giáo án tiếng anh lớp 3 mới

Unit 1: Hello Lesson 1(1,2,3) Preparing date: 19 8 2014 Teaching date: 25 8 2014 I .THE AIMS AND REQUESTS 1. Knowledge. By the end of the lesson, Ss will be able to greet each other and introduce themselves. 2. Skills By the end of the lesson, Ss will be able to develop language skills: listening, reading, and speaking through saying hello to each other and introducing their names. II. Methods: MAT( Model, Action, Talk) and Communicative Approach, AudioLingual Approach III. Teaching aids: Teaching plan, pictures, word cues and CD player. IV. Anticipated problems: Ss may pronounce “I am” incorrectly

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Unit 1: Hello

Lesson 1(1,2,3)

Preparing date: 19/ 8/ 2014Teaching date: 25/ 8/ 2014

I THE AIMS AND REQUESTS

- MAT( Model, Action, Talk) and Communicative Approach, Audio-Lingual Approach

III Teaching aids:

- Teaching plan, pictures, word cues and CD player

IV Anticipated problems:

- Ss may pronounce “I am” incorrectly

V PROCEDURES.

1.Warm up (3’)

- Says hello to Ss and introduces and guides Ss to answer: Hello, Mrs An

T: Hello I m An ’m An Ss: Hello, Mrs An

- Walks around the class and says hello to Ss and has them answer

2 Check up the old lesson

3 New lesson.

Teacher s activities’m An Students activities’m An

1 Look, listen and repeat (12’)

- Points to the picture, asks Ss the names of

the characters and what they say

-Sets the scene: You are going to hear Mai

and Nam greet each other

-Uses 2 fingers to present the situation:

-Plays the CD and has Ss listen and repeat

- Plays the CD player again

-Has some pairs represent the dialogue in

front of the class

* Note: Make difference between Hi and

Hello (Hi is very informal and friendly, but

Hello is formal

2 Point and say.(10’m An )

- Has Ss look at pictures and name

characters in the pictures and tell the task

- Look at the picture and answer T’m An s questions

- Listen to the teacher

- Look at the T’m An s actions and listen

- Listen and memorize

- Look at the pictures and do as requested

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-Introduces new patterns:

A: Hello I’m ……….

B: Hello……… I’m …………

-Gives an example and writes on the board

A: Hello I’m Mai.

B: Hello, Mai I’m Nam.

- Guide Ss to read

-Has Ss play roles , point and say as model

-Has some pairs point and say in front of the

class

- Has Ss repeat all the dialogues in chorus to

reinforce their pronunciation

-Gives out exercises to check Ss’m An

comprehension of the language

- Has Ss remark then T gives answer keys

3 Let s talk.’m An (10’m An )

- Have Ss look at pictures to identify the

characters in the pictures

-Sets the scene: You are going to practise

greeting and self-introducing

-Point to the first picture and has Ss guess

what the boys will say to greet one another

-Has Ss fill the speech bubbles

-Has Ss talk in pair Goes around and helps

when necessary

-Has some pairs talk in front of the class

-Has Ss read all the speech bubbles

-Has Ss practice with their real names

-Comments and praises Ss who do well.

-Look at the board and listen to the T’m An s instruction

- Write down in the notebooks

- Read in chorus and in pair

- Work in a pair : do as requested

St1: Hello I’m Miss Hien.

St2: Hello I’m Nam.

-Some selected pairs do as requested Others listen and give comments

- Look at the board and read after T

-Look at the picture and guess:

Hello, Quan I m Nam.’m An

Hello, Nam I m Quan.’m An -Do individually

-Do as requested

-Some selected pairs do as requested

-Read loudly as requested -Do as requested

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Unit 1: Hello

Lesson 1(4,5,6)

-TPA(Total Physical Response), Task Based Learning

- Teaching plan, pictures, and CD player

- Ss may confuse between “I’m” and “ I am” when writing

V PROCEDURES.

1.Warm up(3’)

-Says "hello" to Ss: Hello, children.

-Say "hello" to the T: Hello, Mrs An

2 Check up the old lesson(5’)

-Has Ss stand up and say "hello" or" hi" to everyone in the class, then introduce their names.

-Others listen and give comments Praise Ss who do well, encourages Ss who don’m An t do well

3 New lesson.

4 Listen and tick.(8’m An )

-Has Ss discuss the content of the picture

before listening

-Gives Ss the task: Listen and check the

pictures mentioned

-Plays the CD player and has Ss do the task

-Has Ss report the results in front of the

class T writes on board

-Has Ss listen again and check up their

results

-Gives answer keys

Key: 1.b 2.a

5 Let s write’m An .(10’m An )

-Tells the require of the ex: Complete the

open sentence with greetings and

-Listen and check the pictures listened

-Do as requested Others listen and comment-Do as requested

-Correct mistakes under the T’m An s control if necessary

-Listen to the T

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-Sets the time and has Ss do individually in

their textbooks

-Has 2 Ss write 2 dialogues on board

-Goes around and helps Ss who have

difficulty

-Selects some Ss report their completion in

front of the class

-Gives comments and helps correct mistakes

when necessary

6 Let s sing (’m An 8’m An )

-Stick the large- sized sheet of paper with

the song on the board Tell Ss that they are

going to sing the Hello song.

-Plays the CD and has Ss listen to the song

-Plays the CD player again and has Ss sing

the song sentence by sentence

- Divides Ss into small groups and sing the

song

-Has Ss volunteer to sing the song

-Work in pair: Discuss and guess the words needed to complete the sentence

-Fill in the blank with “Hello” / “ Hi” / “I’m An m”

-2 Ss do as requested

-The rest do in their textbooks

-Some selected Ss do as requested Others listen and give comments or correct mistakes-Correct mistakes if necessary

- Open student’s books

- Listen to the teacher’s instruction

-Get acquainted to the English song

-Work in group: Read the sentences-Listen to the English song

-Do as instructed(notice the rhythm of the song).Sing the whole song in chorus

-Revise the words and patterns

-Make the greetings between you and your friend

-Practise saying greetings and introduce names as much as possible

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1 Knowledge.

- By the end of the lesson, Ss will be able to ask and respond to the greetings.

2 Skills

-By the end of the lesson, Ss will be able to develop language skills: listening, reading, and

speaking through patterns: How are you? -I’m fine, thanks and say Goodbye/Bye.

II Methods:

- MAT( Model, Action, Talk) and Communicative Approach, Audio-Lingual Approach

- Ss may confuse “thank you” and “thanks you”

V PROCEDURES.

1.Warm up ( 2’)

- Has the class sing the Hello song in chorus

2.Check up the old lesson( 3’)

-Has Ss review greeting “ Hello/ Hi I’m An m _.

