EVERYBODY UP 1

Unit 1: FIRST DAY

Lesson 01: School Supplies

I. OBJECTIVES

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

- Identify classroom objects.
- Talk about school supplies.
- Vocabulary:
School Supplies: pen, pencil, eraser, ruler, pencil case, backpack
Language - Grammar:
+ Simple present statements with be (3rd person singular)
+ Indefinite articles a/an
It’s a pen/an eraser.
+ Information question with what
What is it? It’s a pen.
- Decision making
- Teamwork
- Problem-solving
Core competencies
- Integrity
- Communication
- Planning and organization.
- Audio-lingual
- Blended learning
Teaching methodology - Direct instruction
- Individualized instruction
- Peer teaching and demonstrations.
- Listening: Listen, point and say
General Competences - Oral communication: Say the new words.
- Talk to each other, say good words to others.
 - Kindness: help partners to complete learning tasks
Attributes - Diligence: complete learning tasks
- Honesty: tell the truth about feelings and emotions

II. RESOURCES AND MATERIALS

- For Teachers: - For Students:

+ Teacher’s book page 34 + Student’s book page 04-05
+ Student’s book + Crayon
+ Workbook + Pen / pencils / erasers
+ Computer / Laptop/ Phone + Workbook
+ Projector Screen / TV
+ Picture cards 01-08
+ PowerPoint
+ APP Unistart
- Warm-up and review
- Listen, point and say
III.
- Listen and number.
PROCEDURE
- Listen and say. Then practice
- Listen, ask and answer. Then practice.

Pupils’ Note
Procedure Teacher’s activities
activities
KNOWLEDGE CONSTRUCTION
Warm-up and review: 5 minutes
- Greet the class, saying Hello.
- Elicit the response Hello or Hi. Whole class
- Practice the greeting with several individual students,
as well.
- Review introductions from the Welcome unit.
- Model the conversation with a few individual students.
 - Say Hi. I’m (Ms. Jones). What’s your name?
- Elicit the response I’m (Tom) or My name is (Tom).
- Students can then circulate and introduce themselves.
- Practice the commands learned in the Welcome unit.
- Hold up Picture Cards 01–06 and elicit the words.
- Then students say the words when you act out the
commands (using the gestures shown in the
illustrations).
- After a round, volunteers act out the commands for the
class to identify.

Activity A. Listen, point and say. (8 minutes)

a. Goal - To understand and correctly repeat the sentences in two communicative

contexts (pictures) focusing on asking and answering about school
supplies.
b. Input - Vocabulary on Unistart app
- Listening Practice on Unistart app Unit 1 Everybody UP 1
1. pen
2. pencil
3. eraser
4. ruler
5. pencil case
6. backpack

c. Outcome - Quick memory of the word pronunciation

- Supplementing teamwork skills
- Increase the cohesion between students
- The atmosphere is exciting, not boring, students understand and understand the
vocabulary knowledge quickly

d. Procedure - The teacher opens the Vocabulary section on the Whole class
Unistart app.
- The teacher selects the word to be learned and shows
the image of the word for the students to guess its
 meaning.
- The teacher plays the mouth movement video of the
word so the students can observe and listen carefully.
- After showing and playing the word's mouth
movement three times, the teacher asks the whole class
to pronounce it together.
- The teacher calls three students to the front and has
them check their pronunciation using AI on the Unistart
app while displaying the screen.
- The teacher analyzes any pronunciation mistakes the
students make (if any) and corrects them.
- The teacher shows the phonetic transcription of the
word and reminds students of any issues they need to
focus on.
Team work
* Play a game: “Who is the fastest?”
Step 1:
Each student prepares a small whiteboard.
Step 2:
The teacher opens Unistart and plays the words to be learned
so students can listen and watch the video showing the mouth
movements of the words. Students then have 5 minutes to
memorize the pronunciation and meaning of the words
(depending on the number of words, on average it takes 15
seconds to remember one word).
Step 3:
The teacher randomly shows the mouth movements of the
learned words for students to listen (without letting them
observe the screen or by turning off the projector) or says the
Vietnamese meaning of the word.
Step 4:
Students quickly write down the vocabulary word the teacher
says on their whiteboard, then hold the board up and
simultaneously read the word aloud.
The first student to raise their board and be correctly assessed
by the teacher will receive 2 stars.
The student who raises their board later but is correct will get
1 star.
If a student writes the wrong word, the teacher will correct
them, and the student will lower their board and write it
again correctly.

