Unit 1 – A/An & Plural Nouns

1. Objectives - Use “a” and “an” correctly with singular nouns

- Form regular and irregular plural nouns
- Practice identifying, writing, and saying singular/plural forms
in context
2. Materials - Student book
- Board

Stage Activity Details

1. Warm-up Introduce Greeting
2. Teach “a” and - Rule: "a" before consonant sounds (a cat), "an" before
Presentation “an” vowel sounds (an orange)
- Students repeat examples after the teacher
- Game : Say a or an ( divide 2 groups who say faster
=> winner)
- Do ex 1,2 p7 and check the answers
Teach plural Regular Plural Rules:
noun rules - Most nouns → +s (book → books)
- Ends in ch, sh, s, x → +es (bus → buses)
- Ends in consonant + y → change y → ies (baby →
babies)
- Ends in vowel + y → just add s (toy → toys)-
Irregular examples: man → men, child → children,…
3. Practice Book - Do ex 4,5,7 p9 ,11 and check the answers
Exercises
Word - On the board, teacher says singular nouns → students
transformation take turns converting to plural correctly
game - Include tricky cases: box, baby, toy, glass,..
4. Sentence - Students write 3 sentences with “a/an” and 3
Production writing & pair sentences using plural nouns- Then, pair work: Student
work A asks “What is it?” / “What are they?” and Student B
answers
5. Wrap-up Grammar - Do a quick chant: “a cat, an apple – cats, apples!”
chant + - Review tricky plural rules orally
Homework - Homework: Complete tasks in student book and
short worksheet
 Unit 2 : Be – Present Simple
1. Objectives - Identify correct verb forms with different subjects
- Construct affirmative, negative, and interrogative sentences
- Practice speaking and writing about themselves and others
2. Materials - Student book
- Board

Stage Activity Details

1. Warm-up Introduce Greeting
2. Teach the There are 3 ways :
Presentation use of 1. Hành động lặp đi lặp lại, thường xuyên xảy ra ở
present hiện tại
simple 2. 1 thói quen tốt
3. 1 sự thật hiển nhiên
Student Repeat after teacher
Ask/answer sample questions
Teach the - Introduce the verb “to be” via chart:
verb “to I am, You/We/They are, He/She/It is
be” - Teach negative form: “is not” = “isn’t”,aren’t etc.
- Teach question form with inversion => Yes, S + tobe
=> No, S + to be not
- Game : Teacher says a sentence with a blank, students
shout “am / is / are” ( divide 3 groups who say faster =>
winner)
- Do ex 1-4 p11 and check the answers
3. Practice Book - Pair work: Role play
Exercises Take turn to Ask and answer the questions eg: are you
happy ? Yes, I am or No, I am not
- Do ex 7,8,11,12 and check the answers
4. Game Board game: Correct or incorrect?
Production Show sentences (e.g. “She are tall”) → Ss correct them
5. Wrap-up Homework - Homework: Complete tasks in student book and short
worksheet
 Unit 3 : Demonstratives – This, That, These, Those
1. Objectives - Practice making sentences using demonstratives.
- Improve communication and observation skills using
objects around them.
2. Materials - Student book
- Board

Stage Activity Details

1. Warm-up Introduce Greeting
Game: “What’s this?” – Show object, ask
“What’s this?” → “It’s a…”
Students answer with known vocabulary
2. Introduce meaning & – Show a pen close: “This is a pen.”
Presentation use of – Point to book far away: “That is a book.”
“this/that/these/those” Repeat after teacher
Ask and answer with classmates
- Ask: “Is this near or far?” / “Singular or
plural?”
Introduce meaning & – Show 2 pens: “These are pens.”
use of – Point to things far: “Those are chairs.”
“this/that/these/those” Repeat after teacher
Ask and answer with classmates
- Ask: “Is this near or far?” / “Singular or
plural?”
- Answer the question “What's this / that?
with- It's .... What are these / those? with
They're ....
- Game : Give students objects → Ask and
answer:
“What is this?” “This is a ruler.”
“What are those?”
“Those are pens.”
- Do ex 1 p21 and check the answers
3. Practice - Is this a T - shirt ?
+ Yes, it is/ they are
+ No, it isn’t/ they aren’t

