Giáo án tiếng anh lớp 4 theo chương trình mới tham khảo 1 7

Week 1 – Period 1+2 Date of preparation: Friday, August 28th 2015 Date of teaching : Thursday, September 3rd 2015 REVIEW I. Overview 1. Aims and Objectives Aims: To help Ss to summary about: greetings, name, age, school and classroom, objects, games and activities at break time, family, house, places in school, toys and animals, weather, ... Objectives: By the end of the lesson, Ss will be able to: greet and talk about: name, age, school and classroom, school objects, games and activities at break time, family, house, places in school, toys and animals, weather; sing the songs in grade 3. 2. Language focus Phonics: ‘b’-‘h’; ‘m’- ‘p’; ‘t’- ‘y’; ‘f’- ‘s’; ‘a’- ‘e’; ‘c’-‘d’; ‘g’- ‘l’; ‘r’- ‘th’, ‘i’-‘o’; ‘bl’- ‘sk’; ‘br’- ‘gr’; ‘ch’- ‘th’; ‘air’- ‘wh’; ‘a’- ‘u’; ‘pl’- ‘sh’; ‘o’‘o’; ‘ea’-‘aw’;‘ai’- ‘ate’; ‘ar’- ‘or’. Vocabulary: Words to talk about names, ages, school things, house’s rooms, toys, family, weather, greetings, … Sentence Patterns: Hi/Hello. I’m……/ My name’s….. What’s (your) name? (My) name’s…. How are you? I’m fine. Thanks/ Thank you. How old are you? –I’m .. years old. What’s its name? Its name’s….. Is it school (big)? Yes, it is. / No, it isn’t. Who’s that? That’s… There are (two) (bedrooms) in my house. There is one (kitchen) in my house. How many (dogs) do you have? I have ….. He/ She has ….. What color is it? – It’s green. Where are the (balls)? They’re over there. 3. Teaching/ Learning aids: Student’s book, recording, puppets, II. PROCEDURES - T gets Ss review the vocabularies in chorus, in pairs, in groups. - T gets Ss review the structures in groups and in pairs. T helps Ss when necessary Week 1 – Period 3 Date of preparation: Friday, August 28th 2015. Date of teaching : Friday, September 4th 2015 Unit 1: Nice to see you again. I. OVERVIEW Lesson 1: 1. Look, listen and tick. 2. Point and say. Let’s talk. 1 Objectives: Language focus: Resources: II. PROCEDURE Steps 1. Warm-up 2. Look, listen & repeat By the end of period, Ss will be able to: greet and respond to greetings formally, using Good morning / Good afternoon/ Good evening and Nice to see you again. + New word: morning, afternoon, evening, night, tomorrow, later, again, see, meet. + Structures: Good morning / Good afternoon/ Good evening and Nice to see you again. Ss’ book, recording, fresh cards, puppets, posters of the song How are you? Learning activities -Get Ps to sing a song How are you again. -Play the recording a few time for Ps to listen and sing the song again. Language focus Modes Hello, Peter. How T-Whole class are you? I’m fine, thank you. How are you? Thank you, Peter. I’m fine too. Let’s go to school together. How are you, Nam, Quan and Mai? We’re fine, thank you, Miss Hien. - Tell pupils that they are T-Whole class going to learn to: greet and respond to greetings formally. - Have them look at the four pictures to discuss the contexts in which the language is use. Ask them questions such as Who are they?/ Where are they?/ -Good morning, What are they talking class. about? -Good morning, Miss Picture a: The pupils meet Hien. Miss Hien formally in the classroom using Good morning, Miss Hien . Good morning, class. Picture b: Miss Hien responds to her Ps’ greeting using -Nice to meet you again. Work in Picture c: Miss Hien and a pairs/groups P greet each other. How are you, Mai?-I’m very well, thank you. And you? Picture d: Nam greets Miss Hien when he comes into 2 3. Point & say 4. Let’s talk the classroom late, saying Good morning, Miss Hien. I’m late!-Yes, come in. - Play the recording a few time for Ps to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for Ps to listen and say along. -Tell Ps that they are going to practice greeting and responding to each other formally by Good morning / Good afternoon and Good evening. - Have them look pictures to understand how the language is used in different contexts. Point to the first picture and elicit the formal greeting used in the morning. Ask Ps to say the phrase chorally and responding to greeting in pairs, using the prompts in bubbles. Picture a: Good morning, Miss Hien. Good morning, Mai. Picture b: Good afternoon, Mr Loc. Good afternoon, Phong. Picture c: Good evening, Mr Thanh. Good evening, Miss … Repeat the same procedure with the rest of pictures. - Call a few pairs to act out in front of the class. Check as a class and correct pronunciation, if necessary. - Tell pupils that they are going to revise what they have learnt it in Activity 1 and 2 in real contexts. Whole class Good morning/ Good afternoon and Good evening. T-Whole class Pairs or groups Pairs- WC See you tomorrow/ See you later/ Good night Goodbye/ Good night T-Whole class 3 5. Homelink Week 1 – Period 4 - Remind pupils how to use Good morning / Good afternoon/ Good evening to greet each other formally and how to use See you tomorrow/ See you later/ Good night to respond to Goodbye/ Good night. - First get one pupil to act as a teacher and he/she greets the other formally, using Good morning / Good afternoon/ Good evening. Nice to meet you. Then ask pupils to say goodbye to each other, using Goodbye. See you tomorrow and then say Good night. Put the sentences on the board and do choral and individual repetition, if necessary. Have pupils work in pairs, acting out how to greet and say goodbye. - Call a few pairs to act out in front of the class. Correct the pronunciation, if necessary. - Have pupils practice greeting and responding the other formally use Good morning / Good afternoon/ Good evening and how to use See you tomorrow/ See you later/ Good night to respond to Goodbye/ Good night at home. Work in pairs /groups Work in pairs Good morning / Good afternoon/ Good evening. See you tomorrow/ See you later/ Good night/Goodbye. Individual Date of preparation: Friday, August 28th 2015. Date of teaching : Friday, September 4th 2015 Unit 1: Nice to see you again. Lesson 1: 3. Listen and tick. 4. Look and write. 5. Let’s sing. 4 I. OVERVIEW Objectives: Language focus: Resources: By the end of period, Ss will be able to: listen to dialogues about greeting and responding and tick, using Good morning / Good afternoon/ Good evening and Nice to see you again; look and write the missing word under the each picture. + New word: Revision the words: morning, afternoon, evening, night, tomorrow, later, again, see, meet. + Structures: Revision the sentence: Good morning / Good afternoon/ Good evening and Nice to see you again. Ss’ book, recording, fresh cards, puppets, posters of the song Good morning to you. II. PROCEDURE Steps 1. Warm-up 2. Listen and tick Learning activities Spend a few minutes revising -Tell Ps that they are going to listen to three dialogues about how people greet/say goodbye and tick the correct pictures. -Have Ps look at the pictures to identify the similarities and different between pictures. (The Ps and T are greeting each other at different times of the day). Check understanding. -Playing the recording a few times. Ask pupils to listen to the recording and tick the correct pictures. Tell Ps not to worry if they cannot understand every word, and that they should focus on who Miss Hien is talking to (Dialogue 1), when they are speaking (Dialogue 2), and to whom Mai says goodbye (Dialogue 3). -Get Ps to swap their answer their answers before you check as a class. Monitor activity and Language focus Good morning / Good afternoon/ Good evening and Nice to see you again. Modes T-Whole class Whole class Whole class Whole class 5 3. Look and write 4. Let’s sing offer help when necessary. -Tell Ps that they are going to fill the gaps with morning, afternoon or bye. -Give them a few seconds to look at the pictures. First, focus Ps on the time of the day the greetings are used and the people who use the greetings (Picture 1 and 2). Remind them that the two children are leaving school in Picture 3. Then have Ps fid appropriate words to complete the phrases. If necessary, get Ps to work in pairs. -Give Ps time to do the task independently. Go around and offer help, if necessary. -Get them to swap their answers before checking as a class. If there is enough time, call some Ps to read aloud the complete sentences. -Tell them that they are going to sing a song. - Hang poster of the song Good morning to you on the board. Have them read each line of the lyrics. Explain the new words or structures, if necessary. Check comprehension. -Play the recording all the way through. Ask Ps to do choral and individual repetition of the song. When pupils are familiar with the tune, ask a group to the front of the class to sing the song. The class may sing along and clap hands or do actions. -Have the class sing the song again and clap their hands or do actions 1. Good morning 2. Good afternoon 3. Goodbye T-Whole class Pairs or groups Whole class Good morning to you T-Whole class Good morning to you. Good morning to you. Good morning, dear Miss Hien. Good morning to you. Good morning to you. Good morning to you. Good morning, dear children. Good morning to you. Whole class Work in groups Whole class 6 reinforce the activity. - Pupils sing and write the song Good morning to you on Page 7 at home again. 5. Homelink Individual ____________________________________________________ Week 2 – Period 5 Date of teaching: Thursday, September 10th 2015 Unit 1: Nice to see you again. Lesson 2: I. OVERVIEW Objectives: Language focus: Resources: II. PROCEDURE Steps 1. Warm-up 1. Look, listen and tick. 2. Point and say. 3. Let’s talk. By the end of period, Ss will be able to: say and respond to goodbye, using Goodbye/Bye/ Good night and See you tomorrow/ See you later. + New word: bye, night, tomorrow, later, see. + Structures: Goodbye/Bye/ Good night and See you tomorrow/ See you later. Ss’ book, recording, fresh cards, puppets, posters, …. Learning activities -Call some Ps to front of the class to sing the song Language focus Modes T-Whole class Good morning to you. The class may sing the song, clap the hands. 2. Look, listen & repeat - Tell pupils that they are Goodbye/Bye /See going to learn to: say and you tomorrow. respond to goodbye. - Have them look at the four pictures to understand the contexts in which the language is used. Ask them questions such as Who are they?