- Others listen and give comments

3 New lesson:

1 Look, listen and repeat.(12’m An )

- Has Ss look at the pictures at the top of page

8 and describe them

- Uses pictures to present the situation and

introduces new words

+ fine: khỏe

+ thanks / thank you: cảm ơn

+ bye/ goodbye: tạm biệt

- Guides Ss to read new words

-Checks: Rub out and Remember

- Plays the CD and has Ss listen and repeat

- Has Ss point out the new pattern T writes on

-Has Ss read in chorus and individual

-Has Ss read the dialogue in pair T circulates

about and helps if needed

-Has some pairs represent the dialogue in

front of the class

- Feedbacks, corrects, remarks

2 Point and say.(10’m An )

-Gives Ss the task: practise saying the pattern:

How are you? And I’m fine, thanks

-Has Ss point to each character in the picture

-Take notes the patterns

-Guess the meanings and know how to use it

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and elicit his/her name.

-Writes the whole sentences on the board

-Has Ss repeat the sentences several times

-Does the same with the second picture

-Has Ss work in pairs

-Check Ss’ mistake when necessary

3 Let s talk.’m An (8’)

-Tells the class that they are going to practise

with their friends, using their own names

*Note:+ Face to face when talking

+Use the real names

-Draws the Ss’m An attention to the pictures and

elicit the language the characters might use

- Models: How are you?

Fine thanks/ thank you

-Has Ss practice as the model

-Has some pair talk in front of the class

-Feedbacks, corrects, remarks

-Take notes-Read as instructed

-Practice with the second picture-Work in pair

-Some pairs do as requested Others listen and give comments,

- Listen to the T

-Look at the pictures as instructed

-Follow the T’m An s instruction and repeat the model sentence

Lesson 2 (4,5,6)

1 Knowledge.

- By the end of the lesson, Ss will be able to improve greet and respond to greetings, using

“How are you? ” and say goodbye using: “Goodbye/Bye.”

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- Teaching plan, pictures, and CD player, word cues

- Ss may confuse between “thank you” and “thanks you”

V PROCEDURES.

1 Warm up (3’)

-Has Ss play the Slap the board game, using the name of the characters: Miss Hien, Mai,

nam, Quan, Hoa and Phong

-Play the games

2 Check up the old lesson ( 5’)

-Has 2 Ss write on board the patterns “How are you? ” and goodbye“ ”

-Others observe the board and give comments or correct Gives Ss marks

-Read aloud the patterns in chorus

3 New lesson.

1.Listen and number.(8’m An )

- Pre- listen: Has Ss tell about the situation

shown in each picture

-Instructs Ss how to listen

-While listen: Plays the CD player and has Ss

listen and number (twice)

-Selects some Ss tell the result in front of the

class and tell the reason for their checking

-Writes the results on board

-Post-listen: Has Ss listen again and check up

-Gives answer keys: a-4, b-3, c-2, d-1

-Selects some pairs play role and represent the

listening they have heard if it is possible

(based on the pictures)

2 Read and complete.( 10’m An )

- Tell Ss that they are going to read and fill

the gaps with the appropriate words

- Sets the time for Ss to read in silence

- Checks comprehension and give feedback

- Gives Ss time to do the task and go around

and offer help if necessary

-Has Ss swap and check their answers before

checking in front of class

-Gives answer keys:

1 goodbye, 2 bye, 3 fine, 4 thank you

-Divides the class into two groups and get

them to read aloud each line

- Has the whole class chorally read each line

of the dialogues to reinforce their

pronunciation

3 Let’s write.(8’m An )

- Pre write: Teacher tells Ss that they are

going to read and fill the gaps

-Explains the task to Ss

-Discuss and tell as instructed

-Listen to the T's instruction.

-Listen and number from 1 to 4-Some selected Ss do as requested Others listen and give comments

-Do as requested

-Listen and check up, then correct under the T' s control

-Do if it is possible

-Listen to the teacher

-Look at the book and do as requested.-Read and complete individually

-T-Ss to correct-Correct if necessary

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-Has Ss do the task individually, then

exchange the work with the partner and

correct mistakes

-Has some Ss read aloud their completed

sentences in front of the class

-Has 2 Ss write their completion on board

-Has Ss observe the board and give

comments

-Gives answer keys

1 How 2 Fine, thanks

-Has some pairs to act out the dialogue in

front of the class

-Work in group: Discuss and find correct words to complete the sentences

-FA (Functional Approach), Audio-Lingual Approach, TPA,CA and Task Based Learning

- Teaching plan, posters, CD player, word cues

- Ss may write “niec” instead of “nice”

V PROCEDURES.

1 Warm up (5’)

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-Has Ss play Rainbow game: Some Ss make two lines The two first ones from each team

hold hands Others go through the hands when the music plays As the music stops, the ones

who are the rainbow must ask: How are you? The one who is caught must answer: I m fine,“ ’m An

thank you./ thanks.”

2 Check up the old lesson ( 3’)

- Has Ss play role and say "goodbye" to each other , ask and answer using” How are you?”

- T gives marks to the ones who do well

3 New lesson.

1 Listen and repeat.(3 )’m An

-Uses the sub board to present the sounds /b/,/h/

- Explains how to make the sound

-Plays the CD player, has Ss listen and repeat

-Has Ss listen and read to recognize the sounds

-Have the whole class recite the words and

greetings to reinforce their pronunciation

2 Listen and write(5 )’m An

-Has Ss look at the table on page 10 and tell their

task

1. _, Nam

2 _, Mai

-Tells Ss that they are going to do a dictation by

listening to the CD player and fill in the gap with

the words listened

-Sets the time for Ss to read the ex before starting

the dictation

-Plays the CD player, has Ss listen and write

-Has Ss swap their books to check their answer

before checking in front of the class

-Has some Ss report their answers

-Gives answer keys:

1 Bye, Nam 2 Hello, Mai

4 Let s chant’m An .(3’m An )

-Shows the chart of the chant “ Hello” on board

-Tells Ss that they are going to say the Hello

chant

-Shows Ss how to chant and do the action

-Plays the CD player

-Plays the CD again T claps the syllables

-Replays the tape and ask Ps to clap the syllables

-Divides the class into two groups and has Ss

practise: One group chants, the other claps the

syllables, then verse

-Calls on a group to recite the chant The rest of

the class claps the syllables

-Has Ss practice reciting the chant in groups of

four T goes around and helps Ps when necessary

-Look at the board: Notice the letter b and h

-Listen carefully-Repeat in chorus-Do as requested

-Recite in chorus-Do as requested

-Listen to the T-Get ready for the task

-Listen and write

-Correct mistakes under the T’m An s control

-Look at the chart-Listen to the T give the task

-Listen to the chant-Listen and chant

-Do as requested

-Work in group: do as instructed

-One selected do as requested The other listens and gives comments

-Do as requested

-Selected groups do as requested Others

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-Has 2 groups of four give their demonstration

-Has Ss repeat the chant and clap the syllables in

the whole class to reinforce their pronunciation

-Corrects and gives comments

4 Read and match.(6 )’m An

-Tells Ss the task they have to do: Read the

sentences on the left and match them with the

sentences on the right by drawing a line

-Sets the time for Ss to read in silence

-Uses the first pair of sentences as an example to

make the task clear

-Has Ss do the task Goes round to offer help

when necessary

-Has Ss swap and correct their answer before

checking

-Gives answer keys: 2a, 3b , 4 c

-Has Ss read in chorus

5 Read and write.(7 )’m An

- Tells Ss that they are going to read and fill in

the gap with the appropriate words

-Sets the time for Ss to read the text in silence T

checks comprehension

-Has Ss do the task, then goes round to help

-Has Ss exchange the work with the partner and

correct mistakes

-Gives answer keys:

