giáo án family and friends grade 4

giáo án family and friends grade 4 giáo án family and friends grade 4 giáo án family and friends grade 4 giáo án family and friends grade 4 giáo án family and friends grade 4 giáo án family and friends grade 4 giáo án family and friends grade 4 giáo án family and friends grade 4

Trang 1

+ Knowledge: By the end of the lesson, SS’ll be able to identifying

different places in a home

+ Skills: Listening – Speaking

+ Language forcus: Class Book characters; My house; Clothes;

As children come into class, smile and say Hello Encourage children to

say Hello back to you Say It’s a new year Welcome back!

Begin the class with some common greetings Children then practice

greeting each other in pairs or small groups

3 New lesson (30’)

1 Presentation (5’)

Tell children that they are going to begin

the lesson with a song

Ask children to open their Class Books and

look at the three children at the top of the

page Point to each one in turn for children to

tell you their names

Explain that they will see these characters

the whole way through the course

Elicit new words and model

Write on the board

2 Practice (15’)

Recording 1: Explain that they’re going to

listen to a 'Welcome back' song and then sing

I New words

Listen to the T

Open the books (P4)

Look at the children and name them

Listen and repeat

Welcome back: Chào mừng trở lại Learning: Học tập

Hide(v)/ Hiding: Trốn Come out(v): Đi ra

Coppy on notebooks

II Practice

1 Listen and sing

Listen to the T

Trang 2

it Play the recording once for children to

listen and follow the song in their books

Focus attention on the words Read each line

for children to repeat after you Play the

recording again for children to sing along

Song actions: Ask children to think of

some actions for the song Play the song again

for children to sing and do their actions

Repeat if you wish

Recording 2: Use the Starter Story Poster

to present the story Point to the characters for

children to say the names

Ask What’s happening in the story?/ Where’s

Billy?/ Is he behind the door?

Play the tape for children to listen and

repeat Ask them read out

Exercise 1: Look and write: 2 dining room

3 He’s in the bedroom 4 She’s in the kitchen.

5 He’s in the bathroom.

Exercise 2: Find and circle the clothes words

3 Production (10’)

Guessing game: Describe a character from

the story for children to guess who it is, e.g

She’s in the kitchen Ask different children to

describe another character for the class to

guess

Role play: Ask Ss to read the story again

Ask them to act out the story

* Ask Ss to practice retell the story by their

own words

Listen to the tapeFollow the song in the booksListen and repeat

Listen and sing along

2 Sing and do

Think of some actions: eg: welcome back: wave hand; learning: turn around; play: jump up

3 Listen and read

Listen, sing and do the actionsLook at the poster Listen and answer

Dad comes home and greets every one/ He’s hiding/ No he isn’t/ He’s under the table.

Listen and repeatRead out

Do Exs in WBE1: Look and writeE2: Find and circle the clothes words

4 Consolidation (1’)

Re-inforce the lesson: Words: Welcome back, learning, Hide (v) / hiding,

come out (v) Sentences: Where’s….; Is……; This is/There

are………

5 Preparation for next lesson.

Ask Ss to practice retell the story and review the structures to introduce thename of others

IV EVALUATION

………

Trang 3

Ask children if they can remember what

happened in the story in the previous lesson

Hold up the Starter story poster to encourage

ideas Ask questions about the people in the

story, e.g Where’s Billy? Is he behind the

door?

Call some Ss stand up and retell the story

Ask children to turn to the story on page 4

of their Class Books Play the recording,

asking children to repeat Play the recording

again for children to mime the actions as they

listen Children practise acting out the story in

their groups Ask some of the groups to act out

the story before the class

Ask children to look at the sentences in the

book Ask Is grandma in the kitchen? to

establish that the first sentence is true

Listen to the T

Look at te poster and answer the questions:

He’s hiding/ No he isn’t:….

Stand up and retell the story

1 Listen to the story again and repeat Act

Open the booksListen and repeatListen and mime the actionsAct out the story in the groups with out the books

Act out before the class

2 Read again and circle T or F

Look at the books P5Answer the questions: Yes, she is

Trang 4

Ask Ss again for the task they have to do.

Allow time for them to read all the

sentences again and decide whether they are

Ask a child to read the dialogue Say the

dialogue again Ask them to practice the

dialogue in pairs Ask some pairs to say the

dialogues aloud for the class

Exercise 2: Match

Elicit or explain that the children in the

pictures are introducing a friend to someone

else Ask a child to stand up and read the

sentences in the first speech bubble to the

class Divide the class into groups of three

Children take turns to 'introduce' their friends

to each other

Exercise 3: Write

Introducing circle:Ask children to stand

in a circle Ask the first child to introduce the

person on his left to the person on his right

The person on the right then introduces the one

on his left Continue in this way around the

class to introduce the friend

Play the Welcome song for Ss listen, sing

along, clap their hands and go around to their

places

Circle T for 1st sentenceRead the sentences and circle T/F Read all the sentences and do the activity

Go to the board and write the answersCheck the answers

3 Ask and answer

Read the dialogueSay the dialogue againPractice in pairs

Some pairs parctice for the class

Do Ex 3 in WB

Introducing circle

Stand in a circle

1st Ss introduce the person on his left

to the person on his right Do the same continuously

Listen, sing a song, clap hands and goaround to the places

Re-inforce the lesson: Sentences: S + is + in/on/under/behind + N;

His/Her name is…./ He/She’s…

Ask Ss to practice introduce their friends and do Ex1 in WB: Order the

words to make sentences then match with the pictures

IV EVALUATION

………

Trang 5

+ Language forcus: Toys: car, teddy, kite, doll, ball, puzzle

II PREPARATION

+ T: Books; Lesson plan; CD tracks 3; Extra Practical Classroom

Activities: Word search pair activity, Bingo

Word search pair activity: Give half the

class the ‘A’ sheet and half the class the ‘B’

sheet Children work individually to find the

five words in the word search grid, circling the

words in the box as they do so Once all the

children have finished, they work with a

partner (‘A’s’ with ‘B’s’) They take turns to

dictate their words and look for those words in

the grid At the end of the activity, they should

all have found the ten words Check together

as a class to elicit all ten words

Ask children what they can remember

about the story from lesson 1 Ask Where’s

Billy in the story?