/ Where are they?/ What are they saying?. Focus Ps on the first picture. Elicit how Hoa greets Miss Hien and introduces herself, using Good morning, Miss Hien. I’m Hoa. I’m a new pupil. Picture b: Miss Hien and Hoa greet each other, T-Whole class 7 3. Point & say Miss Hien responds to her Ps’ greeting using Nice to meet you, too. Picture c: Hoa says goodbye Miss Hien and Miss Hien responds to Hoa, saying See you tomorrow. Check understanding. - Play the recording a few time for Ps to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for Ps to listen and say along. -Tell Ps that they are going to practice saying and responding to goodbye. - Draw their attention to the pictures to understand how the language is used in different contexts. Ask Ps to look at the first two pictures. Tell them that they are going to practice saying and responding to Goodbye. See you tomorrow./later. In the third picture, the girl uses Good night to respond to her parents before going to bed. -Point to the first picture and get one P to say Goodbye. See you tomorrow and another to respond Goodbye. See you tomorrow. Repeat the procedure with the next pictures. Point to the third picture and get one P to say Good night, and another respond Good night. -Ask Ps to work in pairs, pointing to the characters speaking. - Call on a few pairs to act Pairs or groups Whole class Whole class Goodbye/Bye/ Good night /See you tomorrow/ See you later. T-Whole class Individual- WC Work in pairs Pairs-WC 8 4. Let’s talk 5. Homelink out in front of the class. Check as a class and correct pronunciation, if necessary. -Tell Ps that they are going to revise what they have learnt in Lesson 1 and 2. Remind Ps how to use Good morning/Good afternoon/good evening to greet each other formally and how to use See you tomorrow/ See you later/ Good night to respond to Goodbye/ Good night. -First, get one P to act as a teacher. He/She greets the others formally, using Good morning/Good afternoon/Good evening. Nice to meet you. Then ask Ps to say goodbye to each other, using Goodbye. See you tomorrow, and then say Good night. Put the sentences on the board and do choral and individual repetition, if necessary. -Have Ps work in pairs, acting out how to greet and say goodbye. -Call on a few pairs to act out the dialogue if front of the class. Correct the pronunciation, if necessary. -Pupils practice saying and responding to goodbye, used See you tomorrow/later./Good night at home. Good morning/Good T-Whole class afternoon/good evening/See you tomorrow/ See you later/ Good night /Goodbye/ Good night. Pairs or groups Pairs -WC Individual _____________________________________________________ Week 2 – Period 6 Date of teaching: Thursday, September 10th 2015 Unit 1: Nice to see you again. Lesson 2: 4. Listen and number. 5. Look and write. 6. Let’s play. 9 I. OVERVIEW Objectives: Language focus: Resources: II. PROCEDURE Steps 1. Warm-up 2. Listen and number By the end of period, Ss will be able to: listen to dialogues about greeting and responding and number, using Goodbye/Bye/ Good night and See you to morrow/ See you later; look and write the missing word under the each picture. + New word: Revision the words: bye, night, tomorrow, later, see. + Structures: Revision the sentences: Goodbye/Bye/ Good night and See you to morrow/ See you later. Ss’ book, recording, fresh cards, puppets, posters of the game. Learning activities -Get Ps to revision lesson by asking some pairs to greet each other. Good morning / Good afternoon/ Good evening and Nice to see you again. Goodbye/Bye/ Good night and See you tomorrow/ See you later. -Tell Ps that they are going to listen to three dialogues about how people greet/say goodbye and tick the correct pictures. -Have Ps look at the pictures to identify the similarities and different between pictures. (The Ps and T are greeting each other at different times of the day.) Check understanding. -Play the recording a few times. Ask Ps to listen the recording and tick the correct pictures. Tell them not to worry if they cannot understand every word, and that they should focus on who Miss Hien is talking to (Dialogue 1), when they are speaking (Dialogue 2), and to whom Mai says goodbye (Dialogue 3). -Get Ps to swap their answer before you check as a class. Monitor the Language focus 1. Tom: Good morning, Miss Hien. M.H: Good morning. What’s your name? T: My name’s Tom. TO-M, Tom White. I’m from America. 2. P: Hi, Tom. How are you? T: Hi, Phong. I’m very well, thank you. And you? P: I’m fine, thanks. 3. -Hello. I’m Tom. I’m from America. -Hello, Tom. I’m Mai. I’m from Viet Nam. -Nice to meet you, Mai. -Nice to meet you, too. 4. -Goodbye, Mr Loc. Bye-bye, Tom. See you tomorrow. Modes Work in pairs T-Whole class Whole class Whole class Whole class 10 3. Look and write 4. Let’s play activity and offer help when necessary. -Tell Ps that they are going to read the dialogues and fill in gaps, using the pictures cues. -Ask them to look the dialogue 1. Explain that they need to fill the gaps with place A is from the name of B. Then ask them to look at the pictures to identify the answers. Have Ps look at Dialogue 2. Tell them that they are going to fill in the missing words when Tom greets Mr Loc in the morning. In Dialogue 3, Ps fill the words that Tom says to his mum before going to bed. Check understanding. -Set a time limit for Ps to do the task independently. Go around and offer help, if necessary. -Get Ps to swap their answers before checking as a class. -Tell Ps that they are going to play the game Bingo. -Draw a word grid on the board and ask Ps to copy it. Have them tell you the words they have learnt in their lessons. List the words on the board. Each P chooses nine words from the list to copy into their grid. While they are doing this, copy each word onto a piece of paper, put the pieces of paper into the bag and mix them up. Select Ps to pick out a piece of paper and call out the word. Ps with that word in their grid can cross it out. The quickest 1. A: Hello, I’m Mai. I’m from Viet Nam. B: Hello, I’m Tom. I’m from America. 2. A: Good morning, Mr Loc. B: Good morning, Tom. Nice to meet you. 3. A: Good night, mum. B: Good night, Tom. T-Whole class Work in pairs/groups Whole class T-Whole class Whole class Good mornin g Hello Nice to meet you. Good afternoo n Good night Good evening Hi Bye Goodby e Groups Whole class 11 P to cross out an entire row of the words in their grid and call out Bingo is the winner. You can continue the game until a P has crossed out all the words. -Have Ps do a dictation, using the phrases learnt in the previous lessons at home. Goodbye, Bye, Good night, See you tomorrow, See you later. 5. Homelink Individual ____________________________________________________ Week 2 – Period 7 Date of teaching: Friday, September 11th 2015 Unit 1: Nice to see you again. Lesson 3: I. OVERVIEW Objectives: Language focus: Resources: II. PROCEDURE Steps 1. Warm-up 2. Listen & repeat 1. Listen and repeat. 2. Listen and circle. Then … 3. Let’s chant. By the end of period, Ss will be able to: pronounce the sounds of the letters l and n in the words Linda and night respectively. + New word: Revision the words: bye, night, tomorrow, later, see. + Structures: Revision the sentences: Goodbye/Bye/ Good night and See you tomorrow/ See you later. Ss’ book, recording, fresh cards, puppets, posters of the chant Hello, friends! Learning activities Language focus -Get Ps to do a dictation, using the phrases learnt in the previous lessons. Goodbye, Bye, Good night, See you tomorrow, See you later. -Tell Ps that they are going l Linda to practice saying the Hello, Linda sounds of the letters l and n night n in the words Linda and Good night night respectively. -First, put the letter l and n on the board. Play the recording and ask Ps to repeat a few times and let Ps say the words and the Modes Whole class T-Whole class 12 3. Listen and circle. Then write and say aloud. 4. Let’s chant phrases, paying attention to the target sounds. -Do choral and individual repetition of the sounds, words and phrases until Ps feel confident. -Get some Ps to perform in front the class. Check as a class and correct the pronunciation, if necessary. -Tell Ps that they are going to listen to recording, circle the correct options and then write the words in the blanks. -Give them a few seconds to read the sentences in silence and guess the words to fill the gaps. -Have Ps listen to the recording and circle the appropriate options. Allow them time to do the task independently. If necessary, have Ps listen to the recording more than once. -Give them time to write the words in the gaps independently. Have them swap their answers before checking as a class. Go around and offer help, if necessary. -Ask Ps to read the sentences aloud. -Tell them that they are going to read a chant. -Have them read each line of the lyrics. Explain the new words or structures, if necessary. Check comprehension. -Play the recording all the way through. Ask Ps to do choral and individual repetition of the chant. When pupils are familiar with the tune, ask a group Individual 1. Hello, I’m … T-Whole class a. Linda b. Nam 2. I’m from … a. Viet Nam b. England 3. ……. My name’s Linda. a. Hi b. Hello 4. Good ….. a. night b. afternoon Groups or pairs Whole class Hello. I’m Linda. I’m from England. Nice to meet you, Linda. T-Whole class Hello. I’m Nam. I’m from Viet Nam. Nice to meet you, Linda. Hello. Linda. Hello, Nam. We’re friends. Whole class Groups 13 to the front of the class to read the chant. The class may read along and clap hands or do actions. -Have the class read the chant again and clap their hands or do actions reinforce the activity. -Have Ps read and do a dictation, using the chant learnt in the previous lessons at home. - Do tasks in Workbook Unit 1.(A, B) 5. Homelink Week 2 – Period 8 Pairs Whole class Individual Date of teaching: Friday, September 11th 2015 Unit 1: Nice to see you again. Lesson 3: I. OVERVIEW Objectives: Language focus: Resources: 4. Read and answer. 