Activity B. Listen and number. (8 minutes)

a. Goal - To understand and correctly repeat the sentences in two communicative

contexts (pictures) focusing on asking and answering about school
 supplies.
b. Input - Listening Practice on Unistart app Unit 1 Everybody UP 1
“1. Mike: Danny, your backpack!
2. Danny: Oh, no! My pencil!
3. Danny: My eraser!
4. Danny: My pen!
5. Danny: My ruler?
6. Danny: My pencil case?”

c. Outcome - To understand and correctly repeat the sentences in two communicative

contexts (pictures) focusing on asking and answering about school
supplies.
d. Procedure - Read this while pointing to the picture: - Whole class
+ Danny, Julie, Emma, and Mike are at school. Oops! - Individual
+ Danny’s backpack is open. work
+ The pencil case and the ruler are in the backpack.
+ The eraser, the pen, and the pencil are on the steps.
Listening Practice on Unistart app Unit 1 Everybody UP
1
- Students listen and number the items in the picture.
- Invite students to talk about what else they see in the
picture, using previously learned language.
Activity C. Listen and say. Then practice.
a. Goal - To help present grammar and make language patterns more memorable.
b. Input - Using big picture on student’s book page 05
- Track 09
- Grammar pattern
- Transcript track 09:
“It’s a pen.
It’s an eraser.
It’s, It is
 1. It’s a pen. 4. It’s a ruler.
2. It’s a pencil. 5. It’s a pencil case.
3. It’s an eraser. 6. It’s a backpack.”

c. Outcome - Students can use present grammar and make language patterns more
memorable.
d. Procedure - Introduce the new pattern: It+ is + a/an + noun Whole class/
An : u, e, o, a, i Individual
e.g. It’s a pen. / It’s an eraser. work
- Introduce articles.
- All of the new vocabulary words take the article a,
except eraser, which takes an.
- Students practice saying the new words with articles: a Individual
pen, an eraser, etc. work
- Present the contraction: It’s = It is
- Direct students’ attention to the first grammar box on
page 5.
- Listening Practice on Unistart app Unit 1 Everybody
UP 1 Individual
- Students listen and say along with Unistart Audio. work/
It’s a pen.
It’s an eraser.
It’s, It is
1. It’s a pen. 4. It’s a ruler.
2. It’s a pencil. 5. It’s a pencil case.
3. It’s an eraser. 6. It’s a backpack.
- Practice the pattern with the students. Whole class
- Hold up Picture Cards 07–12 and elicit:
+ It’s a (pen) for each card.
- Students practice the sentences by themselves, using
their books.
 *Play the game: Choose the correct article.
- Teacher will show the picture on the screen with
the sentence.
- Students will choose the correct answer and tick it.
- After 10 seconds thinking, students will raise their
hands to answer that sentence.

Activity D. Listen, ask and answer. Then practice.

a. Goal - To help present grammar and make language patterns
more memorable
b. Input - Listening Practice on Unistart app Unit 1 Everybody
UP 1
“What is it? It’s a pen.
It’s = It is
1. What is it? It’s a pen.
2. What is it? It’s a backpack.
3. What is it? It’s a pencil case.
4. What is it? It’s an eraser.
5. What is it? It’s a pencil.
6. What is it? It’s a ruler.”
c. Outcome - Students can use present grammar and make language
patterns more memorable.
d. Procedure - Introduce the new pattern: What is it? It’s a pen.
- Direct students’ attention to the second grammar box
on page 5. - Whole class
- Listening Practice on Unistart app Unit 1 Everybody
UP 1.
- Students listen, ask, and answer along with the CD.
- Hold up Picture Cards 07–12 and ask “What is it?”
- Students reply It’s (an eraser). - Work in
 - Divide the class into two groups. groups
- Group 1 asks the questions and Group 2 answers.
- Switch roles.
- Student pairs practice the pattern, using their books
- Chorally

Activity E. Look at activity B. Point, ask and answer.

a. Goal - Practice new grammar and vocabulary

b. Input - A big picture in Activity B
c. Outcome - Students can practice grammar and vocabulary
carefully.
d. Procedure - Student pairs look at the big picture in Activity B and - Work in pairs
practice asking and answering with the language pattern
in the speech bubbles, using all the new vocabulary
words: What is it? It’s a ruler.
-Direct students’ attention to the Everybody Up Friend.
- Student pairs look at the pictures in exercise A and use
communication skills to ask and answer the question.
- Then they collaborate to find another school supplies
object in the classroom and ask and answer the same
question about it.
Fun corner and wrap-up: 5 minutes
Game: Teacher’s Mistake
- In this game, students listen and/or watch carefully for
your mistakes.
- When they catch a mistake, students should raise their
hands.
- Increase the challenge by requiring students who catch Whole class
your mistake to correct it.
- Point to school supplies objects on your desk and say
to the class It’s (an eraser).
 - Students listen carefully and try to catch your
“mistakes.”
- Those who catch your mistake must say the correct
sentence.

Homework -Tell students that they must do homework on

+ Video:

 Read the vocabulary and sentences from today’s

lesson three times.
 Send the recording to the Zalo group.