Word search pair activity

Get the word sheet (1-A; 1 - B)Work individually to find the 5 wordsCircle the words in the box

Work with partnersTake turns to dictate their words and look for those words in the grid

Check together as a class to elicit all ten words

Listen and answer the question about the story in lesson 1

He’s under the table.

1 Look at the picture then write

Trang 6

Ask children to identify the characters

Rosy and Tim; name the different toys they

can see

Read the words in the word pool, pointing

out the possessive’s in both cases Choose a

child to read the example sentence Children

complete the sentences with the correct name

for each toy Give feedback

Answers1 Tim’s 2 Rosy’s 3 Tim’s 4 Rosy’s 5

Rosy’s

Ask one child to read the example

dialogue Say the dialogue again Ask children

to practice the dialogue in pairs Ask them to

make new dialogues, pointing at different

items in the picture Ask some pairs to say

their dialogues aloud for the class

Exercise 1: Look and write

Ask Ss look at the words in the box, then look

at the pictures and the crossword Find and

write the right words

Bingo: Give each child a whole worksheet.

Tell them to cut up the pictures and choose

nine of the pictures to stick on the bingo grid

You need to keep a copy of the worksheet as

well Read out the words one by one, and

students can cross off the words as they hear

them

The first child to have a complete row,

three across, three down or diagonally shouts

Bingo! He’s the winner

Prize the winner

Identify the characters: Rosy, Tim

Name the toys: kite, car, puzzle, teddy, ball, doll

Read the words in the word pool and

point out the possessive’s Car: Tim’s; doll: Rosy’s…….

Complete the sentences with the correct name for each toy

Check in class

2 Point, ask and answer

Read the e.g dialogueSay the dialogue againPractice in pairs

Make new dialogue with other toysSay out

Ex1: Look and write

1 puzzle; 2 doll; 3 ball; 4 kite;

Re-inforce the lesson: Words: Toys: car, teddy, kite, doll, ball, puzzle

Sentences: What’s this? It’s…………

Ask Ss practice talk about the things of their possession

Review the days of the week

IV EVALUATION

………

Trang 7

+ Language forcus: Days of the week

II PREPARATION

+ T: Books; Lesson plan; CD tracks 3 Extra Practical Classroom

Activities: Song worksheet

Team work: Devide Ss into group of 5 – 6

Give each group a paper Ask them to write

the names of the toys they know/ like

Check in class Which group has the most

words is the winner Prize the winner

Ask children to open Class book, p 6 and

look at the pictures Ask What can you see?

Elicit the actions the children are doing

(jumping, waving)

Elicit new words: Model the words for Ss

repeat Check pronunciation and meaning

Write on the board

Team work

Work in group of 5 – 6Get the paper and write the names of the toys

Check in classOpen the book P6Look at the pictures and answer: SS’sare jumping, waving

I New words

Jump(v): Nhảy lên bump(v): va,đụng week(n): tuần

Trang 8

Play the recording once for children to

listen Read each line of the song aloud for

children to repeat after you Play the recording

again for children to sing along Repeat (more

than once if you wish)

Ask children to look at the pictures and

decide together on what the actions should be

Play the recording for children to listen, sing,

and do their actions

Suggested song actions

Jump! – jump in the air

bump! – sit down on chairs

‘Hi!’ – wave hello

‘Goodbye!’ – turn around and wave

Song worksheet: This is a simple gap-fill

activity that could be used after listening to the

song and looking at the class book, or before

Students can listen and fill in the missing

words (prompted by pictures) and then check

with their partner before looking in the Book

Exercise 2: Find and circle the days of the

week Write

Tell children that they are going to make

their own version of the song Write the words

to the song on the board with the actions

missing Invite different children to suggest

new actionsFill in the gaps on the board Sing

the new song and perform the new actions

with the class

Listen and repeatCoppy on the notebooks

II Practice

Listen to the tapeListen and repeatListen and sing alongSing

Goodbye: turn aroud and wave

Song worksheet

Look at the song wordsheetFill in the gap the suitable wordsShare with friends

Listen to the song and checkOpen the book and check again

Exercise : Find and circle the days of

the week Write

Complete the senten: Today is… Make the new version of the song by change the verb in the sentence

Eg: Jump: clap the hands; Bump: tap the legs; Hi: Bye; Goodbye: HelloSing the song and do the new action

Re-inforce the lesson: Words: Days of the week

Sentences: Today is………….