5. Write about you. 6. Project. By the end of period, Ss will be able to: read and write a short paragraph about themselves. + New word: Revision of words: bye, night, tomorrow, later, see. + Structures: Revision of sentences: Goodbye/Bye/ Good night and See you tomorrow/ See you later. Ss’ book, recording, fresh cards, puppets, poster of the chant Hello, friends! II. PROCEDURE Steps 1. Warm-up 2. Read and answer Learning activities -Get Ps read and copy the chant on the board, using the chant Hello, friends! learnt in the previous lessons. -Tell Ps that they are going to read the two texts and answer the four questions. -Get them to read the first text and focus on the information to answer the first two questions (what the girl’s name is and where she is from). Then ask them to read the second texts to answer the Language focus Modes Work in group T-Whole class Keys: 1. Her name’s Do Thuy Hoa. 2. She’s from Ha Noi, Viet Nam. 3. His name’s Tony Jones 4. He’s from Sydney, Australia. Work in pairs 14 3. Write about you 4. Project last two questions (what the boy’s name and where he is from). If necessary, get Ps to work in pairs or small groups. -Give Ps time to do the task independently. Go around and offer help, if necessary. -Get them to swap their answers before checking as a class. If there is enough time, let some pairs ask and answer the questions. -Tell Ps that they are going to write a short paragraph about themselves. -Have them work in pairs or group to discuss what are they going to write. Focus Ps on their names, their hometowns and the name of their school. Check comprehension. -Give Ps time to do the task independently. Go around and offer help, if necessary. -Get them to swap their answer before checking as a class. -If there is time, ask one P to write the answer on the board. -Tell Ps that they are going to do a project. Explain the activities and check understanding. -Give each P a small card. Let Ps to copy the four categories from book onto their cards. -Ask them to write the information about themselves. Encourage them to decorate their cards. Get them to swap their cards in pairs. They should look at their Individual Individual-WC T-Whole class My name is … I am from … My school is … Work in pairs/groups T-Whole class Name: …… Hometown: … School: …… Class: …… Work in pairs/groups 15 partners’ cards and describe each other. -Call some Ps to the front of the class and tell the class about their partners’ cards. To make this activity more challenging, you may ask them not to look at the cards. -Have Ps revision greeting and responding learnt in the previous Unit1 at home. - Do tasks in Workbook Unit 1. 5. Homelink Week 3 – Period 9 Individual-WC Individual Date of teaching: Thursday, September 17th 2015 _______________________________________________________________________ Unit 2: I’m from Japan Lesson 1: I. OVERVIEW Objectives: Language focus: Resources: II. PROCEDURE Steps 1. Warm-up 2. Look, listen & repeat 1. Look, listen and tick. 2. Point and say. Let’s talk. By the end of period, Ss will be able to: ask and answer questions about where someone is from, using Where are you from? –I’m from … + New word: America, American, Australia, Australian, England, English, Japan, Japanese, Malaysia, Malaysian, Viet Nam, Vietnamese, + Structures: Where are you from? –I’m from …. Ss’ book, recording, fresh cards, puppets, world map Learning activities -Greet Ps and get their respond, using the words and phrases they learnt in Unit 1 like Hi/Hello. Nice to meet you. -Get Ps to open their books on Page 12 and read the title I’m from Japan. - Tell pupils that they are going to read a story in which the characters ask and answer questions about where they are from. - Have them look at the four pictures. Introduce Language focus Modes T-Whole class T-Whole class 16 3. Point & say the story by pointing to each character and ask: Who is this?/ Where are they?/ What is she/he doing?/ What does she/he say? Picture a: Nam and Akiko are on the beach. Picture b: Nam greets Akiko. Picture c: Nam asks where Akiko is from and she says she is from Japan. Picture d: Nam slips and ruins Akiko’s sandcastle. - Play the recording a few time for Ps to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for Ps to listen and say along. -Tell Ps that they are going to practice asking and answering questions about where someone is from, using Where are you from? –I’m from … - Have them look pictures and get them point to each of these words and repeat twice: Malaysia, America, Australia and England. -Point to the first picture and do the task with one P, using expressions in the bubbles and the words under the picture. (Teacher: Hi, I’m Miss Hien. Where are you from? Pupil: Hi, Miss Hien. I’m Hakim. I’m from Malaysia.). Ask Ps to say the sentences chorally and individually Picture a: Hakim/ Malaysia Picture b: Tom/ America Hi, I’m Nam. Hi, Nam. I’m Akiko. Where are you from? I’m from Japan. - Work in pairs/groups Whole class T-Whole class Hi. I’m ______. Where are you from? Pairs or groups Hi, ____. I’m ______. I’m from _______. 17 Hi, Hakim. Hi. I’m Hakim. I’m Akiko. Where I’m from areJapan. you from? 4. Let’s talk 5. Homelink Picture c: Tony/ Australia Picture d: Linda/ England -Repeat the same procedure with the rest of pictures. -Get Ps to work in pairs. If time allows, prepare some flashcards of countries and do more practice with pupils. Call a few pairs to act out in front of the class. Check as a class and correct pronunciation, if necessary. - Tell pupils that they are going to play the role of the five characters and introduce themselves. Invite two pupils as Hakim and Akiko to act out this dialogue: Hakim: Hi. I’m Hakim. I’m from Malaysia. Where are you from? Akiko: Hi, Hakim. I’m Akiko. I’m from Japan. -Get Ps to work in pairs. -Invite a few pairs to perform in front of the class. - Have pupils practice asking and answering questions about where someone is from, using Where are you from? –I’m from … at home. Pairs- WC T-Whole class Work in pairs /groups Work in pairs Individual ___________________________________________________________________ Week 3 – Period 10 Date of teaching: Thursday, September 17th 2015 Unit 2: I’m from Japan Lesson 1: I. OVERVIEW Objectives: 3. Listen and tick. 4. Look and write. 5. Let’s sing. By the end of period, Ss will be able to: listen to dialogues practice 18 Language focus: Resources: asking and answering questions about where someone is from, using Where are you from? –I’m from …; look and write the missing word under the each picture. + New word: Revision the words: America, American, Australia, Australian, England, English, Japan, Japanese, Malaysia, Malaysian, Viet Nam, Vietnamese, + Structures: Revision the sentence: Where are you from? –I’m from … Ss’ book, recording, fresh cards, puppets, poster of the song Where are you from? II. PROCEDURE Steps 1. Warm-up 2. Listen and tick 3. Look and write Learning activities Spend a few minutes revising the words: -Tell Ps that they are going to listen to three conversations and tick the correct pictures. -Point at each picture and ask pupils questions to check their comprehension: What is this?/ What can you see in the picture? (1a: The flag of Britain, 1b: The flag of Australia, 1c: The flag of Malaysia, 2a: The clock Tower Big Ben in England, 2b: The statue of the Liberty in America, 2c: The Opera House in Australia, 3a: A Vietnamese girl, 3b: A Japanese girl, 3c: An English girl.) -Tell Ps that they are going to fill the gaps with morning, afternoon or bye. -Give them a few seconds to look at the pictures. First, focus Ps on the time of the day the greetings are used and the people who use the greetings (Picture 1 and 2). Remind them that the two children are Language focus America, American, Australia, Australian, England, English, Japan, Japanese, Malaysia, Malaysian, Viet Nam, Vietnamese, Modes T-Whole class T-Whole class Whole class Whole class Whole class 1. I’m 2. I’m 3. I’m 4. I’m from Australia from Malaysia from America from Japan. T-Whole class 19 4. Let’s sing 5. Homelink leaving school in Picture 3. Then have Ps fid appropriate words to complete the phrases. If necessary, get Ps to work in pairs. -Give Ps time to do the task independently. Go around and offer help, if necessary. -Get them to swap their answers before checking as a class. If there is enough time, call some Ps to read aloud the complete sentences. -Tell them that they are going to sing a song. - Hang poster of the song Wher are you from? on the board. Have them read each line of the lyrics. Explain the new words or structures, if necessary. Check comprehension. -Play the recording all the way through. Ask Ps to do choral and individual repetition of the song. When pupils are familiar with the tune, ask a group to the front of the class to sing the song. The class may sing along and clap hands or do actions. -Have the class sing the song again and clap their hands or do actions reinforce the activity. - Pupils sing and write the song Where are you from? on Page 13 at home again. Pairs or groups Whole class Where are you from? Hi. I’m Mai from Viet Nam. Hello, Mai. Nice to meet you. Hello. I’m Akiko from Japan. Hello, Akiko. Nice to meet you. Hi. I’m Hakim from Malaysia. Hello, Hakim. Nice to meet you. Hello. I’m Linda from England. Hello, Linda. Nice to meet you. T-Whole class Whole class Work in groups Whole class Individual ____________________________________________________ Week 3 – Period 11 Date of teaching: Friday, September 18th 2015 Unit 2: I’m from Japan 20 Lesson 2: I. OVERVIEW Objectives: Language focus: Resources: II. PROCEDURE Steps 1. Warm-up 1. Look, listen and tick. 2. Point and say. 3. Let’s talk. By the end of period, Ss will be able to: ask and answer the questions about one’s nationality. + New word: Vietnamese, American, Malaysian, Australian, Japanese, English + Structures: What nationality are you? – I’m Vietnamese Ss’ book, recording, fresh cards, puppets, poster, …. Learning activities -Call some Ps to front of the class to sing the song Language focus Modes T-Whole class Where are you from? The class may sing the song, clap the hands. 