+ Unistart App - Vocabulary:

 Complete the vocabulary pronunciation

exercises for today’s lesson.
 Pronounce each word three times to earn blue
stars on the app.

+ Unistart App - Exercises:

 Complete the first four exercises of today’s

lesson.

+ Prepare for the new lesson:

 The teacher will assign students the vocabulary

for the next lesson.
 Students will prepare in advance using the
Unistart app.
 EVERYBODY UP 1
Unit 01: FIRST DAY
Lesson 02: School Supplies

I. OBJECTIVES

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

- Ask and answer questions about school supplies correctly.
- Talk about things at school.
- Vocabulary:
Language School Supplies: book, notebook, desk, chair
- Grammar:
+ Affirmative and negative statements with be (3rd person singular)
+ It’s a book.
+ It isn’t a notebook.
- Decision making
- Teamwork
- Problem-solving
- Integrity
Core competencies
- Adaptability
- Communication
- Motivation
- Planning and organization.
- Audio-lingual
- Blended learning
Teaching methodology - Direct instruction
- Individualized instruction
- Peer teaching and demonstrations.
General Competences - Listening: Listen and recognize the name of school things, then
repeat
- Critical thinking: Talk about school supplies.
 - Oral communication: Ask and answer the questions about school
supplies.
- Written communication: Read and complete
- Self-control & independent learning: Perform listening tasks
- Sociability: Talk to each other, say good words to others.
- Kindness: help partners to complete learning tasks
Attributes - Diligence: complete learning tasks
- Honesty: tell the truth about feelings and emotions

II. RESOURCES AND MATERIALS

- For Teachers: - For Students:

+ Teacher’s book + Student’s book page 06- 7
+ Student’s book + Crayon
+ Workbook + Pen / pencils / erasers
+ iTools + Workbook
+ Computer / Laptop
+ Whiteboard
+ Projector Screen / TV
+ Picture cards 13 -16
+ Unistart APP
+ PowerPoint
- Warm-up and review
- Listen, point and say
III. - Listen and say. Then practice.
PROCEDURE - Sing
- Listen and number.
- Look around your classroom. Point and say.

Pupils’ Note
Procedure Teacher’s activities
activities
KNOWLEDGE CONSTRUCTION
Warm-up and review: 5 minutes
1. Greet the class.
- Students circulate and greet each other, saying Hi and Whole class
Hello.
- Elicit the language from Unit 1, Lesson 1: What is it?
- Students can practice the expression with their
neighbors, using their own school supplies.
2. Review Unit 1, Lesson 1 language by playing Picture Individual
Pieces.
- On the board, draw a partial picture of a Lesson 1
school supplies object.
- Ask What is it?
- Students answer It’s (a pencil).
- Continue with the other vocabulary words.
* Play a game to review vocabulary from the
previous lesson: Vocabulary game
Step 1: Teacher prepares 2 devices with Unistart
Step 2: Divide into 2 (quantity options) teams, each team
consists of 5 students
Step 3: The teacher disseminates the rules of the game - 2
teams will have 1m30s to make this game. In 1m30s,
students will read vocabulary to each other in turn the
vocabulary that the teacher prescribes or the random words
of the team chooses themselves in the lesson. After 1m30s,
the team read the most green stars, the team won.
Step 4: End of the game, the teacher summarizes the winning
team and rewards.

Activity A. Listen, point and say. (8 minutes)

a. Goal - To understand and correctly repeat the sentences in two communicative

contexts (pictures) focusing on asking and answering about other school
supplies.
b. Input - Picture cards 13 - 16 to introduce new vocabulary: pencil, pen, crayon,
 marker
- Vocabulary on Unistart app Unit 1 Everybody UP 1
“1. book
2. notebook
3. desk
4. chair”
c. Outcome - Students can understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on asking and answering
about other school supplies.
d. Procedure - The teacher opens the Vocabulary section on the Whole class
Unistart app.
- The teacher selects the word to be learned and shows
the image of the word for the students to guess its
meaning.
- The teacher plays the mouth movement video of the
word so the students can observe and listen carefully. Whole class
- After showing and playing the word's mouth
Whole class/
movement three times, the teacher asks the whole class
to pronounce it together. Individual
- The teacher calls three students to the front and has
work
them check their pronunciation using AI on the Unistart
app while displaying the screen. Pair work
- The teacher analyzes any pronunciation mistakes the
Individual
students make (if any) and corrects them.
- The teacher shows the phonetic transcription of the work
word and reminds students of any issues they need to
focus on.

- Hold up or point to realia of the new vocabulary words

and ask What is it?
- Students reply It’s a (book).
- Next, student volunteers ask the questions.
- Listening Practice on Unistart app Unit 1 Everybody
UP 1
- Students listen, point, and say along with the CD.
- Students practice the words by pointing to school
 supplies in the classroom.