4. Book Exercises - Do ex 4,5,7 p.23 and check the answers

Production
5. Wrap-up Homework - Homework: Complete tasks in student book
and short worksheet
 Unit 4 Preposition of place
1. Objectives - Students can identify and say prepositions of place: in, on,
under, next to, behind, in front of, between.
- Students can describe the location of objects using
prepositions correctly.
- Students can write simple sentences with prepositions of
place.
2. Materials - Student book
- Board

Stage Activity Details

1. Warm-up Introduce - Teacher greets students and asks them to name objects
in the classroom (e.g. book, chair, table).
- Quick game: “Point to the ___” (Teacher calls out
objects and students point to them).
2. Present new - Teacher places a ball on a table, says: Where is it ?
Presentation vocabulary “The ball is on the table.”
Model - Repeat with other prepositions: in (box), under (chair),
correct usage next to (bag), behind (door), in front of (board),
Build between (two chairs).
pronunciation - Write example sentences on board; underline
prepositions. “They are on the desk.”
‘He ‘s in the box
Introduce - Do ex 1,2,3 p.27 and check the answers
meaning & - Teacher hides or places objects in the room (e.g. a
use of pencil under a chair).
“preposition” - Students walk around, find the object and say its
position: “The pencil is under the chair.”
- Pair work: students hide objects and describe location
to partner.
3. Practice - Do ex 4,5 p.29 and check the answers
4. Book - In pairs, students describe positions of 3-4 objects in
Production Exercises the classroom using full sentences.
- Example: “The bag is next to the table. The book is on
the chair.”
5. Wrap-up Homework - Homework: Complete tasks in student book and short
worksheet
 Unit 5 : There is / There are
1. Objectives - Students can form and use “There is” (singular) and “There
are” (plural).
- Students can ask and answer questions about quantity and
location using “There is / There are”.
- Students can write and say simple sentences describing a room
or picture.
2. Materials - Student book
- Board

Stage Activity Details

1. Warm-up Introduce - Show a simple picture (e.g. a room). Ask: “What can
you see?”
- Elicit objects (e.g. chair, table).
2. Present new - Point at picture: “There is a chair.”
Presentation vocabulary - Point at more objects: “There are two windows.”
Model - Write examples on the board.
correct usage - Highlight singular/plural forms.
Build - Model questions:
pronunciation “Is there a chair?” → “Yes, there is. / No, there isn’t.”
“Are there two windows?” → “Yes, there are. / No,
there aren’t.”
Introduce - Do ex2 p.31 and check the answers
meaning & - Pair up students. Each has a different picture (or
use of covers part of picture).
“preposition” - Students ask and answer:
“Is there a lamp?”
“Yes, there is. / No, there isn’t.”
“Are there three books?”
“Yes, there are. / No, there aren’t.”
3. Practice - Do ex 3,5 p.33 and check the answers
4. Book - Students describe their classroom.
Production Exercises Example: “There is a board. There are two windows.”
5. Wrap-up Homework - Homework: Complete tasks in student book and
Draw a room, write 5 sentences with There is / There
are.
 Unit 6 : Possessive adjectives and ‘s
1. Objectives - Students can use my, your, his, her, its, our, their correctly.
- Students can use ’s to show ownership.
- Students can tell the difference between the two forms.
2. Materials - Student book
- Board

Stage Activity Details

1. Warm-up Introduce Point to things in class (e.g. your pen, my book) and
ask:
“What is this?”
2. Present new - Write on board: my, your, his, her, its, our, their
Presentation vocabulary - Use objects:
Model “This is my pen.” (point to your pen)
correct usage “This is your book.” (point to student’s book)
Build “This is his bag.” (show boy + bag pic)
pronunciation
Introduce - Do ex 4,5,6 p.38 and check the answers
meaning & - Write examples: Anna’s book, John’s bag, dog’s bone.
use of - Show picture + say:
“preposition” “This is Anna’s bag.”
“This is her bag.”
- Compare: Anna’s = her
3. Practice - Do ex 1,2 p.41 and check the answers
4. Book - Students describe things and use this/that/ these /those.
Production Exercises
Example: “This is my board. These are his books.”
5. Wrap-up Homework - Homework: Complete tasks in student book and link
 Unit 7 : Can and Imperative
1. Objectives - Students can understand and use imperative sentences to give simple
instructions or commands.
- Students can form positive and negative imperatives.
2. Materials - Student book
- Board