1 Hello/ Hi 2.I m 3 Nice ’m An

4 How 5 fine/ I m fine’m An

-Has Ss do choral and individual repetition of the

sentences

6 Project (5 )’m An

-Explains Ss the purpose of the project

-Shows Ss how to do the project

-Divides Ss into small groups and do the task

-Sets the time, monitors the activity and offers

help when necessary

-Has Ss present their cards to members of the

class

-Checks and gives compliments to Ss, then

chooses the best cards to show in front of the

-Listen to the T’m An s explanation

-Read and match

-Exchange the work with the partner and correct mistakes if necessary

-Correct mistakes under the T’m An s control.-Read again to check up

-Listen and understand the task to do.-Read as requested

-Do the task individually

-Do as requested

-Correct mistakes under the T’m An s control ifnecessary

-Do as requested

-Observe the T to know how to do the project

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……… …………

………

Unit 2: What’s your name? Lesson 1 (1,2,3) Preparing date: 28/ 8/ 2014 Teaching date: 05/ 9/ 2014 I THE AIMS AND REQUESTS 1 Knowledge. - By the end of the lesson, Ss will be able to ask and answer about their names - Educates Ss know how to care for each other. 2 Skills -By the end of the lesson, Ss will be able to develop language skills: listening, reading, and speaking through pattern: “What’s your name?” “My name’s………”

II Methods: - MAT(Model, Action, Talk),Communicative Approach, Audio-Lingual Approach and SA III Teaching aids: - Teaching plan, pictures, word cues and CD player IV Anticipated problems: - Ss may forget to add “ is/ ’s” after “What” V PROCEDURES. 1.Warm up ( 2’) - Ss pass the ball, stand up and say “Hello” and introduce their names, using; “I’m An m………”

2.Check up the old lesson(4’) -Has Ss review greeting “ Hello/ Hi I’m An m _ -Others listen and give comments 3 New lesson. Teacher’s activities Students’ activities 1 Look , listen and repeat (12’m An )

-Has Ss look at the pictures; call the names of the characters and tell what they say -Shows the picture in the textbook and has them describe the content and the function of the language content in Vietnamese -Plays the CD player and has Ss listen -Replays and has Ss listen and repeat -Introduces the picture to give new words -Guides Ss read new words -Sets the scene and has Ss give out the new pattern T writes on board -Instructs Ss to read the pattern in chorus -Do as requested. -Observe the T’s action to get acquainted to the communicative situation -Look and listen to the CD player. -Do as requested -Take notes and get the meanings of the words: my, your, name, What -Read as instructed -Write down the patterns in the notebooks A:My name s Peter’m An B:My name s Nam.’m An

A:What's your name? B:My name 's Mai.

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-Has Ss read in pair T goes around and helps

Ss if needed

-Selects some pairs to play role and represent

the dialogue in front of the class

*Note: The short form of:

+ What is = What's

+ My name is = My name's

2 Point and say.( 9’m An )

-Encourages Ss to identify the characters

shown in the pictures and tell their task

-Gives model sentence and explains to Ss that

the pattern is used to ask and answer about

name

-Shows the pictures in the textbook and has

Ss point and work in pairs T goes around and

helps if needed

-Feedbacks, corrects, remarks

3 Let's talk.( 10’m An )

-Encourages Ss to describe the picture and

identify the task

-Instructs Ss how to do the task if they don't

understand: using your real name to ask and

answer

-Has Ss work in pair.T goes around and helps

if needed

-Has Ss volunteer to talk in front of the class

-Corrects Ss’m An pronunciation when necessary

-Listen to the T instruct the model, the take

notes: A: What's your name?

-Listen to the T explain the task to do

-Work as requested: (Face to face) ask and answer about names

-Do as requested Others listen and give comments

-Correct mistakes as requested if necessary

4.Consolidation (2 )’m An

-Has Ss retell the language content and its function

5.Homelink(1)

-Has Ss read and write new words and pattern.

-Make questions and answers about names as much as possible

Comments:

………

……… …………

………

*Ký duyệt của tổ trưởng:

Unit 2: What’s your name?

Lesson 1 (4,5,6)

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1 Knowledge.

- By the end of the lesson, Ss will be able to listen and tick names of the characters mentioned

- Ss know how to sing the alphabet song

2 Skills

-By the end of the lesson, Ss will be able to develop language skills: listening, reading, and writing through pattern: “What’s your name?” “My name’s………”

II Methods:

- MAT(Model, Action, Talk),Communicative Approach, Audio-Lingual Approach and SA

- Ss may pronounce incorrectly: “What’s” and “What is”

V PROCEDURES.

1.Warm up ( 2’)

- -Stand up, and ask and answer about real names

2 Check up the old lesson.(4 )’m An

-Has 2 Ss write on board the pattern they have talked Others observe and give comments -Remarks again and gives marks

3 New lesson.

4 Listen and tick.(8 )’m An

-Has Ss look at the pictures and name the

characters in each pair of pictures

-Tells Ss that they are going to listen and tick

the pictures mentioned

-Draws Ss’m An attention to the pictures

-Elicits the name of the characters Have Ss

repeat them once or twice

-Plays the CD and has Ss listen and tick

-Has Ss exchange their answers with their

partners before reporting them to the class T

writes on board

-Plays the recording again and has Ss listen

and check up their answers

-Gives answer keys: 1a, 2b

5.Look and write.( 10’)

-Has Ss look at the pictures and remark

-Tells Ss what they are going to fill in the

gaps based on following the pictures and

patterns

-Has Ss read in silence and complete the

dialogues individually

-Checks comprehension and gives feedback

-Elicits the words filling the gaps Remind Ss

to write the initial letter of the word at the

beginning of each sentence in capital letters

-Sets the time for Ss to do the task Go

-Do as requested

-Listen to the T carefully

-Look at the pictures and make difference between each pair of the pictures

-Work as assigned

-Do under the T’m An s control

-Exchange the work with the partner and correct mistakes

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around to offer help if necessary.

-Has Ss read their answers aloud to the class

-Corrects, remarks and gives answer keys

1 A: What s your name?’m An

B: My name s Peter.’m An

2 A: I m Mai What s your name?’m An ’m An

B: My name s Linda.’m An

-Has the whole class read the dialogues chorally to reinforce their pronunciation 3 Let s sing.(10 )’m An ’m An

-Tell the Ss that they are going to sing the alphabet song -Hangs the poster with the song on the board Teaching the song: read the lyrics and check comprehension Plays the recording all the way through -Has Ss do choral and individual repetition of the song line after line -Introduces the action of the song using the fingers to make the letters -Has the class sing the whole song -Calls on some Ss to sing the song in front of the class The rest of the class clap their hands at rhythms - Do as requested -Some pairs do as requested -Complete the dialogues with the correct words and phrases Report the results in class -Correct mistakes under the T's control -Do as requested -Get acquainted to the English A B C song -Work in group: Read the alphabet and give comments on its arrangement (4lines) -Listen to the English ABC song -Do as instructed( notice the rhythm of the song) -Listen to the T’m An s instruction -Sing the whole song in chorus -Sing the song in the prepared clip 3 Consolidation.(5 ) ’m An

-Has Ss retell the content of the lesson 4 Home link(1 )’m An

-Has Ss sing the song at home Comments: ………

……… …………

………

Unit 2: What’s your name?