* Play a review game: “Minion Game”

- Teacher shows a slide on the screen.
- Teacher using PowerPoint.
- Then, there is a picture of vocabulary that students - Individually
have just learned.
- Students close their book and raise their hands to
answers the question “What is it?”
- The vocabulary around from the previous lesson up to
now.

Activity B. Listen and say. Then practice.

a. Goal - To understand and correctly repeat the sentences in two communicative

contexts (pictures) focusing on asking and answering about school
supplies.
- To help present grammar and make language patterns more memorable.
b. Input - Using big picture on student’s book page 06.
- CD 1 track 12
“It’s a book. It isn’t a notebook.
It’s = It is
isn’t = is not
Mike: It’s a book. It isn’t a notebook.
Emma: It’s a notebook. It isn’t a book.
Julie: It’s a desk. It isn’t a chair.
Danny: It’s a chair. It isn’t a desk.”
c. Outcome - Students can understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on asking and answering
about school supplies.
- To help present grammar and make language patterns more memorable.
d. Procedure - Introduce the new pattern: - Whole class
It’s a book. - Individual
It isn’t a notebook. work
- Present the contractions: It’s = It is and isn’t = is not. - Work in pairs
- Direct students’ attention to the grammar box on page
6.
- Listening Practice on Unistart app Unit 1 Everybody
UP 1
- Students listen, point to the items in the picture, and
say along with Unistart audio.
- Student pairs practice the questions and answers, using
their books.

* Play a quiz to review Grammar: STARS IN THE

SKY
- Teacher show a slide on the screen.
(Using powerpoint)
- On each screen, there is one requirement that student
needs to choose the correct answers suitable with that
requirement.
- Students raise their hands to say aloud the answer.
Activity C. SING
a. Goal - Sing the song correctly
b. Input - Show the slide about the song on student’s book page 07
- Track 13
“What is it?
A book. A book. It isn’t a notebook.
A book. A book. It isn’t a desk.
A book. A book. It isn’t a pencil.
What is it?
It’s a book.
 A chair. A chair. It isn’t a notebook.
A chair. A chair. It isn’t a desk.
A chair. A chair. It isn’t a pencil.
What is it?
It’s a chair. (x2)”
c. Outcome - Students easy to come up with appropriate gestures or dances to
accompany the song on this lesson.
d. Procedure - Students look at the pictures that accompany each Whole class/
song and talk about what they see, using English they Individual
know. work
- Involves reading the song lyrics aloud with the
students.
- Repeat this step a few times, to build confidence and
fluency and to get students ready to sing. Individual
- Students look at the pictures and name objects they work
see.
- Read the song lyrics with the students. Individual
- Listening Practice on Unistart app Unit 1 Everybody work/ Whole
UP 1 class
- Students sing the song again, taking turns to point out
objects they see around them.
Activity D. Listen and number.
a. Goal - Ask and answer questions correctly
b. Input - A big picture on student’s book page 07
- Listening Practice on Unistart app Unit 1 Everybody
UP 1
1. It’s a book. It isn’t a notebook.
2. It’s a desk. It isn’t a chair.
3. It’s a notebook. It isn’t a desk.
4. It’s a chair. It isn’t a book.
c. Outcome - Students practice ask and answer the questions - Whole class
following the pictures.
d. Procedure - Students point to the pictures and describe what they
see.
- Listening Practice on Unistart app Unit 1 Everybody - Chorally
UP 1
- Students listen and number the pictures of items
described on the CD. - Works in pair
1. It’s a book. It isn’t a notebook.
2. It’s a desk. It isn’t a chair.
3. It’s a notebook. It isn’t a desk. - Work in
4. It’s a chair. It isn’t a book. groups
- Play the track again so students can check their work.
- Then check answers together.
- Answer Key: From left to right: 3, 2, 4, 1
- Students point at items in the classroom and say
sentences about the items.

Activity E. Look around your classroom. Point and say.

a. Goal - To help practice making sentences using the language

pattern.
b. Input - Grammar pattern.
c. Outcome - Children can practice making sentences using the
language pattern.
d. Procedure - Student pairs look at items in the classroom and
practice making sentences using the language pattern in
the speech bubbles: It’s a desk. It isn’t a chair.
- Encourage students to use all the language in this
lesson, as well as previously learned language.
- Direct students’ attention to the Everybody Up Friend.
- Students draw a school supplies item from Unit 1,
 Lesson 1 or 2, and then circulate, using the expression
to talk about their drawings.
- Students identify the item and communicate what it is
in a complete sentence.
Fun corner and wrap-up: 5 minutes
Game: Telephone
- Have the class form one line. Whole class
- Whisper a different sentence to the student at each
end.
- Students whisper the sentences along the line.
- No repeating allowed!
- When the sentences reach the opposite ends, have the
students on the end say the sentences aloud to see if
they are different.
- Whisper a sentence to the student at each end (for
example, It’s a desk or It isn’t a book).
- Students whisper the sentence down the line.
Homework  Video:

 Read the vocabulary and sample sentences from

today’s lesson three times.
 Send the recording to the Zalo group.