2. Look, listen & repeat - Tell pupils that they are What nationality are going to learn to ask and you? – I’m Japanese answer about one’s nationality. -Have them look at the four pictures to understand the contexts in which the language is used. Ask them questions such as Who are they?/ Where is she from?/ What is she doing?/ What does she say?. Focus Ps on the first picture. (Picture a: Akiko is at the registrar’s desk. The registrar asks Akiko’s name, Picture b: The registrar want to know Akiko’s country, Picture c: She want to know Akiko’s nationality.) - Play the recording a few time for Ps to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for Ps to listen and say along. T-Whole class Pairs or groups Whole class Whole class 21 3. Point & say 4. Let’s talk 5. Homelink -Tell Ps that they are going to practice asking and answering the questions about one’s nationality. - Draw their attention to the pictures to understand how the language is used in different contexts. Ask Ps to look at the first four pictures. Tell them that they are going to practice asking and answering the questions about one’s nationality. -Point to the first picture and get one P to ask What nationality are you? and another to answer – I’m Vietnamese. Repeat the procedure with the next pictures -Ask Ps to work in pairs, pointing to the characters speaking. - Call on a few pairs to act out in front of the class. Check as a class and correct pronunciation, if necessary. -Tell Ps that they are going to revise what they have learnt in Lesson 1 and 2. Remind Ps how to use What’s your name? Where are you from? What nationality are you? -Call on a few pairs to act out the dialogue if front of the class. Correct the pronunciation, if necessary. -Pupils practice asking and answering about one’s nationality at home. a. What nationality are you? – I’m Vietnamese. T-Whole class b. What nationality are you? – I’m English c. What nationality are you? – I’m Australian. d. What nationality are you? – I’m Malaysian. Individual- WC Work in pairs Pairs-WC T-Whole class What’s your name? Where are you from? What nationality are Pairs or groups you? Pairs -WC Individual __________________________________________________________________ Week 3 – Period 12 Date of teaching: Friday, September 18th 2015 Unit 2: I’m from Japan Lesson 2: 4. Listen and number. 5. Look and write. 6. Let’s play. 22 I. OVERVIEW Objectives: Language focus: Resources: II. PROCEDURE Steps 1. Warm-up 2. Listen and number 3. Look and write By the end of period, Ss will be able to: listen to dialogues about asking and answering about one’s nationality; look and write the missing word under the each picture. + New word: Revision the words: Vietnamese, American, Malaysian, Australian, Japanese, English + Structures: Revision the sentences: What nationality are you? – I’m … Ss’ book, recording, puppets, fresh cards of game. Learning activities -Get Ps to revision lesson by asking some pairs to ask and answer about one’s nationality Language focus Modes Who is this? Work in pairs Where is she/he from? What nationality is she/he? -Tell Ps that they are going T-Whole class to listen to four dialogues and number correct pictures. -Have Ps look at the pictures to identify the Whole class similarities and different between pictures. (a: Tony and the flag of Australia b: Mai and the flag of Viet Nam, c: Akiko and the flag of Japan, d; Hakim and the flag of Whole class Malaysia.) -Play the recording a few times. Ask Ps to listen the recording and tick number correct pictures. Tell them not to worry if they cannot understand every word. Whole class -Get Ps to swap their answer before you check as a class. Monitor the activity and offer help when necessary. -Tell Ps that they are going T-Whole class to read the gapped sentences in silence. Use the first picture heir comprehension by asking. 23 4. Let’s play 5. Homelink Who is in this picture? Where is she from? What nationality is she? Then guide pupils to fill the gaps before asking them to do the task individually. - Check answers as a class Key: and call three pupils to 2. America, American read aloud the completed 3. England, English 4. Japan, Japanese sentences. -Tell Ps that they are going to play the game Find someone -Prepare equal numbers of the cards with following words: America, Australia, England, Malaysia, Viet Nam and Japan. The total number of cards should be equal to or more than the number of pupils. Then mix the cards up and deliver one to every individual in the class. The cards represent where the pupils are from. -Tell Ps to choose a country. They should talk to their classmates and try to find one who is from the country they have chosen. -When everyone has found a classmate from the country of their choice, call a few to introduce themselves and their partners, by saying the countries they are from and their nationalities. (e.g: I’m Hoa. I’m from England. I’m English, / Linh is from America. She’s American.) -Have Ps do a dictation, using the phrases learnt in the previous lessons at home. Goodbye, Bye, Good night, See you tomorrow, See you later. Work in pairs/groups Whole class T-Whole class Whole class Groups Whole class Individual 24 ____________________________________________________ Date of teaching: Thursday, September 24th 2015 Week 4 – Period 13 Unit 2: I’m from Japan Lesson 3: I. OVERVIEW Objectives: Language focus: Resources: II. PROCEDURE Steps 1. Warm-up 2. Listen & repeat 3. Listen and tick. Then say aloud. 1. Listen and repeat. 2. Listen and circle. Then … 3. Let’s chant. - Page 16 By the end of period, Ss will be able to: pronounce the sounds of the letters j and v in the words Japan and Vietnamese respectively. + New word: Revision the words: Vietnamese, American, Malaysian, Australian, Japanese, English, ... + Structures: Revision the sentences: What nationality are you? – I’m … Ss’ book, recording, fresh cards, puppets, posters of the chant What nationality are you? Learning activities -Get Ps to do a dictation, using the phrases learnt in the previous lessons. Vietnamese, American, Malaysian, Australian, Japanese, English, ... -Tell Ps that they are going to practice saying the sounds of the letters j and v in the words Japan and Vietnamese respectively. -First, put the letter j and v on the board. Play the recording and ask Ps to repeat a few times and let Ps say the words and the phrases, paying attention to the target sounds. -Do choral and individual repetition of the sounds, words and phrases until Ps feel confident. -Get some Ps to perform in front the class. Check as a class and correct the pronunciation, if necessary. -Tell Ps that they are going to practice saying the sounds of the letters j and Language focus j Japan I’m from Japan v Vietnamese I’m Vietnamese Modes Whole class T-Whole class Individual 1. Hello, I’m … a. Linda b. Nam 2. I’m from … T-Whole class 25 4. Let’s chant 5. Homelink v in the words Japan and Vietnamese respectively. -Play the recording and ask Ps to point respectively at each letter (j, v), word (Japan, Vietnamese) or sentence (I’m from Japan. I’m Vietnamese) in their books while they are listening. Then have them repeat the sounds, words, sentences twice before doing choral and individual repetition until they fell confident. -Get someone to perform in front of the class. Check as a class and correct the pronunciation, if necessary. -Tell them that they are going to read a chant. -Have them read each line of the lyrics. Explain the new words or structures, if necessary. Check comprehension. -Play the recording all the way through. Ask Ps to do choral and individual repetition of the chant. When pupils are familiar with the tune, ask a group to the front of the class to read the chant. The class may read along and clap hands or do actions. -Have the class read the chant again and clap their hands or do actions reinforce the activity. -Have Ps read and do a dictation, using the chant learnt in the previous lessons at home. - Do tasks in Workbook Unit 1.(A, B) a. Viet Nam b. England 3. ……. My name’s Linda. a. Hi b. Hello 4. Good ….. a. night b. afternoon Groups or pairs Whole class T-Whole class Whole class Groups Pairs Whole class Individual ____________________________________________________________ 26 Week 4– Period 14 Date of teaching: Thursday, September 24th 2015 Unit 2: I’m from Japan Lesson 3: I. OVERVIEW Objectives: Language focus: Resources: II. PROCEDURE Steps 1. Warm-up 2. Read and complete 3. Let’s write 4. Read and answer. 5. Write about you. 6. Project. - Page 17 By the end of period, Ss will be able to: read and write a short paragraph about themselves. + New word: Revision the words: Vietnamese, American, Malaysian, Australian, Japanese, English, ... + Structures: Revision the sentences: What nationality are you? – I’m … Ss’ book, recording, fresh cards, puppets, posters of the chant What nationality are you? Learning activities -Get Ps read and copy the chant on the board, using the chant What nationality are you? learnt in the previous lessons. -Tell Ps that they are going to read the text and complete the table. -Get them to read the text and focus on the information to fill in the table. If necessary, get Ps to work in pairs or small groups. -Give Ps time to do the task independently. Go around and offer help, if necessary. -Get them to swap their answers before checking as a class. If there is enough time, let some pairs ask and answer the questions. -Tell Ps that they are going to write a short paragraph about themselves. -Have them work in pairs or group to discuss what are they going to write. Language focus Modes Work in group Tony/Sydney/Australia T-Whole class / Australian. -Linda/ London/ England/English. Work in pairs -Tom/ New York/ America/ American. Individual Individual-WC T-Whole class Pupils’ own answers 27 4. Project 5. Homelink Focus Ps on their names, their hometowns and the name of their school. Check comprehension. -Give Ps time to do the task independently. Go around and offer help, if necessary. -Get them to swap their answer