Lesson 2 (1,2,3,4,5,6)

Preparing date: 03/ 9/ 2014 Teaching date: 09/ 9/ 2014

1 Knowledge.

- By the end of the lesson, Ss will be able to ask somebody to spell his/ her name, number the right picture by listening, read and match the dialogue correctly with the picture and

complete sentences related to asking, spelling name

2 Skills

-By the end of the lesson, Ss will be able to develop language skills: listening, reading, and speaking through patterns

II Methods:

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- Teaching plan, pictures, flash cards and CD player.

- Ss may not write in cap locks and miss the dash between letters when spelling names.

V PROCEDURES.

1 Warm up (1’)

-Sing the alphabet song

- Write on board and has Ss reorder the words to make meaningful sentences.

1 is / name / What / your/ ?

2 Linda/ is / name / My /

3 New lesson.

1 Look, listen and repeat.(7 )’m An

-Has Ss look at the picture and listen to the

dialogue in their books

-Uses pictures to present the situation

-Explains the meaning and function of the

language that is going to be practiced

-Plays the CD player and has Ss listen

-Replays and has Ss listen and repeat

-Introduces the pictures to give new words

-Guides Ss read new words

-Sets the scene and has Ss give out the new

pattern T writes on board

A: How do you spell your name?

B: L-I-N-D-A

-Instructs Ss to read the pattern in chorus.

Ss if needed

2 Point and says.(6’)

-Has Ss look at pictures and identify the

characters Use flashcards to introduce the

pattern in the speech bubbles

-Write the whole sentences on the board

-Has Ss repeat the sentence a few times

-Redo the procedure with the second picture

-Has Ss work in pairs

-Has some pairs practice in front of the class

Checks Ss’ mistake when necessary

-Has the whole class repeat in chorus to

-Listen and repeat

-Take notes : + How

+ spell-Write down in the notebooks

-Read as instructed

-Read the dialogues in pair

-Some pairs do as requested Others listen and give comments

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more with their friends, using their own

names

-Draws the Ss’ attention to the pictures and

elicits the language the characters might use

St1: What´ s ……….?

St2:

St1: How do you spell your name?

St2

-Has Ss practice as the model

-Has some pairs perform in front of the class

-Makes more situations to check Ss’

comprehension of the language

4 Listen and number.( 4 )’m An

-Explains the requirement of the task

-Has Ss look through the pictures to identify

the characters

-Plays the CD player and has Ss listen and

number from 1 to 4

-Has Ss exchange the book and correct

-Has Ss listen again; check up their answers

5 Read and match.(5’)

-Gives Ss their task

-Has Ss discuss the content of the pictures

-Has Ss do the task individually

-Has Ss exchange the work with the partner

-Do as requested: Ask and answer about the name and spell it

-Some selected pairs do as requested Otherslisten and give comments

- Listen to the T and further practice

-Discuss the situations shown in the picturesand tell the task to do

-Look at the four pictures and remark

*Note: Make difference based on the names

of the characters

-Do as requested: listen and number

-Do as requested

-Listen and check up

-Compare with the T's answer keys, then correct when necessary

-Listen to the teacher

-Work in pair; discuss the content of the pictures

-Match the dialogues with the pictures.-Do as requested

-Some selected Ss do as requested Others listen and give comments

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-Gives answer keys:1-c, 2-b, 3-a

-Has Ss read the dialogue again

6 Let’s write.(5’)

-Tells the Ss that they are going to read and

fill in the gaps

-Has 2 Ss write on board, the rest do in their

textbooks

-Has Ss swap their books to check up their

answers

-Has some Ss read aloud their completion

-Has Ss observe the board and correct

Key: up to the students

-Praises Ss who do well ; encourages others

-Correct mistakes when necessary

-Read the dialogues in pair to reinforcepronunciation

-Discuss in group and find out the words needed to complete the sentence

-Listen to the T-One St write on board Others write in theirtext books

-Exchange the work with the partner then correct mistakes if necessary

-Do as requested

3 Consolidation.( 3 ) ’m An

-Has Ss play Rainbow game: Some Ss make two lines Two first ones from each team hold

hands Others go through the hands when the music plays As the music stops, the Ss ofRainbow ask The one who is caught must answer his/ her name, then spell name

2 Skills

-By the end of the lesson, Ss will be able to develop language skills: listening, reading,speaking and writing

II Methods:

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-FA (Functional Approach), Audio-Lingual Approach, TPA, CA and Task Based Learning

- Teaching plan, posters, CD player, word cues

- Ss may confuse between /p/ with /b/ when pronouncing

V PROCEDURES.

1 Warm up (3’)

-Pass the ball and practice with the pattern: How do you spell your name?

2 Check up the old lesson (3’)

- Has Ss stand up asking their friend’m An s name and tell him or her to spell it

- Has others listen and give comments

-Remarks and feedbacks

3 New lesson.

1 Listen and repeat.(5’)

-Uses the sub board to present the sounds

/ m/ , /p/

-Explains how to make the sound

-Play the CD and has Ss listen and repeat

the sounds ( twice)

-Has Ss listen and repeat line by line

-Has Ss work in pair: read the sounds and

the sentences in group T goes around and

helps Ss who have difficulty

-Selects some representatives to read aloud

in front of the class

2 Listen and write.(5 )’m An

-Tells the Ss that they are going to do a

dictation by listening to the CD and fill in

the gaps with the words that they listened

-Sets the time for Ss to read the sentences

before starting the dictation

-Plays the CD and has Ss do the task

-Has Ss swap their books to check their

answers before checking in front of the class

-Gives answer keys: 1 Peter; 2 Mai.

-Has Ss work in pair and practise saying the

sentences

3 Let s chant.(3 )’m An ’m An

-Tells the SS that they are going to say the

“What’m An s your name?” chant

-Has Ss read the chant and check their

comprehension

-Shows the Ss how to chant, doing the action

-Has Ss chant in the whole class

-Has Ss work in group of four to practise

saying the chant and doing the action

-Has 2 groups of four give a demonstration

4 Read and match.(6 )’m An

-Tells the SS the task they have to do: Read

-Look at the sub board and notice the letters coloured red

-Listen to the T-Listen and repeat

-Do as instructed

-Work in pair

-Some selected Ss do as requested Others listen and give comment

-Listen to the T give the task

-Read as requested in silence

-Listen and write the words listened

-Do as requested

-Correct mistakes under the T’m An s control.-Do as requested

-Read the chant as requested

-Observe to know how to chant

-Chant as requested

-Work in group: say the chant as instructed.-Selected groups do as requested Otherscheer up