 Unistart App - Vocabulary:

 Complete the vocabulary pronunciation

exercises for today’s lesson.
 Pronounce each word three times to earn blue
stars on the app.

 Unistart App - Exercises:

 Complete the next four exercises of today’s

lesson, achieving at least 80 points on each.

 Unistart App - Listening Practice:

 Practice listening to the audio from today’s

 lesson twice.

 Prepare for the new lesson:

 Listen to the audio for the upcoming lesson in

advance.
 EVERYBODY UP 1
Unit 1: FIRST DAY
Lesson 03: Story

I. OBJECTIVES

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

- Develop their reading skills.
- Build their listening skills.
- Conversation
Language
+ Asking how someone is doing
+ How are you?
I’m fine. Thank you.
- Value: Be friendly
- Decision making
- Teamwork
- Problem-solving
Core competencies
- Integrity
- Communication
- Planning and organization.
- Audio-lingual
- Blended learning
Teaching methodology - Direct instruction
- Individualized instruction
- Peer teaching and demonstrations.
- Listening: Listen, point and say
General Competences - Oral communication: Say the new words.
- Talk to each other, say good words to others.
- Kindness: help partners to complete learning tasks
Attributes - Diligence: complete learning tasks
- Honesty: tell the truth about feelings and emotions
 II. RESOURCES AND MATERIALS

- For Teachers: - For Students:

+ Teacher’s book + Student’s book page 08-09
+ Student’s book + Crayon
+ Workbook + Pen / pencils / erasers
+ Computer / Laptop/ Phone + Workbook
+ Whiteboard
+ Projector Screen / TV
+ Picture cards 07–12, 13–16;
+ Unistart APP
+ PowerPoint
+ Unit 1 Video Story
- Warm-up and review
III. - Look and listen. Read along.
PROCEDURE - Sing
- Ask and Answer

Pupils’ Note
Procedure Teacher’s activities
activities
KNOWLEDGE CONSTRUCTION
Warm-up and review: 5 minutes
- Greet the class.
- Wave and say Hello, class! Whole class
- Elicit Hello, (Ms. Jones).
- Point to a chair and elicit the language from Unit 1,
Lesson 2: It’s a chair.
- Students use this expression to point to classroom
objects and ask and answer with partners
 * Play a game to review the previous lesson: review
Lesson 1 and 2’s vocabulary.
- Play as a class, or in groups using the slide on
powerpoint.
- Teacher shows a slide on the screen.
- For a challenge question, teacher chooses a slide that
has a sentence: It’s a book. Then there are 3 picture but
students choose 1 correct answer depending on the
picture on the screen.
- Students can practice the expression with their
classmates, using their own school supplies.

Activity A. Talk about the pictures. Then listen and read.

a. Goal - To correctly say the character names and use “Hello. /Hi. I’m ____.”
And “How are you?” to greet, self-introduce and respond to greetings.
b. Input - 4 pictures on Student’s book page 08
- Listening Practice on Unistart app Unit 1 Everybody UP 1
“Julie: Hi, Emma! How are you?
Emma: I’m fine. Thank you. How are you?
Julie: I’m good.
Emma: Hi, Danny! How are you?
Danny: I’m OK.
Danny: Look! Mike.
Emma: Mike! Mike!
Emma: How are you, Mike?
Mike: I’m great! Thank you.”
c. Outcome - Children can say the character names and use “Hello. /Hi. I’m ____.”
And “How are you?” to greet, self-introduce and respond to greetings.
d. Procedure - Pre-teaching stories using the illustrations is a fun and Whole class
helpful way to get students ready to read and understand
 the story.
- Step 1 has students look at each frame and name the
people or objects they see. Whole class
- Step 2 has students say what they think might be Whole class/
happening in each frame. Individual
- Next, students listen to the audio recording of the work
story. Then read the words aloud with the students. Pair work
- Each story ends with a value. Individual
- Direct students’ attention to it and play the track again. work
- If desired, discuss the value with the class.
- Students look at the pictures and name the characters,
colors, and objects they see.
- Students say what they think could be happening in
each picture.
- Play Class CD1 Track 15.
- Students listen, point, and read along with the CD.
- Read the story aloud with the students.
- Then direct students’ attention to the value Be
friendly and play the track again.
- Students listen and read along.
- Ask if students can think of other examples of this
value.

