LESSON PLAN

FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Center Subject : ENGLISH

Class :1 UNIT 4 : THEY’RE BEARS!
Periods : 25 LESSON 1 : WORDS
LESSON 2 : GRAMMAR AND SONG
Teacher : Ms. Minh Lesson duration : 90 minutes

I. AIMS: Students know how to say 5 animals

II. OBJECTIVES: By the end of this lesson, students will be able to

- identify 5 animals
- use the animal words in the form of a chant
- ask question:” What are they?”
- answer: “They are (bears).”
- Recognize plurals with s
- sing a song
III. LANGUAGE:
Language focus: listening, speaking, reading
Vocabulary: bird, bear, hippo, crocodile, tiger
What are they? _They are (bears).
IV. RESOURCES AND MATERIALS:
Flashcards 27-31, audio tracks 1, 50-51
Stickers, workbook p.30, worksheet
Flash cards 27-31, audio tracks 52-53, worksheet
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
whole class
- Greet students
Warm up Hello song
5 mins - Ask students sing along the song
- Stick Class rules
whole class
Simon says
- Ask students to stand at their desks.
- Tell them the rule: If the instruction begins with the words Simon
says, children must do as you say. If not, they should stand still
Review and wait for the next instruction. Student who gets this wrong is
10 mins out of the game and has to sit down.
Simon says point to your desk; Simon says stand up; Simon says
write your name; Sit in your chair; touch your desk, count to 3,…
- Continue the game until there is one winner left standing, or a
group of winners if you prefer
 whole class
Lead in:
Tell your students: today we are going to the zoo, what can we see in
the zoo?
Present
informatio - Use Flashcards 27-31 to introduce the vocabulary for this lesson.
n - Hold the flashcards up one at a time and ask: What’s this?
5 mins - Say the words for children to repeat in chorus.
- Put the flashcards in different places around the room.
- Say a word.
- Students point to the card and repeat the word in chorus.
1. Listen and point. Track 50
- Play the track 50, listen and point
- Play again, ask students to listen and point
- Play again, ask students to listen and repeat
2. Listen and chant. Track 51
Guided - Students listen to track 51and point to the correct flashcards
practice - Demonstrate an action for each word: bird (flap arms), bear (make
10 mins claws), hippo (snap teeth together), crocodile (snap arms together), tiger
(do pouncing actions).
- Divide the class into 6 groups
- Give each group a flashcard
- Play the chant again
- Students listen and stand up when they hear their group’s animal word
- Students listen, chant along and do the action
Pair/ • Below level: Instead of teaching the actions above, ask the different groups
group groups to stand up when they hear their word.
practice • At level: Complete Exercise 2 as described above.
10 mins • Above level: Teach the actions as described but ask the whole class to
do all the actions in time with the chant.
Repeat this several times to chant and do the actions.

3. Point and say. Stick Pairs

- Show students how to do:
 Point to the pictures
 Say:” Let’s stick!”
 Stick the sticker and say: “Tiger”
- Ask students to work in pairs to say and stick
- Go around to help
Worksheet
Part 1:
- Model first
- Point to each animal in number 1 and ask students: What is it?
- Point to the bird and say: “It’s a bird.’ Circle and draw line to
 match the word
- Ask students to work in pairs, ask, say, circle and match
Part 2:
- Model first Pairs
- Point to the word and say: “Hippo”
- Circle the picture of the hippo

4. Workbook p.30
- Ask student to do exercise in workbook p.30
- Go around to help and encourage the students individuals

Do it!
• Use Flashcards 27–31 to review the vocabulary from the previous groups
unit and to energize the class.
• Assign each child a word from the vocabulary, e.g., bird, bear,
hippo, crocodile, tiger, etc.
Follow up • Give instructions, e.g., Tigers, roar! Bears, growl!
5 mins • Hold up a flashcard. Children who have that word assigned to them
do the action. Repeat with all of the flashcards.
Draw your favorite animal
- students draw and color their favorite animals
- Students work in pairs talking about their picture: I love tigers.
My tiger is yellow!
Activity Guessing game whole
10 mins - read poem: Dear zoo class
Dear zoo So they sent me (a snake)
By Rod Campbell He was too scary!
I wrote to the zoo I sent him back
To send me a pet
So they sent me (a monkey)
They sent me (an elephant) He was too naughty!
He was too big! I sent him back
I sent him back.
So they sent me (a frog)
So they sent me (a giraffe) He was too jumpy!
He was too tall Oh I sent him back
I sent him back.
So they thought very hard
So they sent me (a lion) And sent me a puppy
He was so fierce! He was perfect
I sent him back I kept him.

