Week: 2 Date of teaching:12/9/2023

Period: 3
UNIT 1: FEELINGS
Lesson 1
I. Objectives:
By the end of this lesson, students will be able to gain the following:
1. Knowledge
Vocabulary:
happy, sad, fine/OK, great
Structures:
How are you?
I'm (happy).
2. Language skills
Identify and use descriptive adjectives to impress their feelings
Talk about how they feel
3. Core competencies & Personal qualities
• Building up interests and good habits in learning English
• Building up an awareness of taking care of others in their family or community
• Being collaborative and supportive in teamwork
• Building up responsive and independent-working characteristics to be a life-long
learner
II. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
III. Procedures:

Time Steps/Activities Organization

5’ Warm-up  Teacher –
 Sing the “Phonics song” whole class
(Source: https://www.youtube.com/watch?v=BELlZKpi1Zs)
Option 1:  Teacher –
“Follow the leader” game Whole class
 Have students line up behind the teacher and follow
him/her around the classroom.
 Do an action and shout out the word for that action.
 Have students copy the action and repeat the word.
E.g. open your book, close your book, hands up, hands
down
Option 2:  Teacher –
Vanishing Alphabet Flashcards Whole class/
 Divide the class into groups. groupwork
 Teacher places flashcard letters (a – m) in front of the
students.
 Give them a few moments to memorize the letters and
then tell them to close their eyes.
 The teacher takes away one of the flashcards and then
tell the students to open their eyes again.
 The first group that can guess the missing letter flashcard
win that flashcard (for 1 point) and take away a flashcard
in the next round.
New lesson
25’ A. Listen and point. Repeat. (CD1 - Track 12)  Teacher –
 Use some pictures to introduce the feelings. whole class/
 Have students listen to each new word. individuals/
 Have students listen to each new word and repeat all pair work
together and individually. Correct student’s pronunciation if
necessary.
 Arrange the flashcards on the board, play audio, and
 point to each flashcard.
 Play audio again and have students point to the numbers
in their books.
 Play audio again and have students listen and repeat
several times.
 Change the order of the flashcards, point to them
individually and have students say the words, correct
pronunciation when needed.
 Have students work in pairs, one of them points to the
picture in the book and the other says the word.
Option 1:
"Guessing" game  Teacher –

 Arrange the flashcards on the board and write a number Whole class/

under each card. individuals

 Have students look at the flashcards for the count of ten.

Turn the flashcards over to face the board when the
students are not looking.
 Call out a number and have students take turns to guess
the face-down card. Turn the card over after each guess.

Option 2:
“Slap” game
 Split the class into four teams.  Teacher –
Whole class/
 Have them stand in four lines.
groupwork
 Write words (happy, sad, fine/OK, great) on the board.
 Have four students come to the board to face off.
 Call out a word (E.g. happy) and have students run to the
board then slap the word.
 The winner is the student who slaps the correct word at
first.
 B. Listen and point. (CD1 – Track 13)  Teacher –
 Introduce the situation. Bill and Kim are greeting each Whole class
other…
 Play audio and have students listen and look at the picture.
 Demonstrate the activity by pointing to the new vocabulary
items.
 Play audio. Have students listen and point.
C. Sing. (CD1 – Track 14)  Teacher –
 Have students turn to page 70. whole class/
 Play audio and have students listen. pair work
 Read the lyrics and do actions following them.
 Play audio and have students listen, sing along, and do the
actions.
 Have students go around and find their partners to ask and
answer the questions.
E.g.
Student A: How are you?
Student B: I’m (happy).
Workbook-page 8
 Have students look at part A, B of page 8.  Teacher/
Whole class
 Set up time limit by 1 minute timer bomb (source:
https://www.youtube.com/watch?v=vwqQPeeVM1s).
 Have students start reading and doing all parts A, B.
When the time ends by explosion students stop doing
their exercises.
 Have students change their workbooks together.
 Check understanding as a whole class and give the
correct answers.
5’ Wrap up
Option 1  Teacher/
Running dictation Whole class/
 Stick some pictures (happy, sad, angry, scared) on the pair work
walls in the class.
 Have students work in pairs. One runs and find the pictures
around him/ her, then turn back to his pair and tell what he/
she has seen. E. g. happy His/ Her friend write down the
word he/ she has heard.
Option 2  Teacher/
"Magic finger" game Whole class/
 Divide the class into pairs. pair work
 Have Student A choose 1 word. (happy, sad, fine, OK,
great)
 Have Student A write a word with their finger on Student
B's back. E.g. happy
 Have Student B try to guess which word it is. Then student
A make a sentence with this. E.g. I’m happy.
 Have students swap roles and repeat.