Activity B. Listen and number. (page 09)

a. Goal - Ask and answer questions about greeting correctly.

b. Input - Listening Practice on Unistart app Unit 1 Everybody UP 1

- Transcript:
“1. Emma: How are you, Mike?
Mike: I’m great! Thank you.
2. Julie: Hi, Danny! How are you?
Danny: I’m OK.
 3. Emma: Mike! Mike!
4. Julie: Hi, Emma! How are you?
Emma: I’m fine. Thank you.”
c. Outcome - Students can listen ask and answer questions about greeting correctly.

d. Procedure - Students look at the picture and say what they think is - Whole class
happening. - Individual
Listening Practice on Unistart app Unit 1 Everybody UP work
1.
Students listen and number the pictures.
1. Emma: How are you, Mike?
Mike: I’m great! Thank you.
2. Julie: Hi, Danny! How are you?
Danny: I’m OK.
3. Emma: Mike! Mike!
4. Julie: Hi, Emma! How are you?
Emma: I’m fine. Thank you.
- Play the track again so students can check their work.
- Then check answers together.
- Check answer in front of the class:
- Answer Key From left to right: 4, 2, 3, 1

Activity C: SING.

a. Goal - Sing the song correctly

b. Input - Listening Practice on Unistart app Unit 1 Everybody

UP 1
Hi! How Are You?
Hi! How are you?
I’m fine, thank you.
How are you?
 I’m fine, thank you!
How are you?
I’m fine! How are you?
I’m OK! How are you?
I’m fine, I’m great!
(x2)”
c. Outcome - Students can sing the song correctly.
- Students come up with appropriate gestures or dances
to accompany each song.
d. Procedure - The songs in Everybody Up are a fun way to practice - Chorally
new grammar and vocabulary (Lesson 2) and functional
conversation language (Lesson 3).
- Before playing the audio recording of a song, pre-
teach the song using the illustration and lyrics.
- Students look at the pictures and talk about what they - Individually
see.
- Read the song lyrics with the students.
- Play Class CD 1 Track 17.
- Students listen and then sing along with the CD.
- Students sing the song again, turning to partners and
asking them How are you? as they sing.

Activity D. Listen and say. Then act.

a. Goal - Ask and answer questions about greeting correctly.

- Provide students with useful language that can be used frequently
throughout this lesson.
b. Input - Using big picture on student’s book page 09.
- Listening Practice on Unistart app Unit 1 Everybody UP 1
“How are you?
I’m fine. Thank you.”
c. Outcome - Pupils can ask and answer questions about greeting correctly.
 - Provide students with useful language that can be used frequently
throughout this lesson.
d. Procedure - Listening Practice on Unistart app Unit 1 Everybody Whole class/
UP 1 Pairs work
-Student pairs listen and say along with Unistart Audio.
How are you?
I’m fine. Thank you.
- Students rehearse and act out the conversations, using Individual
props or gestures related to the situations in the three work
pictures.
* Critical Thinking /Communication:
-- Direct students’ attention to the Everybody Up Friend Whole class
on page 9: How are you?
- Tell your partner.
- Students use critical thinking skills to decide how they
feel.
- Then they share this using the unit language (I’m fine.
I’m great. Great! Thank you.), circulate, and practice
communication skills by asking and answering.
Fun corner and wrap-up: 5 minutes
Game: A new Story
- For the drawing version, students work alone. Whole class
- Using the existing story as a model, each student
draws a new story with new scenes and characters. Individually
- Stories should demonstrate the Lesson 3 value and
include the target conversation language.
- More advanced students can write new text for the
story.
- Beginning students can simply copy the text from the
existing story.
- Using the existing story as a model, students draw a
 new story with new scenes and characters.
- The new story should reflect the Lesson 3 value: Be
friendly.
- More advanced students might also write new text.
- Beginning students might simply copy the pictures and
text from the Student Book.
Homework  Video: - Individual

 Read the vocabulary and sample sentences from

today’s lesson three times.
 Send the recording to the Zalo group.

 Unistart App - Conversation:

 Complete the conversation exercise and achieve

100 points.

 Unistart App - Listening Practice:

 Practice listening to the audio from today’s

lesson twice.

 Prepare for the new lesson:

 Listen to the audio for the upcoming lesson in

advance.
 EVERYBODY UP 1
Unit 01: FIRST DAY
Lesson 04: Shapes

I. OBJECTIVES

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

- Ask and answer about shapes
- Vocabulary:
Shapes: circle, square, triangle, rectangle
- Grammar
Language + Yes/No questions with be (3rd person singular)
E.g. Is it a circle?
Yes, it is. /
No, it isn’t.
* Lesson 4 is a cross-curricular lesson with a connection to math.
Ask students to talk about what they are learning in math class now.
- Decision making
- Teamwork
- Problem-solving
- Integrity
Core competencies
- Adaptability
- Communication
- Motivation
- Planning and organization.
- Audio-lingual
- Blended learning
Teaching methodology - Direct instruction
- Individualized instruction
- Peer teaching and demonstrations.
General Competences - Listening:
 - Critical thinking
- Oral communication:
- Written communication:
- Sociability: Talk to each other, say good words to others.
- Kindness: help partners to complete learning tasks
- Diligence: complete learning tasks
Attributes
- Responsibility: appreciate kindness
- Honesty: tell the truth about feelings and emotions