So they sent me (a camel) https://youtu.be/FbgMWFIrwOY

He was too grumpy!
I sent him back
 - change the animals and adjectives, make the poem familiar to the
children. EX: a hippo/big, …
- make the sound or do the actions
- ask students to guess
- students listen and guess
- Continue the game until you have practiced all of the words from the
vocabulary set.
Lead in:
Present - Hold up flashcard of a bird and say What’s this? Elicit It’s a bird.
whole
information Draw one more bird and say What are they? Say They’re birds.
class
5 mins - practice of plural form of animals: hippos, bears, tigers, monkeys
- Point to the hippos and say What are they? They’re hippos.

1. Listen and repeat track 52

Whole
- Play track 52, listen and point
class
- Play again, ask students to listen and point
- Play again, ask students to listen and repeat
•Below level: Bring out a flashcard, e.g., tiger. Hold up one finger and
say tiger. Hold up three fingers and elicit three tigers.
Pretend you can’t hear the s. Put your hand behind your ear and make
the children shout the word, emphasizing the s.
Repeat with different numbers and all the flashcards.
• At level: Carry out Exercise 2 as described above.
• Above level: Have two children come to the front of the class and
Guided stand back-to-back so that the class can only see one child.
practice - Whisper to them which animal they will mime, e.g., bear.
15 min - The first child mimes being a bear, the class answers bear.
s - The second child turns around and both children mime.
- The class responds with the plural form, bears.
- Repeat with different children and animal mimes.
2. Listen and sing. Track 53
- Point to the picture and say: What are they?
- Elicit the answer: They are (tigers).
- Repeat with all animals with the whole class.
- Play the song.
- Demonstrate an action for each animal.
- Play the recording again and students listen and point to the
animals as they hear the words.
- Practice several times singing and doing the actions.
Pair/ group 7 Ask and answer. Pairs
practice - Point to the hippos and ask: What are they? Elicit: They’re
10 min hippos. Repeat with different groups of animals in the picture.
s - Then cover up a group of animals with your hand or some
paper, and elicit from the class the question: What are they?
 Remove your hand and answer their question.
- Repeat with all the animals in the picture.
- Ask students to work in pair to ask and answer
LET’S TALK Pairs
- Ask students to look at the picture and the words in the speech
bubble. Ask: What are they? (Two bears.)
- Have two students demonstrate the question in the speech
bubble and the answer in the picture.
- Students work in pairs to ask and answer the question.
Worksheet P. 36 Pairs
- Give each pair a worksheet and
- Students work in pair ask and answer (part 2) individuals
- Move around to help
- Students finish part 1

4. Workbook p. 31
- Ask student to do exercise in workbook p.31
- Go around to help and encourage the students
Poster
- Ask students to draw a zoo Groups
Conclusion - Place their zoos on the wall
5 mins - 1 student from each group stands near the poster to answer questions
- Students move around, ask their friends about their zoos: What is it?
What are they?
VI. REFLECTION:
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LESSON PLAN
FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Center Subject : ENGLISH

 Class :1 UNIT 4 : THEY’RE BEARS!
Periods : 26 LESSON 3 : SOUNDS AND LETTERS
LESSON 4 : NUMBERS
Teacher: Ms. Minh Lesson duration : 90 minutes