before checking as a class. -If there is time, ask one P to write the answer on the board. -Tell Ps that they are going to do a project. Explain the activities and check understanding. -Give each P a small card. Let Ps to copy the five categories from book onto their cards. -Ask them to write the information about themselves. Encourage them to decorate their cards. Get them to swap their cards in pairs. They should look at their partners’ cards and describe each other. -Call some Ps to the front of the class and tell the class about their partners’ cards. To make this activity more challenging, you may ask them not to look at the cards. -Have Ps revision greeting and responding learnt in the previous Unit 2 at home. - Do tasks in Workbook Unit 2. Week 4 – Period 15 Work in pairs/groups Name: …… Country: … City: …… Nationality: … Flag: ............. T-Whole class Work in pairs/groups Individual-WC Individual Date of teaching: Friday, September 25th 2015 _______________________________________________________________________ Unit 3: What day is it today? Lesson 1: 1. Look, listen and tick. 2. Point and say. Let’s talk. - Page 18 28 I. OVERVIEW Objectives: Language focus: Resources: II. PROCEDURE Steps 1. Warm-up 2. Look, listen & repeat By the end of period, Ss will be able to: ask and answer question about the days of the week. + New word: today, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday, English + Structures: What day is it today? – It’s Monday. Ss’ book, recording, fresh cards, puppets, posters of the chant What nationality are you? Learning activities Language focus -Get Ps sing the chant What nationality are you? again on Page 16. -Play the recording a few time for Ps to listen and sing the chant along. - Tell pupils that they are going to learn to: ask and What day is it today? answer question about the – It’s Monday. days of the week. - Have them look at the four pictures and read the story. Then ask them questions such as Who is teacher?/ Where are the pupils?/ What day is it today?/ When is the next English lesson? Picture a: The pupils meet Miss Hien in the classroom using Hello, class. Hello, Miss Hien. Picture b: Miss Hien asks her Ps’ about the day is today: What day is it today? – It’s Monday. Picture c: Miss Hien asks the class: What day is it today? – It’s Monday. Picture d: Nam greets Miss Hien when he comes into the classroom late, saying Good morning, Miss Hien. I’m late!-Yes, come in. - Play the recording a few Modes T-Whole class T-Whole class Work in pairs/groups 29 3. Point & say 4. Let’s talk 5. Homelink time for Ps to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for Ps to listen and say along. -Tell Ps that they are going to practice asking and answering question about What day is it today? – It’s Monday. - Get them to point the name of each day on the calendar and repeat each twice. Drill pupils on the questions and answers chorally before getting them to work in pairs. Check their performance as a class. Repeat the same procedure with the rest of pictures. - Call a few pairs to act out in front of the class. Check as a class and correct pronunciation, if necessary. - Tell pupils that they are going to practice asking questions about days of the week, using What day is it? and answering with the name of a specific day. Whole class What day is it today? – It’s Monday. T-Whole class Pairs or groups Pairs- WC What day is it today? – It’s Monday. - Have pupils practice asking and answering questions about the days of the week What day is it today? – It’s Monday at home. Work in pairs /groups Work in pairs Individual ___________________________________________________________________ Week 4 – Period 16 Date of teaching: Friday, September 25th 2015 Unit 3: What day is it today? 30 Lesson 1: I. OVERVIEW Objectives: Language focus: Resources: 3. Listen and tick. 4. Look and write. 5. Let’s sing - Page 19 By the end of period, Ss will be able to: listen to dialogues about asking and answering questions about the days of the week What day is it today? – It’s Monday; look and write the missing day in the each sentence. + New word: Revision the words: today, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday, English + Structures: Revision the sentence What day is it today? – It’s Monday. Ss’ book, recording, fresh cards, puppets, posters of the song We have English today. II. PROCEDURE Steps 1. Warm-up 2. Listen and tick 3. Look and write Learning activities Spend a few minutes revising. Language focus Modes today, Monday, Whole class Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday, English What day is it today? – It’s Monday -Tell Ps that they are going T-Whole class to listen to three dialogues about days of the week and tick the correct pictures. -Ask Ps to look at the pictures to identify the Whole class different days of the week -Get pupils to read aloud the days in English before playing the recording. -Get Ps to swap their Whole class answer their answers before you check as a class. Monitor activity and offer help when necessary. -Tell Ps that they are going 1. Monday T-Whole class to look at the table and 2. Tuesday complete the sentences 3. Saturday with the names of the 4. Sunday days. -Give them a few seconds to look at the table and the sentences. Then set a time limit for them to do the task. -Check the answers as a Pairs or groups class. 31 4. Let’s sing -Call two pupils to read the completed text aloud. If time allows, ask pupils more questions about the other days of the week. -Tell them that they are We have English today going to sing a song. - Hang poster of the song We have English today 5. Homelink on the board. Have them read each line of the lyrics. Explain the new words or structures, if necessary. Check comprehension. -Play the recording all the way through. Ask Ps to do choral and individual repetition of the song. When pupils are familiar with the tune, ask a group to the front of the class to sing the song. The class may sing along and clap hands or do actions. -Have the class sing the song again and clap their hands or do actions reinforce the activity. - Pupils sing and write the song We have English today on Page 19 at home again. What day is it today? It’s Monday. We have English today. Do you have English on Wednesdays? No. We have English on Tuesdays, Thursdays and Fridays What day is it today? It’s Wednesday. We have English today. Do you have English on Thursdays? No. We have English on Mondays, Wednesdays and Fridays Whole class T-Whole class Whole class Work in groups Whole class Individual ____________________________________________________ Week 5 – Period 17 Date of teaching: Thursday, October 1st 2015 Unit 3: What day is it today? Lesson 2: I. OVERVIEW Objectives: Language focus: 1. Look, listen and tick. 2. Point and say. 3. Let’s talk - Page 20 By the end of period, Ss will be able to: ask and answer the questions about weekly activities… + New word: go to school, help my parents visit my grandparents, … + Structures: What do you do on …………? – I… 32 Resources: Ss’ book, recording, fresh cards, puppets, poster, …. II. PROCEDURE Steps Learning activities Language focus 1. Warm-up -Call some Ps to front of the class to sing the song Modes T-Whole class We have English today The class may sing the song, clap the hands. 2. Look, listen & repeat 3. Point & say - Tell pupils that they are going to learn to ask and answer questions about their weekly activities. -Give them a few seconds to look at the pictures and read the text. Get them to identify the characters and the setting of the conversation by asking Who’s this? Where are they? What does Nam do on Fridays? What does Quan do on Saturday? (Nam and Quan are in the canteen. Quan wants know what Nam does on Fridays. Nam answers that he goes to school in the morning and helps his parents in the afternoon.) - Play the recording a few time for Ps to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. -If time allows, ask a few pairs to role-play the conversation. - Play the recording again for Ps to listen and say along. -Tell Ps that they are going to practice asking and answering questions about weekly activities. - Let them to look at the table in their books. Ask them to identify the days of when the characters do the activities. Check What do you do on …………? – I… T-Whole class Pairs or groups Whole class Whole class What do you do on Fridays? – I go to school in the morning. I listen to music in the afternoon T-Whole class 33 4. Let’s talk 5. Homelink comprehension. -Point to the table and get one Ps to read the words in each row. Then do an example with a pupil: What do you do on Fridays? – I go to school in the morning. I listen to music in the afternoon. - Ask Ps to work in pairs to ask and answer question about weekly activities, using the given text in the bubbles and the information in the table. - Invite a few pairs to act out the exchanges, using fact about themselves. -Tell Ps that they are going to revise what they have learnt in Lesson 1 and 2. Remind Ps how to use What day is today? What do you do on Mondays/ Tuesdays/ …? -Call on a few pairs to act out the dialogue if front of the class. Correct the pronunciation, if necessary. -Pupils practice asking and answering about weekly activities at home. Individual- WC Work in pairs Pairs-WC What day is it today? T-Whole class – It’s Monday What do you do on Fridays? – I go to Pairs or groups school in the morning. I listen to music in the afternoon Pairs -WC Individual __________________________________________________________________ Week 5 – Period 18 Date of teaching: Thursday, October 1st 2015. Unit 3: What day is it today? Lesson 2: I. OVERVIEW Objectives: Language focus: 4. Listen and number. 5. Look and write. 