)

- Computer, projector…

III. PROCEDURE

Warm-up and review – Lo

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song “Hello song”

- Ask pupils to sing the song.

- Invite some of them to come to the board to role play, the rest of the pupils will sing.

Option 2: Game:

Review the numbers and the alphabet by having the class play the game:

1. Pick the numbers

Step 1: Teacher says the numbers for the pupils to choose.

Step 2: Give points to the pupils with the correct choosing and encourage them.

2. Lo

Step 1: Ask pupils to say the missing letters, then check with the class.

Step 2: Give points to the pupils and encourage them.

Review the numbers and the alphabet as the whole class.

Whole class

Individual work/ Group work

Individual work/ Group work

EXPLORATION

Activity 1. Lo

a. Goal:

To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on greetings, self- introducing, and responding to greetings.

b. Input:

Context a: Ben: Hello. I’m Ben. Mai: Hi, Ben. I’m Mai.

Context b: Minh: Hi. I’m Minh. Lucy: Hello, Minh. I’m Lucy.

c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on greetings, self-introducing, and respond to greetings.

d. Procedure:

Step 1: Have pupils lo

Step 2: Ask pupils to lo

Step 3: Play the recording again for pupils to listen and repeat in chorus, sentence by sentence. Follow the same procedure with Picture b. Correct their pronunciation where necessary.

Step 4: Invite a few pairs to the front of the class to listen and repeat the sentences in the recording.

Step 5: Draw their attention to the sentences Hello. I’m Ben and Hi, Ben. I’m Mai. Tell pupils that these sentences are used to greet, self-introduce and respond to greetings; and that Hi is more friendly than Hello in conversation.

Whole class

Whole class/ Individual work

Whole class/ Individual work

Pair work

Whole class/ Individual work

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say. 9 minutes

a. Goal:

To correctly say the character names and use Hello. /Hi. I’m ____. and Hello,/ Hi,______. I’m ____. to greet, self-introduce and respond to greetings.

b. Input:

- Picture cues:

a. Ben, a British male pupil and Mai, a Vietnamese female pupil greet each other.

b. Minh, a Vietnamese male pupil and Lucy, a British female pupil greet each other.

- Speech bubbles: Hello./ Hi. I’m _____. Hello,/ Hi,____. I’m _____.

Audio script: a. Ben, Mai b. Minh, Lucy.

A: Hello, I’m Mai.

B: Hi, Mai. I’m Ben.

c. Outcome:

Pupils can correctly say the character names and use Hello./ Hi. I’m _____. and Hello,/ Hi,_____. I’m ______. to greet, self-introduce and respond to greetings.

d. Procedure:

Step 1: Draw pupils’ attention to the picture a and b. Elicit the name of each character.

Step 2: Point at Picture a and the words Ben and Mai under it. Check comprehension and give feedback. Play the recording for pupils to repeat the words a few times. Follow the same procedure with Picture b.

Write the answer on the board until they feel confident. Tell pupils to point at the relevant school thing in the picture when they are repeating the sentence.

Step 3: Draw pupils’ attention to the bubble. Explain the meaning. Elicit the missing words. Play the recording for pupils to repeat the sentence a few times. Divide the class into halves to take turns to repeat each character’s speech in picture a until they feel confident. Remind pupils to point at the relevant character in the picture when they are repeating.

Step 4: Repeat the same procedure with picture b.

Step 5: Give pupils time to work in pairs and take turns to act out the role of each character in picture a and picture b.

Step 5: Invite a few pairs to come to the front of the classroom, point at the relevant character in each picture, and act out his/her role.

Game:

Work in pairs with a partner using of Hello./Hi. I’m ____. and Hello,/Hi, _____. I’m ____. to greet, self-introduce and respond to greetings. Invite some pairs to perform. Encourage pupils to practise speaking English.

Whole class

Whole class/ Individual work

Whole class/ Individual work

Pair work

Pair work

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal

To enhance the correct use of Hello./Hi. I’m ____. and Hello,/Hi,____. I’m _____. to greet, self-introduce and respond to greetings.

b. Input

– Picture cue: Lucy meets Minh in the school playground. They greet,
self-introduce and respond to greetings

– Speech bubble: Hello./Hi. I’m _____.-_____.

c. Outcome

Pupils can enhance the correct use of Hello./Hi. I’m_____. and Hello,/Hi,________. I’m _____. to greet, self-introduce and respond to greetings.

d. Procedure

Step 1: Draw pupil’s attention to the picture. Ask questions to help them identify the context ( see Input). Elicit the missing words in the bubbles. Complete them. Get pupils to say the completed sentences.

Step 2: Put pupils into groups of four. Encourage them to greet, self-introduce and respond to greetings. Go around the classroom to offer support where necessary.

Game: Let’s say “Hello”!!!

Divide the class into 2 groups: boys and girls. Ask each pupil from one group to come and practise greeting, self-introducing and responding to greetings with one pupil from the other group. Give points to the groups, praise the pupils.

Whole class/ Individual work

Group work

Group work

Fun corner and wrap-up: 5 minutes

Option 1:

Use sachmem, have pupils lo

Option 2:

Game: Can you say this?

Divide the class into groups of four. Ask pupils of each group to come to the board and practise saying the conversation of the characters. Give points to the groups.

Option 3: Preparation for the project:

Tell pupils about the project on page 15. Ask them to prepare it at home by making a pupil card with their personal information on a piece of paper, and bring their work to the classroom at the project time to present it. Show them a sample and guide them how to fill the information.

Whole class

Group work

Individual work