I. AIMS: Students know how to recognize J, K and pronounce the sounds /dʒ/ and /k/
Students know how to recognize numbers 9, 10 and count 9, 10
II. OBJECTIVES: By the end of this lesson, students will be able to
- recognize the upper- and lowercase forms of the letters J, K and associate them with
the sounds /dʒ/ and /k/
- pronounce the sounds /dʒ/ and /k/on its own and at the beginning of words
- be familiar with the names of the letters J, K
- recognize and say the numbers 9 and 10
- use the numbers 9 and 10 in the context of a song
III. LANGUAGE:
Language focus: listening, speaking, reading, writing
Vocabulary: jug, juice, kangaroo, key
In, has
9, 10, nine, ten, panda
IV. RESOURCES AND MATERIALS:
Audio tracks 53-55, Sounds and letters poster,
Phonics cards 19-22, stickers
Audio tracks 56-57, Flashcards 27-31, worksheet
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
whole
- Greeting
Warm up class
- Play HELLO SONG, ask student to sing along
5 mins
- Class rules
Sing and point (track 53) whole
Review - Place Flashcards 27-31 around the classroom. class
3 min - Play the song from Lesson 2 (Track 53) of the unit.
s - Students point to the correct flashcard when they hear the
word.
Lead in:
- Draw the uppercase J and lowercase j on the board.
Present - Say the sound /dʒ/. whole
information - Draw dotted outlines of the uppercase J and lowercase j on the class
5 mins board.
- Ask different students to come to the board and connect the dots.
- Continue with letter K and sound /k/
Guided practice 1. Listen, point, and repeat. Write. Track 54 groups
10 mins - Play track 54, listen and point
- Play again, ask students to listen and point
- Play again, ask students to listen and repeat
 - Model the writing activity
• Below level: Practice the words and sounds again by handing
out the phonics cards to four different students. They must stand
up with their card when they hear their word.
- Change students and repeat several times.
• At level: Have children work in pairs, and stand one behind the Pairs
other.
- Invite one child in each pair to trace a letter ( j or k) on their
partner’s back. The other child guesses the letter.
• Above level: Continue with the ‘At level’ activity but encourage
children to add in other letters they know.

2. Listen and chant: track 55

- Point to the picture and say: “Juice in a jug.” And “Kangaroo has
a key.”
- Play the recording, ask students to listen to the chant.
- Put Phonics cards 19-22 in different places around the room.
- Play the chant again
- Students point to the cards.
- Play the chant again, pause for students to repeat.
3. Stick and say.
- Point to the pictures one at a time and elicit the words kangaroo
and jug. groups
- Point to the letters under the kangaroo and say the sound /k/ –
kangaroo. Then elicit /dʒ/ – jug for the next picture.
- say Let’s stick! Hold up the K sticker and model placing it in the
Pair/ group
book in the correct position, while saying /k/.
practice
- Put it on the letter k under the picture of the kangaroo. Say /k/ –
10 mins
kangaroo. Children copy and repeat in chorus.
- Continue with J
- Students work in pair stick and say
4. Workbook p. 32 individuals
- Ask student to do exercise in workbook p.32
- Go around to help and encourage the students
Telephone game: whole
Whisper a word (J, K, kangaroo, jug, juice, key) into the ears of the class
first students in each row.
Follow up
They whisper the word into the next student’s ear in their row until
8 mins
the whisper gets to the last student in the row.
The last student in the row has to say out the word.
The team or teams that get the pronunciation right scores a point.
Ice break whole
Stop the bus game (review numbers: 1. 2. 3. 4. 5. 6. 7. 8)
7 mins class
- Tell students the rules of the game.
- Students work in group of 5
- Each group has a mini board
 - Say a number
- Students listen and write the number on the board
- The quickest group says: STOP THE BUS and raises their
board. The whole group says the number aloud.
- Continue with all the numbers in random
Lead in:
- Draw 9 keys on the board, count and say 9
whole
Present - Model the word for children to repeat.
class
information - Write number 9 on the board and say NINE.
5 mins - Draw dotted outlines of the number 9 on the board and demo how
to write them.
- Do the same steps to teach number 10
1. Listen, point, and repeat. Write. Track 56 Whole
- Play track 56, listen and point class
- Play again, ask students to listen and point
- Play again, ask students to listen and repeat
- Model the writing activity
- Ask students to trace and write the numbers