6. Let’s play- Page 21 By the end of period, Ss will be able to: listen to dialogues about asking and answering about weekly activities; look and write the missing word in the paragraph. + New word: Revision the words: go to school, help my parents visit my grandparents, … + Structures: Revision the sentences: What nationality are you? – I’m … 34 Resources: Ss’ book, recording, puppets, fresh cards of game. II. PROCEDURE Steps Learning activities Language focus 1. Warm-up -Get Ps to revision lesson What do you do on by asking some pairs to Fridays? – I go to ask and answer about school in the one’s nationality morning. I listen to music in the afternoon 2. Listen and -Tell Ps that they are going number to listen to four dialogues about what children do on different days of the week and number correct pictures. -Ask Ps look at the pictures to identify each activity and different between pictures. (a: The boy goes to school b: The girl goes swimming, c: The boy plays the guitar d; The girl goes to the zoo.) -Play the recording a few times. Ask Ps to listen the recording and tick number correct pictures. Tell them not to worry if they cannot understand every word. -Get Ps to swap their answer before you check as a class. Monitor the activity and offer help when necessary. 3. Look and write -Tell Ps that they are going Key: to read the gapped 1. Friday sentences in silence. Then 2. go to school guide pupils to fill the gaps 3. go swimming before asking them to do 4. Saturday 5. go to school. the task individually. - Check answers as a class and call three pupils to read aloud the completed sentences. 4. Let’s play -Tell Ps that they are going to play the game Slap the board - Put the nine words on the board. Ask three pupils come to the front. Say one Modes Work in pairs T-Whole class Whole class Whole class Whole class T-Whole class Work in pairs/groups Whole class T-Whole class 35 5. Homelink of the words on the board. The pupil is quickest to slap the correct word get one point. The one who gets the most points at the end of the game will win. -Invite another three pupils to play the game. To make it more challenging, you may say words that are not on the board (and the pupils should not slap any words). -Have Ps do a dictation, using the phrases learnt in the previous lessons at home. Whole class Groups Individual ____________________________________________________ Date of teaching: Friday, October 2nd 2015 Week 5 – Period 19 Unit 3: What day is it today? Lesson 3: 1. Listen and repeat. 2. Listen and circle. Then … 3. Let’s chant - Page 22 I. OVERVIEW Objectives: By the end of period, Ss will be able to: pronounce the sounds of the letters ir, ur and er in the words first, Thursday and her respectively. Language + New word: Revision the words focus: + Structures: Revision the sentences: What do you do on ? – I … Resources: Ss’ book, recording, fresh cards, puppets, posters of the chant What do you on …? II. PROCEDURE Steps Learning activities Language focus Modes 1. Warm up - Spend a few minutes - Groups revising the previous lesson by calling one or two pairs of pupils to act out the story in Lesson 2, Activity 1 2. Listen and - Tell Ss that they are - ir, ur and er repeat going to practise saying the sounds of the letters ir, ur and er in the words first, Thursday - Whole class and her respectively. 36 - Put the phonics ir, ur and er on the board and say them a few times. - Play the recording and ask Ps to repeat the letters a few times. Then write the words and the sentence on the board. Play the recording a few times and let Ps say the words and the phrases, paying attention to the target sounds. - Do the choral and individual repetition of the sound, words and sentences until Ps feel confident. - Get some Ps to perform in front of the class. Check as a class and correct the pronunciation, if necessary. 3. Listen and - Tell Ss that they are circle. Then write going to listen to the and say aloud recording, circle the correct options and then write the words in the blanks. - Give Ss a few seconds to read the sentences in silence and guess the words to fill the gaps. - Have Ps listen to the recording and circle the appropriate options. Allow them 5 minutes to do the task independently. If necessary, have Ps listen to the recording more than once. - Ask Ps to write the words in the gaps. Then have them swap their answers before Key: checking as a class. Go 1. b around and offer help, if 2. b necessary. 3. a - Whole class - Whole class; Individual - Individual - Whole class - Whole class - Individual - Individual - Pairs - Individual 37 - Ask Ps to read the sentences aloud. 4. Let’s chant 5. Homelink - Whole class - Tell Ss that they are going to say the chant. - Have Ps read the chant and check comprehension. - Play the recording a few times for Ps to do choral and individual repetition. Show them how to chant and do actions. - Put the class into three groups to practise chanting and doing actions. Each of the groups should sing one verse of the song. Go around and offer help, if necessary. - Call three pairs to the front of the class to chant and do actions. The rest of the class clap along the rhythm. - Recite the chant What do you on …? at home - Whole class - Whole class; - Individual - Groups - Whole class; - Individual ____________________________________________________________ Week 5 – Period 20 Date of teaching: Friday, October 2nd 2015. Unit 3: What day is it today? Lesson 3: I. OVERVIEW Objectives: Language focus: Resources: II. PROCEDURE Steps 1. Warm up 4. Read and answer. 5. Write about you. 6. Project – Page 23 By the end of period, Ss will be able to: read a short paragraph about Mai’s weekly activities and answer the questions; write about themselves. + New word: Revision + Structures: Revision the sentences: What do you do on ……? – I’m … Ss’ book, recording, fresh cards, puppets, posters of the chant What do you do on …? Learning activities - Recite the chant What do you do on….? Language focus Modes - Groups 38 2. Read and answer 3. Write about you - Tell Ss that they are going to read the texts about Mai’s weekly activities and answer the four questions. - Give them a few seconds to look at the picture and ask: Who is this? When does she go to school? (This is Mai. She goes to school on Mondays, Tuesdays, Wednesdays, Thursdays and Fridays). Read the first text and focus on the information to answer the first two questions. Then ask them to read the second text to answer the last two questions. If necessary, get Ps to work in pairs or small groups. - Give Ps time to do the task independently. Go around and offer help, if necessary. - Have Ps swap and correct their answers before checking as a class. If there is enough time, let some pairs ask and answer the questions. - Tell Ss that they are going to write a short paragraph about themselves. - Have them work in pairs or in groups to discuss what they are going to write. Focus Ps on their class, day and weekly activities. Check comprehension. - Give Ps some minutes to do the task individually. Go around and offer help, if necessary. -Get them to swap their answers before checking as a class. - Whole class Pairs - Individual - Pairs Key: 1. Her name is Mai 2. It’s Monday today. 3. No, she doesn’t. She goes to school on Mondays, Tuesdays, Wednesdays, Thursdays, and Fridays. 4. She goes swimming on Saturdays and visit her grandparents on Sundays. - Whole class - Pairs/ Groups - Individual - Pairs 39 4. Project 5. Homelink - If there is enough time, ask one pupil to write the answer on the board. - Tell Ss that they are going to interview one of their classmates about what they do at the weekend. -Write some sample questions on the board and have pupils copy them down. Then do an interview with a pupil as an example. -Ask pupils to rehearse the interview if there is enough time. Then ask them to do the interviews after class or over the weekend and report the results in the next lesson. -Teach them how to report the result. - Make a card Week 6 – Period 21 - Whole class - Individual - Pairs - Individual - Individual Date of teaching: Thursday, October 8th 2015 Unit 4: When’s your birthday? Lesson 1: I. OVERVIEW Objectives: Language focus: Resources: II. PROCEDURE Steps 1. Warm-up 1. Look, listen and tick. 2. Point and say. Let’s talk - Page 24 By the end of period, Ss will be able to: ask and answer question about dates. + New word: January, February, March, April, May, June, July, August, September, October, November, December, ordinal numbers. + Structures: What is the date today? – It’s ….. . Ss’ book, recording, fresh cards, puppets, posters of the chant What do you do on …? Learning activities -Get Ps sing the chant What do you do on …? Language focus Modes T-Whole class 40 2. Look, listen & repeat 3. Point & say again on Page 16. -Play the recording a few time for Ps to listen and sing the chant along. - Tell pupils that they are going to learn to: ask and answer question about the days of the week. - Have them look at the four pictures and read the story. Then ask them questions such as Who is teacher?/ Where are the pupils?/ What is the date today? Picture a and b: The pupils meet Miss Hien in the classroom using Hello, class. Hello, Miss Hien. Picture c: Miss Hien asks her Ps’ about dates is today: What is the date today? – It’s ….. Picture d: Mai corrects Nam’s answer saying It’s the second of October. Check comprehension. - Play the recording a few time for Ps to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for Ps to listen and say along. -Tell Ps that they are going to practice asking and answering question about dates, using What is the date today? - It’s … - Get them to point and say the date under the pictures, they need to know the ordinal numbers 1st to 31st. Drill pupils on the questions and answers chorally before getting T-Whole class What is the date today? – It’s … Work in pairs/groups Whole class What is the date today? - It’s … T-Whole class 41 4. Let’s talk 5. Homelink them to work in pairs. Check their performance as a class. Repeat the same procedure with the rest of pictures. - Call a few pairs to act out in front of the class. Check as a class and correct pronunciation, if necessary. - Tell pupils that they are What is the date going to practice asking today? – It’s ……. questions about dates, using What is the date today? - It’s …and answering about dates in pairs. - Have pupils practice asking and answering questions about the days of the week What is the date today? – It’s …. at home. Pairs or groups Pairs- WC Work in pairs /groups Work in pairs Individual ___________________________________________________________________ Date of teaching: Thursday, October 8th 2015 Week 6 – Period 22 Unit 4: When’s your birthday? Lesson 1: I. OVERVIEW Objectives: Language focus: Resources: 3. Listen and tick. 4. Look and write. 