Ask Ss practice speak and write the days of the week

Complete the new verson of the song

IV EVALUATION

Trang 9

………

WEEK 2 Date of preparing: 14/09/2013 Period 5 STARTER UNIT: WELCOME BACK! Lesson 4 P1 I AIMS + Knowledge: By the end of the lesson, SS’ll be able to identifying school objects and possession + Skills: Listening – Speaking + Language forcus: Colours: red, black, blue, green and pink; School objects II PREPARATION + T: Books; Lesson plan; CD tracks 3- 4 + Ss: Books; Notebooks III PROCEDURES 1.Organization (1’) Class: 4A1 Date of teaching: 16/09/2013 Absent: 4A2 16/09/2013 2 Warm up / Review (4’) Sing Monday, Tuesday, Wednesday, Jump! from page 6 to energize the class and revise the days of the week 3 New lesson (30’) T’s Activities Ss’s Activities 1 Presentation (10’) Revise colours red, black, blue, green and pink Ask questions to practise using colours, e.g hold up a bag and say What colour is this bag? Ask Ss name all the school things and colour they have learnt Ask them read out all words Ask them to look at the table in p7 CB with the class Point to each item in the column heading and ask What is this? What colour is it? Tell them they are going to hear a recording of the children talking about what Look, listen and answer: It’s red/ black/ blue…

Name th eschool things and colours Read out Look, listen and answer: It’s a book/ rubber/ pen… It’s red/ black/ green…

Trang 10

they have in their bags They must listen and

say which child owns each object

Guessing:Ask Ss guess the answer: Eg:

Luke: red ruler; black pen; green pencil, book

Sarah: blue pen; black pencil, rubber

Recording 4: Play the first part of the

recording, Luke’s speech, and demonstrate the

example

Play the whole recording again for children

to listen and tick Play again for Ss listen and

check their answer

Go through the answers with the class

Luke: red ruler, blue pen, black pencil

Sarah: black pen, green pencil, rubber, book

Ask one child to read the example

dialogue Say the dialogue again, pausing after

each line for the class to repeat Do some eg

with Ss: T ask; Ss answer and exchange

Ask children to work in pairs and say the

dialogue with their partner Encourage

children to name different objects Ask

children to continue the activity in pairs Ask

some of the pairs to say their dialogues aloud

for the class

Read the example sentence to the class

Then read it again, pausing for the class to

repeat

Hold up some items from your bag and

describe these to the class in the same way

Say an item that you haven’t got Ask children

to continue the activity in pairs Ask some

children to talk about their school bags

Listen and retell the task they have to do: Listen and tick the objects which child owns

Guessing

Guess the answer

1 Listen and tick

ListenListen and tick

Listen and checkCheck in class

Luke: red ruler, blue pen, black pencil

Sarah: black pen, green pencil, rubber, book

2 Look at the table again Aska nd answer

Listen and repeat

Do with TWork in pairs

Some pairs say aloud for the class

3 Now talk about your school bag.

Listen and repeatLook and listen

Do some eg

Work in pairsSome stand up and talk about their school bags

Re-inforce the lesson: Words: colour; school things

Ask Ss practice ask and answer tahen talk about their real school things

Trang 11

IV EVALUATION

………

WEEK 2 Date of preparing: 14/09/2013 Period 6 STARTER UNIT: WELCOME BACK! Lesson 4 P2 I AIMS + Knowledge: By the end of the lesson, SS’ll be able to identifying school objects and possession + Skills: Listening – Speaking + Language forcus: Colours: red, black, blue, green and pink; School objects II PREPARATION + T: Books; Lesson plan; Extra Practical Classroom Activities: Board game + Ss: Books; Notebooks III PROCEDURES 1.Organization (1’) Class: 4A1 Date of teaching: 16/09/2013 Absent: 4A2 16/09/2013 2 Warm up / Review (4’) Call some Ss go to the board and write the colours; school things 3 New lesson (30’) T’s Activities Ss’s Activities 1 Presentation (10’) Talk about your school bag: Hold up some items from your bag and describe these to the class in the same way Say an item that you haven’t got Encourage children to talk about their school bags in the same ways Ask children to open their book, p 7 Ask them to look at the pictures Point to each item Look and listen Talk about their school bags I’ve got a blue and red bag I’ve got black pencil I’ve got 2 pens: 1 black, 1 blue……

Open the book,p7 Look, listen and answer:

Trang 12

in the pictures and ask What is this? What

colour is it?

Exercise 1: Tell children that they are

going to look at the pictures carefully and say

which child owns which object Ask them to

read the bubbles and number them Then

colour the pictures

1b, 2a, 3d, 4c

Exercise 2: Ask children to look at the

pictures carefully and say which object each

child owns Write I’ve got or I haven’t got in

the gaps Give feedback

1 I’ve got; 2 I haven’t got; 3 I haven’t

got; 4 I’ve got

Call some Ss stand up and read out the

sentences Check spelling and intonation

Draw and describe: Give each Ss a paper

sheet Ask them draw the picture of their bags

Call some Ss stand up and describe them

Listen and give comment

Devide Ss into group of 4/5 Give them a

big paper sheet

Ask them draw pictures about their school

things Give them some minutes to complete

them

Call some groups go to the front and

describe their pictures Listen and comment

Hang up the pictures on the wall to use as

the visual aids

It’s a ruler It’s red It’s a rubber It’s blue and pink.

Ex 1: Read and number Then colour

Look at the picturesRead the sentencesRead and number the bubblesColour the pictures

1b, 2a, 3d, 4c

Ex 2: Write

Look at the picturesDecide which objects belong which child

Then write

1 I’ve got; 2 I haven’t got; 3 I haven’t got; 4 I’ve got

Stand up and read out

I’ve got a blue bag I’ve got a yellow pencil.