2. Point and sing: track 57

- Point to the picture LIONS and count.
- Ask students to repeat
- Read the song.
- Ask students to repeat.
Guided practice - Play all of the song
15 mins - Ask students to listen and point to the pictures as they hear the
words.
- Play the song again, ask students to sing along.
3. Count, circle and say:
- Look at the picture together and point at the animals as you
say the words … bears… hippos. Use Phonics card 23 (/l/
lion) to teach lion and Phonics card 31 (/p/ panda) to teach
panda. pairs
- Point to the word panda and ask: How many pandas? Circle
each panda and encourage the children to count them with
you. Elicit nine pandas from the class. Say Nine pandas.
- Ask students to work in pair, look and count the bears,
lions, hippos
Pair/ group • Below level: Stick the four flashcards and four phonics cards on Pairs
practice the board for activity 3. (Note there isn’t a flashcard for panda.)
10 mins Write the answers next to each animal as a figure, not a word.
• At level: Also use the flashcards and phonics cards for activity
3. Write the answers next to each animal as a word. individuals
• Above level: Follow the instructions for ‘At level’ and then ask
children to come to the board and write the number next to the
 word.
Let’s talk
- Point to the picture and speech bubble. Say NINE. And ask: pairs
What is on the picture? to elicit the answer: NINE BEARS.
- Students work in pairs and take turns saying the numbers.
4. Workbook p.33
- Ask student to do exercise in workbook p.33
- Go around to help and encourage the students individuals
Pair work: using printable resources P.37 pairs
- Ask students to work in pair
- Model how to do on the board

Conclusion
10 mins

VI. REFLECTION:
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 LESSON PLAN
FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Center Subject : ENGLISH

Class :1 UNIT 4 : THEY’RE BEARS!
Periods : 27 LESSON 5 : SOUNDS AND LETTERS
LESSON 6 : STORY
Teacher : Ms. Minh Lesson duration : 90 minutes

I. AIMS: Students know how to recognize l, m and pronounce /l/, /m/

Students know that they must be kind to animals

II. OBJECTIVES: By the end of this lesson, students will be able to

- recognize the upper- and lowercase forms of the letter l, m and associate them with
the sound /l/, /m/
- pronounce the sound /l/, /m/on its own and at the beginning of words
- be familiar with the name of the letter l, m
- Recognize and identify words
- understand a short story
- understand that it is good to be kind to animals
- review and consolidate language introduced in unit 4
III. LANGUAGE:
Language focus: listening, speaking and reading
Vocabulary: lion, lollipop, man, mango

IV. RESOURCES AND MATERIALS:

Audio tracks 58-59
Phonics card 23-26, work sheet, paper, crayons, stickers
Flash cards 27-31, audio tracks 2, 53, 54, video unit 4, worksheet
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
whole
- Greeting
Warm up class
- Play HELLO SONG, ask student to sing along
5 mins
- Class rules
Forwards and backwards whole
• Students stand at their desks. class
Review • Students start counting.
5 mins • Say Change! The children then have to start counting backward from
whatever number they reached.
• Say Change! again and the children start counting forward again.
 Lead in:
- Draw the uppercase L, M and lowercase l, m on the board.
Present
- Say the sounds /l/ and /m/ whole
information
- Draw dotted outlines of the uppercase L, M and lowercase l, m on class
10 mins
the board.
- Ask different students to come to the board and connect the dots.
groups
1. Listen, point, and repeat. Write. Track 58
- Play track 58, listen and point
- Play again, ask students to listen and point
- Play again, ask students to listen and repeat
- Model the writing activity
• Below level: Practice repeating the words and sounds several times
and have children point to the phonics cards in different places
around the room. Change position of the cards each time.
• At level: Teach actions for each of the four words: lion – open
mouth to roar, lollipop – hold and put an imaginary lollipop into
Guided your mouth, man – stand up straight, mango – make the shape with
practice your hands.
15 mins • Divide the class into four groups and assign each group a word and
an action. Tell groups to do their action when they hear their word.
• Above level: Practice the actions above with the whole class and
encourage them to do each one when they hear each word.

