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WEEK 2 Period: 1 Planning date: 02 /11 / 2015 Date of teaching: 03, 05 / 11 / 2015 UNIT 1: HELLO Lesson 1 I. Aims: Practice greeting and self – introducing. II. Objectives: - By the end of this lesson, students will be able to greet and self – introduce. - Develop speaking skill. III. Teaching methods: - Communicative approach. - Techniques: + Ask and answer (say individually) + Work in pairs/ groups. + Discuss. IV. Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets. - Students’ aids: books, notebooks, workbooks. V. Languages focus: - Phonics: Hi/ Hello. - Vocabulary: hi, hello - Structures: Hello. I’m Mai. / Hi, Mai. VI. Procedures: Teacher’s and students’ activities Content A. Warm up: Hello. I’m...../ • Teacher: Hi. I’m..... - Greet class. - Introduce name : using “Hello.I’m + name” - Introduce new subject. • Pupils: - Greet teacher. B. New lesson: 1. Look,listen and repeat. • Teacher: - Have pupils turn their book page 6. - Ask pupils the names of the characters and what they say. - Explain the difference between Hi and Hello. + Hi is very formal. Pupils can use with friends but not withan adult,e.g. a teacher. + Hello is also informal and friendly but more formal than Hi. It can be used with teachers and other adults. - Show the picture and elecit the characters in the picture an what they are saying. - Let pupls listen and repeat the new words, School year: 2015-2016 1 sentences after the teacher. - Ask pupils to write down. + A Hello. I’m miss - Call some pupils to read the new words, sentences Hien. before te class. B Hello, Miss Hien. I’m Nam. • Pupils: + A Hello. I’m Mai. - Look at the pictures and listen. B Hello, Mai. I’m - Listen carefully and repeat. Write down. Read Quan. aloud. 2. Point and say. • Teacher: - Have pupils look at the pictures. Ask them to identify the characters in the pictures. - Ask pupils repeat the phrases a few times. - Call on a pair and ask them to pretend to be Nam and Mai to act out the greeting exchange. - Call on more pair to act out Miss Hien and Nam, following the same way with Mai and Quan. Check pronunciation. - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. • Pupils: Look at the pictures and identify the characters in the pictures. - Practise in pairs. Practise in front of class - Repeat all the phrases in the chorus. 3. Let’s talk. • Teacher: - Have pupils look at the pictures. Ask them identify the characters in the pictures. - Tell them that they are going to practise greeting and self - introducing. - Call on a pair to desmonstrate at the front of the class. - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. • Pupils: - Look at the pictures and identify the characters in the pictures. - Practise acting out in pairs, using the pictures in their books. Practise in front of class. - Repeat all the phrases in the chorus. - Answer:1a, 2b. 4. Listen and tick. • Teacher: - Have puils look at pictures on Page7. - Have pupils to identify the characters n the pictures School year: 2015-2016 2 and guess what they saying. - Have pupils to guess the number. Play the recording for pupils to listen. - Have pupils check answer with your partner. Replay to check the answers. - CheckPupils: - Look at the pictures and say the information about the pictures. - Listen carefully and tick. Check answer with your partner. 5. Let’s Write. • Teacher: - Have pupils to turn their book to page 7. Ask them to identify of the characters in the pictures and what they are saying. - Tell pupils that they are going to read and get information to write the missing word(s) in dialogues 1 and 2. Explain the meaning of the language practiced. - Ask some pupils to read their answers aloud to the class. - Make a few questions to check pupils’ comprehension of the reading text. - Check: . - Have the whole class read each line of the dialogues chorally to reinforce their pronunciation. • Pupils : - Turn their books page 7. - Identify the characters in the pictures and say information about the pictures. - Read individually silently and complete the dialogues. - Pairwork: Trade their answers within pairs or groups for correction. 6. Let’s sing. • Teacher: - Play the recording and let pupils listen as they read. Clap the syllables. - Play the recording again and let pupils repeat each line of the chant and clap the syllables. - Divide the class into two. One group repeats each line of the chant, the other clap the syllabels. Repeat the step but this time the groups swap their parts. - Call some one volunteers to recite the chants. - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. School year: 2015-2016 1. Hello; I’m 2. I’m; Hello 3 • Pupils: - Practise reciting the chant in groups. Recite the chant. 7. Home- link: - Learn and write new words and structures. - Practice sing a song Prepare for the next lesson Supplement................................................................................................................................ ...................................................................................................................................................... ...................................................................................................................................................... .................................................................................................................................................... ………………………………………………………………………………………………… ……….......................................................................................................................................... WEEK 2 Period: 2 Planning date: 05/ 11/ 2015 Date of teaching: 06, 07/ 11/ 2015 UNIT 1: HELLO School year: 2015-2016 4 Lesson 2 I. Aims: Practice listening and numbering the pictures about greeting “Hello/Goodbye” II. Objectives: - By the end of this lesson, students will be able to greet and respond to - listen to the dialogue and tick on the pictures about greeting “Hello/ Hi/ goodbye.” - Develop listening, reading and writing skill. III. Teaching methods: - Communicative method. - Techniques: + Work in pairs and individually + Ask and answer. + Work in groups, discuss. IV. Teaching aids: - Teacher’s aids: pictures, word cards, extra board, tape, cassette. - Student’s aids: book, notebook, workbook. V. Language focus: - Revision the structures: Hi/ Hello. I am/ I’m + name. - Structures: How are you? ( I’m ) fine, thank you/ Fine, thanks And you? Vocabulary: goodbye, bye, thanks,fine VI. Procedures: Teacher’s and students’ activities Content A.Warm up: • Teacher: - Divide the class into 2 groups. - 1 group repeat each line of the chant, the other clap the syllables. - Call on some volunteers to recite the chant. The rest of the class claps the syllables. 2. A: How are • Pupils: you_______? - Group work B: Fine, thanks. And - Recite the chant. The rest of the class claps the you? syllables. A Fine, thank you. B. New lesson: 1. Look, listen and repeat. • Teacher: - Have puils to turn open the book to page 8. - Modals twice: A: How are you? B: I’m fine, thank you. And you? A: I’m fine, thanks. - Asks Ss to work in pairs - Calls on some Ss to practice - Checks with class and gives feedback School year: 2015-2016 5 • Pupils: - Open the book.\ - Work in pair to do the task - Some Ss practice on class - Asks Ss to work in pairs in amount of time - Check with teacher and take note 2. point and say. • Teacher: - Have pupils look at pictures a,b,c and d on Page 8. - Calls on some Ss to practice - Checks with class and gives feedback • Pupils: - Look at the pictures and say the information about the pictures. - Some Ss practice on class - Check with teacher and take note 3. Let’s talk. • Teacher: - Ask pupils to turn their books to page 8. - Modals. - Asks Ss to work in pairs. - Calls on some Ss to practice. - Checks with class and gives feedback. • Pupils: - Turn the book. - Work in pair to do the task - Some Ss practice on class - Check with teacher and take note. 4. Listen and number • Teacher: - Ask pupils to turn their books to page 9. - Asks Ps look at the characters and find out the differences. - Ask Ps write number with out hearing . - Follow steps of listening lesson. - Checking • Pupils: - Turn the book. - Find out the different of each character. - Fill the blanks with number from 1 to 4 - Do as what T told - Show the result on the board 5. Read and complete • Teacher: - Ask pupils to turn their books to page 9. - Asks Ps read and fill in the blanks School year: 2015-2016 4. 1d, 2c, 3b, 4a 5. 1. goodbye 2. bye 6 checks and corrects: 3. fine • Pupils: 4. thank you - Turn the book. - Observe and give comment Miss Hien: Goodbye, class. 6. Let’s write: Class : (1)_____, Miss Hien. - Show the poster on the board - Model 2-3 times Mai: Bye, Nam - Ask Ss to fill the blanks in 2 mins Nam: (2) _____ , Mai. - Ask the answers - Checks Nam: How are you, Quan? • Pupils: Quan: (3) ______, thanks. - Turn the book. And you? - Look Nam: Fine, (4) ________. - Listen - Fill - Answer 7. Home- link: - Consolidate the content of the lesson. Ask Ss to learn and write new words and structure Supplement........................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ WEEK 3 Period: 1 Planning date: 09/ 11/ 2015 Date of teaching: 10, 12/ 1 / 2015 UNIT 1: HELLO Lesson 3 School year: 2015-2016 7 I. Aims: Practice saying goodbye. II. Objectives: - By the end of this lesson, Students will be able to say the sound b , h. - Develop speaking and listening skill. III. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. IV. Teaching aids: - Teacher’s aids: Tape cassette, pictures, poster, word cards. - Students’ aids: book, notebook, workbook. V. Languages focus: - Structures: Nice to meet you. / Nice to meet you too. VI. Procedures: Teacher’s and students’ activities Content A. Warm up: Teacher: - Gives the guide and let’s students practice speaking : A How are you? B I’m fine, thank you. And you A I’m fine, thanks. - Checks and give feedback - follows the techniques of eliciting new words. - checks. • Pupils: - Follow the guide to practice speaking B. New lesson: 1. Listen and repeat. • Teacher: - Have puils to turn page 10 of their Student Books. - Read first: B bye Bye, Nam. H hello Hello, Nam. - Ask students to repeat in chorus and individual. - Correct pronunciation • Pupils: - Look and listen. - Follow - Repeat in chorus and read individual 2. Listen and write: • Teacher: - Gives instructions: 1. _____________,Nam 2. _____________, Mai - Gets Ss to predict some of the things they think they will hear. - Plays the recoding or T reads (twice). School year: 2015-2016 8 - Plays the recording or reads again for Ss to check their answers. - Feedbacks • Pupils:- Look and listen. - Listen - Guess - Listen and write the words - Check answers and compare - Correct the answers. 3. Let’s chant • Teacher: Have pupils to turn their book to page 10 - Shows the poster on the board - Models 2-3 times - Asks Ps work in 6 groups to practice the chant. - Calls on some group to recite the chant before class. - Feedbacks. • Pupils:Turn their books page 11. - Listen - Work in group to practice the chant 4. Read and match. • Teacher: Have pupils to turn their book to page 11 - Shows the way to do this task - Monitors the activity and offer help when necessary - Asks ss share answers - Checks • Pupils:Turn their books page 11. - Read and match - Compare - Correct the answers 5. Read and write • Teacher: Have pupils to turn their book to page 11 - Show the poster on the board - Model 2-3 times - Ask Ss to fill the blanks in 2 mins - Ask the answers - Checks • Pupils:Turn their books page 11. - Look - Listen - Fill - Answer 6. Project: Make names cards for you and your friends. Present them to your class. • Teacher: Have pupils to turn their book to page 11 - Gives instructions - Models - Aks Ps go around, interview their friends and School year: 2015-2016 9 takenote. - Ask Ps retell • Pupils: Turn their books page 11. - Listen - Look and listen - Go around, interview and takenote. - Retell 7. Home- link: -Learn to greeting and respond to greeting -Practice the sound h and b as in hello and bye. -Recite the chant on page 7 - Make name cards for you and your friends. Present them to your class Supplement........................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ WEEK 3 Period: 2 Planning date: 12/ 11/ 2015 Date of teaching: 13, 14 /11/ 2015 UNIT 2: WHAT IS YOUR NAME? Lesson 1 I. Aims: To understand about asking and answering the question about one’s name II. Objectives: - By the end of this lesson, students will be able to make and respond to instructions. asking and answering the question about one’s name 10 School year: 2015-2016 - Develop writing, reading skill. III. Teaching method: - Communicative method. - Techniques: - Ask and answer - Work in pairs and individually. - Work in groups, discuss. IV. Teaching aids: - Teacher’s aids: audio, stickers, puppets, flashcards. - Students’ aids: book, notebook, workbook. V. Languages focus: Sentence patterns: What’s your name? My name is ……….. VI. Procedures: Teacher’s and students’ activities Content A. Warm up: • Teacher: - Say hello to the class and introduce myself. - Ask pupils to stand up and say hello, then sitdown, and say goodbye a few times. • Pupils: - Listen and answer the teacher’s question. B. New lesson: 1. Look, listen and repeat. * Teacher: Have puils to turn page 12 of their 1.What’s your name? Student Books. My name’s _______. - Elicits ss to guess a situation of the picture. - Shows pic and model ( 2-3 times). - Asks Ps repeat whole class, haft class, individual. - Check: ask some Ps role play. - Asks Ps find out new structure. - Helps Ps clear way of using and meaning. • Pupils: - Open the book page 12. - Ps guess and express the pic ( may be in Vn) - Look at and listen - Repeat whole class, haft class, individual - Ps introduce together. - Read out new form. - Try to remember what T explained. - Copy down 2. 2. Point and say. a. Peter • Teacher: Models and calls on a pair model p.a What’s your name ? and call another pair model p.b My name’s Peter What’s your name ? My name’s __________. b. Phong - Asks Ps work in pairs School year: 2015-2016 11 - Gives the time in 2 mins and goes around corrects pronunciation. - Checking: Calls on some random pairs to role play - Asks the whole class repeat again. - Asks Ps look at each pair of pic and find out the different characters • Pupils: - Look at the pictures and say the information about the pictures. - Look at pics and remember the characters of each person. - Listen to and model in pairs - Pairwork in 2 mins - Role play -Repeat 3. Talk • Teacher: - Ask them the name of the characters in the pictures. - Models Pictures and asks them what they should say to respond to the question What’s your name? - Gives Ps to repeat in pair before letting them practice freely in pair. (use the names of the characters in their books or their own names. - Monitors the activity and offers help when necessary/ correct typical pronunciation errors. - Calls on some volunteers to perform the task at the front of the class and comments . • Pupils : - Look at the picture on page 13. - Listen and answer - Fill in the speech bubble with the answer. - Repeat the lines in the bubbles - Ps work in pairs to practice asking and answering about name in 2 mins. - Open pairs perform the task at the front of the class - Other Ps watch and comment. 4. Listen and tick. • Teacher: - Put the piece of paper with the chant on page 13 written on it on the board. - Show pics - Asks Ss to identify characters in pics - Instructions. Play record in 2 times School year: 2015-2016 What’s your name ? My name’s Phong c. Linda What’s your name ? My name’s Linda c. Quan What’s your name ? My name’s Quan 4. 12 - Ask the answers. Give feedbacks 1b, 2b • Pupils: - Look and Say - Listen and Say Activity 5: Look and write: • Teacher: Uses pictures - Models the pictures - Gives instructions - Asks Ps fill in the blanks. - Checks and corrects 5. • Pupils: Looks at the pictures 1. My name’s - Listen. Look at the pictures and fill in the 2. mai, My name’s blanks - Check and correct 6. Let’s sing • Teacher: Uses pictures - Asks Ps look at the song on p13. - Lets Ps to read each line in the song in chorus. - Plays the recording . Plays the recording again. - Models each line and clap the rhythms. - Asks Whole class sing the song and clap the rhythms. - Gets Ps work in four groups to sing the song. - Calls on some groups to demonstrate before class and feedback. • Pupils: - Look - Listen and sing the rhythms. - Repeat each line and clap the rhythms with teacher a few times. - Sing the song and clap the rhythms. - Work in groups. - Groups to demonstrate before class. - Other groups listen and comment. - Listen and take note. 7. Home- link: - Encourage Ss to prepare for Unit 2- Section 2 Supplement........................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ........................................................................................................................................... School year: 2015-2016 13 WEEK 4 Period: 1 Planning date: 16/ 11/ 2015 Date of teaching: 17, 19/ 11/ 2015 UNIT 2: MY NAME IS … Lesson 2 I. Aims: Practice spelling simple names. II. Objectives: - By the end of this lesson, students will be to ask and answer about one’s name - Develop listening, reading and writing skill. III. Teaching methods: - Communicative method. - Techniques: + Work in pairs and individually + Ask and answer. + Work in groups, discuss. 14 School year: 2015-2016 IV. Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards. - Student’s aids: book, notebook, workbook. V. Language focus: Revision the structures: What’s your name? My name is Linda New structure How do you spell your name? L – I – N – D – A. VI. Procedures: Teacher’s and students’ activities Content A. Warm- up • Teacher: Explain the way to play Hang man game. - Divide the class into 3 groups. - Find the winner • Pupils: Ask pupils to find the similarity of the words. What’s your name? 1. _ _ _ _ (4 letters) My name’s Phong. 2. _ _ _ _ _ (5 letters) * What’s= What is 3. _ _ _ _ _ (5 letters) My name’s = My name is 4. _ _ _ _ _ (5 letters) B. New lesson: 1. Look, Listen and repeat • Teacher: - Ask ss look at the picture and listen to the dialogue in their books. - Tell them that they are going to practise introducing themselves and responding to the introduction (vietnamese). Peter: What’s your name? - Point to the P1 and Ask ps look at the text in Phong My name’s Phong. speech bubbles.Use a poster or two character puppets to present the situation. - Explain the meaning of the language practised: Name, What, Is, My, Your. Note: Name’s = name is - Play the recording all the way through for pupils to listen, and point to the appropriate line in their books. - Play the recording again for pupils to repeat the lines in the speech bubbles. Repeat the step a few times. • Pupils: - Practice with ps. - Devide the class into 2 groups. Askps practice in pairs. - Go round and check ps can repeat and understand the dialogue. 15 School year: 2015-2016 2. Point and say • Teacher: Have pupils look at Pictures. Ask them to identify the characters in the pictures. Use flashcards to teach the question and answer in the speech bubbles. Have pupils repeat the phrases a few times. - Tell ps that they are going to practise asking and answering questions about one’s name - Point to each character in the picture and elicit his/her name and the words to fill the gaps. - Write the whole sentences on the board. • Pupils: Have ps repeat the sentences a few times. - Repeat the procedure with the second picture. - Ask ps work in pairs. - Call some pairs practice in front of the class. - Check ss’ mistake when necessary. - Model: Call on a pair and ask them to pretend to be the characters to act out the exchange. Repeat the step but this time have the pair swap their parts. Call on one more pair to act out as Nga and Phong, following the same way with Nam and Mai. Have the class repeat all the phrases in this section. - Pairwork. Pupils practise in pairs. Monitor the activity, check the pronunciation (stress, assimilation of sounds and intonation), and offer help when necessary. - Call on some pairs to perform the task at the front of the class. The rest of the class observe and give comments if possible. - Make a few questions to check pupils’ comprehension of the language. - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. 3. Let’s talk. • Teacher: Tell ps that they are going to practise more with their friends. - Point to each character eliciting the name. • Pupils: Ask ps to guess what the children say. - Fill the graps and write the sentences on the board. - Get ps to repeat the sentences a few times. - Get ps work in pair of three to interact. - Call a few pairs practise in front of the class. - Check ss’ pronounciation. 4. Listen and number. • Teacher: Have pupils to turn their book to School year: 2015-2016 16 page 15 - Shows the way to do this task - Monitors the activity and offer help when necessary - Asks ss share answers - Checks • Pupils: Turn their books page 15. - Read and match - Compare - Correct the answers 5. Read and match • Teacher: - Have pupils to turn their book to page 15. Ask them to identify of the characters in the pictures and what they are saying. - Tell pupils that they are going to read and get information to write the missing word(s) in dialogues. Explain the meaning of the language practiced. - Ask some pupils to read their answers aloud to the class. - Make a few questions to check pupils’ comprehension of the reading text. - Check: H- O- A - Have the whole class read each line of the dialogues chorally to reinforce their pronunciation. • Pupils: - Turn their books page 15. - Identify the characters in the pictures and say information about the pictures. - Read individually silently and complete the dialogues. - Pairwork: Trade their answers within pairs or groups for correction. 6. Let’s Write. - Asks Ss to look at the pictures on page 15 and identify characters. - Ask Ss to write the missing words to complete the conversations. - Ask Ss to work in pairs - Call someone to write their answer on the board - Comment , correct 7. Home- link: Sing The ABC Song at home. 4. 1c, 2b, 3d, 4a Supplement........................................................................................................................ ............................................................................................................................................ 17 School year: 2015-2016 ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ WEEK 4 Period: 2 Planning date: 19/ 11 / 2015 Date of teaching: 20, 21/ 11/ 2015 UNIT 2: MY NAME IS … Lesson 3 I. Aims: II. Objectives: - By the end of this lesson, Students will be able to spell simple names. - Develop speaking and listening skill. III. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. IV. Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards. - Students’ aids: book, notebook, workbook. V. Languages focus: School year: 2015-2016 18 - Phonics: Mai Peter VI. Procedures: Teacher’s and students’ activities Content A. Warm up: • Teacher: - Say Monitor to the class and introduce myself. • Pupils: - Listen and answer the teacher’s question. B. New lesson: 1. Listen and repeat. • Teacher: - Have puils to turn page 16 of their Student Books. - Read first: - Ask students to repeat in chorus and individual. - Correct pronunciation • Pupils: m Mai My name’s - Look and listen. mai. - Follow p Peter Hello, Peter. - Repeat in chorus and read individual 2. Listen and write: • Teacher: - Gives instructions: - Gets Ss to predict some of the things they think they will hear. 2. 1. Peter, 2. Mai - Plays the recoding or T reads (twice). 1. Hello, __________. - Plays the recording or reads again for Ss to 2. My name’s_______. check their answers. - Feedbacks • Pupils: - Look and listen. - Listen - Guess - Listen and write the words - Check answers and compare - Correct the answers. 3. Let’s chant • Teacher: Have pupils to turn their book to page 16 - Shows the poster on the board - Models 2-3 times - Asks Ps work in 6 groups to practice the chant. - Calls on some group to recite the chant before class. - Feedbacks. • Pupils:Turn their books page 16. - Listen - Work in group to practice the chant 19 School year: 2015-2016 4. Read and match. • Teacher: Have pupils to turn their book to page 17 - Shows the way to do this task - Monitors the activity and offer help when necessary - Asks ss share answers 4. 1b, 2d, 3a, 4c - Checks • Pupils:Turn their books page 17. - Read and match - Compare - Correct the answers 5. Read and complete • Teacher: Have pupils to turn their book to page 17 - Show the poster on the board - Model 2-3 times - Ask Ss to fill the blanks in 2 mins - Ask the answers 5. - Checks 1. My, 2.Hi , 3. How, 4. • Pupils: Turn their books page 17. What’s, 5. name’s - Look - Listen - Fill - Answer 6. Project: Make names cards for you and your friends. Present them to your class. • Teacher: Have pupils to turn their book to page 17 - Gives instructions - Models - Aks Ps go around, interview their friends and takenote. - Ask Ps retell • Pupils: Turn their books page 17. - Listen - Look and listen - go around, interview and takenote. - Retell 7. Home- link: - Practice more the structure Supplement........................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ School year: 2015-2016 20 WEEK 5 Period: 1 Planning date: 23 /11 / 2015 Date of teaching: 24 & 26 11/ 2015 UNIT 3: THIS IS TONY Lesson 1 I. Objectives: - By the end of this lesson, students will be able to introduce someone . - Develop writing, reading skill. II. Teaching method: - Communicative method. - Techniques: - Work in pairs and individually. - Work in groups, discuss. III. Teaching aids: - Teacher’s aids: audio, stickers, puppets, flashcards. - Students’ aids: book, notebook, workbook. IV. Languages focus:  Vocabulary:  Sentence patterns: This is ….. and this is……….. V. Procedures: Teacher’s and students’ activities A. Warm up: • Teacher: Let’s chant: What’s your name? School year: 2015-2016 Content 21 • Pupils: - Listen and to do B. New lesson: 1. Look, listen and repeat. •Teacher: Have puils to turn page 18 of their This is Tony Student Books. Hello,Tony. Nice to - Elicits ss to guess a situation of the picture. meet you. - Shows pic and model (2-3 times). - Asks Ps repeat whole class, haft class, individual. - Check: ask some Ps role play. - Asks Ps find out new structure. - Helps Ps clear way of using and meaning. •Pupils: - Open the book page 18. - Ps guess and express the pic (may be in Vn) - Look at and listen - Repeat whole class, haft class, individual - Ps introduce together. - Read out new form. - Try to remember what T explained. - Copy down 2. Point and say. A This is______. •Teacher: Models and calls on a pair model p.a and B Hello,_____. Nice call another pair model p.b to meet you. This is. . . . .. Hello,_____. Nice to meet you. - Asks Ps work in pairs - Gives the time in 2 mins and goes around corrects pronunciation. - Checking: Calls on some random pairs to role play - Asks the whole class repeat again. - Asks Ps look at each pair of pic and find out the different characters •Pupils: -Look at the pictures and say the information about the pictures. - Look at pics and remember the characters of each person. - Listen to and model in pairs - Pairwork in 2 mins - Role play - Repeat 3.Talk •Teacher: School year: 2015-2016 22 - Ask them the name of the characters in the pictures. - Models Pictures and asks them what they should say to respond to the question This is. . . . - Gives Ps to repeat in pair before letting them practice freely in pair. (use the names of the characters in their books or their own names. - Monitors the activity and offers help when necessary/ correct typical pronunciation errors. - Calls on some volunteers to perform the task at the front of the class and comments . •Pupils: - Look at the picture on page 18. - Listen and answer - Fill in the speech bubble with the answer. - Repeat the lines in the bubbles - Ps work in pairs to practice asking and answering about name in 2 mins. - Open pairs perform the task at the front of the class - Other Ps watch and comment. 4. Listen and tick. •Teacher: - Put the piece of paper with the chant on page 19 written on it on the board. - Show pics - Asks Ss to identify characters in pics - Instructions. Play record in 2 times - Ask the answers. Give feedbacks •Pupils: - Look and Say - Listen and Say 5. Look and write: •Teacher: Uses pictures - Models the pictures - Gives instructions - Asks Ps fill in the blanks. - Checks and corrects •Pupils: Looks at the pictures - Listen. Look at the pictures and fill in the blanks - Check and correct: 1. This is, Hello, nice to meet you. 2. This is, Hello,phong, Nice to meet you. Class 3A: Nhu, Ngoc Class 3B: Diep, Han Class 3C: Nhat, Nghia School year: 2015-2016 4. 1.a, 2.b 5. 1. This is ; Hello, Nam 2. This is; Hello, Phong 23 6. Let’s sing: How are you? •Teacher: Uses pictures - Asks Ps look at the song on p19. - Lets Ps to read each line in the song in chorus. - Plays the recording . Plays the recording again. - Models each line and clap the rhythms. - Asks Whole class sing the song and clap the rhythms. - Gets Ps work in four groups to sing the song. - Calls on some groups to demonstrate before class and feedback. •Pupils: - Look - Listen and sing the rhythms. - Repeat each line and clap the rhythms with teacher a few times. - Sing the song and clap the rhythms. - Work in groups. - Groups to demonstrate before class. - Other groups listen and comment. - Listen and take note. 7. Home- link: Encourage Ss to prepare for Unit 2- Section 2. Supplement........................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ........................................................................................................................ School year: 2015-2016 24 WEEK 5 Period: 2 Planning date: 26 /11 /2015 Date of teaching: 27 & 28/ 11/ 2015 UNIT 3: THIS IS TONY Lesson 2 I. Objectives: - By the end of this lesson, students will be to ask and answer about someone. - Develop listening, reading and writing skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs and individually + Work in groups, discuss. III. Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards. - Student’s aids: book, notebook, workbook. IV. Language focus:  Vocabulary: how, thank, thanks, fine, and.  Sentence patterns: - How are you? I’m fine, thank you. And you? I’m fine, thanks. V. Procedures: Teacher’s and students’ activities A. Warm up: • Teacher: Greet the claSS by saying Hello, how are you? • Pupils: Pair work to introduce some one. School year: 2015-2016 Content • Isnot = isn’t 25 B. New lesson: 1. Look, Listen and repeat • Teacher: - Ask ss look at the picture and listen to the dialogue in their books. - Tell them that they are going to practise introducing themselves and responding to the introduction (vietnamese). - Point to the P1 and Ask ps look at the text in speech bubbles.Use a poster or two character puppets to present the situation. - Explain the meaning of the language practised: This, That - Play the recording all the way through for pupils to listen, and point to the appropriate line in their books. - Play the recording again for pupils to repeat the lines in the speech bubbles. Repeat the step a few times. • Pupils: - Practice with ps. - Devide the class into 2 groups. Askps practice in pairs. - Go round and check ps can repeat and understand the dialogue. 2. Point and say • Teacher: Have pupils look at Pictures. Ask them to identify the characters in the pictures. Use flashcards to teach the question and answer in the speech bubbles. Have pupils repeat the phrases a few times. - Tell ps that they are going to practise asking and answering questions about one’s name - Point to each character in the picture and elicit his/her name and the words to fill the gaps. - Write the whole sentences on the board. • Pupils: Have ps repeat the sentences a few times. - Repeat the procedure with the second picture. - Ask ps work in pairs. - Call some pairs practice in front of the class. - Check ss’ mistake when necessary. - Model: Call on a pair and ask them to pretend to be the characters to act out the exchange. Repeat the step but this time have the pair swap their parts. Call on one more pair to act out as Mai and Nam, following the same way with picture a, b,c and d. Have the class repeat all the phrases in this section. School year: 2015-2016 a. Is that peter? Yes, it is/ No. it isn’t b. Is that tony? Yes/ no. . . c Is that. . . d. Is that. . . 26 - Pairwork. Pupils practise in pairs. Monitor the activity, check the pronunciation (stress, assimilation of sounds and intonation), and offer help when necessary. - Call on some pairs to perform the task at the front of the class. The rest of the class observe and give comments if possible. - Make a few questions to check pupils’ comprehension of the language. - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. 3. Let’s talk. • Teacher: Tell ps that they are going to practise more with their friends. - Point to each character eliciting the name. • Pupils: Ask ps to guess what the children say. - Fill the graps and write the sentences on the board. - Get ps to repeat the sentences a few times. - Get ps work in pair of three to interact. - Call a few pairs practise in front of the class. - Check ss’ pronounciation. 4. Listen and number • Teacher: Have pupils to turn their book to page 21 - Shows the way to do this task - Monitors the activity and offer help when necessary - Asks ss share answers - Checks: 1. c, 2. b, 3. a, 4.d • Pupils:Turn their books page21. - Listen and number - Compare - Correct the answers 5. Look, read and answer •Teacher: Have pupils to turn their book to page 21 - Show the poster on the board - Model 2-3 times - Ask Ss to fill the blanks in 2 mins - Ask the answers - Checks • Pupils: Turn their books page 21. - Look and read - Answer 6. Let’s play • Teacher: Have pupils to turn their book to page 21 - Gives instructions - Models School year: 2015-2016 27 - Aks Ps go around, interview their friends and takenote. - Ask Ps retell • Pupils: Turn their books page 21 - Listen - Look and listen - go around, interview and takenote. - Retell 7. Home- link: Do exercise in the workbook Supplement........................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ WEEK 6 Period: 1 Planning date: 30/11 /2015 Date of teaching: 01 & 03/ 12/ 2015 ………………………………………………………………………………………………………….. UNIT 3: THIS IS TONY Lesson 3 I. Objectives: - By the end of this lesson, Students will be able to chant, using the language they have learnt. - Develop speaking and listening skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III. Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards. - Students’ aids: book, notebook, workbook. IV. Languages focus:  Phonics: Tony Yes  Vocabulary:  Sentence patterns: V. Procedures: Teacher’s and students’ activities Content A. Warm up: • Teacher: - Chatting • Pupils: - Listen and to do B . New lesson: 1. Listen and repeat • Teacher: Have Ss open the book page 22, look School year: 2015-2016 28 at the words Tony, Yes and notice the letter coloured differently in both words. • Pupils: Turn their books page 22 - Produce the sound of the letter t in the word Tony and y in the word yes t: Is that Tony y: Yes, it is 2. Listen and write •Teacher: Ask Ss to say what they think about when they hear the sound - Play the recording all the way through for Ss to listen - Pupils:Turn their books page 22 - Ss write the words they hear - Compare with their parners 3. Let’s chant • Teacher: Play the recording all the way through for Ss to listen - while they are reading the chant in their books - Call on a group of six: three of them to repeat each line of the chant, other three clap the syllables - Pupils:Turn their books page 22 - Have Ss practice the chant in groups and clap the syllables. - Monitor the activity and offer help when necessary/ correct typical pronunciation errors. - Call on a group to recite the chant. The others clap the syllables - Make a few questions to check Ss’ comprehension of language - Have the whole class recite the chant to reinforce their pronunciation. - Have Ss circle all the words containing the focused sounds in the chant. 4. Read and complete. • Teacher: • Pre-reading: - T introduces the topic “you are going to guess what the person in the picture talk”. - Ask Ss to choose the suitable word to complete the dialogue • While-reading: - 1st reading: Ss read the sentences individually and check their prediction. - 2nd reading: Ss do the task - Pupils: Turn their books page 23 School year: 2015-2016 29 - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers. Others listen and comment. • Post-reading: - Make a few questions to check Ss’ comprehension of the sentences. - Have the whole class read each sentence in chorus to reinforce their pronunciation 5. Look, read and write • Teacher: Tell Ss that they are going to read and get information to write the name . • Pupils:Turn their books page 23 - Ss read silently and complete the sentences. - Ss trade their answers within pairs or groups for correction - Ask Ss to read the answers aloud to the class. The others listen and give comments. Answers: - Make somes questions to check Ss’ comprehension of the reading text. - Have the whole class read each line of the dialogues chorally to reinforce their pronunciation. 6. Project - Draw your best friend 7. Home- link: Practice more the structure Do the exercises Prepare unit 4 Answers: 1 – This; 2 – Hello; 3 – that; 4 – isn’t. Supplement........................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ......................................................................................................................................... School year: 2015-2016 30 WEEK 6 Period: 2 Planning date: 03/ 12 /2015 Date of teaching: 04 & 05/ 12/ 2015 UNIT 4: HOW OLD ARE YOU? Lesson 1 I. Objectives: - By the end of this lesson, students will be able to ask and answer about name - Develop speaking skill. II. Teaching methods: - Communicative approach. - Techniques: + Ask and answer (say individually) + Work in pairs/ groups. + Discuss. III. Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets. - Students’ aids: books, notebooks, workbooks. IV. Languages focus:  Vocabulary: Who, Mr.,Miss.,It’s  Sentence Patterns: Who is that? It’s Tony V. Procedures: Teacher’s and students’ activities A. Warm up: • Teacher: Let’s chant: Is that Nam? • Pupils: - Listen and to do B. New lesson: 1. Listen and repeat •Teacher: Ask Ss to identify the characters in the picture on page 24 and what they are saying. - Set the scence “you are going to listen to hear Mai, Nam, and Linda ask about s.o Play the recording and asks Ss to listen to the tape twice. • Pupils: T asks Ss to listen and repeat in chorus two School year: 2015-2016 Content Who’s that ? It’s……... 31 times. - Call on some pair. - Have whole class repeat all the phrases a few times to reinforce their pronunciation. * Presenting new structure: - T gives a situation to present (using picture) - T elicits the structures by asking Ss to speak out the model sentence: - Model sentence: 2. Point and say • Teacher: Have Ss look at the pictures - Ask them to identify the characters in the pictures and what they should say. Fill the bubbles and have Ss to repeat the lines a few times - T models the dialogue - Assign a pair to pretend to be Quan and Peter + Then have the pair swap their parts. + Repeat the step with a few more pairs. - Ask Ss to practice making and responding to introductions using the name given • Pupils: Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary. - Call on some pairs to perform the task at the front of the class. Others observe and comment. - Make some questions to check Ss’ comprehension of language - Have the whole class repeat all the phrases to reinforce their pronunciation. 3. Let’s talk • Teacher: Have Ss look at the pictures on page 24 and identify the characters in the pictures. - Point to Picture, ask Ss to guess what the boy would ask - Fill in the speech bubbles with the correct phrases promted by Ss • Pupils: Have Ss to repeat the sentences in the bubbles a few times before let them practice freely. (use the pictures in their books or role – play the exchanges - Have Ss to work in pairs to practice acting . - Monitor the activity and offer help when necessary/ correct typical pronunciation errors. - Have the whole class repeat all the phrases to reinforce their pronunciation - Call on a pair to demonstrate at the front of the class 4. Listen and tick School year: 2015-2016 A: Who’s that ? B: It’s Mr. Loc. 32 • Teacher: Have Ss look at Pictures 1a, b; 2a, b on Page 25 - Identify the characters and guess what they are saying. - Set the scence: “you are going to listen to the recording, match the information they hear to the pictures and tick the box in the appropriate picture.” - 1st: Play the recording all the way through for Ss to listen while they are looking the pictures in their books - 2nd: Play the recording for Ss to listen and tick the correct pictures. - 3rd: play the recording for Ss to check their answers. - Have Ss trade their answers in pairs for correction - Ask some questions to ensure Ss’ comprehension of the listening text. 5. Read and write • Teacher: Have Ss look at Pictures a, b and guess what they say. - Have Ss to work in pairs to do the exercise. • Pupils: Monitor the activity and offer help when necessary/correct typical pronunciation errors. - Call on a pair to demonstrate at the front of the class. - Write all into their notebooks - Have the whole class repeat all the phrases to reinforce their pronunciation. 6. Write Ss look at the picture and write the answer down 7. Home- link: - Encourage Ss to prepare for Unit 4- Section 2. Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ School year: 2015-2016 33 WEEK 7 Period: 1 Planning date: 07/ 12 /2015 Date of teaching: 08 & 10/ 12/ 2015 UNIT 4: HOW OLD ARE YOU? Lesson 2 I. Objectives: - By the end of this lesson, students will be able to ask and answer about age - Develop speaking skill. II. Teaching methods: - Communicative approach. - Techniques: + Ask and answer (say individually) + Work in pairs/ groups. + Discuss. III. Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets. - Students’ aids: books, notebooks, workbooks. IV. Languages focus:  Vocabulary: How old, year old, too, jump, number  Sentence Patterns: How old are you? I’m eight years old. V. Procedures: Teacher’s and students’ activities A. Warm up: • Teacher: Let’s chant: Is that Nam? • Pupils: - Listen and to do B. New lesson: 1. Look, listen and repeat • Pre- teach: Teaching vocabulary.How old, year old, too, jump, number - Get Ss to read all the new words in chorus, in groups, then individual. • Checking vocabulary: Slap the board. • Teacher: Have Ss to look at the book at page 26; identify the characters in the picture and what they are speaking. School year: 2015-2016 Content How old are you, Mai? I’m eight years old. 34 - Set the scene: “we are going to learn how to ask and answer about age.” - Use a poster to set up the situation • set the scene: Giving introduction of the text : Miss Hien asks Mai/Nam about age - Play the recording and asks Ss to listen to the tape twice. - T asks Ss to listen and repeat in chorus three times. - Have Ss listen to the recording as they read the lines in the speech bubbles - Play the recording again for Ss to repeat the dialogue two times. • Pupils: Divide the class into two groups. Allocate the line of Miss Hien and Mai - Have one group repeat Nam’s part and the other Mai’s part. - Let Ss practice the dialogue in pairs. Gets some pairs to read it aloud - Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation. • Presenting new structure: - T gives a situation to present (using picture) - T elicits the structures by asking Ss to speak out the model sentence: 2. Point and say • Teacher: Have Ss look at the pictures and introduce four characters: Peter, Tom,Phong, Mary T models the dialogue (use a picture) - Have Ss to repeat the sentences in the bubbles a few times - Call on one pair and ask them to pretend to be Miss Hien and Tom. - Call on one more pair to be Phong and Miss Hien do the same way. • Pupil: Have the class repeat all the phrases - Have Ss to work in pairs - Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary. - Call on some pairs to perform the task at the front of the class. - Others observe and comment. - Make some questions to check Ss’ comprehension of language - Have the whole class repeat all the phrases to School year: 2015-2016 How old are you,…..? I’m nine years old. 35 reinforce their pronunciation. 3. Let’s talk • Teacher: Have Ss look at the pictures on page 26 and identify the characters in the pictures. - Have Ss to repeat the sentences in the bubbles a few times before letting them practice freely. - Have Ss to work in pairs (use the names in their books or the real names to practice). • Pupil: Monitor the activity and offer help when necessary/ correct typical pronunciation errors. - Call on a pair to demonstrate at the front of the class. - Have the whole class repeat all the phrases to reinforce their pronunciation 4. Listen and write • Teacher: Have Ss look at Pictures a, b, c and d on Page 27. - Elicit the identification of the characters in the pictures and the characters’ words. • pupil: Ask Ss to listen to the recording and write the information they hear to the sentence. - 1st: Play the recording all the way through for Ss to listen while they are looking the pictures in their books - 2nd: Play the recording for Ss to listen and write. - 3rd: Play the recording for Ss to check their answers. - Have Ss trade their answers in pairs for correction - Ask some questions to ensure Ss’ comprehension of the listening text: 5. Read and tick. • teacher: Ask Ss to identify the characters in the pictures on page 27. -Set the scence: “you are going to read the sentences to get the information in order to tick the age for each picture.” Have a revision of the language: number -Ask Ss to read the question and do the task • Pupils: Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers. Others listen and comment. - Make a few questions to check Ss’ comprehension of the sentences. - Have the whole class read each sentence in School year: 2015-2016 4. Answers: 1 – 2- 3- 4 5. Answers: 1 (6) 2(8) 3(10) 4( 10) 36 chorus to reinforce their pronunciation 6. Let’s sing - Ss listen to the song 3 times and Ss listen sentence by sentence and repeat - Ss listen and sing along - Ss sing the song to reinforce their pronunciation - Ss sing a song 7. Home- link: - Do exercise in the workbook Supplement........................