I’ve got a green pen I’ve got a pink rubber………

Draw and describe

Get paper sheetDraw and colourStand up and describeWork in group of 4/5Draw picture

Go to the front and describe them

We’ve got a green and yellow bag We’ve got 4 pens: 1 blue, 1 black, 1 red and 1 purple.

We’ve got 4 books: 1 red, 1 white and blue, 1 green and 1 pink…

Re-inforce the lesson: Words: colour; school things

Trang 13

Ask Ss practice ask and answer then talk about their real school things

IV EVALUATION

………

WEEK 2

Date of preparing: 15/09/2013

Period 7 UNIT 1: A NEW FRIEND!

Lesson 1: Words P1

I AIMS

+ Knowledge: By the end of the lesson, SS’ll be able to describing

someone's appearance

+ Language forcus: Appearance: long, short, blond, brown, curly, straight She's got…;He's got…;We're…

II PREPARATION

+ T: Books; Lesson plan; My friends flashcards 1-6;Story Poster 1; CD

tracks 5-7; PMB p.4: Extra Activity 1 Worksheet

+ Ss: Books; Notebooks

III PROCEDURES

1.Organization (1’)

Class: 4A1 Date of teaching: 17/09/2013 Absent:

2 Warm up / Review (4’)

Sing Monday, Tuesday, Wednesday, Jump! to warm the class up.

Remind children of the last story Tell

children that today's story is about friends Ask

several children to tell you the name of one of

their friends

Put your hands on your own hair Say the

word hair and write it up on the board

Use flashcards 1-6 to elicit the vocabulary

I New words

Listen to the T

Long (adj): dài Short (adj): ngắn Blond (adj): màu vàng Brown (adj): màu nâu Curly (adj): quăn, xoăn Straight (adj): thẳng

Trang 14

for this lesson Hold them up one at a time and

ask Long or short hair? Blond or brown hair?

Curly or straight hair? Hold the flashcards up

in a different order and model for Ss to repeat

Check by slap the board

Listen, point and repeat Ask children to

look at their Class Books/ p 8

Play the 1st part of the recording for

children to listen & point to the appropriate

picture Play the 2nd part of the recording for

children to repeat Play the recording all the

way through for children to listen, point and

repeat the words

Listen and chant Play the recording for

children to listen to the chant Play the chant a

second time for children to say the words Ask

Ss to chant in class, groups and individual

Listen and read Use Story poster 1 to

present the story Ask What's happening?

Encourage predictions from different

members of the class

Ask children to look at the poster, listen to

the recording, point to each speech bubble

Ask Who's Rosy's new friend? What's

Alice got? Who's Tim's new friend? Are the

new friends cousins?

Ask children to open their Class Books,

listen again and follow the words in the story

Check spelling, intonation

Extra Activity 1: Find the odd-one-out

Circle Then write and say

Divide Ss into group of 3 Give each group

a work sheet

Ask them look at the work sheet, find the

words which are different from the others, then

circle and write them Read out

Which group finishes first is the winner

Praise the winner

2 curly hair 3 He’s got brown hair 4 She’s

got straight hair 5 He’s got blond hair She’s

Listen and repeat (choral, groups, individual)

Coppy down

Slap the board

II Practice

1 Listen, point and repeat

Look at the book/ p.8

Listen and point to the picturesListen and repeat

Listen, point and repeat

2 Listen and chant

ListenListen and chant

3 Listen and read

Look and answerPredict the storyLook at the poster, listen and answer:

It’s Alice She’s got curly hair It’s Adam Yes, they are

Listen and repeat

Extra Activity 1

Work in group of 3Get the work sheetLook at the work sheet, find the words which are different from the others, then circle and write them Read out

Trang 15

got short hair

Re-inforce the lesson: Words: long; short; blond; brown; curly; straight

Ask Ss practice read the story

IV EVALUATION

………

WEEK 2

Lesson 1: Words P2

I AIMS

+ Knowledge: By the end of the lesson, SS’ll be able to describing my

appearance

+ Language forcus: Appearance: long, short, blond, brown, curly, straight She's got…;He's got…;We're…; My….

II PREPARATION

+ T: Books; Lesson plan; My friends flashcards 1-6

III PROCEDURES

Play the chant again for Ss listen and chant with clap hands

Appearance: Ask six children to come to

the front of the class Give each child one of

the flashcards (1-6)

Play the recording again The children at

the front stamp their feet when their hair type

is mentioned

Call some pairs stand up and read out the

Appearance

Come to the front of the class Get the flash card

Listen and stamp feet when the hair type is mentioned

Stand up and read out the story

Trang 16

story T do as Alice to help Ss.

Ask six different children to come to the

front of the class and repeat the activity doing

a different action

Explain that you are going to describe

yourself E.g (Point to your hair): My hair is

black (Point to your eyes): My eyes are brown

Ask them practice in choral, then work in

Ask them to complete the drawing in the

Work books Then color it

Exercise 2: Ask children to look at their

picture

Read the sentences and circle the

appropriate word to describe their appearance

Exercise 3: Write the answers for each of

the questions

Then ask children to practice asking and

answering in pairs

Who am I? Remind children of Rosy, Tim,

Alice and Adam

Ask one child to come before the class,

imagine that he/ she were one of the four

children

Ask him/ her to describe himself/ herself

E.g My hair is curly My eyes are blue My

….Who am I?