2. Listen and chant: track 59

- Point to the 1st picture and say: “A lion has a lollipop.”
- Point to the 2nd one and say:” A man has a mango.”
- Play the recording, ask students to listen to the chant.
- Put Phonics cards 15-18 on the board.
- Play the chant again
- Students point to the cards.
- Play the chant again, pause for students to repeat.
3. Stick and say. groups
- Hold up the phonics cards Ll and Mm and say Let’s find the letters!
- Read the first sentence slowly, following the words with your finger.
- Ensure that everyone is pointing to the first letter m in the sentence
and then say Let’s stick!
Pair/ group - Hold up the m sticker, say /m/ – man and place it in the correct
practice position.
10 mins - Ask children to stick their sticker, too. whole
- Read the word man aloud and encourage everyone to copy you. class
- Continue with mango, lion, lollipop
4. Workbook p. 34
- Ask student to do exercise in workbook p.34
- Go around to help and encourage the students individuals
Activity Pair work pairs
 - Show them how to do.
- Ask them to trace and
say

10 mins

whole
Song track 53
class
Ice break - Place flashcards on the board
3 mins - Play the song from Lesson 2 to review the vocabulary for this
lesson
- Ask students to sing along and point to the correct flashcards
Lead in:
- Hold up Flash cards 27-31 and ask: What are they? They are whole
Present (bears). class
information - Point to the pictures of the story and ask students to guess
5 mins where they are and what they are doing ( in Vietnamese)
- Introduce grandma

Guided Video unit 4

practice - Play the video clip
10 mins - Pause the video, ask students to guess:” What happens next?”
- Students can answer in Vietnamese
1. Listen to the story. Track 60
- Play the track
- Ask the students to point to the animals as they listen to the story.
- Ask students: What do they do when they see birds? Is it good?
( Thumb up for GOOD)
- Ask students to answer why they think so groups
- Say: They don’t touch the animals. They are kind to the animals.
- Ask students: Do they throw anything to the tigers?
- Say: They are kinds to animals.
- Ask students to repeat: Be kind to animals!
2. Read and say
- Write the three animal words across the bottom of the board. Read
them out slowly.
- Write They’re … . and put the crocodile flashcard next to it.
- Encourage the class to read the sentence as you point to each word.
Then finish it together: They’re … crocodiles.
 - Replace the flashcard with the written word to complete the sentence.
Read it again.
• Below level: On the board write only the three animals which are
from the story. individuals
• Help the children to complete the sentence They’re … by adding the
first initial letter. Read the animal words with them and point out
the initial letters to help them decode the correct word.
• At level: Complete Exercise 2 as described above.
• Above level: Ask children to think about how to complete the
sentence but not to call out the animal words.
• Invite individuals to complete the sentence on the board by writing
the initial letter of the animal.

3. Workbook p. 35
- Ask student to do exercise in workbook p.35
- Go around to help and encourage the students
VALUES: Be kind to animals
- Give each student a worksheet
PART 1:
- Ask students to look at the pictures in part 1
- Point to picture 1 and ask: Is he kind to the hippos?
Pair/ group - Ask them to share their ideas
practice - Say: He is not kind.
15 mins - point to the cross and say: Cross it!
- Students work in pairs sharing their ideas, tick or cross
- Say: Be kind to animals!
- Ask them to repeat.
PART 2
- Ask students to look at
pictures in part 2
- point to the words and ask
students to read in chorus.
- Students work in pairs,
count the animals and write
the numbers
 Conclusion Goodbye song individuals
5 mins Students sing along

VI. REFLECTION:
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 LESSON PLAN
FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Center Subject : ENGLISH

Class :1 UNIT 4 : THEY’RE BEARS!
Periods : 28 CULTURE 3 : CHILDERN’S DAY IN JAPAN
Teacher : Ms. Minh Lesson duration : 90 minutes