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the sentences on the left and pair them with

the sentences on the right by drawing a line

-Uses the first pair of sentences as an

example to make the task clear

-Has Ss do the task in pair T goes round to

offer help

-Has Ss swap their books and correct

mistakes before checking

-Gives answer keys.: 1b, 2d, 3 a, 4 c

-Has Ss read the pair of the sentences

5 Read and complete.(7 )’m An

-Tells the Ss the task they have to do : they

are going to read and fill in the gaps with

the words given

-Sets the time for Ss to read the text, the

words in silence, then checks their

comprehension

-Has Ss do the task and goes round to offer

help

before reporting their results

-Writes the correct answer on the board

by giving answer keys:

1 my; 2 hi; 3 How; 4 What s; 5 name s.’m An ’m An

-Has Ss do choral and individual repetition

of the sentences to check once more

6 Project.(5 )’m An

-Tells the Ss that they are going to collect

their friends’m An names and write them on the

sheet of paper

-Instructs Ss how to do the project

-Sets Ss the time to prepare school things to

carry out the project (pen +paper)

-Has Ss do the project in class

-Has Ss work in groups T goes round and

helps Ss who have difficulty

-Has some Ss present their sheets shown the

names in front of the class; read aloud the

names of their friends and spell them

-Has Ss stick their sheets on the wall of the

classroom

-Praises Ss who read and spell the names

well and encourages Ss who do not do well

to try again

-Read in silence

-Read and match

-Listen and understand the task to do.-Read as requested

-Do as requested

-Correct mistakes under the T’m An s control if necessary

-Do as requested

-Observe the T to know how to do the project

-Stick the sheets as requested

-Cheer up Ss who do well

4.Consolidation (2 )’m An

-Has Ss retell the content of the lesson

-Reminds Ss avoid making common mistakes

Eg: How do you spell your name?

How are you spell your name?

5.Homelink(1 )’m An

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1 Knowledge.

- By the end of the lesson, Ss will be able to introduce someone by using: This is

- Educates Ss how to response when getting acquainted to someone

2 Skills

-By the end of the lesson, Ss will be able to develop language skills: listening, reading, and speaking through pattern: “This is……….”

II Methods:

-MAT (Model, Action, Talk), Communicative Approach, Audio-Lingual Approach and SA

- Ss may write “This’s…….”instead of “This is…….”

V PROCEDURES.

1 Warm up ( 2’)

-Ss perform the chant: What’m An s your name?

-Cheer up

-Has Ss stand up introducing their names and then spelling

-Others listen and give comments

3 New lesson.

Teacher’s activities Students’ activities

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1 Look , listen and repeat (12’)

-Has Ss look at the picture at the top of page

18 and describe it

-Explains the requirement of the task Tells

Ss that they are going to practise introducing

some one by using: “this is + name”

-Plays the recording through for Ss to listen

as they follow the dialogue

-Plays the CD player again and has Ss listen

and repeat

-Introduces the new pattern and instructs Ss

how to read

-Has Ss practice reading in pair

-Has some pairs play role and perform in

front of the class

- Gives comments

2 Point and say.( 9’)

-Tell Ss that they are going to practise

introducing some one by using: This is……

-Has Ss point to the characters in part 2 and

say the names and the word to fill in the gap

T writes the whole sentence on the board

-Repeats the steps with the second character

-Has Ss work in group of 4 T goes around

and offer helps

-Has some groups present in front of the

class

-Correct Ss’ pronunciation when necessary

3 Let's talk.( 10’)

-Tells the Ss that they are going to practise

more with their friends

-Points to each character eliciting the names

-Has Ss predict what the children will say

-Has Ss fill in the gap and practice talking

with others T circulates about and offers the

-Take notes and get the meanings of the

pattern: This is…………

A new name : Tony

-Read the pattern in pair ,then individually.-Read as instructed

-Some selected Ss read as requested

Others listen and give comments

-Discuss in pair and find out the missing words needed to fill in the open dialogue.-Listen to the T instruct the model, then take notes:

A: This is Peter B: Hello, Peter Nice to meet you.

-Look at the picture: Introduce a friend andresponse

-Some selected groups talk in front of the class Others listen and give comments.-Correct mistakes under the T's control-Listen to the T explain the task to do

-Do as requested

-Predict the words/ word phrase used:

This is + name Hello +,name

-Work as requested: (Face to face) -Do as requested Others listen and give comments

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-Correct mistakes when necessary.

-Praises groups who do well and encourage

Ss who do not do well to try again

-Correct mistakes under the T’s control.-Cheer up

- MAT (Model, Action, Talk), Communicative Approach, Audio-Lingual Approach and SA

- Ss may have pronunciation problem when pronouncing “This is… ”

V PROCEDURES.

1 Warm up (2’)

- Sing The Alphabet song

-Calls a group of 4 Ss to introduce their friend in front of the class and response

-Give comments and praises

3 New lesson.

4 Listen and tick.(8 )’m An

-Tells the class that they are going to listen

and tick the pictures mentioned -Listen to the T carefully.

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-Has Ss look at the pictures on page 19 and

discuss their contents

-Check Ss’m An comprehension

-Has Ss swap and check the answer before

reporting in front of the class

-Has Ss report the results T writes on board

-Gives answer keys: 1-a, 2-b

5.Look and write.( 10’)

-Tells Ss that they are going to look at the

pictures and fill in the gaps

-Has Ss look at the pictures and describe the

situation shown in each one

-Has Ss read the dialogue in silence

-Checks the Ss understanding.´ understanding

-Elicits the words needed to fill in the gaps

-Reminds Ss to write in capital letters at the

beginning of each sentence

-Sets the time for Ss to do the task and goes

round offering the help

-Has Ss exchange their books to correct for

their friends

-Has Ss correct if necessary

-Gives answer keys:1 This is; Hello, Nam.

2 This is; Hello, Phong.

-Has Ss read aloud to reinforce their

pronunciation

6 Let s sing.(10 )’m An ’m An

-Tells the Ss that they are going to sing “How

are you?” song

-Hangs the poster with the song on the board

and has Ss work in group

-Introduces some new words and word

phrases, then instructs how to sing the song:

read the lyrics and check comprehension

-Plays the recording all the way through

-Has Ss do choral and individual repetition of

the song line after line

-Introduces the action of the song by raising

the hands

-Has the class sing the whole song

-Divides Ss into small groups and sing the

song

-Calls on some groups to sing the song in

front of the class The rest of the class clap

their hands at rhythms

-Look at the pictures and make difference between each pair of the pictures

-Do as requested

-Listen and tick the pictures mentioned

-Exchange the work with the partner and correct the answers

-Do as requested Others give comments-Compare with the T's answer keys and correct mistakes under the T’m An s control when necessary

-Listen to the T carefully

-Do as requested

-Work in group: discuss and find out words orphrase needed to complete the dialogue.-Read as instructed

-Listen to the T-Listen to avoid making common mistakes.-Work as assigned: Complete the dialogues with the correct words and phrases

-Exchange the work with the partner and correct mistakes

-Learn to read new words and new phrases

-Listen to “How are you?” song

-Do as instructed( notice the rhythm of the song)

-Listen to the T’m An s instruction

-Sing the whole song in chorus

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Comments:

………

……… …………

………

Unit 3: This is Tony

Lesson 2 (1,2,3)

- Teaching plan, pictures, flash cards and CD player

- Ss may use “Yes, that is.” or “No, that isn’t.” instead of “Yes, it is”/ “No, it isn’t”

V PROCEDURES.