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ........................................................................................................................................... School year: 2015-2016 37 WEEK 7 Period: 2 Planning date: 10/ 12 /2015 Date of teaching: 11 & 12/ 12/ 2015 UNIT 4: HOW OLD ARE YOU? Lesson 3 I. Objectives: - By the end of this lesson, students will be able to pronunciate the sound f, s - Review how to ask and answer about the age - Develop speaking skill. II. Teaching methods: - Communicative approach. - Techniques: + Ask and answer (say individually) + Work in pairs/ groups. + Discuss. III. Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets. - Students’ aids: books, notebooks, workbooks. IV. Languages focus:  Vocabulary: How old, year old, too, jump, number  Sentence Patterns: How old are you? I’m eight years old.  Phonics: five, six V. Procedures: Teacher’s and students’ activities A. Warm up: • Teacher: - Sing the song “Let’s count from one to ten” • Pupils: - Listen and to do B. New lesson: 1. Listen and repeat • Teacher: Have Ss open the book page 28, look at the words five, six and notice the letter coloured differently in both words. - Produce the sound of the letter f in the word five and s in the word six • Pupils: Listen and to do: Individual 2. Listen and write • Teacher: Ask Ss to say what they think about when they hear the sound - Play the recording all the way through for Ss to listen School year: 2015-2016 Content 1. f: I’m five years old s: I’m six years old 2. 1. five 2. six 38 • Pupils: Write the words they hear - Compare with their parners 3. Listen and read the chant • Teacher: Play the recording all the way through for Ss to listen - While they are reading the chant in their books - Call on a group of six: three of them to repeat each line of the chant, other three clap the syllables • Pupils: Have Ss practice the chant in groups and clap the syllables. - Monitor the activity and offer help when necessary/ correct typical pronunciation errors. - Call on a group to recite the chant. The others clap the syllables - Make a few questions to check Ss’ comprehension of language - Have the whole class recite the chant to reinforce their pronunciation. - Have Ss circle all the words containing the focused sounds in the chant. 4. Read and match. • Pre-reading: - T introduces the topic “you are going to read the sentences to get the information in order to match with the respond ”. - Ask Ss to predict “What is what”. • While-reading: - 1st reading: Ss read the sentences individually and check their prediction. - 2nd reading: Ss do the task (match the sentence with a appropriate respond.) - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction 4. - Call on some Ss to report their answers. Others 1c.2a, 3b listen and comment. • Post-reading: - Make a few questions to check Ss’ comprehension of the sentences. - Have the whole class read each sentence in chorus to reinforce their pronunciation Answers: 1. c, 2. a, 3.b 5. Read and Write • Teacher: Tell Ss that they are going to read and get information to write the name . - Ss read silently and complete the sentences. School year: 2015-2016 39 - Ss trade their answers within pairs or groups for correction - Ask Ss to read the answers aloud to the class. The others listen and give comments. Answers: - Make somes questions to check Ss’ comprehension of the reading text. • pupils: Have ss write the answer in to their notebooks - Have the whole class read each line of the dialogues chorally to reinforce their pronunciation. 6. Project: survey - Talk to your friends. - Write their names and ages. 7. Home- link: - Practice more the structure - Do the exercises - Prepare unit 4 5. 1. How old, I’m 2. How old, I’m, years old Example: What’s your name? My name is Hung How old are you? I’m 8 years old Number Name Age 1 Hung 8 Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ . School year: 2015-2016 40 WEEK 19 Period: 1 Planning date: 04/ 01 /2016 Date of teaching: 05 & 07/ 01/ 2016 UNIT 5: ARE THEY YOUR FRIENDS? Lesson 1 I.Objectives: - By the end of this lesson, Students will be able to introduce one’s friend and respond to the instruction - Develop speaking and listening skill. II.Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III.Teaching aids: - Teacher’s aids: Tape cassette, pictures, poster, word cards. - Students’ aids: book, notebook, workbook. IV.Languages focus:  Vocabulary: they, friend, are, aren’t. Sentence patterns: This is my friend + (name) V.Procedures: Teacher’s and students’ activities Content A. Warm up: listen to the song - The more we are together B. New lesson. 1. Look, listen and repeat. - Have Ss to look at the book at page 30 and identify the question: -You are going to listen the dialogue between them. Model sentence: - T reads the dialogue again,Ss listen and repeat Linda: (twice). (Exchange). Mai. This is my friend , Mary - Have Ss work in pairs,read the dialogue again. Mai: Hello, Mary. - Some pairs to come to the front to read the Nice to meet you dialogue, the class listen and give the comment. - Play the recording all the way through for Ss to listen as they read the dialogue. - Play the recording again for Ss to repeat the lines in the speech bubbles two times. Linda: Mai, this is my - Divide the class into three groups. friend…Peter - Play the recording again for the whole class to School year: 2015-2016 Peter: Hi, Mai 41 repeat each line in the text a few times. Ensure their correct pronunciation (sentence stress, the assimilation Mai: Hello, Peter. Nice to meet you. of sound and intonation). 2. Look and say. - Have Ss look at the pictures a, b, c and d on page 30 - Elicit the characters in the pictures and spell the name in each picture. Recall sentence patterns “Who is that? ” - T models the dialogue Assign a pair to pretend to be Mai and Phong . Point to P.a and ask “ Who is that “? Have Ss repeat the answer : It’s …… Tell them to repeat the question and the answer. Repeat the step with the other names. - Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary. - Call on some pairs to perform the task at the front of the class. Others observe and comment. - Have the whole class repeat the question and answer in chorus to reinforce their pronunciation. - Some Ss volumteer come to the class, the other listen and give the coment 3. Talk - Ask Ss open their book P.30 and look at the pictures. Ask Ss look at the Picture a,b and answer the question: Who are they? – They are Linda, Mai, Mary and their friends Peter and Hoa - Ask Ss to guess what they should say to their friends and vice versa. School year: 2015-2016 42 - Fill in the speech bubbles with the correct phrases promted by Ss - T models:A: ………., this is………. B: Hi,……….. - Ss work in pairs 4. Listen and tick - Have Ss look at Pictures 1a, b; 2a, b on Page 31 4. - Identify the characters and guess what they are 1b, 2a saying. - Set the scence: “you are going to listen to the recording, match the information they hear to the pictures and tick the box in the appropriate picture. - 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and tick the correct pictures. - 3rd: play the recording for Ss to check their answers. - Have Ss trade their answers in pairs for correction - Ask some questions to ensure Ss’ comprehension of the listening text. Feedback: 5. Production Read and write 5. Have Ss look at Pictures a, b and guess what they 1. This is, Hello say. 2. my friend, Hello - Have Ss to work in pairs to do the exercise. - Monitor the activity and offer help when necessary/ correct typical pronunciation errors. - Call on a pair to demonstrate at the front of the class. School year: 2015-2016 43 - Write all into their notebooks - Have the whole class repeat all the phrases to reinforce their pronunciation Sing: - Ss listen to the recorder about the song - Ss listen sentence by sentence and repeat - Ss listen to 1 part and repeat - Ss listen to all and sing along. - Ss sing the song (class and individual) 6. Homework - Practice more about the dialogue and learn them by heart - Prepare lesson 2 Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ . WEEK 20 Period: 1 Planning date: 11/ 01 /2016 Date of teaching: 12 & 14/ 01/ 2016 UNIT 5: ARE THEY YOUR FRIENDS? Lesson 2 I. Objectives: School year: 2015-2016 44 - By the end of this lesson, Students will be able to ask and answer questions about friends - Develop speaking and listening skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III. Teaching aids: - Teacher’s aids: Tape cassette, pictures, poster, word cards. - Students’ aids: book, notebook, workbook. IV. Languages focus:  Vocabulary: Sentence patterns: Are they your friends? Yes, they are/ No, they aren’t V. Procedures: Teacher’s and students’ activities Content A. Warm up: Find someone who : Who’s that? It’ Linda B. New lesson. 1. Look ,listen and repeat *New words: * Pre- teach: Friends: bạn - Get Ss to read all the new words in chorus, in They: họ groups, then individual. Are they…? : Họ có * Checking vocabulary: Slap the board. phải là.......... 2. Listen and repeat - Have Ss to look at the book at page 32; identify the characters in the picture and what they are speaking. - Set the scene: “we are going to learn how to ask and answer about one’s friends.” Use a poster to set up the situation Are they your friends? Yes, they are. *Set the scene: Giving introduction of the text : Play the recording and asks Ss to listen to the tape No, they aren’t. twice. - T asks Ss to listen and repeat in chorus three times. - Have Ss listen to the recording as they read the School year: 2015-2016 45 lines in the speech bubbles - Play the recording again for Ss to repeat the dialogue two times. - Divide the class into two groups. Allocate the line of Miss Hien and Mai - Have one group repeat Nam’s part and the other Mai’s part. - Let Ss practice the dialogue in pairs Gets some pairs to read it aloud - Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation . * Presenting new structure: - T gives a situation to present (using picture) - T elicits the structures by asking Ss to speak out the model sentence:  Are they your friends? => Yes, they are/ No, they aren’t 3. Point and say Have Ss look at the pictures and introduce four characters: Peter, Tom,Phong, Mary T models the dialogue (use a picture)  Are they your friends? => Yes, they are/ No, they aren’t. - Have Ss to repeat the sentences in the bubbles a few times - Have the class repeat all the phrases - Have Ss to work in pairs - Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary. - Call on some pairs to perform the task at the front School year: 2015-2016 46 of the class. - Others observe and comment. - Make some questions to check Ss’ comprehension of language - Have the whole class repeat all the phrases to reinforce their pronunciation. 4. Let’s talk - Have Ss look at the pictures on page 32 and 4. 1 d, 2a , 3b, 4c identify the characters in the pictures. - Have Ss to repeat the sentences in the bubbles a few times before letting them practice freely. - Have Ss to work in pairs (use the names in their books or the real names to practice). - Monitor the activity and offer help when necessary/ correct typical pronunciation errors. - Call on a pair to demonstrate at the front of the class. - Have the whole class repeat all the phrases to reinforce their pronunciation. 5. Listen and number Have Ss look at Pictures a, b, c and d on Page 33. Elicit the identification of the characters in the 5. 1. name 2. nine 3. And pictures and the characters’ words. Ask Ss to listen to the recording and write the 4. friends information they hear to the sentence. - 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and number. - 3rd: play the recording for Ss to check their answers. - Have Ss trade their answers in pairs for correction School year: 2015-2016 47 - Ask some questions to ensure Ss’ comprehension of the listening text. Answers: 1 – 2- 3- 46. Read and complete. - Ask Ss to identify the characters in the pictures on page 33. - Set the scence: “you are going to read the sentences to get the information in order to complete the writing.” Have a revision of the language - Ask Ss to read the question and do the task - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers. Others listen and comment. - Make a few questions to check Ss’ comprehension of the sentences. - Have the whole class read each sentence in chorus to reinforce their pronunciation 7.Write - Give Ss the content of the exercise and what they must do 8. Home- link: Do exercise in the workbook Write about you and your friends in your notebook. Prepare picture of your friends. Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ . School year: 2015-2016 48 WEEK 20 Period: 2 Planning date: 14/ 01 /2016 Date of teaching: 15& 16/ 01/ 2016 UNIT 5: ARE THEY YOUR FRIENDS? Lesson 3 I. Objectives: - By the end of this lesson, students will be able to pronunciate the sound a, e - Review how to ask and answer about one’s friends - Develop speaking skill. II. Teaching methods: - Communicative approach. - Techniques: School year: 2015-2016 49 + Ask and answer (say individually) + Work in pairs/ groups. + Discuss. III. Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets. - Students’ aids: books, notebooks, workbooks. IV. Languages focus:  Vocabulary: put, photos, sheet of paper, present  Sentence Patterns: Are they your friends? Yes, they are/ No, they aren’t Phonics: that, yes V. Procedures: Teacher’s and students’ activities Content A. Warm up: Sing - The more we are together B. New lesson. 1. Listen and repeat - Have Ss open the book page 34, look at the words that, yes and notice the letter coloured differently in A: Who’s that? B: yes, it is both words. - Produce the sound of the letter a in the word that and e in the word yes 2. Listen and write - Ask Ss to say what they think about when they hear the sound - Play the recording all the way through for Ss to listen - Ss write the words they hear - Compare with their parners 3. Listen and read the chant 3. - Play the recording all the way through for Ss to 1. that listen 2. Yes while they are reading the chant in their books - Call on a group of six: three of them to repeat each line of the chant, other three clap the syllables School year: 2015-2016 50 - Have Ss practice the chant in groups and clap the syllables. - Monitor the activity and offer help when necessary/ correct typical pronunciation errors. - Call on a group to recite the chant. The others clap the syllables - Make a few questions to check Ss’ comprehension of language - Have the whole class recite the chant to reinforce their pronunciation. - Have Ss circle all the words containing the focused sounds in the chant. 4. Read and match. • Pre-reading: 4. - T introduces the topic “you are going to read the 1c sentences to get the information in order to match with 2d 3b the respond ”. - Ask Ss to predict “What is what”. 4a • While-reading: - 1st reading: Ss read the sentences individually and check their prediction. - 2nd reading: Ss do the task (match the sentence with a appropriate respond.) - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers. Others listen and comment. • Post-reading: - Make a few questions to check Ss’ comprehension of the sentences. - Have the whole class read each sentence in chorus School year: 2015-2016 51 to reinforce their pronunciation Answers: 5. Circle the correct words Tell Ss that they are going to read and get information . - Ss read silently and complete the sentences. - Ss trade their answers within pairs or groups for correction - Ask Ss to read the answers aloud to the class.The others listen and give comments. Answers: - Make somes questions to check Ss’ comprehension of the reading text. - Have ss write the answer in to their notebooks - Have the whole class read each line of the dialogues chorally to reinforce their pronunciation. 6. Project: - Present your friends 6. Example: This is ……, and this is……. They’re my 1. friend friends. 2. they 7. Home- link: 3. Prter and Mary - Practice more the structure 4. Yes - Do the exercises 5. aren’t - Prepare unit 4 Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ . School year: 2015-2016 52 WEEK 21 Period: 1 Planning date: 18/ 01 /2016 Date of teaching: 19& 21/ 01/ 2016 REVIEW 1 UNIT ONE TO FIVE I.Objectives: - By the end of this lesson, students will be able to remember all the knowledge they have learn and do all the exercises - Develop speaking skill. II. Teaching methods: - Communicative approach. - Techniques: + Ask and answer (say individually) + Work in pairs/ groups. + Discuss. III. Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets. - Students’ aids: books, notebooks, workbooks. School year: 2015-2016 53 IV.   V. Languages focus: Vocabulary: Sentence Patterns: Procedures: Teacher’s and students’ activities A. Warm up: Content - Ask ps to practice in -Review the model sentences from unit1 to unit 5 pairs B. New lesson: 1. Listen and tick - Have pupils look at pictures 1, 2, 3, 4 and 5 on page 36 of the Student Book. Give the identification of - Look at pictures 1, 2, the characters in the pictures and the characters’ 3, 4 and 5 on page 36 of words. Tell pupils that they are going to listen to the the Student Book. recording and tick the pictures they hear. Guess the answer - Play the recording 2 times pupils to listen and tick - Listen and tick the the boxes. Check their guess. Compare the answer boxes. with the partner. - Play the recording again pupils check their - Listen answers. T give the answer: - Ask some questions to ensure pupils’ comprehension of the listening text. Answers: 1 – b; 2 – a; 3 – a; 4 – b; 5- b 2. Listen and number - Have pupils look at pictures a, b, c and d on page of - Look at pictures a, b, the Student Book. Elicit the identification of the c and d on page of the characters in the pictures and the characters’ words. Student Book Tell pupils that they are going to listen to the recording and match the information they hear to the - Listen. pictures. They should number the boxes. Guess the answer - Play the recording 2 times pupils to listen and - Listen and number number the boxes. Check their guess. Compare the the boxes. School year: 2015-2016 54 answer with the partner. - Play the recording again pupils check their - Listen. answers. T give the answer: - Ask some questions to ensure pupils’ - Answer comprehension of the listening text. Answer: 1.c 2.b 3.d 4.a 3. Read and complete - T explains the situation and how to do the exercise - Ask students to read the dialogue in the book and - Read the dialogue in the book and fill the fill the words given to complete the dialogue. Work in words given to complete pairs to do the exercise then practice in pairs in front the dialogue of the whole class. The rest listen to and give the remark. Correct the pronunciation. Answer: 1. Hello 2. name 3. friends 4. nine 4. Read and match - Whole class. Have pupils turn their books to page 37. Tell pupils that they are going to read the sentences to get the information in order to match the sentences to the sentences. - Pupils read the sentences individually and do the - Read the sentences task. Monitor the activity and offer help when individually and do the necessary. task - Pair works. Have pupils trade their answers for - Pair works correction. - Call on some pupils to report their answers. The rest of the class listen give comments. - Make a few questions to check pupils’ comprehension of the sentences. - Have the whole class read each sentence in chorus to reinforce their pronunciation. Answer: 1.e 2. d 3. b 4.a 5. C School year: 2015-2016 55 5. Look and say - Have pupils look at pictures a, b, c and d on Page - Look at pictures a, b, 37. Elicit the characters in the pictures and their c and d on Page 37 names. Ask pupils to guess and complete the speech bubbles. - Model: Call on a pair. Allocate the parts of the characters Mai and Nam to the pupils. Ask them to act out the dialogues. Using the pictures in their books. Monitor the activity and offer help.Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary. - Workin pairs - Call on some pairs to perform their task in front of the class. The rest of the class observe and give comments. - Repeat all the phrases - Have the whole class repeat all the phrases in in chorus chorus to reinforce their pronunciation. 6. Consolidation:. - Ask the whole class to review some songs. 7. Homelink: Further practice at home Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ School year: 2015-2016 56 WEEK 21 Period: 2 Planning date: 21/ 01 /2016 Date of teaching: 22& 23/ 01/ 2016 UNIT 6: STAND UP! Lesson 1 I. Aims: - To understand about making and responding to instructions. II. Objectives: - By the end of this lesson, students will be able to make and respond to instructions - Develop writing, reading skill. III . Teaching method: - Communicative method. - Techniques: - Ask and answer - Work in pairs and individually. - Work in groups, discuss. IV. Teaching aids: - Teacher’s aids: audio, stickers, puppets, . - Students’ aids: book, notebook, workbook. V. Languages focus: VOCABULARY: command sentences Sentence patterns: - May I sit down? - Yes, you can / No, you can’t School year: 2015-2016 57 VI. Procedures: Teacher’s and students’ activities A. Warm up: Content - Sing the song - Sing hello song. B. New lesson: 1. Look, listen and repeat. - Identify the characters - Ask Ss to identify the characters in the picture on in the picture on page page 40 and what they are saying. 40 - Play the recording and asks Ss to listen to the tape. - Listen to the tape. - T asks Ss to listen and repeat in chorus two times. - Listen and repeat in - Call on one pair. One repeats Mr Loc’s part, the chorus two times. other repeats Ss’ part. - Have whole class repeat all the phrases a few times to reinforce their pronunciation. And do the same with the dialogue between Linda and Mai 2. Point, say and do actions - Open the book and - Have pupils look at pictures on Page 40. Elicit the look at the book. characters in the pictures and their names. - Listen. - Teach vocabulary: Boy Sir Sorry Please class - Check vocab: slap the board - Slap the board. - Listen. - Model sentence: be quiet = don’t talk come here sit down open your book close your book stand up - Ask T requests and Ss do. - Model: Call some Ss request and the others do. - Call on some pairs to perform their task at the front of the class. The rest of the class observe and give comments. - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. 