5. Let’s sing. - Page 25 By the end of period, Ss will be able to: listen to dialogues about asking and answering questions about dates What is the date today? – It’s …; look and write the missing dates in the each sentence. + New word: Revision the words: January, February, March, April, May, June, July, August, September, October, November, December, ordinal numbers. + Structures: Revision the sentence What is the date today? – It’s ….. Ss’ book, recording, fresh cards, puppets, posters of the song What’s the date today? II. PROCEDURE Steps 1. Warm-up Learning activities Spend a few minutes revising. Language focus January, February, March, April, May, Modes Whole class 42 June, July, August, September, October, November, December, ordinal numbers. What is the date today? – It’s ….. . 2. Listen and tick 3. Look and write 4. Let’s sing -Tell Ps that they are going to listen to three dialogues about days of the week and tick the correct pictures. -Ask Ps to look at the pictures to identify the different days of the week -Get pupils to read aloud the days in English before playing the recording. -Get Ps to swap their answer their answers before you check as a class. Monitor activity and offer help when necessary. -Tell Ps that they are going to look at the pictures and complete the sentences with the dates. -Give them a few seconds to look at the pictures and the sentences. Then set a time limit for them to do the task. -Check the answers as a class. -Call two pupils to read the completed text aloud. If time allows, ask pupils more questions about dates. -Tell them that they are going to sing a song. - Hang poster of the song T-Whole class Whole class Whole class 1. It’s the twelfth of October 2. It’s the fourteenth of October 3. It’s the thirtieth of October. T-Whole class Pairs or groups Whole class T-Whole class What’s the date today? What’s the date today? on the board. Have them read each line of the lyrics. Explain the new words or structures, if necessary. Check comprehension. -Play the recording all the way through. Ask Ps to do choral and individual repetition of the song. When pupils are familiar What’s the date today? Is it the first of October? What’s the date today? Is it the first or is it the third? What’s the date today? It isn’t the first, It isn’t the third. It’s the second of October. Whole class 43 5. Homelink with the tune, ask a group to the front of the class to sing the song. The class may sing along and clap hands or do actions. -Have the class sing the song again and clap their hands or do actions reinforce the activity. - Pupils sing and write the song What’s the date today? on Page 25 at home again. Work in groups Whole class Individual ____________________________________________________________________ Week 6 – Period 23 Date of teaching: Friday, October 9th 2015 Unit 4: When’s your birthday? Lesson 2: I. OVERVIEW Objectives: Language focus: Resources: II. PROCEDURE Steps 1. Warm-up 1. Look, listen and tick. 2. Point and say. 3. Let’s talk. - Page 26 By the end of period, Ss will be able to: ask and answer the questions about someone’s birthday… + New word: Revision the words: January, February, March, April, May, June, July, August, September, October, November, December, ordinal numbers (first, second, third, fourth, fifth, ….) + Structures: When’s your birthday? – It’s on (the first of October). Ss’ book, recording, fresh cards, puppets, poster, …. Learning activities -Call some Ps to front of the class to sing the song Language focus Modes Whole class What’s the date today? The class may sing the song, clap the hands. 2. Look, listen & repeat - Tell pupils that they are When’s your going to learn to ask and birthday? – It’s on answer questions about (the fifth of March). someone’s birthday, using When’s your birthday? – It’s on (the fifth of March). -Give them a few seconds to look at the pictures and T-Whole class 44 3. Point & say read the text. Get them to identify the characters and the setting of the conversation by asking Who are they? Where are they? What are they saying? (Mai is at Linda’s birthday party) a. Oh! What a nice cake! Yes. It’s my birthday today. b. Happy birthday, Linda. Thank you. c. When’s your birthday, Mai? It’s on (the fifth of March). - Play the recording a few time for Ps to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. -If time allows, ask a few pairs to role-play the conversation. - Play the recording again for Ps to listen and say along. -Tell Ps that they are going to practice asking and answering questions about someone’s birthday. - Let them to look at the pictures in their books and focus on the months and circled dates. In order for pupils to say the dates, teach the months of the years of the year. Use a calendar to aid teaching. Check comprehension. -Point to the picture and get one Ps to say the date (the first of January). Then do an example with a pupil: When’s your birthday? Pairs or groups Whole class Whole class a. When’s your T-Whole class birthday? It’s on the fifth of January. b. When’s your birthday? It’s on the twelfth of February. c. When’s your birthday? It’s on the fourteenth of March. d. When’s your birthday? It’s on the twentieth of April. e. When’s your birthday? Individual- WC It’s on the thirty-first of May. 45 It’s on the fifth of January. 4. Let’s talk - Ask Ps to work in pairs to ask and answer question about someone’s birthday. -Call on a few pairs to act out the dialogue if front of the class. Correct the pronunciation, if necessary. -Tell Ps that they are going to revise what they have learnt in Lesson 1 and 2. Remind Ps how to use What is the date today? It’s the fifth of October. When’s your birthday? It’s on the … 5. Homelink f. When’s your birthday? It’s on the twentyfourth of June. Work in pairs Pairs-WC T-Whole class What is the date today? It’s the fifth of Pairs or groups October. When’s your birthday? It’s on the … Pairs -WC -Call on a few pairs to act out the dialogue if front of the class. Correct the pronunciation, if necessary. -Pupils practice asking and answering about someone’s birthday Individual When’s your birthday? It’s on the … at home. __________________________________________________________________ Week 6 – Period 24 Date of teaching: Friday, October 9th 2015 Unit 4: When’s your birthday? Lesson 2: I. OVERVIEW Objectives: Language focus: Resources: II. PROCEDURE Steps 1. Warm-up 4. Listen and number. 5. Look and write. 6. Let’s play. - Page 27 By the end of period, Ss will be able to: listen to dialogues about asking and answering about someone’s birthday; look and write the missing word in the dialogues. + New word: Revision the words: January, February, March, April, May, June, July, August, September, October, November, December, ordinal numbers (first, second, third, fourth, fifth, ….) + Structures: Revision the sentence: When’s your birthday? – It’s on (the first of October). Ss’ book, recording, puppets, post of the chant Months of the year. Learning activities -Get Ps to revision lesson Language focus Modes When’s your birthday? Work in pairs 46 2. Listen and number 3. Look and write 4. Let’s chant by asking some pairs to ask and answer about one’s birthday -Tell Ps that they are going to listen to four dialogues about what children’ birthdays and number correct pictures. -Ask Ps look at the pictures to say the dates aloud.. (a: The fifteenth of January; b: The second of April; c: The twenty-sixth of July; d; The sixth of March.) -Play the recording a few times. Ask Ps to listen the recording and tick number correct pictures. Tell them not to worry if they cannot understand every word. -Get Ps to swap their answer before you check as a class. Monitor the activity and offer help when necessary. -Tell Ps that they are going to write the answers to the questions, using the picture cues. - Have Ps read the questions about Tony’s, Mai’s and Phong’s birthday first. Then tell pupils to look at the picture to find the dates of the children’ birthday. - Check answers as a class and call three pupils to read aloud the completed sentences Key: 1. on the fourth of February. 2. on the fifth of March. 3. on the twenty-third of June. -Tell them that they are going to sing the chant. - Hang poster of the song – It’s on (the first of October). T-Whole class Whole class Whole class Whole class T-Whole class Work in pairs/groups Whole class Moths of the year January, February, March Now it’s time to start. T-Whole class 47 Moths of the year on the April, May and June board. Have them read Sing a happy tune July, each line of the lyrics. August, September Explain the new words or Let’s play together structures, if necessary. October, November, December. Check comprehension. Remember, Remember, -Play the recording all the Remember! way through. Ask Ps to do choral and individual repetition of the song. When pupils are familiar with the tune, ask a group to the front of the class to sing the song. The class may sing along and clap hands or do actions. -Have the class sing the song again and clap their hands or do actions reinforce the activity. - Call two groups to the front of the class to chant and do actions. The rest of the class clap along the rhythm. -Have Ps do a dictation, using the phrases learnt in the previous lessons and chant Moths of the year at home. 5. Homelink Whole class Groups Individual _________________________________________________________________________ Date of teaching: Thursday, October 15th 2015 Week 7 – Period 25 Unit 4: When’s your birthday? Lesson 3: I. OVERVIEW Objectives: Language focus: 1. Listen and repeat. 