1 Warm up (2’)

-Sing “How are you?” song

- Write on board and has Ss reorder the words to make meaningful sentences.

1 is / name / What / your/ ?

2 spell / How / name / your / do / you / ?

-Has Ss observe and give comments

3 New lesson.

-Has Ss look at the picture and discuss the

situations shown

-Uses pictures to present the situation

-Explains the meaning and function of the

language that is going to be practiced

-Plays the CD player and has Ss listen

-Replays and has Ss listen and repeat

-Introduces the pictures to give new words

-Guides Ss read new words

-Sets the scene and has Ss give out the new

-Listen and repeat

-Take notes : + that +it

+ Yes +No-Write down in the notebooks

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pattern T writes on board.

A: Is that Tony? B: Yes, it is.

A: Is that Quan? B: No, it isn’t It’s Phong.

-Instructs Ss to read the pattern in chorus.

Ss if needed

2 Point and says.(10’)

-Has Ss look at pictures and identify the

characters Use flashcards to introduce the

pattern in the speech bubbles

-Write the whole sentences on the board

*Note: It’s = It is

It isn’t = It is not

-Has Ss repeat the sentence a few times

-Gives word cues and has Ss work in pairs,

doing the same with the rest pictures

-Has some pairs practice in front of the class

-Has the whole class repeat in chorus to

3 Let’s talk.(8’)

more with their friends, using the pictures in

the textbook

-Draws Ss’m An attention to the pictures and elicits

the language that the characters might use

-Has Ss to practice as the model in pairs

-Has some pairs perform in front of the class

-Read as instructed

-Read the dialogues in pair

-Some pairs do as requested Others listen and give comments

-Some selected pairs do as requested Otherslisten and give comments

-Do as requested

-Discuss the communicative situation in Vietnamese and tell the task to do: ask and

answer using Yes/ No question.

-Discuss in pair and predict the words and short answers needed to complete the dialogue

-Do as requested-Some selected pairs do as requested Otherslisten and give comments

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1 Knowledge.

- By the end of the lesson, Ss will be able to number the pictures by listening; look, read andgive the correct answers based on the pictures and play the game “line- up” well

2 Skills

-By the end of the lesson, Ss will be able to develop language skills: listening, reading, and

speaking through patterns: Is that………?

II Methods:

- Teaching plan, pictures, flash cards and CD player

- Ss may forget to add commas after Yes/ No

V PROCEDURES.

1 Warm up (3’)

- Game: slap the board with name: Peter, Linda, Mai, Nam, Quan, Hoa, Tony, Tom

-Has Ss work in group: Ask and answer, using pattern: Is that ……… ?

-Give comments and feedbacks

3 New lesson.

4 Listen and number.(8 )’m An

-Has Ss look through the pictures to identify

the characters

-Plays the CD player and has Ss listen and

number from 1 to 4

-Has Ss exchange the book and correct before

checking the answers in front of the class

-Has Ss listen again and check up

-Discuss the situations shown in the picturesand tell the task to do

-Look at the four pictures and name the characters

-Do as requested: listen and number

-Do as requested

-Some selected do as requested Others listen and give comments

-Listen and check up

-Compare with the T's answer keys, then correct when necessary

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5 Look, read and answer.(12’)

-Has Ss look at their books to part 5 page 21

-Has Ss discuss the content of the pictures

-Tells them what they are going to do

-Has Ss look at the pictures, read the

questions and write down the answers

-Sets the time and has Ss do the task

individually T goes round to offer help if

necessary

and correct

-Has some Ss report the results in front of the

class T corrects on board and has Ss copy

down into their textbooks

-Gives answer keys:

1 Yes, it is 2 No, it isn t ’m An

3 Yes, it is 4 No, it isn t.’m An

-Has Ss read aloud the questions and answers

to improve their fluency

6 Read and complete.(8 )’m An

-Tells Ss the task they have to do: Read the

open dialogues and complete them with the

words given

-Has Ss discuss the function of the missing

words in the two dialogues

-Has Ss do the task in pair T goes round to

offer help

-Has Ss swap their books and correct mistakes

before checking

-Gives answer keys:

1 This 2 Hello 3 that 4 isn t.’m An

-Has Ss do choral and individual repetition

-Do as requested

-Discuss the content of the pictures, identifying each character in each picture.-Do as requested

-Do the task as requested

-Do as requested

-Some selected Ss do as requested Others listen and give comments

-Read the dialogues in pair to reinforcepronunciation

-Listen to the T give the task-Do as requested

-Read in silence all the words given in the box and the open dialogues

-Read and complete

3 Consolidation (4 ) ’m An

-Has Ss play “Rainbow” game: Some Ss make two lines Two first ones from each team hold

hands Others go through the hands when the music plays As the music stops, the St of the

rainbow points to one friend and asks: Is that ………… The one who is caught must answer: ? Yes, it is or No, it isn t ’m An quickly and correctly If Ss answer incorrectly, they will besubtracted from the game

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Unit 4: How old are you?

Lesson 1 (1,2,3)

1 Knowledge.

- By the end of the lesson, Ss will be able ask and answer to identify someone by using the

pattern: Who s that? It s “Who’s that?” “It’s………” ’s that?” “It’s………” ” “It’s………” “Who’s that?” “It’s………” ’s that?” “It’s………” ………” “It’s………”

- Enlarge Ss’m An vocabularies with some words: Mr, Mrs, who

2 Skills

-By the end of the lesson, Ss will be able to develop language skills: listening, reading, and speaking through pattern: “Who’s that?”

II Methods:

- Ss may miss “’s” / “is” after “Who”

V PROCEDURES.

1 Warm up (2’)

- Has Ss perform the chant: “Is that Nam?”

-Has 2 Ss go to the board and write the answers to the questions, using suggested words:

a Is that Mai? - No,/ Hoa c Is that Nam? -Yes

b Is that Peter? -Yes d Is that Tony? No, / Peter

-Others listen and give comments T gives comments and correct answers

3 New lesson.

24 and describe it

Ss that they are going to practise with the

pattern “Who’s that?” to ask and answer

about others

Trang 29

-Uses pictures to introduces the new pattern

A: Who’s that? A: Who’s that?

B: It’s Tony B: It’s Mr Loc.

-Instructs Ss to read the pattern

front of the class

-Gives comments

2 Point and say.( 9’)

-Tell Ss that they are going to practise asking

and answering about others

say the names and the word to fill in the gap

T writes the whole sentence on the board

A: Who’s that?

B: It’s Mr Loc.