3. Let’s Talk - Look at the book and School year: 2015-2016 58 - Ask students to look at the pictures in the book. describe. - Ask them to identify the characters in the pictures. - Practise speaking. - Ask Ss work in pairs. Call some pairs to act out - Some pairs practise - Correct their pronunciation speaking in front of the 4. Listen and tick class. - Have pupils look at pictures 1, 2 and 3 on page 41 of the Student Book. Elicit the identification of the - Play the game characters in the pictures and the characters’ words. - Play the recording 2 times pupils to listen and tick the boxes. Check their guess. Compare the answer - Look at pictures 1, 2 with the partner. and 3 on page 41 of the - Play the recording again pupils check their Student Book answers. T give the answer: - Ask some questions to ensure pupils’ - Listen and tick the comprehension of the listening text. boxes 5. Look and write - Have pupils open their books to Page 41. Get Ss to - Identify the characters identify the characters in the pictures and what they in the pictures and what are saying. they are saying - Tell Ss that they are going to read and get - Read and get information to write the missing words in dialogue information to write the sentences. missing words in - Ss read silently and complete the dialogues. dialogue sentences. - Ss trade their answers within pairs or groups for correction - Ask Ss to read the answers aloud to the class. The others listen and give comments. Answers: 1. Open 2. Quiet 3. Close 4. Sit - Read the answers 5. aloud to the class Come 6. Stand - Make some questions to check Ss’comprehension of the reading text. School year: 2015-2016 59 7. Consolidation: - Ask Ss to introce some schools that they know. - Read all the words in - Ask the whole class to read aloud the words chorus. 8. Homelink: Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ WEEK 22 Period: 1 Planning date: 25/ 01 /2016 Date of teaching: 26& 28/ 01/ 2016 UNIT 6: STAND UP! Lesson 2 I. Objectives: - By the end of this lesson, students will be able to ask for and give permission - Develop listening, reading and writing skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs and individually + Ask and answer. + Work in groups, discuss. III. Teaching aids: - Teacher’s aids: pictures, extra board, tape, cassette. - Student’s aids: book, notebook, workbook. IV. Language focus:  Vocabulary: may, come in, go out, speak, write, ask a question  Sentence Patterns: May I ……? Yes, you can/ No, you can’t V. Procedures: T’ activities SS’ activitives A. Warm up: - Sing hello song. - Sing the song B. New lesson: 1.Look, listen and repeat. - Ask Ss to identify the characters in the picture - Identify the characters in School year: 2015-2016 60 on page 40 and what they are saying. the picture on page 40 - Play the recording and asks Ss to listen to the - Listen to the tape. tape. - T asks Ss to listen and repeat in chorus two - Listen and repeat in times. chorus two times. - Call on one pair. One repeats Mr Loc’s part, the other repeats Ss’ part. - Have whole class repeat all the phrases a few times to reinforce their pronunciation. And do the same with the dialogue between Linda and Mai 2. Point, say and do actions - Have pupils look at pictures on Page 40. Elicit - Open the book and look the characters in the pictures and their names. at the book. -Teach vocabulary: - Listen. Boy Sir Sorry Please class - Check vocab: slap the board - Slap the board. - Model sentence: be quiet = don’t talk - Listen. come here sit down open your book close your book stand up - Ask T requests and Ss do. - Model: Call some Ss request and the others do. - Call on some pairs to perform their task at the front of the class. The rest of the class observe and give comments. - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. 3. Let’s Talk - Look at the book and - Ask students to look at the pictures in the book. describe. - Ask them to identify the characters in the - Practise speaking. pictures. - Some pairs practise - Ask Ss work in pairs. Call some pairs to act out speaking in front of the Correct their pronunciation class. School year: 2015-2016 61 4. Listen and tick - Look at pictures 1, 2 - Have pupils look at pictures 1, 2 and 3 on page and 3 on page 41 of the 41 of the Student Book. Elicit the identification of Student Book the characters in the pictures and the characters’ words. - Listen and tick the boxes - Play the recording 2 times pupils to listen and tick the boxes. Check their guess. Compare the answer with the partner. - Play the recording again pupils check their answers. T give the answer: - Ask some questions to ensure pupils’ comprehension of the listening text. 5. Look and write - Identify the characters in - Have pupils open their books to Page 41. Get Ss the pictures and what they to identify the characters in the pictures and what are saying they are saying. - Read and get - Tell Ss that they are going to read and get information to write the information to write the missing words in dialogue missing words in dialogue sentences. sentences. - Ss read silently and complete the dialogues. - Ss trade their answers within pairs or groups for correction -Read the answers aloud - Ask Ss to read the answers aloud to the class. to the class The others listen and give comments. Answers: 1. Open 2. Quiet 3. Close 4. Sit 5. Come 6. Stand - Make some questions to check - Ss’comprehension of the reading text. 7. Consolidation: - Read all the words in - Ask Ss to introce some schools that they know. chorus School year: 2015-2016 62 - Ask the whole class to read aloud the words. 8. Homelink: Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ WEEK 22 Period: 2 Planning date: 28/ 01 /2016 Date of teaching: 29& 30/ 01/ 2016 UNIT 6: STAND UP! Lesson 3 I. Objectives: - By the end of this lesson, students will be able to pronunciate the sound c, d - Review how to ask for permission - Develop speaking skill. II. Teaching methods: - Communicative approach. - Techniques: + Ask and answer (say individually) + Work in pairs/ groups. + Discuss. III. Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets. - Students’ aids: books, notebooks, workbooks. IV. Languages focus:  Vocabulary: talk, quiet, aloud, question  Sentence Patterns: May I……? Yes, you can/ No, you can’t Phonics: come, down V. Procedures: T’ activities SS’ activitives A. Warm up: - Play game: Simon says - Play the game B. New lesson: 1. Look, listen and repeat School year: 2015-2016 63 - Whole class. Have pupils look at their books - Open the book and look at (Page 42). the book. - Elicit the character and have Ss guess what they - Guess what they are saying. are saying. - Set the scene: we are going to learn phrases - Listen. May I come in, Mr Loc? – Yes, you can May I go out, Mr Loc? – No you can’t -Have Ss listen to the recording as they read the - Listen to the recording as lines in the speech bubbles they read the lines in the - Play the recording again for Ss to repeat the speech bubbles lines in the speech bubbles two times. - Divide the class into two groups. One repeat - Work in groups Mai’s part and the other repeat Nam’ part. - Play the recording again for the whole class to - Listen repeat each line in the speech bubbles to reinforce their pronunciation. - Teach vocabulary: Speak Write May I… Can can’t = can not - Elicits the structures May I come in, Mr Loc? – Yes, you can May I go out, Mr Loc? – No you can’t 2. Point and say - Have Ss look at the pictures on page 42 Elicit the characters in the pictures and their names. Ask Ss to guess and complete the speech bubbles. - T models/ allocates the parts of characters Linda - Point to the pictures and and Nam to Ss practise - Ask them to act out the dialogue1. Repeat the step with some other pairs for pictures - Have Ss practice acting out the dialogue in pairs, - Play role and speak out. School year: 2015-2016 64 using the pictures a, b, c, d.. - Call on some pairs to perform the task at the front of the class. The others observe and give comments. - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. 3. Let’s talk: - Show picture and give task. - Look at the picture. - Have Ps work in pair. - Display in class, others comment - Listen and correct. - Have Ps practice. The rest listen to and give comment. - Correct Ss’ error pronunciation 4. Listen and number - Have pupils look at pictures a, b, c and d on - Look at pictures a, b, c and d page of the Student Book. Elicit the identification on page of the Student Book of the characters in the pictures and the characters’ words. - Play the recording 2 times pupils to listen and - Listen and number the boxes. number the boxes. - Play the recording again pupils check their answers.T give the answer: - Ask some questions to ensure pupils’ comprehension of the listening text. 5. Read and match - Ask Ss to identify the characters in the pictures - Identify the characters in the on page 43. pictures on page 43. - Ask Ss to read the dialogues and do the task - read the dialogues and do the (match the sentence with a appropriate picture). task - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers. Others School year: 2015-2016 65 listen and comment. - Have the whole class read each sentence in chorus to reinforce their pronunciation Answers: 1 – c; 2 – d; 3-a, 4-b - Listen. 6. Let’s write - Have pupils open their books to Page 43. Get Ss to identify the characters in the pictures and what they are saying. - Look at the board. - Pupils practice in pairs and complete the dialogues. - Pair works. Pupils give their answers for correction. practice in pairs and complete the dialogues. - Ask some pupils to read their answers aloud to the class. The rest of the class listen and give comments. Answer: 1. Come in book - Read aloud. 2. Sit down 3 close my 4. open my book 7. Consolidation: - Give out some pictures about different school and ask ss to speak out. 8. Homelink: Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ School year: 2015-2016 66 WEEK 23 Period: 1 Planning date: 01/ 02 /2016 Date of teaching: 02& 04/ 02/ 2016 UNIT 7: THAT’S MY SCHOOL Lesson 1 I. Objectives: - By the end of this lesson, Students will be able to talk about school facilities - Develop speaking and listening skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III. Teaching aids: - Teacher’s aids: Tape cassette, pictures, poster, work cards. - Students’ aids: book, notebook, workbook. IV. Languages focus:  Vocabulary: classroom, gym, library, computer room, playground. Sentence patterns: That is my school. Is it big? /small? Yes, it is/ No, it isnt. V. Procedures: T’ activities SS’ activitives A. Warm up: - Ask Ss to Sing Come on and sit down song. - Sing the song B. New lesson: 1. Look, listen and repeat. - Ask Ss to identify the characters in the picture on page 46 and what they are saying. - Look at the pictures in the - Play the recording and asks Ss to listen to the book tape. - T asks Ss to listen and repeat in chorus two times. - Call on one pair. One repeats Mai’s part, the other repeats Linda’s part. - Listen and repeat - Have whole class repeat all the phrases a few times to reinforce their pronunciation. 2. Point and say - Have pupils look at pictures on Page 46. Elicit School year: 2015-2016 67 the characters in the pictures and their names. - Teach vocabulary: School Big Small Gym Library computer room playground - Check vocab: slap the board Model sentence: That’s my school. Is it big? -Yes, it is/No, it isn’t. It’s small. - Ask pupils to guess and complete the speech bubbles. - Call on some Ss to perform their task at the front of the class. The rest of the class observe and give comments. - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. 3. Let’s Talk - Ask students to look at the pictures in the book. - Ask them to identify the characters in the pictures. - Ask Ss work in pairs. Call some pairs to act out - Correct their pronunciation 4. Listen and tick T: Have Ss look at Pictures 1a, b; 2a, b ; 3a,b on Page 47 - Identify the characters and guess what they are saying. - Set the scence: “you are going to listen to the recording, match the information they hear to the pictures and tick the box in the appropriate picture. - 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and tick the correct pictures. - 3rd: play the recording for Ss to check their answers. - Ask some questions to ensure Ss’ comprehension of the listening text. 5. Read and write T: Have Ss look at Pictures a, b and guess what he says. - Have Ss to work in pairs to do the exercise. - Monitor the activity and offer help when necessary/ correct typical pronunciation errors. - Call on a pair to demonstrate at the front of the class. Answer: That is my classroom. That is the - Look and find out the model sentences - Point the pictures and practise -Answer - Identify the characters and guess -Listen - listen and tick the correct pictures. - Have Ss trade their answers in pairs for correction - Work in pairs to do the exercise. - Listen. School year: 2015-2016 68 library. That is the computer room That is the gym - Write all into their notebooks - Have the whole class repeat all the phrases to reinforce their pronunciation - Write all into their notebooks * Note: Good pupils sing song Class 3A: Phu, Nga. Class 3B: Tai, Vy. Class 3C: Huan, Thuy 6. Sing: This is the way we go to school - Ss listen to the recorder about the song. Ss listen sentence by sentence and repeat - Ss listen to 1 part and repeat. Ss listen to all and - Listen sing along. - Ss sing the song ( class and individual) 7. Consolidation: - Ask the whole class to sing the song - Sing the song ( class and individual) 8. Homelink: Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ School year: 2015-2016 69 WEEK 23 Period: 2 Planning date: 04/ 02 /2016 Date of teaching: 05& 06/ 02/ 2016 UNIT 7: THAT IS MY SCHOOL Lesson 2 I. Aims: understand how to ask and answer questions about school facilities II. Objectives: - By the end of this lesson, students will be to ask and answer questions about school facilities - Develop listening, reading and writing skill. III. Teaching methods: - Communicative method. - Techniques: + Work in pairs and individually + Ask and answer. + Work in groups, discuss. IV. Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards. - Student’s aids: book, notebook, workbook. V. Language focus: Is the + school facility + adj? It is + adj VI. Procedures: T’ activities SS’ activitives A. Warm up: - Teacher: Reorder the letter - Listen and to do. Ygm ………. Csohol………… Lpyagournd…………. Labriyr……… - Who is faster who is a winner B. New lesson: 1. Look, listen and repeat T: Have Ss to look at the book at page 48; identify - Open the book and look at the characters in the picture and what they are the book. speaking. - Set the scene: “we are going to learn how to ask - Answer T's questions. about school facilities.” Use a poster to set up the situation - T gives a situation to present (using picture) - listen to the recording as - T elicits the structures by asking Ss to speak out they read the lines in the the model sentence: speech bubbles Is the …. + Adj? Yes,it is/ No, it isn’t - Play the recording and asks Ss to listen to the tape twice. - T asks Ss to listen and repeat in chorus three times. - Listen and repeat School year: 2015-2016 70 - Play the recording again for Ss to repeat the dialogue two times. - Divide the class into two groups. Allocate the line of Mr. Loc and students - Let Ss practice the dialogue in pairs Gets some pairs to read it aloud - Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation. 2. Point and say T: Have Ss look at the pictures and introduce four characters: - T models the dialogue (use a picture) a. school,new/ yes b. gym,big/ yes c. library, old/no d.playground,large/ no - Have Ss to repeat the sentences in the bubbles a few times PS: Have Ss to work in pairs. - Call on some pairs to perform the task at the front of the class. Others observe and comment. - Make some questions to check Ss’ comprehension of language - Have the whole class repeat all the phrases to reinforce their pronunciation. 3. Let’s talk T: Have Ss look at the pictures on page 48 and identify the characters in the pictures. - T gives some cues: a. classroom/ (small)/ big, b. library/ big, c. gym/ (large)/ small, d. computer room/new and Have Ss to work in pairs (use the words on the board). - Call on a pair to demonstrate at the front of the class. - Have the whole class repeat all the phrases to reinforce their pronunciation. 4. Listen and number T: Have Ss look at Pictures a, b, c and d on Page 49. - Elicit the identification of the characters in the pictures and the characters’ words. - 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and number. - 3rd: play the recording for Ss to check their answers. - Ask Ss to listen to the recording and write the number into the box below each picture. - Ask some questions to ensure Ss’ comprehension of School year: 2015-2016 - Practice the dialogue in pairs - Look at the book and describe. - Repeat the sentences in the bubbles a few times - Work in pairs.. - Check. - Repeat - Look at the picture. - Open the book and look at the book. - Listen. - Listen and number. 71 the listening text. - Guessing ……………. Answers: 1 – 2- 3- 45. Read and circle - T introduces the topic “you are going to read the sentences to get the information in order to do the task below”. - 1st reading: Ss read the sentences individually and check their prediction. 2nd reading: Ss do the task - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers. Others listen and comment. 6. Write about your school - Make a few questions to check Ss’ comprehension of the sentences. - Have the whole class read each sentence in chorus to reinforce their pronunciatio - Ss read the questions and understand how to write the answer - Have Ss to work in pairs to do the exercise. - Call on a pair to demonstrate at the front of the class. - Write all into their notebooks - Have the whole class repeat all the phrases to reinforce their pronunciation 7. Consolidation: - Ask Ss to learn all vocabulary, practice more. Do exercises in the workbook 8. Homelink - Look at the board. - Read the sentences individually and check their prediction. - Read in chorus. - Read individually. - Work in pairs to do the exercise Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ School year: 2015-2016 72 WEEK 24 Period: 1 Planning date: 08/ 02 /2016 Date of teaching: 09& 11/ 02/ 2016 UNIT 7: THAT IS MY SCHOOL Lesson 3 I. Objectives: - By the end of this lesson, students will be able to pronunciate the sound g, l - Review how to ask and answer about school facilities. - Develop speaking skill. II. Teaching methods: - Communicative approach. - Techniques: + Ask and answer (say individually) + Work in pairs/ groups. + Discuss. III. Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets. - Students’ aids: books, notebooks, workbooks. IV. Languages focus:  Vocabulary: play, chat with..., do exercise  Sentence Patterns: Is the……+ adj? Yes, it is/ No, it isn’t Phonics: gym, look V. Procedures: T’ activities SS’ activitives I. Warm up: - Ask Ss to speak about some schools. -Speak II. New lesson: 1. Listen and repeat - Have Ss open the book page 50, look at the - look at the words gym/look words gym/look and notice the letter coloured and notice the letter coloured differently in both words. differently in both words. - Produce the sound of the letter g in the word gym and l in the word look - listen and repeat - Ss listen and repeat : The gym is old Look at the school 2. Listen and write - Ask Ss to say what they think about when they hear the sound - listen - Play the recording all the way through for Ss to listen -listen and write - Ss write the words they hear - Compare with their parners Answer: The school gym is large Look at the library - listen 3. Let’s chant School year: 2015-2016 73 - Play the recording all the way through for Ss to listen while they are reading the chant in their books - Have Ss circle all the words containing the focused sounds in the song. - Have Ss listen and repeat (3 times). - Monitor the activity and offer help when necessary/ correct typical pronunciation errors. - Call on a group to recite the chant. The others clap their hands - Make a few questions to check Ss’ comprehension of language Have the whole class read to reinforce their pronunciation 4. Read and Match - T introduces the topic “you are going to read the sentences to get the information in order to match with the respond.” - Ask Ss to predict “What is what”. - 1st reading: Ss read the sentences individually and check their prediction. - 2nd reading: Ss do the task (match the sentence with a appropriate respond.) - Call on some Ss to report their answers. Others listen and comment. - Make a few questions to check Ss’ comprehension of the sentences. - Have the whole class read each sentence in chorus to reinforce their pronunciation 5. Read and complete - T elicit the meaning of the words given from ss - 1st reading: Ss read the sentences individually and check their prediction. - 2nd reading: Ss do the task - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers. Others listen and comment. Answer: 1. playground 2. It 3. gym 4. classroom - listen and repeat -Read in chorus. -Read individually. -Work in pairs to do the exercise - look at the books. - Ss read the sentences -Ss do the task - listen and comment - read each sentence in chorus to reinforce their pronunciation -Ss read the sentences - Ss do the task -listen and comment 6.Project: draw mind map school School year: 2015-2016 74 Classroom library III. Consolidation: - Ask Ss to learn all vocabulary, practice more. Do exercises in the workbook IV. Homelink Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ WEEK 24 Period: 2 Planning date: 25/ 02 /2016 Date of teaching: 26& 27/ 02/ 2016 UNIT 8: THIS IS MY PEN Lesson 1 School year: 2015-2016 75 I. Aims: - To identify school things. II. Objectives: - By the end of this lesson, students will be able to identify school things - Develop writing, reading skill. III. Teaching method: - Communicative method. - Techniques: - Ask and answer - Work in pairs and individually. - Work in groups, discuss. IV. Teaching aids: - Teacher’s aids: audio, stickers, puppets, flashcards. - Students’ aids: book, notebook, workbook. V. Languages focus: Vocabulary: pen, rubber, ruler, pencil case, school bag, pencil sharpener, notebook, crayon, coloured pencil, correction pen, ballpoint pen…. Sentence patterns: This is my pen. That is my…. VI. Procedures: T’ activities SS’ activitives I. Warm up: - Put the words in order -Read and reorder 1. school/ this/ my/ is 2. that/a / gym/ is 3. is/ new/ computer room/ the? 4. the library/ large/ is? II. New lesson: 1. Look, listen and repeat. - Play the recording and asks Ss to listen to the - Listen to the tape twice. tape twice. - T asks Ss to listen and repeat in chorus two - Listen and repeat in times. chorus two times. - Have whole class repeat all the phrases a few times to reinforce their pronunciation. - Ss read the sentences - T elicits model sentences from students - Read each sentence in This is my pen chorus to reinforce their That’s my rubber pronunciation Giới thiệu đồ dùng học tập của mình: This/ That is my + tên đồ dùng học tập 2. Point and say - Have Ss look at the pictures a,b,c,d,e - Look at the pictures - Ask them to identify the characters in the a,b,c,d,e pictures and what they should say. - Fill the bubbles and have Ss to repeat the lines - Fill the bubbles and have a few times Ss to repeat - Ask Ss to practice introducing their school - Ss to practice introducing School year: 2015-2016 76 things, using pictures a. pencil b. pencil case c. school bag d. notebook e. pencil sharpener - Call on some pairs to perform the task at the front of the class. - Make some questions to check Ss’ comprehension of language - Have the whole class repeat all the phrases to reinforce their pronunciation. 