- Năng lực tự học và tự chủ: + Chủ động, tích cực nhận nhiệm vụ và hoàn thành nhiệm vụ GV giao. + Tự quyết định cách thức thực hiện, phân công trách nhiệm cho các thành viên trong nhóm. + Tìm kiếm thông tin, tham khảo nội dung sách giáo khoa. + Tự đánh giá quá trình

- Năng lực tự học và tự chủ: + Chủ động, tích cực nhận nhiệm vụ và hoàn thành nhiệm vụ GV giao. + Tự quyết định cách thức thực hiện, phân công trách nhiệm cho các thành viên trong nhóm. + Tìm kiếm thông tin, tham khảo nội dung sách giáo khoa. + Tự đánh giá quá trình

By the end of the lesson, pupils will be able to: - listen to and understand four communicative contexts in which pupils greet each other, respond to each other’s greetings with thanks, and say goodbye. - use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, g

1. Knowledge: - To recycle the language from the previous sections. To help Ss consolidate and apply what they have learnt in the unit. Ss can evaluate their performance and provide further practice. Do some practice exercises. Project helps Ss improve their abilitie

I. OBJECTIVES: 1. Knowledge: - This section aims at helping students use everyday English phrases and expressions and develop their language skills, as well as learn about Vietnamese culture and other cultures. Students learn how to give suggestions. + Vocabulary:

1. Knowledge: - To introduce topic of the lesson My house. To teach listening and reading. + Vocabulary: - use the words related to the topic My house. - To pronounce the final sounds /s / and /z/ correctly; + Grammar:- use possesive case to describe possesion; -

1. Knowledge: - To teach reading for general and specific information about school . To help Ss to get acquainted with a reading skills.To practice speaking. Ss have an opportunity to practice making their choice of type of school they would like to go. + Vocabulary:

1. Hello. My name’s Mai. I live in Ha Noi, but my grandparents live in a village in Nam Dinh Province. Last weekend, we went to Nam Dinh by motorbike. 2. Hi. I’m Linda. My hometown is a small town in the north of England. I went there by train last holiday. 3. Hello,

I. Objectives Pupils can listen and match the correct pictures. read and match the questions with the answers. play the game Find someone who ... II. Sentence Patterns Revision III. Vocabulary Revision IV. Teaching aids Student’s book, p. 19 Paper she

Present Lesson 2. Point at the pictures a, b, c and d respectively to talk about the story. Explain what each character says. Check comprehension and give feedback. Play Track 25, pointing at each speech bubble for Ss to listen and repeat the sentence(s) twice. Po

I. Objectives Pupils can pronounce the words with the stress on the first syllable: always, usually, often, sometimes. listen and circle the correct letters showing the words filling the gapped sentences. say the chant What do you do in the morning? II. S

I. Objectives Pupils can ask and answer questions about each other’s daily routine. II. Sentence Patterns What do you do _____? – I always / usually / often / sometimes _____. III. Vocabulary always brush my teeth, usually do morning exercise, often cook dinner

I. Objectives Pupils can listen, and circle the letters showing the correct phrases completing the sentences. write about themselves, using the guiding questions. play the game Spot the difference. II. Sentence Patterns Revision III. Vocabulary Revision

Warm up. Get one or two pairs to role play the story in 1. Look, listen and repeat. Present the activity. Describe the task: Ss interact in pairs, to ask and answer the questions in the activity. Wrap up. Inform Ss of the project on p. 11 to draw a house, write t

Step 1: Have pupils read the paragraph, the sentences, and the time on the clocks. Tell them to scan the paragraph for the appropriate time for the activities. Model Sentence 1 (clock d). Step 2: Set a time limit for pupils to do the activity independently. Go around t

Option 1: Game: Slap the board (ppt) Use the vocabulary from the previous lesson. Have students stand in 2-3 rows of 5 or more pupils and take turns to slap the board. Give the points to the team with the faster and correct answers. Option 2: Spend a few minutes rev

Step 1: Tell pupils the goal of the activity and explain that they should read the sentences and tick True or False. Check comprehension. Step 2: Do Sentence 1 as an example. First, have pupils read the sentence and identify Minh’s age. Then have them read the text and

Option 1: - Invite a few pairs of pupils to come to the front of the class to ask and answer questions about where they are from, using Where are you from? – I’m from _____. - Ask pupils to open their books at page 11 and look at Unit 1, Lesson 1, Activity 4. Option

Step 1: Draw pupils’ attention to the lyrics of the song. Encourage them to point at the pictures to reinforce their understanding. Step 2: Have pupils read the first verse of the lyrics. Explain that Minh meets and greets Lucy on the first day of school. Have pupils l

I’m wonderful! Hello, hello, hello, how are you? Hello, hello, hello, how are you? I’m tired. I’m hungry. I’m not so good. I’m tired. I’m hungry. I’m not so good. Hello, hello, hello, how are you? Hello, hello, hello, how are you? Hello, hello, hello, how are

By the end of the lesson, pupils will be able to: use the words this, that, it, yes, no, friend, teacher, Mr (Mr Long), Ms (Ms Hoa) in relation to the topic “Our friends”; use Is this / that ? – Yes, it is. / No, it isn’t. It’s . to ask and answer questions about s

By the end of the lesson, pupils will be able to: - read four sentences and choose the correct responses. - read, understand and complete three exchanges with their personal information. - use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, goodbye, and the

By the end of the lesson, pupils will be able to: - use the words what, your, name, my, how old, years old in relation to the topic “Our names”; - use How old are you? - Im . to ask and answer questions about someone’s age; - listen to and demonstrate understanding