-Repeats the steps with the second character

and offer helps

-Has some pairs present in front of the class

3 Let's talk.( 10’)

more with their friends

-Points to each character eliciting the names

with others T circulates about and helps

-Has some groups of four to interact in front

of the class

-Take notes and get the meanings of the

pattern

-Read the pattern in pair ,then individually.-Read as instructed

-Some selected Ss read as requested

Others listen and give comments

-Discuss in pair and find out the missing words needed to fill in the open dialogue.-Listen to the T instruct the model, then take notes:

-Remember : Who’s = Who is

-Read as instructed

-Look at the picture ask and answer

-Do as requested

Who’s that? It’s +name

-Work as requested: (Face to face)

4 Consolidation (2’)

-Has Ss retell the language content and its function

5 Home link(1)

Comments:

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……… ………… Unit 4: How old are you?

Lesson 2 (1,2,3,)

1 Knowledge.

- By the end of the lesson, Ss will be able ask and answer about their friends’m An age.

- Enlarge Ss’m An vocabularies with numbers in many different ways

2 Skills

-By the end of the lesson, Ss will be able to develop language skills: listening, reading, and speaking through pattern: “How old are you?”

II Methods:

- Ss may forget to add “s” to the end of the word “year”

V PROCEDURES.

1 Warm up (1’)

-Has Ss sing the song: “How are you?”

-Has 2 Ss go to the board and write the answers to the questions, using suggested words:

a Who/ that? - Mr Loc c Who/ that? - Nam

b Who/ that? - Peter d Who/ that? - Miss Hien

-Has others listen and give comments T gives comments and correct answers

3 New lesson.

26 and describe it

Ss that they are going to practise with the

pattern: “How old are you?” to ask and

answer about age

-Replays the CD and has Ss listen and repeat

-Has Ss point out new words T writes on

board: old, eight, year

-Uses pictures to introduces the new pattern

Trang 31

A: How old are you, Mai?

B: I’m eight years old.

-Instructs Ss to read the pattern

-Does the same with picture b

front of the class

2 Point and say.(9)

-Tell Ss that they are going to practise asking

and answering about others

-Helps Ss get acquainted to numbers (1->10)

guess the words needed to fill in the gap

-Makes an example to help Ss clear

A: How old are you, Tom?

B: I’m nine years old.

-Repeats the steps with the rest pictures

and offer helps

3 Let's talk.( 10’)

more with above pattern

with others T goes around and helps

-Has 10 pairs to act out in front of the class

pattern

-Get the meaning of the pattern

-Read the pattern in pair ,then individually.-Follow the T

-Read the model sentence in chorus -Look at the pictures and do as the model

How old are you? I’m + age

-Selected pairs do as requested Others listen and give comments

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Lesson 3 (1,2,3,)

1 Knowledge.

- By the end of the lesson, Ss will be able to: practice with the sound /f/ and /s/ ; practice

pronouncing the words “ five” in “I’m An m five years old” and “six” in “I’m An m six years old” and recite the chant; “ How are you?” beautifully.

2 Skills

-By the end of the lesson, Ss will be able to develop language skills: listening, reading, and speaking through pattern: “I’m……….years old”

II Methods:

- Teaching plan, CD player ,handouts,

IV Anticipated problems.

- Ss may confuse “five” and “five”

V PROCEDURES.

1.Warm up.(3’)

-Has Ss perform the song “Let’s count from one to ten” in the whole class

-Has Ss stand up , ask each other about age

-Gives comments and compliments on Ss who do well

3 New lesson

Teacher s activities’m An Students activities.’m An

/ f/ , /s/

the sounds ( 3 times)

-Has Ss listen and repeat line by line in the

whole class

-Has Ss work in pair: read the sounds and the

sentences in group T goes around and helps

Ss who have difficulty

-Selects some representatives to read aloud in

front of the class

-Praises Ss who do well

+ f five I’m An m five years old + s six I’m An m six years old

Trang 33

-Has Ss look at the open sentences in part 2

and discuss to guess the words needed to fill

in the gaps

-Tells the Ss that they are going to do a

dictation by listening to the CD and fill in the

gaps with the words listened

-Sets the time for Ss to read the sentences

before starting the dictation

-Has Ss swap their books to check their

answers before checking in front of the class

-Plays the CD player again and has Ss check

up their answers

-Gives answer keys: 1.five; 2 six.

-Has some Ss read aloud the completed

sentences

3 Let’s chant.(10’)

-Tells the Ss that they are going to say the

chant : “ How old are you?”

-Has Ss scan the chant and check their

comprehension

-Shows the Ss how to chant, doing the action

-Plays the CD and has Ss listen to the chant

-Plays the CD again T claps the syllables

-Replay the CD and has Ss clap the syllables

-Divides the class into two groups and

practice the chant

-Has Ss practice reciting the chant in groups

of four Tgoes around and offer the help

-Selects some groups to give demonstrations

in front of the class The rest of the class clap

the syllables

-Has Ss repeat the chant and clap the

syllables to reinforce their pronunciation

-Do as requested

-Read as requested in silence

-Listen and write the words listened

-Do as requested

-Correct mistakes under the T’m An s control.-Do as requested

-Read the chant as instructed

-Observe to know how to chant

-Listen to the CD player

-Listen and observe the T-Chant as requested

-Work in group: say the chant as instructed.-Do as requested, then change the role

G1: How old are you?

G2: Three, three.

I’m three

-Work in group of 4: say the chant

-Selected groups do as requested Othersclap their hands

-Do as requested in the whole class

Trang 34

(L1.4, L2.5, L3.5)

- Ss may write “ How are you?” instead of “How old are you?”

V PROCEDURES.

1.Warm up.(3’)

-Has Ss perform the chant “How old are you?” in the whole class

-Gives comments and compliments

-Has Ss stand up , ask each other about ages

3 New lesson

1 Listen and tick-L1(10’)

-HaS Ss look at pictures to identify the

characters in the pictures: Who,Where, What

they are doing, then make difference between

each pair of pictures

-Has Ss listen to the CD player 2 times and

tick the pictures they hear

-Has Ss swap and check the answer before

reporting in front of the class

-Gives answer keys: 1-b 2-a

-Has Ss retell the content of the recording

based on the pictures ticked to reinforce their

-Listen and tick the pictures mentioned

-Exchange the work with the partner and correct the answers

-Do as requested Others give comments-Compare with the T's answer keys and correct mistakes under the T’s control when necessary

-Selected Ss do as requested.Others listen andgive comments

Trang 35

-Give comments.

2 Read and tick-L2(8’)

-Has Ss open their books to page 27

-Has Ss look at characters and predict what

to do

-Has Ss look at the sentences given and read

in silence

-Has Ss inform what the have read

-Tells Ss that they are going to read and tick

based on the information about ages

-Sets the time for Ss to do individually

-Has Ss exchange their answers in pairs to do

correction

-Has Ss present their answers.T writes on

board

-Gives answer keys.1-6, 2-8, 3-10, 4-10

-Has Ss read in chorus to reinforce their

pronunciation

3 Read and write-L3(10’)

-Sets the scence: Who, What, Where

-Draws Ss’ attention to the writing frames

-Has Ss discuss and guess the words or

phrases needed to fill in the gaps

-Shows Ss how to write by completing the

writing frame based on the dialogues

-Sets the time for Ss to do the task Monitor

the activity and offer help when necessary

-Has some pairs present their answers in

front of the class class

-Gives answer keys:1: How / I’m

2: How/ I’m / years old

-Has Ss play roles using the forms

-Do as requested: Name the characters and read about their ages

-Read as instructed

-Do as requested: Names and ages of the characters

-Read and tick as instructed

-Answer the T’s questions

-Look at the open dialogues

-Do as requested

-Listen to the T’s instruction

-Report the results in front of the class

-Correct mistakes under the T’s control.-Do as requested

4 Consolidation (4’)

-Has Ss retell the content of the lesson

- Has Ss walk around , talk to their friends, then write their names and ages, using the pattern: “How old are you?” “I’m………”

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……… Unit 5: Are they your friends?