2. Listen and circle. Then … 3. Let’s chant. - Page 28 By the end of period, Ss will be able to: pronounce the sounds of the letters th and ch in the words fourth, and March respectively. + New word: Revision the words + Structures: Revision the sentences: When’s your birthday? – It’s on (the first of May). Resources: Ss’ book, recording, fresh cards, puppets, posters of the chant When’s your birthday? II. PROCEDURE Steps Learning activities Language focus Modes 48 1. Warm up - Spend a few minutes revising the previous lesson by calling one or two pairs of pupils to act out the story in Lesson 2, Activity 1 2. Listen and - Tell Ss that they are repeat going to practise saying the sounds of the letters th and ch in the words fourth, and March respectively. - Put the phonics th and ch on the board and say them a few times. - Play the recording and ask Ps to repeat the letters a few times. Then write the words and the sentence on the board. Play the recording a few times and let Ps say the words and the phrases, paying attention to the target sounds. - Do the choral and individual repetition of the sound, words and sentences until Ps feel confident. - Get some Ps to perform in front of the class. Check as a class and correct the pronunciation, if necessary. 3. Listen and - Tell Ss that they are circle. Then write going to listen to the and say aloud recording, circle the correct options and then write the words in the blanks. - Give Ss a few seconds to read the sentences in silence and guess the words to fill the gaps. - Have Ps listen to the recording and circle the appropriate options. - Groups T- Whole class th fourth, It’s the fourth of June ch March My birthday is on the fifth of T- Whole class March - Whole Individual class; - Whole class - Individual 1. fifth (b) 2. March (a) 3. sixteenth (a) 4. March (a) - Whole class - Individual - Individual 49 4. Let’s chant Allow them 5 minutes to do the task independently. If necessary, have Ps listen to the recording more than once. - Ask Ps to write the words in the gaps. Then have them swap their answers before checking as a class. Go around and offer help, if necessary. - Ask Ps to read the sentences aloud. - Tell Ss that they are When’s your birthday? going to say the chant - Pairs - Whole class - Whole class When’s your birthday, Mai? - Have Ps read the chant It’s on the fifth of March - Whole class; When’s your birthday, Mary? and check It’s on the fifth of March, too. comprehension. When’s your birthday? 5. Homelink - Play the recording a few times for Ps to do choral and individual repetition. Show them how to chant and do actions. - Put the class into two groups to practise chanting and doing actions. Each of the groups should sing one verse of the song. Go around and offer help, if necessary. - Call three pairs to the front of the class to chant and do actions. The rest of the class clap along the rhythm. - Recite the chant When’s your birthday? at home When’s your birthday, Nam? It’s on the second of april When’s your birthday, Peter? It’s on the sixth of May. - Individual - Groups Pairs class; - Whole - Individual ____________________________________________________________ Week 7– Period 26 Date of teaching: Thursday, October 15th 2015 Unit 4: When’s your birthday? Lesson 3: 4. Read and tick. 5. Write about you. 6. Project. - Page 29 50 I. OVERVIEW Objectives: Language focus: By the end of period, Ss read and tick in correct pictures ; write about themselves. + New word: Revision + Structures: Revision the sentences: When’s your birthday? – It’s on (the first of September). Resources: II. PROCEDURE Steps 1. Warm up 2. Read and tick 3. Write about you Ss’ book, recording, fresh cards, puppets, posters of the chant When’s your birthday? Learning activities - Recite the chant When’s your birthday? - Tell Ss that they are going to read the texts about Peter’s e-mail and tick in correct pictures. - Give them a few seconds to look at the picture and ask: Who is this? When does she go to school? (This is Mai. She goes to school on Mondays, Tuesdays, Wednesdays, Thursdays and Fridays). Read the first text and focus on the information to answer the first two questions. Then ask them to read the second text to answer the last two questions. If necessary, get Ps to work in pairs or small groups. - Give Ps time to do the task independently. Go around and offer help, if necessary. - Have Ps swap and correct their answers before checking as a class. If there is enough time, let some pairs ask and answer the questions. - Tell Ss that they are Language focus Modes - Groups - Whole class Pairs - Individual - Pairs Key: 1. Her name is Mai 2. It’s Monday today. 3. No, she doesn’t. She goes to school on Mondays, Tuesdays, Wednesdays, Thursdays, and Fridays. 4. She goes swimming on Saturdays and visit her grandparents on Sundays. - Whole class 51 4. Project 5. Homelink going to write a short paragraph about themselves. - Have them work in pairs or in groups to discuss what they are going to write. Focus Ps on their class, day and weekly activities. Check comprehension. - Give Ps some minutes to do the task individually. Go around and offer help, if necessary. -Get them to swap their answers before checking as a class. - If there is enough time, ask one pupil to write the answer on the board. - Tell Ss that they are going to interview one of their classmates about what they do at the weekend. -Write some sample questions on the board and have pupils copy them down. Then do an interview with a pupil as an example. -Ask pupils to rehearse the interview if there is enough time. Then ask them to do the interviews after class or over the weekend and report the results in the next lesson. -Teach them how to report the result. - Make a card - Pairs/ Groups - Individual - Pairs - Whole class - Individual - Pairs - Individual - Individual 52 [...]... class Groups Whole class Individual 24 Date of teaching: Thursday, September 24th 2 015 Week 4 – Period 13 Unit 2: I’m from Japan Lesson 3: I OVERVIEW Objectives: Language focus: Resources: II PROCEDURE Steps 1 Warm-up 2 Listen & repeat 3 Listen and tick Then say aloud 1 Listen and repeat 2 Listen and circle Then … 3 Let’s chant - Page 16 By the end of period, Ss will be able... Workbook Unit 1. (A, B) a Viet Nam b England 3 …… My name’s Linda a Hi b Hello 4 Good … a night b afternoon Groups or pairs Whole class T-Whole class Whole class Groups Pairs Whole class Individual 26 Week 4 Period 14 Date of teaching: Thursday, September 24th 2 015 Unit 2: I’m from Japan Lesson 3: I OVERVIEW Objectives: Language focus: Resources: II PROCEDURE Steps 1 Warm-up... Good night, See you tomorrow, See you later 5 Homelink Individual Week 2 – Period 7 Date of teaching: Friday, September 11 th 2 015 Unit 1: Nice to see you again Lesson 3: I OVERVIEW Objectives: Language focus: Resources: II PROCEDURE Steps 1 Warm-up 2 Listen & repeat 1 Listen and repeat 2 Listen and circle Then … 3 Let’s chant By the end of period, Ss will be able to: pronounce... pairs /groups Work in pairs Individual _ Week 3 – Period 10 Date of teaching: Thursday, September 17 th 2 015 Unit 2: I’m from Japan Lesson 1: I OVERVIEW Objectives: 3 Listen and tick 4 Look and write 5 Let’s sing By the end of period, Ss will be able to: listen to dialogues practice 18 Language focus: Resources: asking and answering questions about where someone is from,... in Workbook Unit 1 5 Homelink Week 3 – Period 9 Individual-WC Individual Date of teaching: Thursday, September 17 th 2 015 _ Unit 2: I’m from Japan Lesson 1: I OVERVIEW Objectives: Language focus: Resources: II PROCEDURE Steps 1 Warm-up 2 Look, listen & repeat 1 Look, listen and tick 2 Point and say Let’s talk By the end of period, Ss will be able to: ask and answer questions... do a dictation, using the chant learnt in the previous lessons at home - Do tasks in Workbook Unit 1. (A, B) 5 Homelink Week 2 – Period 8 Pairs Whole class Individual Date of teaching: Friday, September 11 th 2 015 Unit 1: Nice to see you again Lesson 3: I OVERVIEW Objectives: Language focus: Resources: 4 Read and answer 5 Write about you 6 Project By the end of period, Ss will be able to: read and write... home - Do tasks in Workbook Unit 2 Week 4 – Period 15 Work in pairs/groups Name: …… Country: … City: …… Nationality: … Flag: T-Whole class Work in pairs/groups Individual-WC Individual Date of teaching: Friday, September 25th 2 015 _ Unit 3: What day is it today? Lesson 1: 1 Look, listen and tick 2 Point and say Let’s talk - Page 18 28 I OVERVIEW Objectives: Language... Monday at home Work in pairs /groups Work in pairs Individual _ Week 4 – Period 16 Date of teaching: Friday, September 25th 2 015 Unit 3: What day is it today? 30 Lesson 1: I OVERVIEW Objectives: Language focus: Resources: 3 Listen and tick 4 Look and write 5 Let’s sing - Page 19 By the end of period, Ss will be able to: listen to dialogues about asking and answering questions... use the greetings (Picture 1 and 2) Remind them that the two children are Language focus America, American, Australia, Australian, England, English, Japan, Japanese, Malaysia, Malaysian, Viet Nam, Vietnamese, Modes T-Whole class T-Whole class Whole class Whole class Whole class 1 I’m 2 I’m 3 I’m 4 I’m from Australia from Malaysia from America from Japan T-Whole class 19 4 Let’s sing 5 Homelink leaving... nationality are Pairs or groups you? Pairs -WC Individual Week 3 – Period 12 Date of teaching: Friday, September 18 th 2 015 Unit 2: I’m from Japan Lesson 2: 4 Listen and number 5 Look and write 6 Let’s play 22 I OVERVIEW Objectives: Language focus: Resources: II PROCEDURE Steps 1 Warm-up 2 Listen and number 3 Look and write By the end of period, Ss will be able to: listen to ... Individual Date of preparation: Friday, August 28th 2 015 Date of teaching : Friday, September 4th 2 015 Unit 1: Nice to see you again Lesson 1: Listen and tick Look and write Let’s sing I OVERVIEW... lessons at home - Do tasks in Workbook Unit 1. (A, B) Homelink Week – Period Pairs Whole class Individual Date of teaching: Friday, September 11 th 2 015 Unit 1: Nice to see you again Lesson 3: I OVERVIEW... Individual _ Week – Period 10 Date of teaching: Thursday, September 17 th 2 015 Unit 2: I’m from Japan Lesson 1: I OVERVIEW Objectives: Listen and tick Look and write