The class listen carefully and say who she/

he is E g You are Alice

He who gives correct answer will come

before the class and describe himself

Continue the game in the same way until

all characters are described

Come to the frontListen, repeat and doing some different actions

ListenPractice describe them selves

(Point to the hair): My hair is black (Point to the eyes): My eyes are brown

Stand up and talk about themselves

Workbook

Ex 1: Draw then colour yourself

Ex 2: Look at your picture Read and circle

Ex 3: WriteListenPractice in pairsWrite

Who am IListenCome to before of the class

Imagine that they are one of the four children: Rosy; Tim; Alice; Adam.Describe themselves

E.g My hair is curly My eyes are blue My ….Who am I?

Listen and say who are they

E g You are Alice

The child who gives correct answer will come before the class and describe himself

Continue the game in the same way until all characters are described

Trang 17

Ask Ss learn by heart the new words

Ask Ss write 5 sentences to describe themselves and 5 sentences to

describe their friends

IV EVALUATION

………

WEEK 3

Lesson 2: Grammar P1

I AIMS

someone’s appearance

+ Language forcus: Appearance: long, short, blond, brown, curly, straight She's got…;He's got…;

II PREPARATION

+ T: Books; Lesson plan; p.74: Grammar Reference Ex 1; My friends

flashcards 1-6; Story Poster 1; CD track 7

III PROCEDURES

Check some Ss’s writing and give marks

Exercise 1: Children listen again to the

story and follow Story Poster 1 Play Board

slap with the children Put the appearance

flashcards on the whiteboard and bring up two

teams of 3 children to the front

1 Listen to the story again and repeat Act

Listen and repeat Board slap

Work in group of 3

Trang 18

Two children from each team complete

against each other to slap the correct flashcard

as the teacher spells the word The first child

to touch for their team wins a point

Do the same until all the children take turns

to do the activity

Exercise 2: Look at exercise 2 and hold up

different flashcards asking children to describe

the person in each flashcard to elicit the

pattern sentence E.g She’s got long hair.

Explain the structure

Ask Ss to look at the picture and say the

sentences

Writing: Put flashcards on the board again

and write a gapped sentence like the ones in

the Class Book, e.g She _ straight hair

He _ curly hair Elicit the target structure

and get two children to come to the front to

write the missing words Children then do

Exercise 3

Exercises 4: Children look at the pictures

from Exercise 3 Say curly hair …Children

point to the appropriate pictures Model the

dialogue PW: one says what each person has

got/ hasn't got; the other guesses the number.

Ask Ss practice in class, groups and pairs

Ask some pairs stand up and speak out

Pronunciation: Focus on the contractions

of He has got (He’s got) and He has not got

(He hasn’t got) and have children practicing

the words as a class, groups and pairs

Grammar Reference: Ask children to open

their Class Books to p.74 and do the Unit 1

Grammar activity to practice the target

structure further

Game: Ask a child to come before the

class He chooses a flashcard and keeps

secret The class will say what each person has

2 groups go to the frontTwo first children listen and slap the correct flash card

Get the point

Do the same until all the children taketurns to do the activity

2 Look and sayShe’s got long hair

He/ She/ It’s got + ……

He/ She/ It hasn’t got + …….

(He’s got = He has got hasn’t got = has not got)

The structure is used to describe the appearance of the other in singular.Look at the picture and say the sentences

3 WriteLookListen

Do the activity

2 ’got; 3 hasn’t got; 4 has’t got

4 Look at the pictured again Say andanswer

Look at the pictures Listen

Say: She’s got curly hair

Answer: Number 2

Practice in class, groups and pairsStand up and speak out

PronunciationListen

Practice in class, groups, pairs

Grammar RefrenceOpen the class book p.74

Do the Unit 1 Grammar activity to practice the target structure further.Game Come before the class

Choose a flashcard and keep secret.The class will say what each person

Trang 19

got / hasn't got When they say correctly, the

child shows the flashcard and it is the next

child’s turn

has got / hasn't got

Take turns to do the same

Practice describe the friend

IV EVALUATION

………

WEEK 3

Lesson 2: Grammar P2

I AIMS

someone’s appearance

+ Language forcus: Appearance: long, short, blond, brown, curly, straight She's got…;He's got…;

II PREPARATION

+ T: Books; Lesson plan; My friends flashcards 1-6;

III PROCEDURES

Call some Ss go to the front and describe their friends

Play Snap with appearance flashcards Say

what each person has got

Show the flashcards one by one

If the word is different to the picture, the

children say the word matching the picture

Snap Look Say the word

Trang 20

If it is the same they shout “Snap” and the

first child to say it can hold the flashcard for

the rest of the game

Exercise 1: Ask children to read the

descriptions of Sarah and Rick in Exercise 1

carefully and then draw and color them

pictures of Sarah and Rick again and write

what each person has got or has not got

Ask all children to write the answers in

their workbook

Some children may go to the board and

write the complete sentences

They take turns to describe a member of

the group while the rest of the group guess

who it is

E.g The first child says: She’s got long

hair It’s straight and black She’s got brown

eyes…

Other group members say: It’s Lan

Ask some of the children to describe a

member of their group for the class to guess

Say Snap

Do the same

Ex 1: Read, draw and colour

Look at the picturesRead then draw the people with the descriptions

This is Sarah She’s got blue eyes.She’s got long hair

It’s straight and blondThis is Rick He’s got green eyes.He’s got short hair

It’s curly and brown

Draw

Ex 2: Look at the pictures and writeLook at the pictures

Write has got or hasn’t got

Go to the board and write the complete sentences

Check in class

1 hasn’t got/ ‘s got

2 ‘s got/ hasn’t got

Game:

Work in groups of 4/6Take turns to describe a member of the group

Other guess

The first child says: She’s got long hair It’s straight and black She’s got brown eyes…

Other group members say: It’s Lan

Go to the front and describe a member of their group

Trang 21

The class guess

Practice describe the friend

IV EVALUATION

………

Week:

Date of planning:

Unit 1: A new friend!