3. Let’s Talk - Have Ss look at the pictures on page 52 and identify the characters in the pictures. - Fill in the speech bubbles with the correct phrases promted by Ss S1: This is my rubber S1: That is my school bag. S2: Is it? S2: Is it? S1: Yes, it is S1:Yes, it is - Have Ss to repeat the sentences a few times before let them practice freely. - Have Ss to work in pairs to practice . - Call on a pair to demonstrate at the front of the class. - Have the whole class repeat all the phrases to reinforce their pronunciation. 4. Listen and tick - Have Ss look at Pictures 1a, b; 2a, b ; 3a,b on Page 53 - Identify the characters and guess what they are saying. - 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and tick the correct pictures. - 3rd: play the recording for Ss to check their answers. - Have Ss trade their answers in pairs for correction - Ask some questions to ensure Ss’ comprehension of the listening text. Feedback: 5. Read and write - Have Ss look at Pictures a, b and guess what she says. - Have Ss to work in pairs to do the exercise. their school things, using pictures - Look at the pictures on page 52 and identify the characters in the pictures - To repeat the sentences a few times - Work in pairs to practice - Look at Pictures 1a, b; 2a, b ; 3a,b on Page 53 - Identify the characters and guess - Listen. - Listen and tick - Listen and check - Look at Pictures a, b and guess - Work in pairs to do the School year: 2015-2016 77 - Monitor the activity and offer help when exercise necessary - Call on a pair to demonstrate at the front of the class. Answer: 1. This is my ruler It is new 2. That is my rubber It is old - Write all into their notebooks -Write all into their - Have the whole class repeat all the phrases to notebook reinforce their pronunciation III. Consolidation: - Ask Ss to learn all vocabulary, practice more. Do exercises in the workbook IV. Homelink Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ WEEK 25 Period: 1 Planning date: 01/ 03 /2016 Date of teaching: 02& 04/ 03/ 2016 UNIT 8: THIS IS MY PEN Lesson 2 I. II. - Objectives: By the end of this lesson, students will be able to introduce school things Develop listening, reading and writing skill. Teaching methods: Communicative method. Techniques: + Work in pairs and individually School year: 2015-2016 78 + Ask and answer. + Work in groups, discuss. III. Teaching aids: - Teacher’s aids: pictures, extra board, tape, cassette. - Student’s aids: book, notebook, workbook. IV. Language focus:  Vocabulary: plural nouns, these, those  Sentence Patterns: These are my books Those are my pencils V. Procedures: T’ activities SS’ activitives I. Warm up: Slap the board - Slap the board RUBBER PENCI RULER SCHOOL L BAG PENCIL BOOK PENCI PEN SHARPENE L R CASE II. New lesson: 1. Look, listen and repeat. - Play the recording and asks Ss to listen to the tape twice. - T asks Ss to listen and repeat in chorus two times. - Have whole class repeat all the phrases a few times to reinforce their pronunciation. - T elicits model sentences from students These are my books Those are my pencils Giới thiệu đồ dùng học tập của mình : These/ Those are my + plural noun 2. point and say - Have Ss look at the pictures a,b,c,d,e - Ask them to identify the characters in the pictures and what they should say. - Fill the bubbles and have Ss to repeat the lines a few times - Ask Ss to practice introducing their school things, using pictures a. notebooks b. pens c. pencil cases d. rubbers - Call on some pairs to perform the task at the front of the class. - Make some questions to check Ss’ comprehension of language - Listen to the tape twice. - To listen and repeat in chorus two times. - Listen. - Look at the pictures a,b,c,d,e - Fill the bubbles and have Ss to repeat the lines - Practice introducing their school things, using pictures School year: 2015-2016 79 - Have the whole class repeat all the phrases to reinforce their pronunciation. 3. Let’s Talk - Have Ss look at the pictures on page 52 and identify the characters in the pictures. - Fill in the speech bubbles with the correct phrases promted by Ss S1: These are my books S1: Those are my pencils S2: Are they? S2: Are they? S1: Yes, they are S1:Yes,they are - Have Ss to repeat the sentences a few times before let them practice freely. - Have Ss to work in pairs to practice . - Call on a pair to demonstrate at the front of the class. - Have the whole class repeat all the phrases to reinforce their pronunciation 4. Listen and number - Have Ss look at Pictures a, b, c and d on Page 55. - Elicit the identification of the characters in the pictures and the characters’ words. - Ask Ss to listen to the recording and write the number into the box below each picture. - 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and number. - 3rd: play the recording for Ss to check their answers. - Guessing ……………. Answers: 1 – 2- 3- 45. Read and write: - T introduces the topic “you are going to read the text to get the information in order to complete the sentences below ”. - 1st reading: Ss read the sentences individually - 2nd reading: Ss do the task - Monitor the activity and offer help when necessary Answer: 1. My name is Nam 2. My classroom is small but nice 3. My schoolbag is big - Repeat all the phrases - Look at Pictures and identify the characters in the pictures - Fill in the speech bubbles with the correct phrases promted by Ss - Repeat the sentences a few times - Work in pairs to practice - Look at Pictures a, b, c and d on Page 55. - To listen and repeat in chorus two times. - Listen. - Listen and number. - Read the sentences individually - Ss do the task - Repeat all the phrases School year: 2015-2016 80 4. My books and notebooks are new. 5. My pencil cases and pens are new too. - Have the whole class read each sentence in chorus to reinforce their pronunciation 6. Let’s Write - Have Ss look at Pictures a, b and guess what - Look at Pictures and identify she says. the characters in the pictures - Have Ss to work in pairs to do the exercise. - Work in pairs to do the exercise. - Monitor the activity and offer help when necessary - Call a student to write them on the board. - Write them on the board. Answer: 1. These are my books 2. Those are my pencil cases and notebooks - Repeat the sentences a few - Write all into their notebooks times - Have the whole class repeat all the phrases to reinforce their pronunciation III. Consolidation: - Write all into their notebook - Ask Ss to learn all vocabulary, practice more. Do exercises in the workbook IV. Homelink Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ WEEK 25 Period: 2 Planning date: 04/ 03 /2016 Date of teaching: 05& 06/ 03/ 2016 UNIT 8: THIS IS MY PEN Lesson 3 I. II. - Objectives: By the end of this lesson, students will be able to pronunciate the sound r, th Review how to introdure school things. Develop speaking skill. Teaching methods: Communicative approach. Techniques: + Ask and answer (say individually) + Work in pairs/ groups. + Discuss. School year: 2015-2016 81 III. Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets. - Students’ aids: books, notebooks, workbooks. IV. Languages focus:  Vocabulary:  Sentence Patterns: Are these your books? Yes, it is/ No, it isn’t Phonics: ruler, these V. Procedures: T’ activities SS’ activitives I. Warm up: board racing ( school things) - Slap the board II. New lesson: 1. Listen and repeat - Have Ss open the book page 56, look at the - Open the book page 56, look at words ruler/ these and notice the letter coloured the words ruler/ these and notice differently in both words. the letter coloured differently in - Produce the sound of the letter r in the word both words. ruler and th in the word these - Listen and repeat - Ss listen and repeat : Those are rulers These are pens 2. Listen and write - Ask Ss to say what they think about when they - Listen and repeat in chorus two hear the sound times. - Play the recording all the way through for Ss - Write the words they hear to listen - Compare with their parners - Ss write the words they hear - Compare with their parners - Read to reinforce their Answer: These are my ruler pronunciation. Are those your books? - Have the whole class read to reinforce their pronunciation. - Listen while they are reading 3. Let’s chant the chant in their books - Play the recording all the way through for Ss - Circle all the words containing to listen while they are reading the chant in their the focused sounds in the song. books - Have Ss circle all the words containing the focused sounds in the song. - Recite the chant - Have Ss listen and repeat ( 3 times). - Monitor the activity and offer help when necessary/ correct typical pronunciation errors. - Call on a group to recite the chant. The others clap their hands 4. Read and Match - T introduces the topic “you are going to read - Listen the sentences to get the information in order to School year: 2015-2016 82 match with the respond ”. - Ask Ss to predict “What is what?”. - 1st reading: Ss read the sentences individually and get information. - 2nd reading: Ss do the task (match the sentence with a appropriate respond.) - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers. Others listen and comment. - Make a few questions to check - Ss’comprehension of the sentences. - Have the whole class read the sentences in chorus to reinforce their pronunciation 5. Read and write - T elicit the meaning of the words given from ss - 1st reading: Ss read the sentences individually and check their prediction. - 2nd reading: Ss do the task - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers. Others listen and comment. Answer: 1. Hello. My name is Linda 2. This is my rubber 3. These are my books and pencils 4. Look! That is my school bag 5. And those are my books 6. Project: Draw, colour and write - T asks Ss to take out a piece of paper. - Have Ss draw school things on and colour them - Have Ss write the name of each school thing they drew - Show them to the class. - Read the sentences individually and get information. - Do the task - Report their answers. Others listen and comment. - Read to reinforce their pronunciation. - Read the sentences individually and check their prediction - Do the task - Take out a piece of paper - Draw school things on and colour them III. Consolidation: - Ask Ss to learn all vocabulary, practice more. - Do exercises in the workbook IV. Homelink Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ School year: 2015-2016 83 WEEK 26 Period: 1 Planning date: 08/ 03 /2016 Date of teaching: 09& 11/ 03/ 2016 UNIT 9: WHAT COLOUR IS IT? Lesson 1 I. II. III. IV. V. Objectives: By the end of this lesson, Students will be able to ask and answer questions about school things Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. Teaching aids: - Teacher’s aids: Tape cassette, pictures, poster, word cards. - Students’ aids: book, notebook, workbook. Languages focus:  Vocabulary: here, desk  Sentence patterns: Is this/ that…..?  Yes, it is/ No, it isn’t Procedures: School year: 2015-2016 84 T’ activities SS’ activitives I. Warm up: wordsquare - Play the game T B O O K H W X R U B B E R M C L A Y G U R P E N C I L O E D E S K E Z N B A G W R T S C H O O L II. New lesson: 1. Look, listen and repeat. - Listen - Play the recording and asks Ss to listen to the tape twice. - Listen and repeat in chorus - T asks Ss to listen and repeat in chorus two - Repeat all the phrases a few times. times to reinforce their - Have whole class repeat all the phrases a few pronunciation. times to reinforce their pronunciation. - T elicits model sentences from students Is this your school bag? Yes, it is Is that your pen? No, it isn’t. My pen is here Hỏi và trả lời đồ dùng học tập của mình: Is this/ that your + tên đồ dùng học tập? Yes, it is/ No, it isn’t. 2. Point and say - Report their answers. Others - Have Ss look at the pictures a,b,c,d listen and comment. - Ask them to identify the characters in the - Look at the pictures a,b,c,d pictures and what they should say. - Fill the bubbles and have Ss to repeat the lines - Identify the characters in the pictures a few times - Ask Ss to practice introducing their school - Practice introducing their things, using pictures school things, using pictures a. desk/ yes b. pencil sharpener/no c. pen/ yes d. pencil case/ no - Call on some pairs to perform the task at the front of the class. - Make some questions to check Ss’ comprehension of language - Have the whole class repeat all the phrases to reinforce their pronunciation. 3. Let’s talk - Look at the pictures on page - Have Ss look at the pictures on page 58 and 58 and identify the characters in identify the characters in the pictures. the pictures. Book pencil case pencils rubber ruler School bag notebook pencil sharpener - Fill in the speech bubbles - Fill in the speech bubbles with the correct phrases promted by Ss 85 School year: 2015-2016 S1: Is this your …….? S1: Is that your …….?. S2: Yes, it is S2:No, it isn’t - Have Ss to repeat the sentences a few times before let them practice freely. - Have Ss to work in pairs to practice. - Call on a pair to demonstrate at the front of the class. - Have the whole class repeat all the phrases to reinforce their pronunciation. 4. Listen and tick - Have Ss look at Pictures 1a, b; 2a, b ; 3a,b on Page 59 - Identify the characters and guess what they are saying. - 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and tick the correct pictures. - 3rd: play the recording for Ss to check their answers. - Have Ss trade their answers in pairs for correction. 5. Look, read and write - Have Ss look at Pictures and guess what she says. - Have Ss to work in pairs to do the exercise. - Monitor the activity and offer help when necessary - Call on a pair to demonstrate at the front of the class. Answer: 1. Is this your pen? Yes, it is 2. Is this your pencils? No, it isn’t 3. Is that your school bag? Yes, it is 4. Is that your book? Yes, it is - Write all into their notebooks Have the whole class repeat all the phrases to reinforce their pronunciation 6. Let’s write - Have Ss look at Pictures and guess what it is - Ss write the name of the thing into the gap and answer the question. - Monitor the activity and offer help when necessary - Call on a pair to demonstrate at the front of the class. - Ss remark and correct the mistake - Repeat the sentences a few times - Work in pairs to practice. - Look at Pictures 1a, b; 2a, b ; 3a,b -Listen - Listen and tick - Look at Pictures and guess what she says. - Work in pairs to do the exercise. - look at the pictures. - Work in pairs School year: 2015-2016 86 III. Consolidation: - Ask Ss to learn all vocabulary, practice more. Do exercises in the workbook IV. Homelink Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ WEEK 26 Period: 2 Planning date: 11/ 03 /2016 Date of teaching: 12& 13/ 03/ 2016 UNIT 9: WHAT COLOUR IS IT? Lesson 2 I. Objectives: - By the end of this lesson, students will be able to ask and answer about the colour. - Develop listening, reading and writing skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs and individually + Ask and answer. + Work in groups, discuss. III. Teaching aids: - Teacher’s aids: pictures, extra board, tape, cassette. - Student’s aids: book, notebook, workbook. IV. Language focus:  Vocabulary: blue, white, yellow, brown, green, orange, black, red, bookcase  Sentence Patterns: What colour is your box? It’s red  What colour are your pencils? They’re green V. Procedures: T’ activities SS’ activitives I. Warm up: II. New lesson: 1. Look, listen and repeat. School year: 2015-2016 87 - Play the recording and asks Ss to listen to the tape twice. - T asks Ss to listen and repeat in chorus two times. - Have whole class repeat all the phrases a few times to reinforce their pronunciation. - T elicits model sentences from students What colour is your box? It’s red What colour are your pencils? They’re green Hỏi và trả lời màu sắc 1 đồ vật: What colour is your ….. ? It’s + màu sắc Hỏi và trả lời màu sắc nhiều đồ vật: What colour are your ….? They’re + màu sắc 2. Point and say - Have Ss look at the pictures a,b,c,d,e,g - Ask them to identify the characters in the pictures and what they should say. - Fill the bubbles and have Ss to repeat the lines a few times - Ask Ss to practice asking and answering about the colour, using pictures a. pen/ blue b. ruler/ white c. pencil case/ yellow d. school bag/ brown e. rubbers/ green g. notebooks/ orange T: Model: a. What colour is your pen? b.What colour are your pens? It’s blue They are blue - Call on some pairs to perform the task at the front of the class. - Make some questions to check Ss’ comprehension of language - Have the whole class repeat all the phrases to reinforce their pronunciation. 3. Let’s Talk - Have Ss look at the pictures on page 60 and identify the things and their colour in the pictures. - Have Ss to repeat the sentences a few times before let them practice freely. - Have Ss to work in pairs to practice . - Call on a pair to demonstrate at the front of the class. - Have the whole class repeat all the phrases to reinforce their pronunciation. 4.Listen and number - Have Ss look at Pictures a, b, c and d on Page 61. - Elicit the identification of the characters in the pictures and the characters’ words. - Ask Ss to listen to the recording and write the number School year: 2015-2016 - Listen to the tape twice - Listen and repeat in chorus two times - Listen - Look at the pictures a,b,c,d,e,g - Fill the bubbles and have Ss to repeat. - Practice asking and answering about the colour, using pictures - look at the pictures. - Repeat the sentences a few times - Work in pairs - Look at Pictures a, b, c and d on Page 61 - Listen to the recording 88 into the box below each picture. - 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and number. - 3rd: play the recording for Ss to check their answers. - Have Ss trade their answers in pairs for correction - Ask some questions to ensure Ss’ comprehension of the listening text. - Guessing ……………. Answers: 1 – 2- 3- 45.Read and match - T introduces the topic “you are going to read the text to get the information in order to match with right thing” - 1st reading: Ss read the sentences individually - 2nd reading: Ss do the task - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers. Others listen and comment. - Answer: 1b 2d 3a 4e 5c - Make a few questions to check Ss’ comprehension of the sentences. - Have the whole class read each sentence in chorus to reinforce their pronunciation 6. Let’s Sing: My new pen - Ss listen to the recorder about the song - Ss listen sentence by sentence and repeat - Ss listen to 1 part and repeat - Ss listen to all and sing along. - Ss sing the song ( class and individual) and write the number -listen - Listen and number - Ss read the sentences individually - Ss do the task - Read each sentence in chorus - Listen to the recorder - Listen sentence by sentence and repeat III. Consolidation: - Ask Ss to learn all vocabulary, practice more. Do exercises in the workbook IV. Homelink Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ School year: 2015-2016 89 WEEK 27 Period: 1 Planning date: 15/ 03 /2016 Date of teaching: 16& 18/ 03/ 2016 UNIT 9: WHAT COLOUR IS IT? Lesson 3 I. Objectives: - By the end of this lesson, students will be able to pronunciate the sound i, o - Review how to say the colour. - Develop speaking skill. II. Teaching methods: - Communicative approach. - Techniques: + Ask and answer (say individually) + Work in pairs/ groups. + Discuss. III. Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets. - Students’ aids: books, notebooks, workbooks. IV. Languages focus:  Vocabulary: Sentence Patterns: What colour is it? It’s…… What colour are they? They are……. Phonics: it, orange V. Procedures: T’ activities SS’ activitives I. Warm up: - board racing ( school things) - Play the game II. New lesson: 1. Listen and repeat School year: 2015-2016 90 - Have Ss open the book page 56, look at the words it/ orange and notice the letter coloured differently in both words. - Produce the sound of the letter i in the word it and o in the word orange - Ss listen and repeat : What colour is it? It’s orange 2. Listen and write - Ask Ss to say what they think about when they hear the sound - Play the recording all the way through for Ss to listen - Ss write the words they hear - Compare with their parners Answer: It is my school bag My favourite colour is orange - Have the whole class read to reinforce their pronunciation. 3. Let’s chant - Play the recording all the way through for Ss to listen while they are reading the chant in their books - Have Ss circle all the words containing the focused sounds in the song. - Have Ss listen and repeat (3 times). - Monitor the activity and offer help when necessary/ correct typical pronunciation errors. - Call on a group to recite the chant. The others clap their hands - Make a few questions to check Ss’ comprehension of language - Have the whole class read to reinforce their pronunciation. 