Lesson 1(1,2,3)

1 Knowledge.

- By the end of the lesson, Ss will be able to introduce their friends and respond to the

instruction; get acquainted to new words and structures related to the topic “Are they your

friends?” : friend/ This is my friend

2 Skills

-By the end of the lesson, Ss will be able to develop language skills: listening, speaking and spoken interaction

II Methods:

- Teaching plan, CD player, flash cards, pictures

- Ss may miss the word “my” before the word “ friend”

V PROCEDURES.

1.Warm up.(2’)

-Has Ss stand up, ask each other and answer about ages

-Has 2 Ss go to the board and write the question and answer about age The rest observe and give comments

3 New lesson

-Has Ss look at the pictures; asks them the

names of the characters, where they are and

what they say

-Uses pictures to present the situation and

explain the meaning of the language practised

-Tells Ss that they are going listen to the

dialogue about introducing a friend to others

-Plays the recording through for Ss to listen as

they follow the dialogue

and repeat

-Has some pairs play role and perform in front

of the class

-Gives comments

2 Point and say.(13’)

-Do as requested: get started to the context

-Listen to the T’ s presentation:

-Listen and repeat

-Work in pair

-Some selected pairs do as requested Others listen and give comments

Trang 37

-Has Ss look at the pictures and name the

C: Hello, _ Nice to meet you.

-Has Ss point out the words needed to fill in

the gaps

-Writes the name of Peter and instructs Ss to

read the pattern

A: Mai, this is my friend Peter.

B: Hi, Mai.

C: Hello, Peter Nice to meet you.

-Has Ss work in group of 4; point to the

characters and practice the same as model.T

goes around and offer helps

-Has some pairs represent in front of the class

T corrects Ss’ pronunciation when necessary

-Has Ss read all the dialogues formed in chorus

to reinforce their pronunciation

3 Let s talk.(8 )’m An ’m An

-Has Ss predict what will be said

-Has Ss fill in the gaps with the name of their

friend and practice talking with others T goes

around and helps

-Has 10 pairs to act out in front of the class

-Praises groups who do well and encourage Ss

who do not do well to try again

-Do as requested

-Tell the task:practise introducing a friend to others

-Take notes and practice reading

-Observe the T’s instruction to get the meaning and function of the pattern

-Tell the words needed: the name of the

friend who will be introduced.(Peter)

-Observe the board and read the model sentence in chorus, then in pair

-Work in group: practice talking based on thepictures

-Some selected pairs present in front of the class Others listen and give comments

Name, this is + my friend.

Hi/ Hello, + name(above)

-Do as requested Others listen comment.-Correct mistakes under the T’s control.-Cheer up

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Unit 5: Are they your friends?

Lesson 2(1,2,3)

1 Knowledge.

- By the end of the lesson, Ss will be able to make interrogative questions about friends and responses to those questions; get more new words related to the topic (friends, they) and structure “Are they your friends?” “Yes, they are” / “No, They aren’m An t”

2 Skills

-By the end of the lesson, Ss will be able to develop language skills: listening, speaking and spoken interaction

II Methods:

- Teaching plan, CD player,flash cards, pictures

- Ss may forget to add “s” to the end of the word “friend” to make the word “friends”

V PROCEDURES.

1.Warm up.(2’)

-Has Ss stand up, introducing their friends to others

-Has 2 Ss go to the board and write 2 sentences used to introduce 2 friends

3 New lesson

-Has Ss look at the pictures; asks them the

names of the characters, where they are and

what they do

-Uses pictures to present the situation and

explain the meaning of the language practised

-Tells Ss that they are going listen to the

dialogues used to ask about friends

-Plays the recording through for Ss to listen as

they follow the dialogue

and repeat

-Has some pairs play role and perform in front

of the class

-Do as requeated: get started to the context

-Listen to the T’ s presentation

-Listen and repeat

-Work in pair

-Some selected pairs do as requested Others

Trang 39

-Gives comments.

2 Point and say.(13’)

-Has Ss look at the pictures and name the

characters

-Uses picture to introduce new words and

sentence pattern

+ friends; they; aren’t

A: Are they your friends?

B: Yes, _ / No, .

-Has Ss point out the words needed to fill in

the gaps

-Writes the missing words and instructs Ss to

read the pattern

A: Are they your friends?

B: Yes, they are / No, they aren’t.

-Explains the short form: They’re = They are

aren’t = are not

-Has Ss work in group of 4; point to the

characters and practice the same as model.T

goes around and offer helps

-Has some pairs represent in front of the class

T corrects Ss’ pronunciation when necessary

-Has Ss read all the dialogues formed in chorus

to reinforce their pronunciation

3 Let s talk.( 8 )’m An ’m An

-Has Ss predict what will be said

-Has Ss fill in the gaps with the words

predicted and practice talking with others T

goes around and helps

-Has some pairs to act out in front of the class

-Praises groups who do well

listen and give comments

-Do as requested

-Tell the task:practise introducing a friend to others

-Take notes and practice reading

-Observe the T’s instruction to get the meaning and function of the pattern

-Tell the words needed: “Yes, they are” if it

is right and “No, they aren’t” if it is not right-Observe the board and read the model sentence in chorus, then in pair

-Listen to the T and practice reading the shortform

-Work in group: practice talking based on thepictures

-Some selected pairs present in front of the class Others listen and give comments

-Do as requested

-Predict the words/ word phrases used:

Are they your friends?

Yes, they are./ No, they aren’t.

-Do as requested Others listen comment.-Correct mistakes under the T’s control.-Cheer up

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1 Knowledge.

- By the end of the lesson, Ss will be able to: practice with the sound /a/ and /e/ ; practice

pronouncing the words “ that” in “Who is that?” and “yes” “ Yes, it is” and recite the chant;

“ Who’m An s that?” beautifully

2 Skills

-By the end of the lesson, Ss will be able to develop language skills: listening, reading, and speaking

II Methods:

- Ss may confuse singular noun “friend” and plural noun “ friends”

V PROCEDURES.

1.Warm up.(3’)

-Has Ss stand up, point to some friends and ask question: Are they your friends?”.Othersanswer

-Has Ss write on board above pattern

3 New lesson

Teacher s activities’m An Students activities.’m An

/ a/ , /e/

the sounds ( 3 times)

-Has Ss listen and repeat line by line in the

whole class

-Has Ss work in pair.T goes around and helps

Ss who have difficulty

-Selects some representatives to read aloud in

front of the class

+ a that Who is that?

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