Period 7: Lesson 3

A Objectives.

+ Knowledge: By the end of the lesson, SS’ll be able to identifying and describing shapes

+ Language focus: Shapes: circle, rectangle, triangle, square

It's got…;It hasn’t got…; They are….

B Teaching prepare.

+ T: Books; Lesson plan; Shapes flashcards 7-10; CD tracks 8-9; Extra Practical Classroom Activities: Song work sheet

C Method

Reading, speaking , writing and listening…

D Progression

I Organization (1’)

4A

4B

II Checking the old lesson (4’)

Trang 22

Play Simon says to warm the class up T asks Ss to do some action: jump; stand up; sit down… If the sentence starts with: Simon says; Ss’ll do the action.

If not, they do nothing

III New lesson (30’)

Use flashcards 7-10 to elicit new words

Hold up each one and model the words

for children to repeat E.g circle, rectangle,

triangle, square.

Check spelling, stress and meanings.

Draw one of the shapes on the board,

with one side missing Ask a child to come

to the front and draw the missing side

The class calls out the name of the

shape

Repeat with the rest of the shapes

Recording 8: Ask children to look at the

pictures and play the first and second parts

of the recording as children point to the

words

Play again for children to repeat the

words after the audio

Recording 9: Play the recording for Ss to

listen

Use the song worksheet (without

opening the Class Book) where children

listen and fill in the correct words

After that ask children to sing along with

the CD

Then sing together without the CD

audio

Sing and act: Tell children they are

going to sing the song again, but this time

they are going to do the actions

E.g.: It's got three/ four sides - hold up

right number of fingers

It hasn't got sides - shake heads

It's a square /circle /rectangle

/triangle! - draw shapes in the air.

Ask Ss sing the song and practice do the

I New words

Square(n): hình vuông Circle(n): hình tròn Triangle(n): hình tam giác Rectangle(n): hình chữ nhật

Listen and repeat(choral, individial)Look

Come to the board and draw the missing side

Name the shape

II Practice

Look at the picturesListen and point to the wordsListen and repeat

ListenGet the song worksheetListen and fill in the correct wordsListen and sing along

Listen and sing without the CD audio

3 Sing and do

ListenRemember the actions

Sing the song and practice do the actions with out the music

Listen and do the actions

Trang 23

actions with out the music

Play the tape for Ss listen and do the

actions

Drawing: Tell children that they are

going to make pictures out of the shapes in

this lesson

Divide the class into groups of four to

six

Give each child a piece of plain paper

and each group a selection of colored shapes

and a glue stick

Children make pictures by sticking the

shapes onto their piece of paper

DrawingListen

Work in group of 4-6Get the plain paperGet the selection of colored shapes and glue stick

Make pictures by sticking the shapes onto the piece of paper

IV Consolidation (1’)

Re-inform the lesson: Shapes: circle, rectangle, triangle, square

Trang 24

+ Language forcus: Shapes: circle, rectangle, triangle, square

Sing the song from Class Book p.10 again,

with students doing the actions at the same

time

Sing a third time, with students at the front

holding the four flashcards (circle, rectangle,

triangle, square) and every time they hear

their word they hold the card up in the air

Remind children of asking and answering

about quantity Ask children to look at

Exercise 1 of the Work book

Elicit the structures and write on the board

Model the structure with a child E.g

(Teacher asks): How many squares?

Exercise 1: Ask children to open their

workbook at the page 10

Ask them to find and count the shapes

Children work in pairs, point to each shape

Sing the songSing and do the actions

Sing and holding the flash cards whenhear the words

ListenLook at Ex 1 in WB

LookListen

Trang 25

and ask How many (triangles)?

Their partner answers Five

Then they check the answers in their

books

Exercise 2: Children look at the picture

from Exercise 1 again

Read the sentences carefully and complete

them They then write the answers in the gaps

Children can work in pairs to check the

answers with their partner

Give a set of shape cards (more than one

for some of the shapes) to each group

Ask a child to show their group a shape

E.g a square

Their group describes it

E.g It’s got four sides They’re all the same

Then the child asks How many squares?

And the group answers E.g Four.

Children take turns to practice in groups

How many (squares)?

Five

Check the answers

How many squares? 4 triangles? 5 rectangles? 2 circles? 3

2 Look at the pictures again and write

Look at the picturesRead the sentences and complete: Write the answers in the gapsCheck in pairs

1 It’s got three sides It’s a triangle.

2 It’s got four sides Two are long Two are short It’s a rectangle.

3 It hasn’t got side It’s a circle.

4 It’s got four sides They are all the same It’s a square.

Game

Work in group of 4-6Get the shape cards

Show the group a shape:

Re-inforce the lesson: Shapes: circle, rectangle, triangle, square

Coppy Ex 2 on the notebooks

IV EVALUATION

………

Trang 26

+ Language forcus: Appearance: long, short, blond, brown, curly, straight She's got…;He's got

II PREPARATION

+ T: Books; Lesson plan; Shapes flashcards 7-10; P 68- Picture Dictionary

1- My friends and shapes; Extra Practical Classroom Activities: Bingo

Show some parts of a real object or point

to a real object E.g A window

Children point to the corresponding

flashcard and say the shape of the object E.g

rectangle.