II. RESOURCES AND MATERIALS

- For Teachers: - For Students:

+ Teacher’s book pages 40 – 41 + Student’s book page 10-11
+ Student’s book pages 10 – 11 + Crayon
+ Workbook + Pen / pencils / erasers
+ iTools + Workbook
+ Computer / Laptop
+ Whiteboard
+ Projector Screen / TV
+ Picture cards s 07–12, 13–16, 17–
20;
+ Unistart app
+ PowerPoint
+ Unit 1 Video and Poster, Shapes
- Warm-up and review
- Watch the video
- Listen, point and say.
III. - Listen, ask and answer. Then practice.
PROCEDURE - Match
- Look at activity D. Ask and answer.
- Look around your classroom. Find shapes.
- Look at the poster. Talk about it.
 Pupils’ Note
Procedure Teacher’s activities
activities
Warm-up and review: 5 minutes

- Greet a student at the front of the classroom: How are

you? Whole class
- Elicit the response I’m fine/OK/ great.
- Then elicit the language from Unit 1, Lesson 3: How
are you?
- Have students take turns asking and answering to three
other students. Individual
- Sing The Alphabet Song (Class CD1 Track 05) with
students.
- Then sing the song slowly again.
- Sing A and ask students to sing the next letter.
- Continue until the end of the song.

* Play a game to review conversation language

patterns and vocabulary: THE LITTLE
PENGUINS.
- Teacher shows a slide on the screen.
( using powerpoint)
- There is a key word/ audio listen/ sentence and some
options for children to choose the correct answers.
- After 15 seconds thinking, students raise their hands to
answer that task.

Activity A. Watch the video.

a. Goal - See and hear language and vocabulary in a rich visual, real-world
context.
b. Input - Unit 1 Video and Poster.

c. Outcome - Pupils can see and hear language and vocabulary in a rich visual, real-
world context.
d. Procedure - Before you watch: - Chorally
+ Tell the class they’re going to watch a video about
shapes.
+ Draw shapes on the board. - Individually
+ Ask students what they might see in the video.
- Play the video.
- See Video Scripts on Teacher’s Book pages 116–117
for reference. - Work in
- Play the video again. groups
- Pause the video and ask students questions about the
shapes.
- Encourage them to answer in full sentences to practice
It is/ It’s.
- Take students into school hallways or outdoor areas on
a search for circles, squares, triangles, and rectangles.
- Students may encounter new words in the videos.
- These words appear in blue throughout the video
scripts.
- Then play the video.
- Step 2 involves writing comprehension questions on
the board and having students read them aloud.
B. Listen, point, and say.
a. Goal - To understand and correctly repeat the sentences in two communicative
contexts (pictures) focusing on asking and answering about shapes
b. Input - Vocabulary:
 Shapes: circle, square, triangle, rectangle
- Picture Cards 17–20
- Listening Practice on Unistart app Unit 1 Everybody UP 1:
1. circle 2. square 3. triangle 4. Rectangle
c. Outcome - Pupils can understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on asking and answering
about shapes.
d. Procedure - Use Picture Cards 17–20 to introduce the new words. - Whole class
- Continue until students can produce the words on - Individual
their own. work
- Link the language. - Work in pairs
- Combine language patterns from Unit 1, Lesson 1 with
the new vocabulary.
- Hold up each card, saying What is it?
- Elicit the response It’s a (circle).
- Listening Practice on Unistart app Unit 1 Everybody
UP 1.
- Students listen, point, and say along with Unistart
audio.
1. circle
2. square
3. triangle
4. rectangle
- Students make picture cards for the new vocabulary.
- Give four cards cut from blank paper and art supplies
to each student.

* Play a quiz to review vocabulary:

- Teacher show a slide on the screen.
- On each screen, there is one requirement that student
needs to choose the correct answers suitable with that
 requirement.
- Students raise their hands to say aloud the answer.
- Students raise their hands to choose the answer A, B
or C.
Activity C. Listen, ask, and answer. Then practice.
a. Goal - To help present grammar and make language patterns more memorable.
b. Input - Show the slide about the song on student’s book page 11.
- A big picture on page 10.
- Class CD 1 track 20:
“Is it a circle? Yes, it is.
Is it a circle? No, it isn’t.
isn’t = is not
1. Is it a circle? Yes, it is.
2. Is it a circle? No, it isn’t.
Is it a square? Yes, it is.
3. Is it a triangle? Yes, it is.
4. Is it a triangle? No, it isn’t.
Is it a rectangle? Yes, it is.”
c. Outcome - Students can practice grammar and make language patterns more
memorable
d. Procedure - Introduce the new pattern: Whole class/
Is it a circle/ …? Individual
Yes, it is. work
No, it isn’t.
- Present the contraction: isn’t = is not
- Direct students’ attention to the grammar box on page
10. Individual
- Play Class CD 1 Track 20. work
- Students listen and say along with the CD.
- Hold up Picture Cards 17–20 and ask the class Individual
+ Is it a (circle)? work/ Whole
 - Students reply class
+ Yes, it is. or No, it isn’t.
- Divide the class into two groups.
- Group 1 asks the questions and Group 2 answers.
- Switch roles.
- Student pairs practice the pattern, using their books.
- Students form new pairs and practice the pattern using
their handmade picture cards.