4. Read and Match - T introduces the topic “you are going to read the sentences to get the information in order to match with the respond ”. - Ask Ss to predict “What is what”. - 1st reading: Ss read the sentences individually and get information. - 2nd reading: Ss do the task (match the sentence with a appropriate respond.) - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers. Others listen and comment. - Make a few questions to check Ss’ comprehension of the sentences. Answer: 1C 2D 3A 4B School year: 2015-2016 - Look at the words it/ orange - Produce the sound of the letter i in the word it and o in the word orange - Listen - Listen - Write the words they hear - Listen - Circle all the words - Listen and repeat - Read each sentence in chorus - Listen - Read the sentences individually - Ss do the task - Trade the answers in pairs 91 - Have the whole class read the sentences in chorus to reinforce their pronunciation 5. Read and complete - T elicit the meaning of the words given from ss - Listen st - 1 reading: Ss read the sentences individually and - Read the sentences listen Teacher guiding. individually and listen nd - 2 reading: Ss do the task - Do the task - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Trade the answers in pairs - Call on some Ss to report their answers. Others listen and comment. Answer: 1. It is green 2. That is my desk 3. They are blue 4. Those are my pens 5. And what colour is your school bag? 6. Project: colour the rainbow. Talk about it with your classmate - T asks Ss to take out coloured pencils. - Draw the rainbow and - Have Ss draw the rainbow and colour it colour it - Have Ss write the colours in the rainbow - Show them to the class. III. Consolidation: - Ask Ss to learn all vocabulary, practice more. Do exercises in the workbook IV. Homelink Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ School year: 2015-2016 92 WEEK 27 Period: 2 Planning date: 18/ 03 /2016 Date of teaching: 19& 20/ 03/ 2016 UNIT 10: WHAT DO YOU DO AT BREAK TIME? Lesson 1 I. Aims: Ss will be able to ask and answer about specific games and activities. II. Objectives: - By the end of this lesson, students will be able to talk about games and actives - Develop listening, speaking skill. III . Teaching method: - Communicative method. - Techniques: - Ask and answer - Work in pairs and individually. - Work in groups, discuss. IV. Teaching aids: - Teacher’s aids: audio, stickers, puppets, . - Students’ aids: book, notebook, workbook. Languages focus: Vocabulary: play, badminton, chess, football, basketball, table tennis Sentence patterns: - What do you do at break time? - I play……….. V. Procedures: T’ activities SS’ activitives I.Warm up: - T asks some pairs to play a game (guessing the - Some pairs to play a game words from actions or missing) Ex; c - ess, - lay, h – de and s - ek II. New lesson: 1. Look, listen and repeat. - Ask Ss to identify the characters in the picture on - Identify the characters in page 64 and what they are doing. the picture - Set the scene “you are going to listen to Linda and School year: 2015-2016 93 Mai asking about some games. - Play the recording and asks Ss to listen to the tape twice. - T asks Ss to listen and repeat in chorus two times. - Have whole class repeat all the phrases a few times to reinforce their pronunciation. 2. Point and say - Have Ss look at the pictures a ,b.c and d - Ask them to identify the characters in the pictures and what they should say. - Fill the bubbles and have Ss to repeat the lines a few times - T models the dialogue What do you do at break time? I play badminton Nói môn thể thao mình thường chơi : I play + tên môn thể thao - Repeat the step with a few more pairs. - Ask Ss to practice making and responding to action using picture a, b, c and d. - Call on some pairs to perform the task at the front of the class. Others observe and comment. - Make some questions to check Ss’ comprehension of language - Have the whole class repeat all the phrases to reinforce their pronunciation. 3. Let’s Talk - Have Ss look at the pictures on page 64 and identify the characters in the pictures. Play basketball Play football Play table tennis Play volleyball Play chess - Fill in the speech bubbles with the correct phrases promted by Ss What do you do at break time? I play…………….. - Have Ss to repeat the sentences in the bubbles a few times before let them practice freely. (use the pictures in their books or role – play the exchanges - Have Ss to work in pairs to practicing. - Call on a pair to demonstrate at the front of the class. - Have the whole class repeat all the phrases to reinforce their pronunciation. 4. Listen and tick - Have Ss look at Pictures 1a, b; 2a, b ; 3a,b on Page 65 School year: 2015-2016 - To listen to the tape twice - Listen and repeat in chorus - Look at the pictures a ,b.c and d - Fill the bubbles and have Ss to repeat the lines - Trade the answers in pairs - Look at the pictures on page 64 and identify the characters in the pictures. - Fill in the speech bubbles - Repeat the sentences in the bubbles - Work in pairs to practicing. - Identify the characters in the picture 94 - Identify the characters and guess what they are saying. - Set the scence: “you are going to listen to the recording, match the information they hear to the - To listen to the tape twice pictures and tick the box in the appropriate picture. - Listen and tick the correct st - 1 :Play the recording all the way through for Ss to pictures. listen while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and tick the correct pictures. - 3rd: play the recording for Ss to check their answers. - Have Ss trade their answers in pairs for correction - Ask some questions to ensure Ss’ comprehension of the listening text. Feedback: 5. Read and write - Have Ss look at Pictures and guess what she says. - Look at the pictures - Have Ss to work in pairs to do the exercise. - Work in pairs to do the - Monitor the activity and offer help when necessary exercise. - Call on a pair to demonstrate at the front of the class. - Fill the bubbles and have Ss Answer: 1. Quan and Nam play chess to repeat the lines. 2. Mai and Phong play table- tennis 3. Linda and Tony play badminton - Write all into their notebooks - Have the whole class repeat all the phrases to reinforce their pronunciation 6. Let’s write - Have Ss think of the activities they like playing Ss write it into the gap to answer the question. - Monitor the activity and offer help when necessary - Call on a pair to demonstrate at the front of the - Trade the answers in pairs class. Ss remark and correct the mistake III. Consolidation: - Ask Ss to learn all vocabulary, practice more. Do exercises in the workbook IV. Homelink Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ School year: 2015-2016 95 WEEK 28 Period: 1 Planning date: 22/ 03 /2016 Date of teaching: 23& 25/ 03/ 2016 UNIT 10: WHAT DO YOU DO AT BREAK TIME? Lesson 2 I. Objectives: - By the end of this lesson, students will be to ask and answer about games they like playing at break time . - Develop listening, reading and writing skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs and individually + Work in groups, discuss. III. Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards. - Student’s aids: book, notebook, workbook. IV. Language focus:  Phonics: break play  Vocabulary: chat, chess, football, volleyball.  Sentence patterns: Do you like badminton ? Yes, I do Do you like hide- and- seek? No, I don’t. V. Procedures: T’ activities SS’ activitives I. Warm up: - T asks some pairs to play a game matching - Some pairs to play a game II. New lesson: 1. Listen and repeat. - Have Ss to look at the book at page 70; identify - Look at the book at page 70; the characters in the picture. identify the characters in the - Make a few questions to check Ss’ comprehension of the dialogue. picture. - Set the scene: “we are going to review phrases that they have learnt in the previous lesson.” - Play the recording all the way through for Ss to - To listen and read the text listen and read the text. Mime the dialogue. - Play the recording again for Ss to repeat the dialogue a few tome to reinforce their pronunciation. 2. point and say - Look at the pictures - Have Ss look at the pictures a, b, c, d on page 66 School year: 2015-2016 96 - Elicit the actives in the pictures and their doing. - Tell them to guess and respond to the first character. Then fill the speech bubbles with the correct phrases prompted by Ss. - Have ss repeat a few times. - T models the dialogue Do you like playing badminton ? Yes, I do No, I don’t. I like playing chess - Have the whole class repeat all the phrases. - Ask Ss to practice in pairs - Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary. - Call on some pairs to perform the task at the front of the class. Others observe and comment. - Have the whole class repeat the question and answer in chorus to reinforce their pronunciation. 3. Let’s Talk - Have Ss look at the pictures on page 66 and identify the things and their colour in the pictures. - Have Ss to repeat the sentences a few times before let them practice freely. - Have Ss to work in pairs to practice . - Call on a pair to demonstrate at the front of the class. - Have the whole class repeat all the phrases to reinforce their pronunciation 4. Listen and number - Have Ss look at Pictures a, b, c and d on Page 67. - Elicit the identification of the characters in the pictures and the characters’ words. - Ask Ss to listen to the recording and write the number into the box below each picture. - 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and number. - 3rd: play the recording for Ss to check their answers. - Have Ss trade their answers in pairs for correction - Ask some questions to ensure Ss’ comprehension of the listening text. - Guessing ……………. Answers: 1 – 2- 3- 45. Read and write - T introduces the topic “you are going to read the School year: 2015-2016 - Fill the bubbles and have Ss to repeat the lines - R epeat a few times. - Practice in pairs - Repeat the question and answer in chorus - Look at the pictures on page 66 and identify the things and their colour in the pictures. - Repeat the sentences - Work in pairs to practice - Look at Pictures a, b, c and d on Page 67. - To listen and read the text - Listen and number - Look at the pictures 97 text to get the information in order to match with right thing ”. - 1st reading: Ss read the text individually - Read the text individually nd - 2 reading: Ss read the questions and write the - Read the questions and write answers the answers - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers. Others - Report their answers listen and comment. - Make a few questions to check Ss’ comprehension of the sentences. - Answer: 1They like table- tennis 2. They like chess 3. They like badminton - Have the whole class read each sentence in chorus to reinforce their pronunciation 6. Let’s Sing: Hide- and- seek - Ss listen to the recorder about the song - Listen to the recorder about - Ss listen sentence by sentence and repeat the song - Ss listen to 1 part and repeat - Listen and repeat - Ss listen to all and sing along. - Listen and sing along. - Ss sing the song ( class and individual) III. Consolidation: - Ask Ss to learn all vocabulary, practice more.Do exercises in the workbook IV. Homelink Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ School year: 2015-2016 98 WEEK 28 Period: 2 Planning date: 25/ 03 /2016 Date of teaching: 26& 27/ 03/ 2016 UNIT 10: WHAT DO YOU DO AT BREAK TIME? Lesson 3 I. Objectives: - By the end of this lesson, students will be able to pronunciate the sound bl,sk - Review ask and answer about games they like playing at break time . - Develop speaking skill. II. Teaching methods: - Communicative approach. - Techniques: + Ask and answer (say individually) + Work in pairs/ groups. + Discuss. III. Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets. - Students’ aids: books, notebooks, workbooks. IV. Languages focus:  Vocabulary: blind man’s bluff, skate Sentence Patterns: What do you do at break time? Do you like……? Phonics: blind man’s bluff, skating V. Procedures: T’ activities SS’ activitives I. Warm up: - T asks : Let’s sing - Some pairs to sing the song Play the recording II. New lesson: 1. Listen and repeat - Have Ss open the book page 68, look at the - Look at the words blind and words blind and skating and notice the letter skating and notice the letter colored differently in both words. colored differently in both -Set the scene: “you are going to learn how to words. produce the sound of the letter bl in the word blind and sk in the word skating - To listen and read - Produce the sound bl and sk a few times. - Teach the new words 2. Listen and write - Listen - Ask Ss to say what they think about when they - Write the words they hear hear the sound - Play the recording all the way through for Ss to listen - Ss write the words they hear School year: 2015-2016 99 - Compare with their parners Answer: I don’t like chess. I like skating They like blind man’s bluff - Have the whole class read to reinforce their pronunciation. 3. Let’s chant - Play the recording all the way through for Ss to listen while they are reading the chant in their books - Have Ss circle all the words containing the focused sounds in the song. - Have Ss listen and repeat (3 times). - Monitor the activity and offer help when necessary/ correct typical pronunciation errors. - Call on a group to recite the chant. The others clap their hands - Make a few questions to check Ss’ comprehension of language - Have the whole class recite the chant to reinforce their pronunciation 4 . Read and match. - Ask Ss to identify the characters in the pictures on page 69 and identify the characters in the pictures - Set the scence: “ you are going to read the sentences to match each of them with the right picture..” - Ask Ss to read the sentences and do the task (match the sentence with a appropriate picture.) - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers. Others listen and comment. - Make a few questions to check Ss’ comprehension of the sentences. - Have the whole class chorally read each line of the dialogues to reinforce their pronunciation Answers: 1 – b; 2 – c ; 3- a; 4- d 5.Write. - Get Ss to identify the characters in the pictures on page 69 - Ask them to talk about the situation in each picture. - Tell Ss that they are going to read and get information to write the missing words in task in the dialogue, using those from the frame on the top - Listen while they are reading the chant in their books - Ss listen and repeat - Read the questions and write the answers - Report their answers - Identify the characters in the pictures - Read the sentences and do the task - Report their answers - Write the words they hear - Identify the characters in the pictures - Read and get information to write the missing words in task - Read silently and complete the sentences. School year: 2015-2016 100 of the page. - Ss read silently and complete the sentences. - Monitor the activity and offer help when necessary - Ss trade their answers within pairs or groups for correction - Ask some Ss to read their answers aloud to the class. The others listen and give comments. Answers: Hi! My name is…… I like…….At break time, I play……. - Make some questions to ensure Ss’ comprehension of the writing text. - Have the whole class read each line of the dialogues chorally to reinforce their pronunciation. 6. Project: Bingo badminton volleyball chess football Table tennis Hide- and- seek skipping skating blind man’s bluff - Read their answers aloud - Read the questions and write the answers - Report their answers III. Consolidation: - Ask Ss to learn all vocabulary, practice more.Do exercises in the workbook IV. Homelink Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ WEEK 29 Period: 1 Planning date: 29/ 03 /2016 Date of teaching: 30/03 & 01/ 04/ 2016 School year: 2015-2016 101 REVIEW 2 UNIT SIX TO TEN I. Objectives: - By the end of this lesson, students will be able to remember all the knowledge they have learn and do all the exercises - Develop speaking skill. II. Teaching methods: - Communicative approach. - Techniques: + Ask and answer (say individually) + Work in pairs/ groups. + Discuss. III. Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets. - Students’ aids: books, notebooks, workbooks. IV. Languages focus:  Vocabulary:  Sentence Patterns: V. Procedures: T’ activities SS’ activitives I. Warm up: - T asks : Let’s sing - some pairs to sing the song Play the recording II. New lesson: 1. Listen and tick - Have Ss look at Pictures on Page 70 - look at Pictures - Identify the characters and guess what they are - Identify the characters saying. - 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their - listen books - 2nd: play the recording for Ss to listen and tick the - listen and tick correct pictures. - 3rd: play the recording for Ss to check their answers. - check their answers Feedback: 1 2 3 4 5 2. Listen and number - Have Ss look at Pictures a, b, c and d on Page 33. - identify the characters in Ask Ss to listen to the recording and write the the pictures information they hear to the sentence. - 1st:Play the recording all the way through for Ss to - listen listen while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and number. - listen and number. rd - 3 : play the recording for Ss to check their answers. Answers: 1 – 2- 3- 43. Read and complete 102 School year: 2015-2016 - Tell Ss that they are going to read and get information to write the name . - Ss read silently and complete the sentences. - Ss trade their answers within pairs or groups for correction - Ask Ss to read the answers aloud to the class. The others listen and give comments. Answers: 1.school 2. playground 3. room 4. Quan - read and get information to write the name . - read silently and complete the sentences - read the answers aloud to the class 4. Read and match. - T introduces the topic “you are going to read the - read the sentences sentences to get the information in order to match individually with the respond ”. - do the task st - 1 reading: Ss read the sentences individually and check their prediction. - 2nd reading: Ss do the task (match the sentence with a appropriate respond.) Answers: 1. e 2c 3a 4b 5d 5. Look and say - Have Ss look at the pictures and introduce four - look at the pictures and characters: introduce four characters: - Have Ss to work in pairs, guess what they say - to work in pairs Answer: a. I play football b. No, they aren’t/ Yes, they are c. What colour are your pencils , Nam? d. May I open my book? III. Consolidation: - Ask Ss to learn all vocabulary, practice more.Do exercises in the workbook IV. Homelink Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ WEEK 29 Period: 2 Planning date: 01/ 04 /2016 Date of teaching: 02& 03/ 04/ 2016 TEST Time : 35 minutes School year: 2015-2016 103 Trường : TH Hnol ĐỀ KIỂM TRA 1 TIẾT Lớp :3 Môn: Tiếng Anh Tên : ……………………………… Thời gian:…………phút I. Phần trắc nghiêm: Circle the best options A, B or C to complete the sentences below. (Khoanh tròn đáp án đúng nhất A, B hoặc C cho các câu sau.) 5 điểm 0. What school is it? A. My name’s Kim Lien B. It’s Kim Lien Primary School C. Yes, it is B. No, it is C. Yes, it isn’t B. My name’s Nam C. Fine, thanks 1. Is the music room large? A. Yes, it is 2. How are you? A. No, it isn’t 3. How do you spell your name? A. My name’s Linda B. She’s Linda C. L-I-N-D-A B. music C. an B. That’s M-A-R-Y C. No, she isn’t 4. This is …… classroom. A. a 5. Is this Mary? A. She’s my friend II. Phần tự luận: Reorder the words below to make sentences (Sắp xếp các từ bên dưới để có 1 câu hoàn chỉnh) 5 điểm. 0. is / pencil / That / your / .à That is your pencil. 1. small / is / It / . à ......................................................................................................... 2. school / is / What / it / ? à............................................................................................. 3. Kim Dong / It / School / Primary / is / . à..................................................................... 4. This / my / is / rubber / . à............................................................................................. WEEK 30 Period: 1 Planning date: 05/ 04 /2016 Date of teaching: 06& 08/ 04/ 2016 CHECKING TEST Trường : TH Hnol Lớp ĐỀ KIỂM TRA 1 TIẾT :3 Môn: Tiếng Anh School year: 2015-2016 104 Tên : ……………………………… Thời gian:…………phút I. Phần trắc nghiêm: Circle the best options A, B or C to complete the sentences below. (Khoanh tròn đáp án đúng nhất A, B hoặc C cho các câu sau.) 5 điểm 0. What school is it? A. My name’s Kim Lien B. It’s Kim Lien Primary School C. Yes, it is B. No, it is C. Yes, it isn’t B. My name’s Nam C. Fine, thanks 1. Is the music room large? A. Yes, it is 2. How are you? A. No, it isn’t 3. How do you spell your name? A. My name’s Linda B. She’s Linda C. L-I-N-D-A B. music C. an B. That’s M-A-R-Y C. No, she isn’t 4. This is …… classroom. A. a 5. Is this Mary? A. She’s my friend II. Phần tự luận: Reorder the words below to make sentences (Sắp xếp các từ bên dưới để có 1 câu hoàn chỉnh) 5 điểm. 0. is / pencil / That / your / .à That is your pencil. 1. small / is / It / . à ...............It is small. .................................................. 2. school / is / What / it / ? à........What school is it ?............................................ 3. Kim Dong / It / School / Primary / is / . à...... It is Kim Dong Primary school. …..................... 4. This / my / is / rubber / . à...........This is my rubber……………...................... WEEK 30 Period: 2 Planning date: 08/ 04 /2016 Date of teaching: 09& 10/ 04/ 2016 UNIT 11: MY FAMILY Lesson 1 I. Aims: Ss will be able to identify family member. II. Objectives: School year: 2015-2016 105 - By the end of this lesson, students will be able to ask and answer the member of family - Develop reading, speaking skill. III . Teaching method: - Communicative method. - Techniques: - Ask and answer - Work in pairs and individually. - Work in groups, discuss. IV. Teaching aids: - Teacher’s aids: audio, stickers, puppets, . - Students’ aids: book, notebook, workbook. V. Languages focus: Vocabulary: father, mother, sister, brother Sentence patterns: - Who’s this/ that? - It’s --------------------------VI. Procedures: School year: 2015-2016 106 Steps/Activities Work arrangement A.Warm up: - T asks some pairs to play a game of charade or listen to the T – whole class chant on page 7, the student book B. New lesson. 1. Look, listen and repeat. - Ask Ss to identify the characters in the picture on page 6 and T – whole class what they are doing. - Set the scene “you are going to listen to . - Play the recording and asks Ss to listen to the tape twice. - T asks Ss to listen and repeat in chorus two times. - Have whole class repeat all the phrases a few times to Whole class reinforce their pronunciation. 2. Look and say -Have Ss look at the pictures a ,b.c and d Groups -Ask them to identify the characters in the pictures and what individually they should say. Fill the bubbles and have Ss to repeat the lines a few times -T models the dialogue Assign a pair to pretend to be school in picture a T – whole class Who’s this ? It’s my father Repeat the step with a few more pairs. - Ask Ss to practice making and responding to action using picture a, b, c and d - Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary. - Call on some pairs to perform the task at the front of the class. Others observe and comment. Pairwork - Make some questions to check Ss’ comprehension of language - Have the whole class repeat all the phrases to reinforce their pronunciation. 