Stage Activity Details

1. Warm-up Introduce - Teacher gives simple commands using gestures (e.g.
“Stand up”, “Sit down”, “Open your book”).
- Students follow actions.
2. Imperatives - Write examples on board: Sit down. Open the door. Stand up.
Presentation - Students repeat after teacher.
- Simon Says” game
+ Use commands like: “Sit down!”, “Don’t run!”, “Touch
your head!”
+ Ss follow commands and react to “Simon says” cue
- Do ex 1,2,4 p.57,58
- Show picture (e.g. boy, big cross over swimming).
Say: “He can’t swim.”
- Write on board: can’t = cannot = no ability
Introduce - Give more examples: “I can’t sing.” “She can’t draw.”
meaning & “Can you swim?” → “Yes, I can.” / “No, I can’t.”
use of - Do ex 2,3 p.52 and check the answers
“can” - Students ask each other:
“Can you sing?” “Yes, I can.” / “No, I can’t.”
“Can you draw?” …

3. Practice - Quick quiz: Teacher asks: “Can you ___?” Students

answer.
4. Book Do ex 6 p.53 and check the answers
Production Exercises
5. Wrap-up Homework - Homework: Complete tasks in student book and link
 Unit 8 Present Simple
1. Objectives - Understand and use the simple present tense with regular verbs and
the verb "to be."

- Form affirmative, negative, and interrogative sentences using both

types of verbs.

- Use the simple present tense to talk about habits, facts, and
routines.
- Practice speaking, writing, and asking questions correctly in the
simple present tense.

2. Materials - Student book

- Board

Stage Teacher’s Activities Students’ Activities

- Answer questions about
- Ask: “What do you do every day?”- Write
Warm-up & daily routines.- Listen and
some student answers on the board.- Introduce
Introduction note down examples on the
the topic: Simple Present Tense.
board.
- Explain affirmative structure: S + V(s/es) + - Repeat examples.- Practice
Present Simple
O.- Give examples: “He plays football.” / “I pronouncing verbs with -s / -
with Regular
study English.”- Explain adding -s/-es for third es endings.- Write example
Verbs
person singular.- Practice pronunciation. sentences.
- Explain negative structure: S + do/does + not - Practice making negative
Negative
+ V (base form) + O.- Examples: “She does sentences with teacher’s
Sentences
not (doesn’t) like coffee.”- Explain do for guidance.- Write example
(Regular verbs)
I/you/we/they and does for he/she/it. sentences.
Interrogative - Explain question form: Do/Does + S + V - Practice asking and
Sentences (base form) + O?- Examples: “Do you like answering questions in pairs.-
(Regular verbs) pizza?” “Does he go to school?” Write question examples.
Present Simple - Explain affirmative: S + am/is/are + - Repeat example sentences.-
with “To Be” complement.- Examples: “I am a student.” Practice making affirmative,
“She is happy.” “They are teachers.”- Negative negative, and interrogative
form: S + am/is/are + not + complement.- sentences using “to be.”
Examples: “He is not (isn’t) tired.”- Question
form: Am/Is/Are + S + complement?-
 Examples: “Are you ready?” “Is she your
sister?”
- Hand out worksheets with exercises: • Fill in
- Complete exercises
Practice blanks (verbs + to be) • Make negatives and
individually or in pairs.- Read
Exercises questions • Write about daily routines using
answers aloud when asked.
both verb types.- Monitor and assist students.
- Organize pair work: • Ask and answer about - Practice asking and
Speaking habits and descriptions using both regular verbs answering questions.- Use full
Practice and “to be.” • Use prompts like “What time do sentences with correct verb
you get up?” “Are you a student?” forms.
- Conduct quick quiz/game “Correct or
- Participate in quiz.- Note
Review & Incorrect” on simple present sentences.-
homework.- Ask questions if
Wrap-up Summarize main points.- Assign homework:
unclear.
Write 5 sentences about your daily routine.