Play Bingo again to revise the vocabulary

Write 9 words on the board: long; short;

blons; curly; straight; square; circle; triangle;

Point to the corresponding flashcard and say the shape of the object E.g

rectangle.

Bingo

Look

WriteListenSay bingo if has words in a line

Trang 27

say bingo and be the winner He/she is the

person who say the other words

Picture Dictionary: Ask children open

their Workbooks to p.68

Tell them to colour in the hair styles

(Number 1, My friends and shapes) and then

tell them to point and describe the persons,

using the target sentence structures with their

partner

Play Slap the board: Divide class into

group of 5

Write the words on the table T say the

word Ss stand in the 1st place run to the board

and slap the word

The s who tap the right word first will get 1

mark Which group has more marks will be a

Play again Divide the song into 4 parts

Ask Ss listen, when T point to each group, Ss

have to sing this part of the song according to

the music Each group which sing louder;

better is a winner

Writing extension: Children draw three

more persons in their notebooks They then

give their notebook to their partner

Their partner writes below each picture,

She’s got long hair It’s brown They then

swap back again and tick the sentences if they

Point and describe the person

Slap the board

Work in group of 5Listen

Run to slap the board

Singing competition

Work in 4 groupsListen and sing along

Listen and sing the part of the song when T point to the group

Writing extension

Draw three persons in the notebooks.Give the notebook to the partnerWrite some sentences to describe the

picture: She’s got long hair It’s brown

Check the sentences

Re-inforce the lesson: Appearance: long, short, blond, brown, curly,

straight

Practice sing the song individually

IV EVALUATION

Trang 29

+ Skills: Speaking - Writing

+ Language focus: Sounds th; Three, bath, teeth

II Warm up / Review (4’)

Play It’s a square song for Ss to sing and do the actions

Tell children that today they will be

looking at the letters th that represent the

sound /θ/

Write th on the board in large letters

Model the sound for children to repeat

Hold up phonics cards 33-35 one at a

time, saying the words for the class to

repeat

Hold them up in a different order and

repeat

Vocabulary: Ask children to look at

the words that contain the letters th in

their Class Books

Elicit the words on the phonics cards

I New words

th /θ/

bath (n): bồn tắm, chậu tắm teeth (n): răng ( số nhiều của tooth)

ListenRepeat

LookListen and repeat

Trang 30

and say the letter names and sounds for

children to repeat

Use the cards in order and then out of

order to drill the first letter sounds and the

words

Recording 10: Play the first part of

the recording for children to listen and

point to the pictures

Play the second part of the recording

for children to repeat the sounds and

words in chorus

Play the recording all the way through

for children to point to the words and then

Play again for Ss say the chant and

clap your hands

Put the three cards around the room

and children point as they say the chant

Exercise 3: Read the text for children

to follow and model the activity first on

the board.(Write the sentence and circle

the th sound in Theo; bath; three)

Then children read and circle the

sounds at

the start of the words

Phonics game: Ask children to work

in groups of two desks

Ask each group to find more words

which have the same sound th

Encourage children to make the words

into a chant

In turns, the group come before the

class, join in with their own chant

II Practice

Listen and point to the picturesListen and repeat

Listen, point and repeat

2 Listen and chant

ListenListen and chantListen, chant and clap handsListen, chant and point to the cards

3 Read the chant again Circle the

th sounds.

ListenLook

Do the activity

Phonics game

Work in groups of two desks

Find more words which have the

same sound th

Try to make the words into the chant

The group take turns come before the class and say their chant

Re-inform the lesson: Sounds th; Three, bath, teeth

Trang 32

+ Skills: Speaking - Writing

+ Language forcus: Sounds th; Three, bath, teeth

II PREPARATION

+ T: Books; Lesson plan; Phonics cards 1-3; Extra Practical Classroom

Activities: Sounds Fun

Ask individual children to come to the front

and write the letters on the board

Ask the children to trace the letters in the

air and say the sounds as they do so

Play what and where with the sound and

new words ( T write the sound and words on

the board Point to each words for ss to read

out Erase 1 words in each time but still point

to the blank for ss read the missing word Call

individual s go to the board and re-write the

words in right places when all the words are

rub out Run through the words again

Look and listen

Go to the front and write the letters

on the boardSay the sound and trace the letters in the air

What and where

LookRead out

Go to the board and re-write the words in right places

Read

4 Look at the pictures and circle the correct sound

Trang 33

picture and circle the correct sound

Go through the answers with the class 1.th

_2 t_ 3 th_ 4 s

Join the letters th: Children do exercise 1,

join the letters th to help Theo collect his

ducks

Write the letters th: Children do the

exercise and write the words Put the children

in pairs and ask them to point and say the

words

Gap filled: Children write the words with

th to complete the chant about Theo Then

children sit in groups of 4 -6 to join in with the

chant

Sounds Fun: This is a dictation activity.

Give each Ss a worksheet

Children listen as you read out the words

on the second page, and write them in the

correct box with the corresponding sound

Check as a whole class once the dictation

activity has finished

T could write the sounds on the board and

ask individual children to come up and write

the words

Phonics activity: Write the words from

Exercise 4 on the board Theo, ten, three,

slide.