*Play a game to review Grammar:

- T show a slide on the screen.
- Using powerpoint to play.
- Students choose a number and the question will appear
on the screen.
- Students choose A, B or C to get the correct answer.
Activity D. Match (page 11)
a. Goal - to realize shapes and things. - Whole class
b. Input - A picture on Activity D, page 11.
c. Outcome - Students can realize shapes and things suitable. - Chorally

d. Procedure - Students work on their own, matching the pictures in

- Works in pair
the top row with the corresponding shapes in the bottom
row.
- Work in
- Students check their answers with a partner.
groups
- Have students check their answers in front of the class.
Activity E. Look at D. Ask and answer.
a. Goal - To help present grammar and make language patterns
more memorable.
b. Input - Activity D
c. Outcome - Students practice present grammar and make language
patterns more memorable.
d. Procedure - First, practice the activity with the class.
- Use the pictures in Activity D to practice the language
pattern in the speech bubbles:
+ Is it a triangle?
+ Yes, it is.
- Encourage students to use previously learned
language, as well.
- Students do the activity in pairs.
Activity F. Look around your classroom
a. Goal - To understand and correctly repeat the sentences in
two communicative contexts (pictures) focusing on
asking and answering about shapes in classroom.
b. Input - Things in classroom
- Shapes around class.
c. Outcome - Students can understand and correctly repeat the
sentences in two communicative contexts (pictures)
focusing on asking and answering about shapes in
classroom.
d. Procedure - Student pairs stand and search the classroom for
shapes.
- Encourage them to use the language in the speech
bubbles: + Look! It’s a square.
+ Look! It’s a circle.
+ Look!.........
Activity G. Look at the poster. Talk about it.
a. Goal - Reinforce and extend students’ knowledge of the
vocabulary, language patterns, and concepts covered in
each unit’s cross-curricular lesson, Lesson 4.
b. Input - A poster on Teacher’s Book page 118.
c. Outcome - Student can extend their knowledge of the vocabulary,
language patterns, and concepts covered in each unit’s
 cross-curricular lesson, Lesson 4.
d. Procedure - Prepare students for the main poster activity by briefly
reviewing the relevant grammar pattern and vocabulary.
- Direct students to the speaking examples in the speech
bubbles.
- Go through the speaking example together as a class.
- Review any other language that students might use in
discussing the poster.
- Then ask students to practice the language with each
other in pairs.
- When students are comfortable with the pattern, ask
them to talk about the other items on the poster using
the language they have learned.
- Students identify familiar objects in the poster images.
- See Teacher’s Book page 118 for poster information.
- Students talk about the poster using the speech
bubbles as a model.
- Direct students’ attention to the Everybody Up Friend.
- Review the question and watch the video.
- Students use critical thinking to make a list or a chart
of all the shapes they see in the video.
- Students communicate their findings with the class or
with neighbors.
Fun corner and wrap-up: 5 minutes
Game: The hammer game
Step 1: Whole class
The teacher prepares a plastic hammer and a phone with the
Unistart app.
Step 2:
Students form a line.
Step 3:
The teacher plays the vocabulary words from Unistart. One
by one, students take turns reading and recording the word.
Step 4:
If a student pronounces the word correctly, they can return to
 the front of the line.
If a student pronounces the word incorrectly, the teacher taps
them lightly with the plastic hammer and they go to the back
of the line.
Step 5:
The game continues until every student has had a turn,
ensuring that by the end, all students have mastered the
pronunciation and memorized the vocabulary from the
lesson.

Homework  Video:

 Read the vocabulary and sample sentences from

today’s lesson three times.
 Send the recording to the Zalo group.

 Unistart App - Vocabulary:

 Complete the vocabulary pronunciation

exercises for today’s lesson.
 Pronounce each word three times to earn blue
stars on the app.

 Unistart App - Exercises:

 Complete the next four exercises of today’s

lesson, achieving 100 points on each.

 Prepare for the new lesson:

 Review vocabulary, conversation, and exercises

from all sections on Unistart app, ensuring 100
points are achieved in each.
EVERYBODY UP 1
Unit 01: FIRST DAY
Lesson 05: Review