I. AIMS: Students know about Children’s Day in Japan.

II. OBJECTIVES: By the end of this lesson, students will be able to

- learn new words
- talk about Children’s day
III. LANGUAGE:
Language focus: listening, speaking
Vocabulary: fish, bird, flower, frog
IV. RESOURCES AND MATERIALS:
Flash cards 66-69, audio tracks 94-95
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
whole class
- Greet students
Hello song
Warm up
- Ask students sing along the song
5 mins
- Ask students to say aloud 4 class rules
- Stick Class rules on the board
whole class
Drawing in the back
- Tell students the rules of the game.
- Hold all the phonics cards.
- Divide the class into 4 teams
- Ask each team to stand in a row
Review - Show a letter (A, B, C, D, E, F, G, H, I) to the students at the back
10 mins of each row.
- They draw the letter in the next student’s back in their row until the
letter gets to the last student in the row.
- The last student in the row has to run to the board, write and say the
correct letter.
- The team with the correct answer scores a point.
Present whole class
Lead in:
information - Play the video
15 mins https://youtu.be/nekyW7TNeMg
( Japanese culture origami)
Or show them a picture
 - Ask students: What are they? (cranes) What are they made of?
(paper) Where is it from? (Japan)

- Tell them: This is a beautiful culture in Japan, children can do, too.
- Use flashcards to teach new words
1. Listen, point, and repeat. Track 94 Whole class
- Play the first part of the track
- Students listen and point.
- Play the second part of the track
- Students point and repeat.
- Play several times if necessary.
Guided
practice 2. Listen, read and point. Track 95
15 min - Play the track
s - Students listen and repeat.
- Ask questions about the pictures: What is it? What are they?
Can you fold paper to make a crane?
- In L1, students think and share: When in Children’s day? What
do you do in Children’s day?
- Tell them: On children’s day, Japanese children always make
origami decorations.
Pair/ group groups
3. Point and say
practice - Point to the speech bubble and read it out.
15 mins - Point to the fish, bird, and flower and have children say what
they are.
Below level: Have children work in pairs to help each other to
 practice Exercise 3.
At level: Follow the instructions suggested above for Exercise 3.
Above level: Before the children do Exercise 3, teach them the
question What’s this? and the answer It’s a …, have the class
practice this structure several times.
When the children are in pairs, one child asks What’s this? first,
and then the other answers It’s a (flower).
4. Workbook p. 55
individuals
- Ask student to do exercise in workbook p.55
- Go around to help and encourage the students
Easy origami Whale
https://youtu.be/hjole5KutUA
Conclusion - Ask student to watch the clip and make an origami whale
10 mins - Students work in pair showing their whale to their partners and
telling: This is my whale. It is (blue)…

VI. REFLECTION:
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 LESSON PLAN
FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Center Subject : ENGLISH

Class :1 UNIT 4 : THEY’RE BEARS!
Periods : 29 CONSOLIDATION AND TEST UNIT 4
Teacher : Ms. Minh Lesson duration : 90 minutes

I. AIMS: Students do test 4

II. OBJECTIVES: By the end of this lesson, students will be able to

- Review unit 4
- Check their understanding about colors, counting 9-10
- Get feedback for students’ learning as well as teacher’s teaching
III. LANGUAGE:
Language focus: listening, speaking
Vocabulary: review unit 4
IV. RESOURCES AND MATERIALS:
Flash cards, audio tracks, worksheet
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
whole class
- Greet students
Hello song
Warm up
- Ask students sing along the song
5 mins
- Ask students to say aloud 4 class rules
- Stick Class rules on the board
whole class
Beanbag circles ( animals, numbers 9, 10, phonics cards: j, k, l, m)
- Play the music.
Review - Students pass the bag
15 mins - Stop the music
- The student who is holding the bag, takes out a cards and say:
It’s a…/They are…
- Continue playing the music
Test - Show them how to do step by step
30 mins whole class
- Give an example
- Students do the test
 Check Return test results for student
Student’s test
10
min
s

Check Check correct of student’s workbook

Student’s
workbook
20 mins

Conclusion - Students hand in their paper

individuals
5 min Goodbye song
s
Students sing along
VI. REFLECTION:
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