Ask children to work in groups of 5 in 3

minutes

Ask each group to find more words which

have the same sounds as the words listed

The group who can find more words win

Ex3: Write

Write the words with th into the gaps

to complete the chant about TheoWork in groups of 4-6 to join in with the chant

Find and write more words

Theo; three; thank; thing; think… Ten; telephone; tape; teacher; talk… Slide; side; school; sing; song…

Re-inforce the lesson: Sounds th; Three, bath, teeth

Find more words which have the sound th

IV EVALUATION

Trang 35

+ Skills: Reading - Speaking

+ Language focus: Appearance

B Teaching prepare.

+ T: Books; Lesson plan; Flashcards 1-6; CD Track 12; Extra Practical

Classroom Activities: Word search pair activity

Call some Ss to stand up and read out the words they found

Play Slow reveal with the class using

flashcards 1-6 to revise vocabulary from the

unit ( Put the back side card on the board

Open the card slowly for Ss to look at Ask:

What has she/he got? Do continuously untill

the last card)

Ask children to look at p 12 and tell you

what they can see

Ask them to look at the bottom of the letter

to see who wrote it

Ask Where are the children? Encourage

them to name the park things in the

background and predict what the letter is

about?

Slow veal

Revise vocabularyLook

Listen and answer

Do the same

Look at p.12

Answer: a letter and a picture.

Look at the bottom

Answer: Sally They’re in the park Name the park things: slide; swing; seesaw, trees

Predict what the letter is about:

Sally is describing her friends.

Trang 36

picture again and to count the friends in the

foreground of the picture

Recording 12: Explain that children are

going to listen to Sally reading her letter

Play the recording twice for them to listen

and follow silently in their books

Check comprehension by asking

Who is the letter to/ from?

Who is Sally's best friend?

What has Polly got?

Who’s Tobby?

Where is Sally in the picture?

Model the letter for ss repeat some times,

explain new words

Call some strong ss to stand up and read

out the letter

Word search air activity: Give half the

class the ‘A’ sheet and half the class the ‘B’

sheet

Each child works with their worksheet to

find the five words in the word search grid,

circling the words in the box as they do so

Once all the children have finished, they

work with a partner (‘A’s’ with ‘B’s’)

They do not show their worksheets to each

other

They take turns to dictate their words and

look for those words in the grid

At the end of the activity, they should all

have found the ten words

Check together as a class to elicit all ten

Word search air activity

Get the worksheet

Find 5 words in the grid and circle thewords

Work in pairs

Take turns to dictate their words and look for those words in the grid

Found 10 wordsCheck in class

Re-inform the lesson: Appearance

V Preparation for next lesson.

Practice reading the letter

E Evaluation

Trang 37

Lesson 5: Skills time P2

I AIMS

someone's appearance

+ Skills: Reading - Speaking

+ Language forcus: Appearance

Picture dictation: Give out blank pieces of

paper to each child

Read a description of a boy slowly,

e.g He's small He's got blue eyes He's got

short, curly hair It's brown

Children listen to the description and draw

and colour what they hear

Repeat with a description of a girl

Children turn over their papers to use the back

At the end, children compare their pictures

Call some Ss go to the front, show their

pictures and describe the persons again

Write the name: Ask children to look at

Picture dictation

Listen

Draw and colour what Ss hear

Repeat with a description of a girlTurn over the papers

Compare the pictures

Go to the front, show and describe thepersons in the pictures

3.Read again Write the names

Trang 38

the picture in Exercise 2 again

They read the letter again and write down

the names of the other children

Go through the answers with the class 1

Peter 2 Isabe l 3 Pol l y 4 Toby 5 Sally

picture and ask How many friends?

Explain that Freddy is talking about his

friends

Ask Ss try to read the text Explain new

words

Exercise 2: Children read the passage

carefully and tick the words which Freddy

uses to describe his friends

Go through the answers with the class

Exercise 3: Children now look back to

Exercises 1 and 2, write the names of Freddy’s

Ask them to draw a table of 6 columns

(long/ short/ blond/ brown/ curly/ straight)

One child in the group says Find someone

who has got short hair The others will shout

the name of the person with short hair

They write the names in the appropriate

columns

Ask one child from each group to report

before the class

Look at the pictureRead the letter againWrite the name of the children

Check in class 1 Peter 2 Isabel 3 Polly 4 Tobby 5 Sally

Ex 1: ReadLook at the picture

Answer: 4 friends

ListenTry to read the text

Ex 2: Read again and tickRead the text carefullyTick the words which Freddy uses to describe his friends

Hair: Simon: black; short; curly Ed: brown; short; straight Amy: blond; long; curly Eyes: Simon: brown

Ed: green Amy: blue

Ex 3: Write the name and colour

Look back Ex 1 and Ex 2Write the name of friendsColour the pictures

Write the name in the table

Do continuouslyReport before the class

Re-inforce the lesson: Appearance

Practice write the text to describe the friends

Trang 40

+ Knowledge: By the end of the lesson, SS’ll be able to asking and

answering questions about appearance

+ Skills: Listening - Speaking

+ Language focus: Appearance

Call some Ss to stand up and read out the letters

Ask a child to come before the class.

Ask the class to describe him / her, e.g She's

got blond hair She's got blue eyes She's tall

Repeat with other children

Ask children what they can remember from

the reading text in the previous lesson

Encourage them to describe as many of Sally’s

friends as they can Ask children to look at the

picture on page 13 Point to the different

children for the class to describe them

Explain that they are the same children from

Come before the classThe class describe the St:

She's got blond hair She's got blue eyes She's tall.

Repeat with other childrenTalk about what they remember from the reading

Describe as many of Sally’s friends asthey can

Look at the picture p.13Look and describe the children

Định dạng
Số trang	343
Dung lượng	5,1 MB