3. Talk T – whole class - Have Ss look at the pictures on page 67 and identify the characters in the pictures. - Fill in the speech bubbles with the correct phrases promted by Ss - Who’s------------------------------? It’s my ------------------------- Have Ss to repeat the sentences in the bubbles a few times Individually before let them practice freely. (use the pictures in their books or Pairwork/ role – play the exchanges Groupwork - Have Ss to work in pairs to practicing. - Monitor the activity and offer help when necessary/ correct typical pronunciation errors. - Call on a pair to demonstrate at the front of the class. - Let’s chant 107 School year: 2015-2016 This is my mother. I call her mummy Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ WEEK 31 Period: 1 Planning date: 12/ 04 /2016 Date of teaching: 13& 15/ 04/ 2016 UNIT 11: MY FAMILY Lesson 2 I. Objectives: - By the end of this lesson, students will be to ask who someone is. - Develop listening, reading and writing skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs and individually + Work in groups, discuss. III. Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards. - Student’s aids: book, notebook, workbook. IV. Language focus:  Phonics: father mother  Vocabulary: grandfather, grandmother, girl, woman.  Sentence patterns: Is this your father ? No, he isn’t V. Procedures: Steps/Activities A. Warm up: Let’s Ss chant ( L2 – 4) - Play the recording B. New lesson: 1. Listen and repeat - Have Ss open the book page 8, look at the words father and mother and notice the letter colored differently in both words. - Set the scene: “you are going to learn how to produce the sound of the letter th in the word father and er in the word mother - Produce the sound th and er a few times. - Teach the new phrases ; Who’s this ? This is my + Name - Then show them how to spell father and mother and some other words. - Play the recording all the way through for Ss to listen while they are reading the chant in their books father mother This is my grandfather I call him grandpa School year: 2015-2016 Work arrangement T – whole class T – whole class Whole class Groups individually T – whole class 108 And me ? We are a big family. - Call on a group of six: three of them to repeat each line of the chant, other three clap the syllables - Have Ss practice the chant in groups and clap the syllables. - Monitor the activity and offer help when necessary/ correct typical pronunciation errors. - Call on a group to recite the chant. The others clap the syllables - Make a few questions to check Ss’ comprehension of Pairwork language - Have the whole class recite the chant to reinforce their pronunciation. 2. Listen and tick. - Have Ss look at Pictures 1a, b; 2a, b on Page 8 T – whole class - Identify the characters and their relationship. - Set the scene: “you are going to listen to the recording, match the information they hear to the pictures and tick the box in the corner of the correct picture.. - 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and tick the correct pictures. - 3rd: play the recording for Ss to check their answers. - Have Ss trade their answers in pairs for correction - Ask some questions to ensure Ss’ comprehension of the Individually listening text. Pairwork/ Transcript Groupwork 1. A: who’s this ? B: It’s my grandfather. A : Your grandpa B: yes. He’s grandpa. . A: who’s this ? B: It’s my brother. A : Your brother B: yes. He’s brother. Answers: 1 – b: 2 – a. 3. Read and complete. - Ask Ss to identify the characters in the pictures on page 69 Whole class and identify the characters in the pictures - Set the scence: “ you are going to read the sentences to T – whole class complete each of them with the right picture..” - Ask Ss to read the sentences and do the task (match the sentence with a appropriate picture.) - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers. Others listen and School year: 2015-2016 109 comment. - Make a few questions to check Ss’ comprehension of the sentences. - Have the whole class chorally read each line of the dialogues to reinforce their pronunciation Answers: 1 – man; 2 – Mrs binh ; 3- Nam ; 4- girl C. Summary - Ss have learn how to ask and answer about family member, using : Who’s this? It’s my father. - Produce the sound of the letter th in father and er in mother D. Home- work: - Ss recite the chant and clap the syllables on page 7 of the Student Book at home. Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ School year: 2015-2016 110 WEEK 31 Period: 2 Planning date: 15/ 04 /2016 Date of teaching: 16& 17/ 04/ 2016 UNIT 11: MY FAMILY Lesson 3 I. Objectives: - By the end of this lesson, Students will be able to ask - Develop speaking and writing skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III. Teaching aids: - Teacher’s aids: books, pictures, poster, word cards. - Students’ aids: book, notebook, workbook. IV. Languages focus:  Vocabulary: her, his  Sentence patterns: What’s his name? His name is ……. V. Procedures: School year: 2015-2016 111 Steps/Activities A. Warm up - Let’s Ss chant in two groups. Which is more correct is the winner. B. New lesson. 1. Listen and repeat. - Have Ss to look at the book at page 10; identify the characters in the picture. - Make a few questions to check Ss’ comprehension of the dialogue. - Set the scene: “we are going to review phrases that they have learnt in the previous lesson.” - Play the recording all the way through for Ss to listen and read the text. Mime the dialogue. - Play the recording again for Ss to repeat the dialogue a few tome to reinforce their pronunciation. 2. Look and say -Have Ss look at the pictures a, b, c, d and e on page 10 -Elicit the actives in the pictures and their doing. -Tell them to guess and respond to the first character. Then fill the speech bubbles with the correct phrases prompted by Ss. -Have ss repeat a few times. -T models the dialogue Assign a pair to pretend to What’s his name ? His name’s …JOHNBROWN Repeat the step but have the pair swap their parts. -Have the whole class repeat all the phrases. -Ask Ss to practice in pairs -Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary. -Call on some pairs to perform the task at the front of the class. Others observe and comment. -Have the whole class repeat the question and answer in chorus to reinforce their pronunciation. 3. Write. -Get Ss to identify the characters in the pictures on page 65 -Ask them to talk about the situation in each picture. -Tell Ss that they are going to read and get information to write the missing words in task in the dialogue, using those from the frame on the top of the page. -Ss read silently and complete the sentences. -Monitor the activity and offer help when necessary -Ss trade their answers within pairs or groups for correction -Ask some Ss to read their answers aloud to the class. The others listen and give comments. School year: 2015-2016 Answers: Work arrangement T – whole class T – whole class Whole class Groups individually T – whole class Pairwork T – whole class Individually Pairwork/ Groupwork 112 Whole class Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ........................................................................................................................................ WEEK 32 Period: 1 Planning date: 19/ 04 /2016 Date of teaching: 20& 22/ 04/ 2016 UNIT 12: HOW OLD ARE YOU? Lesson 1 I. Objectives: - By the end of this lesson, Students will be able to ask about ages,then chant and develope skills - Develop speaking and writing skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III. Teaching aids: - Teacher’s aids: books, pictures, poster, word cards. - Students’ aids: book, notebook, workbook. IV.Languages focus: New words: year, old, how, number 1 to 9 - Sentence patterns: How old are you?- I’m nine years old. - Skills: Listening and speaking V. Procedures: School year: 2015-2016 113 Steps/Activities Work arrangement A.Warm up Have ss to play “ Slap the board” year seven ni n how Listen and play e - Call on 2 groups go to the board and play - Listens and gives comment B. New lesson: 1. Pre –talking: - Have Ss look at the picture, identify the characters and the names of the pictures - Have Ss repeat the name of Ss and the sentence patterns 2. While - talking - Have Ss act out and practice with the pictures - Ss practice asking and answering about ages. - Go around and help Ss to practice - Notes: Pronunciation - Call 10 pairs standing and practice - Listen and help Ss to practice fluently 3. Post – talking: - Ss practice about the real things. - Listen and give comment S1: How old are you? S2: I’m nine years old. - Have whole class repeat the sentence patterns 4. Follow up: Let’s chant - Have Ss discuss chant. ? What is he doing? - Presents how to chant - Play the recording one time - Listen and give comment - Have Ss repeat all the words written on the board. C. Summary: D. Homewor:k - Asks Ss to practice the model sentences more and more - Do the exercises School year: 2015-2016 - 2 groups go to the board and play - Others listen and give comment - Work in pairs - Listen and repeat - Work in pairs - Listen - Work in pairs - Others listen - Others listen and give commen - Read in chorus one time - Listen and play - Others listen and give comment - Read in chorus - Listen 114 Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ WEEK 32 Period: 2 Planning date: 22/ 04 /2016 Date of teaching: 23& 24/ 04/ 2016 UNIT 12: HOW OLD ARE YOU? Lesson 2 I. Objectives: - By the end of this lesson, Students will be able to count from 10 to 20 II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III.Teaching aids: - Teacher’s aids: books, pictures, poster, word cards. Students’ aids: book, notebook, workbook IV. Language focus: - New words: Review both, how, numbers 1- 10- 20 - Sentence patterns: How about you? - Skills: Listening - Sentence patterns: How old is he? - He’s eight years old - Skills: Reading and singing V. Procedures: Steps/Activities Work arrangement A. Warm up: - Asks Ss to ask and answer some questions about ages. Then - Listens and gives have them recite the chant on page 13. comment B. New lesson: 115 School year: 2015-2016 1 Listening: a. Pre – listening: - Have Ss turn your book to page 14 and asks Ss the name, characters of schools. - Notes: the letters color different in both words how / ten - How to produce the sound of the letter ow / how; e / ten - Produce the sounds of the letters b. While – listening: - Play the recording one time - Play the recording sentence by sentence 3 times. - Have Ss chant in groups G1: chant G2: clap the syllables - Call on 2 Ss repeat the stress, intonation c. Post – listening: - Call on 3 groups standing and chant - Ss look at the pictures and recall from 1 to 10, identify the characters in the pictures and their ages. - Tell Ss how to listen “listen and complete” - Play the cording one time for Ss listen to information. - Play the cording two times - Have Ss trade their answers - Calls 6 Ss repeat the answers - Replay the recording again for Ss check their answers Answers: 2.nine, 3. seven, 4. eight d. Follow up - Have Ss produce the sound how/ ten, recite the chant in chorus. - Play the recording one time - Play the recording sentence by sentence 3 times - Present the new words and sentence pattern A: How old is he? B: He is nine years old - Have Ss practice in groups 2 Speaking a. Pre – speaking: - Have Ss look at the pictures a,b,c,d on page 16 identify the characters and talking about the names and ages of these characters. - Call one St to point to picture a, asking How old is Tom? Then have another St answer He’s 9 years old. Notes: the pronunciation (stress, assimilation of sounds and intonation) b. While - speaking - Have Ss repeat the step with some others pairs for pictures a, b, c, d c. Post – speaking: School year: 2015-2016 - Help Ss to clap the syllable - Go around and help Ss to chant - Listen and help Ss to practice - Listen and give comment - Listen and give comment - Ask Ss to act out and read - Go around and help Ss to practice - Listen and help Ss to practice - Go around and help Ss to practice 116 - Call on 8 pairs to perform and practice - Listen and give - Calls 4 pairs to perform the task at the front of the class comment - Have the class repeat all the questions and answers in this section to reinforce their pronunciation d. Follow up - Listen and give - Have Ss to answer questions about the your family members, comment writing their ages. C Homework: - Asks Ss to practice the model sentences more and more - Do the exercise - Prepare for the next parts Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ... Planning date: 24/ 04 /2016 WEEK 33 ... Date of teaching: 25& 28/ 04/ 2016 Period: 1 ... ................................................................................................................................... UNIT 12: HOW OLD ARE YOU? Lesson 3 I. Objectives: - By the end of this lesson, Students will be able to ask and answer about ages of family members II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III.Teaching aids: - Teacher’s aids: books, pictures, poster, word cards. Students’ aids: book, notebook, workbook IV. Language focus: - New words: Review - Sentence pattern: How old is he? He is ………………. - Listening and speaking - Sentence patterns: Review - Skills: Writing and play V. Procedures: Steps/Activities Work arrangement A. Warm up: - Have Ss sing “Counting to Twenty” lesson 2, page 15 Sing and slap the rhyme - Listens and gives comment B. Newlesson: 117 School year: 2015-2016 1. Listening a. Pre – listening: - Have Ss turn your book to page 16 and asks Ss to identify the characters in the top picture. b. While – listening: - Play the recording one time - Play the recording sentence by sentence 3 times - Ask Ss to act out and read - Go around and help Ss to practice Present the new words and sentence pattern + A: How old is he? B: He is nine years old - Have Ss practice in groups - Listen and help Ss to practice c. Post – listening: - Call on 8 pairs or groups act out and practice - Play the recording again for Ss repeat each line in the speech bubbles a few times. 2. Speaking a. Pre – speaking: - Have Ss look at the pictures a,b,c,d on page 16 identify the characters and talking about the names and ages of these characters. - Call one St to point to picture a, asking How old is Tom? Then have another St answer He’s 9 years old. Notes: the pronunciation (stress, assimilation of sounds and intonation) b. While - speaking - Have Ss repeat the step with some others pairs for pictures a, b, c, d - Go around and help Ss to practice c. Post – speaking: - Call on 8 pairs to perform and practice - Calls 4 pairs to perform the task at the front of the class - Listen and give comment - Have the class repeat all the questions and answers in this section to reinforce their pronunciation 3. Follow up - Have Ss to answer questions about the your family members, writing their ages. - Listen and give comment - Asks Ss to practice the model sentences more and more - Do the exercise - Prepare for the next parts 4. Writing: School year: 2015-2016 - Look and talk - Listen - Listen and repeat - Work in groups Ss listen and repeat - Work in pairs - Others listen and comment. - Listen and repeat the pronunciation - 8 pairs act out, standing and practice - 4 pairs act out, go to the board and practice - Others listen and give comment - Read in chorus - Look and say - Ask and answer - Ss practice - Ss practice asking and answering on pairs - Others listen and comment - Ss ask and answer - Work in pairs 118 a. Pre – writing: - Have Ss look at the picture on page 17 then identify the characters and write sentences using the information provided b. While - writing - Have Ss read individually silently and complete the sentences - Go around and help Ss to do - Have Ss trade their answers in pairs c. Post – writing: - Call on 3 Ss rewrite the sentences on the board. - Calls 3 pairs act out and read the sentences. - Listen and give comment Answers: 2 – This is Mary. She’s 7 years old 3 – This is Linda. She’s 9 years old 4 – This is Peter. He’s 8 years old - Have whole class read the sentences in chorus to reinforce their pronunciation. - Silent reading and complete the sentences - Work in pairs - 3 Ss rewrite their answers on the board. - 3 pairs act out and read the sentences. - Others listen and give comment - Ss read aloud - Work in group - 2 groups go to the board and play. 6. Follow up: Let’s play “ Listen, point and say” - Asks Ss to discuss the picture; Place the flashcards of - Others listen and scores a numbers 1 – 20 around the classroom. point. - Ss play the game in groups. - Go around and help Ss help - Call out a word ex: four. Ss point to the correct flashcard as they hear the word. - Others listen and give comment. - Listen and give comment C. Homework: - Asks Ss to practice the model sentences more and more - Do the exercise - Prepare for the next parts - Have Ss sing “Counting to Twenty” - Do the exercise E on your workbook - Prepare for the next unit Supplement....................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ School year: 2015-2016 119 UNIT 13: MY HOUSE Lesson 1 I. Objectives: By the end of this lesson, Students will be able to identify rooms in the house and practice identify rooms in the house. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III.Teaching aids: - Teacher’s aids: books, pictures, poster, word cards. Students’ aids: book, notebook, workbook IV. Language focus: - New words: kitchen, bedroom, house, living room, dining room, bath room, garden. - Sentence patterns: This is my house. There is a living room - Skills: Listening and speaking and play V. Procedures: School year: 2015-2016 120 Time Steps/Activities 5’ I. Warm-up. Ss sing the song Counting to Twenty II. Newlesson: * Listening. 1. Pre-listening: * Picture description: (Picture 1) - Ss guess Mai and Nam talk about her house. 2. While-listening: - Have Ss listen to the tape first - Let Ss listen and repeat twice. - Present the vocabulary and Sentence patterns. 1. Vocabulary: house: living room: kitchen: dining room bath room bed room garden: 2. Sentence patterns: This is my house. There is a living room - Have Ss work in pairs to read 3. Post-listening: - Have the whole class repeat each line of the text to reinforce their pronunciation. * Speaking: 1. Pre-talking: * Picture description: (Pictures a, b, c and d) T: This is my house S: There is ……….. 2: While-talking: - Ask Ss to practice according to the picture in groups. - Call Some pairs to perform the task at the front of the class. 3: Post-talking: - Ask Ss practice with friends in the class 4.Follow up - Ask Ss draw a favorite room of their in a house - Ask Ss look at the picture on page 19 and practice talking about these rooms. - Have Ss act out and practice with the pictures - T give an example in picture a T: What’s this? Ss: This is living room - Ask Ss to act out and practice - Have Ss work in pair - Go around and help Ss to practice. Correct pronunciation error(s). year: 2015-2016 - Call 8 pairs standingSchool and practice - Listen and help Ss to practice fluently. 15’ 15’ Work arrangement - Ss draw - Look at the picture and describe it. - Listen - Work in pairs - Others listen and comments - 8 pairs standing and practice - others listen - Ss practice - Others listen and give comment - Read in chorus one time - Listen and repeat - Listen the rhyme - Listen and repeat the slap the rhyme - Others listen andgive comment - Look at the picture and describe it. - Ss listen and repeat - Ss listen - Ss listen and repeat twice times - work in pairs - Others listen and comment. - Read the chant - Chant in 121 groups UNIT 13: MY HOUSE Lesson 2 I. Objectives: By the end of this lesson, Students will be able to talk about rooms in the house II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III.Teaching aids: - Teacher’s aids: books, pictures, poster, word cards. Students’ aids: book, notebook, workbook IV. Language focus: - New words: teddy bear, chair, cat, running, fast, the way, clean, early - Sentence patterns: review - Skills: Listening - Skills: Reading and singing V. Procedures: School year: 2015-2016 122 Time 5’ 15’ 15’ Steps/Activities I.Warm-up. Ss talks about rooms in their own houses II.Newlesson: * Listening. 1. Pre-listening: * Picture description: Picture 1on page 20 Note: The letter color different in words Kitchen / bedroom - How to produce the sound of the letter ch / kitchen, r / bedroom 2. While-listening: - Have Ss listen to the tape first - Let Ss listen sentence by sentence twice times - Have Ss work in pairs to read - Call some Ss to play the role to practice 3. Post-listening: - Have Ss read the chant. Clap the rhythms. - Chant in groups * Listen and number 1. Pre – listening: - Have Ss look at the pictures identify the objects in the pictures. - Tell Ss how to listen “ listen and number” 2. While - Listening: - Play the cording one time for Ss listen to information. - Play the cording two times - Have Ss trade their answers - Calls 8 Ss repeat the answers 3. Post – listening: - Replay the recording again for Ss check their answers - Listen and give comment Answers: 1- b ; 2- c; 3 – d; 4 - a 4 Follow up - Have Ss chant kitchen / bedroom in part 1 again *Reading: 1 Pre – reading: - Have Ss look at the pictures, sentences then elicit the names of the characters in the pictures. - Tell Ss that they are going to read the dialogue and tick the correct pictures 2 While - reading - Have Ss read individually and do the text - Go around and help Ss to do - Have Ss trade their answers in pairs - Call on 4 Ss report their answers 3 Post – reading: - Call on 8 Ss read the dialogue School year: 2015-2016 - Listen and give comment - Have Ss read the sentences in chorus to reinforce their Work arrangement - Ss talks - Look at the picture and describe it. - Ss listen and repeat - Ss listen - Ss listen and repeat twice times - work in pairs - Others listen and comment. - Read the chant - Chant in groups Look and talk - Listen to information - Listen and tick - Work in pairs 8 Ss repeat the answers Others listen - Listen and check again - Others listen and give comment - Chant in chorus - Listen and remember Work in pairs - Listen - Read and match - Work in pairs - 4 Ss report the answers 123 - Others listen UNIT 13: MY HOUSE Lesson 3 I. Objectives: By the end of this lesson, Students will be able to talk about rooms in the house (review).And review the model sentences to talk about rooms in the house then develop skills II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III.Teaching aids: - Teacher’s aids: books, pictures, poster, word cards. Students’ aids: book, notebook, workbook IV. Language focus: - New words: the way, clean, early - Sentence patterns: review - Skills: Listening and speaking , writing and let’s chant V. Procedures: School year: 2015-2016 124 Time 5’ 10 Steps/Activities I. Warm up: - Have Ss sing “ The way I clean my house” - Listens and gives comment II Newlesson: * Listening 1. Pre – listening: - Have Ss turn your book to page 22 and asks Ss the names of the Ss, the characters, names of the pictures - Using puppets to present the situation 2. While – listening: - Play the recording one time Work arrangement Sing and slap the rhyme - Listen and answer the T’s - Listen 10’ 10 - Play the recording sentence by sentence 3 times. Present the new words and sentence pattern. + he, she + There is one bedroom There are two bedrooms Have Ss practice in groups Listen and help Ss to practice 3. Post – listening: - Call on 8 pairs or groups act out and practice - Play the recording again for Ss repeat each line in the speech bubbles a few times. * Speaking 1. Pre – speaking: - Have Ss look at the pictures and identify the characters and the names of friends. - Call on 2 pairs repeat the sentence patterns Notes: the pronunciation 2. While - speaking - Have Ss repeat the step with some others pairs for pictures a, b, c, d. - Go around and help Ss to practice 3. Post – speaking: - Call on 8 pairs to perform and practice - Calls 4 pairs to perform the task at the front of the class - Listen and give comment - Have the class repeat all the sentence patterns in chorus to reinforce their pronunciation 4 Follow up - Have Ss play “reorder the words in the sentences” 1. living room/ a / There is. 2. bedrooms/ three / There are. - Call on 2 groups (8 Ss) go to the board and play - Listen and give comment *Writing: 1 Pre – writing: - Have Ss look at the picture a, b, c and d on page 23 then School identify the rooms in order to year: get the2015-2016 information, and write the missing words in each sentence. - Listen and point to the appropriate line in the book - Listen and repeat - Listen and repeat - Work in groups - 8 pairs act out and practice Others listen - Listen and repeat the pronunciation in chorus -Work in pairs - 2 pairs repeat the sentence patterns - Listen - Work in pairs - 8 pairs act 125 out, standing UNIT 14: OUR ROOM Lesson 1 I. Objectives: By the end of this lesson, Students will be able to indentify things in a bedroom. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III.Teaching aids: - Teacher’s aids: books, pictures, poster, word cards. Students’ aids: book, notebook, workbook IV. Language focus: - New words: ball, above, under, behind, on - Sentence patterns: Where’s it ? It’s …………… - Skills: Listening and speaking - Skills: Talking and playing V. Procedures: School year: 2015-2016 126 Time Steps/Activities Work arrangement 5’ I. Warm up: Have ss to play “ Slap the board” 10 10’ 10 ball - Play game under on                       behind above       sma ll              - Call on 2 groups (10 Ss) go to the board and play      - Listens and gives comment     II. Newlesson:          * Listening  sma 1. Pre – listening: ll - Have Ss turn your book to page 24 and asks Ss to identify the characters of the picture and what they say. - Using the pictures of the school to present the situation 2. While – listening: - Play the recording one time - Play the recording sentence by sentence 3 times. Present the new words and sentence patterns + ball: + here: Where’s it ? It’s in your bedroom. - Help Ss to read the new words, model sentences - Ask Ss to act out and read the dialogue - Go around and help Ss to practice 3. Post – listening: - Call on 10 pairs act out and practice - Listen and help Ss to practice fluently. *Speaking 1. Pre – speaking: - Have Ss look at the pictures and identify the characters. Present the new words + ball: + on: + above: + under: + behind: - Asks Ss repeat the sentences patterns Where is it ? It’s in your bedroom - Call on 2 pairs repeat the sentence patterns Notes: the pronunciation 2. While – speaking:School year: 2015-2016 - Have Ss practice in pairs - Listen and open your book then identify the characters in the pictures - Listen - Listen and point to the appropriate line in the book - Listen and repeair - Listen and take note - Listen and repeat - Work in pairs - 10 pairs act out and practice the dialogue - Others listen - Work in pairs - Listen - 2 pairs repeat the sentence patterns - Listen - Work in pairs Ss pairwork - 8 pairs act out, standing and practice 4 pairs act 127 out, go to the board and UNIT 14: OUR ROOM Lesson 2 I. Objectives: By the end of this lesson, Students will be able to learnt how to describe things in a room. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III.Teaching aids: - Teacher’s aids: books, pictures, poster, word cards. Students’ aids: book, notebook, workbook IV. Language focus: - New words: bag, floor, mirror, door, desk,review - Sentence patterns: Where’s it ? It’s …………… - Skills: Listening and speaking,reading and playing V. Procedures: School year: 2015-2016 128 Time Steps/Activities Work arrangement 5’ 15’ 15’ I. Warm up: - Ss sing “The Bedroom in the House” - Listens and gives comment II Newlesson: * Listening: 1. Pre – listening: - Have Ss turn your book to page 56 and asks Ss the name , characters of schools. - Notes: the letters color different in words chairs / bed ? How to produce the sound of the letter s / chairs; b / bed - Produce the sounds of the letters 2. While – listening: - Play the recording one time - Play the recording sentence by sentence 3 times. - Help Ss to clap the syllable - Have Ss chant in groups G1: chant G2: clap the syllables - Go around and help Ss to chant - Call on 2 Ss repeat the stress, intonation - Listen and help Ss to practice 3. Post – listening: - Call on 3 groups standing and chant - Listen and give comment Listen and tick 1. Pre – listening: - Have Ss look at the pictures identify the names of the schools and say the names in English and how to listen. - Tell Ss how to listen “listen and tick” 2. While - Listening: - Play the cording one time for Ss listen to information. - Play the cording two times - Have Ss trade their answers - Calls 8 Ss repeat the answers 3. Post – listening: - Replay the recording again for Ss check their answers - Listen and give comment Answers:1.a , 2.b 4Follow up - Have Ss chant which / school in part 1 again *Reading: 1 Pre – reading: - Have Ss look at the pictures, sentences on page 27 then elicit the names of the characters in the pictures. - Tell Ss that they are going to read and draw things in the room as the text describing. 2 While - reading Schooland year: 2015-2016 - Have Ss read individually draw things in the room - Go around and help Ss to do Ss sing Others listen and give comment - Listen - Listen and remark - Listen and repeat - Clap your hands 3 times - Work in groups - 2 Ss repeat the stress, intonation - 3 groups standing and chant - Others listen and give comment - 2 Ss complete the sentences - Others listen and give comment - Work in pairs - Listen to information - Listen and tick - Work in pairs Ss read the text again - Whole class129 read in chorus UNIT 14: OUR ROOM Lesson 3 I. Objectives: By the end of this lesson, Students will be able to review about many things in the bedroom, using there is/ there are…… describe a bedroom. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III.Teaching aids: - Teacher’s aids: books, pictures, poster, word cards. Students’ aids: book, notebook, workbook IV. Language focus: - New words: nice, tidy, untidy Review - Sentence patterns: It’s nice and tidy - Skills: Listening and speaking .Writing and chant V. Procedures: School year: 2015-2016 130 Time Steps/Activities Work arrangement I. Warm up: - Have Ss drawing that they did at home - Look and gives comment II.Newlesson: *Listening: 1. Pre – listening: - Have Ss turn your book to page 28 and asks Ss to indentify the characters, names of the pictures - Using puppets to present the situation 2. While – listening: - Play the recording one time - Play the recording sentence by sentence 3 times - Ask Ss to act out and read - Go around and help Ss to practice Present the new words and sentence pattern + A: This is my bedroom. B: Oh, it’s nice and tidy. - Have Ss practice in groups - Listen and help Ss to practice 3. Post – listening: - Call on 8 pairs or groups act out and practice - Play the recording again for Ss repeat each line in the speech bubbles a few times. - Ss drawing 5’ 15’ 10’ 12’ * Speaking 1. Pre – speaking: - Have Ss look at the pictures and ask them to talk about the rooms. - Call on 2 pairs repeat the sentence patterns Notes: the pronunciation 2. While - speaking - Have Ss repeat the step with some others pairs for pictures a, b, c and d. - Go around and help Ss to practice 3. Post – speaking: - Call on 8 pairs to perform and practice - Calls 4 pairs to perform the task at the front of the class - Listen and give comment - Have the class repeat all the sentence patterns in chorus to reinforce their pronunciation 4 Follow up - Have Ss to answer questions about the real things in their bedrooms. - Listen and give comment Have Ss look at the picture on page 29 then identify things in the room and write the missing words in each line of the text. School year: 2015-2016 *Writing: 1 While - writing - Look and talk - Listen - Listen and repeat - Work in groups - Ss listen and repeat - Work in pairs - Others listen and comment. - Listen and repeat the pronunciation - 8 pairs act out, standing and practice - 4 pairs act out, go to the board and practice - Others listen and give comment - Read in chorus - Look and say - Listen and repeat - Ss practice - Ss practice asking and answering on pairs - Others listen and comment. - Ss ask and answer 3 Ss rewrite their answers131 on the board. UNIT 15: AT HOME Lesson 1 I. Objectives: By the end of this lesson, Students will be able to indentify family activities at leisure II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III.Teaching aids: - Teacher’s aids: books, pictures, poster, word cards. Students’ aids: book, notebook, workbook IV. Language focus: - New words: read, do, cook, sing, skate, jum, run. robot, speak - Sentence patterns: What’s Mai doing? She’s skipping What’s he/ she doing ? He/ she is ……. - Skills: Listening and speaking .Talking and chant V. Procedures: School year: 2015-2016 132 Time Steps/Activities Work arrangement 5’ 15’ 10’ 12’ I. Warm up: - Have Ss recite the chant in Unit 14 on page 29. + Chant in chorus + Chant in groups (G1 chant, G2 clap the hands) -Listens and gives comment II. Newlesson: * Listening 1. Pre – listening: - Have Ss turn your book to page 30 and asks Ss to identify the characters of the picture and what they are doing? - Using a poster and two puppets to set up the situation 2. While – listening: - Play the recording one time - Play the recording sentence by sentence 3 times. - Present the new words and sentence patterns + skip + do: What’s Mai doing ? She’s skipping. - Help Ss to read the new words, model sentences - Ask Ss to act out and read the dialogue - Go around and help Ss to practice 3. Post – listening: - Call on 10 pairs act out and practice - Listen and help Ss to practice fluently. * Speaking 1. Pre – speaking: - Have Ss look at the pictures and identify the characters. Present the new words + reading: + doing: + cooking: + singing: + skating: + jumping: + running: - Asks Ss repeat the sentences patterns What’s he doing ? He’s reading. - Call on 2 pairs repeat the sentence patterns Notes: the pronunciation 2. While – speaking: - Have Ss practice in pairs - Go around and help Ss to practice 3. Post – speaking: - Call on 8 pairs to perform the task , standing and practice - Calls 4 pairs to perform the task at the front of the class School year: 2015-2016 - Listen and give comment - Have the class repeat all the sentence patterns . - Ss chant - Ss chant in group - Listen and open your book then identify the characters in the pictures - Listen and point to the appropriate line in the book - Listen and repeat and take note - Listen and repeat - Work in pairs - Ss chant - Ss chant in group - Listen and open your book then identify the characters in the pictures - Listen - Listen and point to the appropriate line in the 133 book - Listen and UNIT 15; AT HOME Lesson 2 I. Objectives: By the end of this lesson, Students will be able to describe on-going activities. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III.Teaching aids: - Teacher’s aids: books, pictures, poster, word cards. Students’ aids: book, notebook, workbook IV. Language focus: - New words: skipping around, skating along, jumping up high, at home, happy family touching the sky - Sentence patterns: review - Skills: Listening .Reading and singing V. Procedures: School year: 2015-2016 134 Time 10’ 15’ 15’ Steps/Activities I.Warm up: - Have Ss revise the chant on page 31 - Chant in chorus - Chant in groups (group1 chant, group2 clap the hand) - Listens and gives comment II. Newlesson: * Listening 1. Pre – listening: - Have Ss turn your book to page 39 and put the large piece of paper with the chant written on it on the board. - Notes: the letters colour different in words sky / skipping ? How to produce the sound of the letters sk / skipping; ng / skipping - Produce the sounds of the letters 2. While – listening: - Play the recording one time - Play the recording sentence by sentence 3 times. - Help Ss to clap the syllable - Have Ss chant in groups G1: chant G2: clap the syllables - Go around and help Ss to chant - Call on 2 Ss repeat the stress, intonation - Listen and help Ss to practice 3. Post – listening: - Call on 3 groups standing and chant - Listen and give comment Listen and number 1. Pre – listening: - Have Ss look at the pictures identify the objects in the pictures. - Tell Ss how to listen “listen and number” 2. While - Listening: - Play the cording one time for Ss listen to information. - Play the cording two times - Have Ss trade their answers - Calls 8 Ss repeat the answers 3. Post – listening: - Replay the recording again for Ss check their answers - Listen and give comment Answers: 1- c ; 2- d; 3 – a; 4 - b 4. Follow up - Have Ss chant sky / skipping in part 1 again *Reading: 1. Pre – reading: - Have Ss indentify Characters a, b, c, dad the objects below. year: - Tell Ss read the text School and match the2015-2016 things needed for their activities. Work arrangement - Ss chant - Chant in gpoups - Others listen and give comment - Listen - Listen and remark - Listen and repeat - Clap your hands 3 times - Work in groups - 2 Ss repeat the stress, intonation - 3 groups standing and chant - Others listen and give commen Look and talk - Listen to informatio - Listen and tick - Work in pairs 8 Ss repeat the answers Others listen - Read and match - Work in pairs - Work in pairs - 4 Ss to show 135 and talk - Others UNIT 15: AT HOME Lesson 3 I. Objectives: By the end of this lesson, Students will be able to ask and answer about family activities in progress. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III.Teaching aids: - Teacher’s aids: books, pictures, poster, word cards. Students’ aids: book, notebook, workbook IV. Language focus: - New words: review - Sentence patterns: What are they doing? - Skills: Listening and speaking Writing and playing - Sentence patterns: What are they doing? V. Procedures: School year: 2015-2016 136 Time 5’ 10’ Steps/Activities I. Warm up: - Have Ss sing “I Love My Mummy” - Listen and gives comment II.Newlesson: * Listening: 1. Pre – listening: - Have Ss turn your book to page 34 and asks Ss to indentify the characters, names of the pictures 2. While – listening: - Play the recording a second time - Play the recording sentence by sentence 3 times - Ask Ss to act out and read - Go around and help Ss to practice Present the new words and sentence pattern + A: What are they doing? B: They are…………… - Have Ss practice in groups - Listen and help Ss to practice 3. Post – listening: - Call on 8 pairs or groups act out and practice - Play the recording again for Ss repeat each line in the speech bubbles a few times. 10’ 12’ * Speaking 1. Pre – speaking: - Have Ss look at the pictures and tell Ss they are going to practise asking and answering about what the people in these pictures are doing. - Call on 2 pairs repeat the sentence patterns Notes: the pronunciation 2. While - speaking - Have Ss repeat the step with some others pairs for pictures b, c and d. - Go around and help Ss to practice 3. Post – speaking: - Call on 8 pairs to perform and practice - Calls 4 pairs to perform the task at the front of the class - Listen and give comment - Have the class repeat all the sentence patterns in chorus to reinforce their pronunciation 4 Follow up - Have Ss to ask and answer the questions use V-ing. - Listen and give comment *Writing: 1. Pre – writing: - Have Ss look at the picture on page 35 then identify the characters what they School are doing and2015-2016 write the missing words year: in the sentences provided. Work arrangement - Ss sing - Look and talk - Listen - Listen and repeat - Work in groups - Ss listen and repeat - Work in pairs - Others listen and comment. - Listen and repeat the pronunciation - 8 pairs act out, standing and practice - 4 pairs act out, go to the board and practice - Others listen and give comment - Read in chorus - Look and say - Listen and repeat - Ss practice - Ss practice asking and answering on pairs - Others listen and 137 comment. REVIEW 3 I. Objectives: By the end of this lesson, Students will be able to perform their abilities to listen, speak and write related to the topics they have learnt from units 11- 15 using the phonics, the vocabulary and the sentence patterns. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III.Teaching aids: - Teacher’s aids: books, pictures, poster, word cards. Students’ aids: book, notebook, workbook IV. Language focus: - New words: review - Sentence patterns: review - Skills: Listening and speaking VI. Procedures: School year: 2015-2016 138 Time 5’ 8 8’ 8’ 8’ 8’ 1’ Steps/Activities I . Warm up: - Sing a song II.Newlesson: 1. Unit 11: My Family - Vocabulary: Family, father, mother, grandmother, grandfather, brother, sister, grandpa, grandma, who. - Phonics: father, mother - Sentence patterns: + who is this? – It’s my father + What’s his name? – His name’s Peter 2. Unit 12: How Old Are You? - Vocabulary: Year, old, how, both, numbers 1 - 20 - Phonics: how, ten - Sentence patterns: + How old are you? I’m nine years old + How old is he? He’s eight years old. 3. Unit 13: My House - Vocabulary: House, living room, kitchen, dining room, bathroom, bedroom, garden. - Phonics: kitchen, bedroom - Sentence patterns: + This is my house + There is a living room + There are two bedroom 4.Unit 14: Our Room - Vocabulary: Table, bed, desk, picture, ball, lamp, large, tidy, untidy, nice, on, above, under, behind, near. - Phonics: chairs, bed - Sentence patterns: + Where is it? It’s in your bedroom + Where are the chairs? They’re behind the desk + It’s nice and tidy. 5. Unit 15: At Home - Vocabulary: Robot, children, read, do, cook, sing, skate, jump, run. - Phonics: sky, skipping - Sentence patterns: + What’s Mai doing? She’s skipping School year: 2015-2016 + What are they doing? They are reading. Work arrangement Sing Ss playing a game: pass the word - Identifying family members - Asking who someone is - Asking and answering about namess of family members Ss playing a game: slap the board - Asking and answering about ages - Counting 1 20 - Asking and answering about ages of family members. Ss playing a game: crossword puzzle. - Identifying rooms in the house - Talking about rooms in the house (singular) - Talking about rooms in the house (plural) - Identifying things in the room - Specifying location of things in the139 room ME AND THE WORLD AROUND UNIT16: The Weather Lesson 1 I. Objectives: By the end of this lesson, Students will be able to ask and answer about the weather in seasons. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III.Teaching aids: - Teacher’s aids: books, pictures, poster, word cards. Students’ aids: book, notebook, workbook IV. Language focus: - New words: weather, sunny, rainy, cloudy, windy - Sentence patterns: What’s the weather like? - Skills: Listening and speaking Writing and playing V. Procedures: School year: 2015-2016 140 Time Steps/Activities Work arrangement I. Warmup: clap the board 5’ Reading ,speaking, running, cooking jumping,skating. II. Newlesson: 10’ 1. Presentation Vocabulary: - weather (n): thoi tiet - sunny (n): nang - rainny (n) :mua - windy ( n) :gio - hometown (n): noi o, que huong - warm (a) : Êm ¸p - cool (a) : m¸t mÎ - T models (twice or three times). - T – Whole Class (twice or three times). - Ss repeat in individuals. - T writes the words on the board. 10’ - T checks the Vietnamese meaning. Check : “ What and Where ” - T gives a picture and asks Ss look at the picture: ? How many people are there in the picture? There are some people. They are Mai, Linda . ? Who are they? - Yes. - They are ? What are they doing? talking . ? What are they talking about? - I don’t - Now, open your books at the page 42. know. - T reads the dialogue, Ss look at the picture and listen. - T reads the dialogue again, Ss listen and repeat (2 times). - Ss do as ( exchange). requirements. - T – W class. 12’ - Half- Half. - Some pairs read the dialogue, the class listen and give the - Read comment. - Look at the141 School year: 2015-2016 - Ss find out the new structure and read it aloud. pictures and UNIT16: The Weather Lesson 2 I. Objectives: By the end of this lesson, Students will be able to ask and answer the weather II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III.Teaching aids: - Teacher’s aids: books, pictures, poster, word cards. Students’ aids: book, notebook, workbook IV. Language focus: - New words: weather, sunny, rainy, cloudy, windy - Sentence patterns: What’s the weather like? - Skills: Listening and speaking Writing and playing V. Procedures: Time 5’ 10’ 10’ Steps/Activities Work arrangement I. Warm up - Use the Ps Play a game: Look and say - Point the Ps and ask sts to read aloud - Look at the Ps and say: - Ask two sts to make sentences with the cloudy/ rainy/... words in A5 - Make sentences with the - Comment and give marks words in A5 II. Presentation How’s the weather - Use the picture today? - Ask: Who? What do you see in the picture? Quantity? B1. Listen and repeat - Express in English - Look at the picture - Guide sts to read the dialogue - Answer: Nam, Mai and LiLi Cây, mây, nhà ... - Check 8 đám mây, ... - Explain the structure: To ask and express à There are 8 clouds. quantity - Listen - Listen and repeat - Work in pairs - Explain the new words Note: How many + N ( plural) ...? There are + N ( plural) There is + N (singular) - Listen and remember New words: School year: 2015-2016 142 III.Practice - Guide sts to practice speaking like the model How many clouds are there? _______. Let’s count: cloud: over there: How many: B2. Let’s talk - Work in pairs - Practice speaking the model Nào cùng đếm Đám mây Đằng kia Bao nhiêu following There’re ____. IV.Production - Hang the Ps - Ask: How’s the weather? - Get sts to state the task have to do - Play tape 12’ - Check - Play tape once more V.Homework - Practice reading the dialogue again - Review the structure that just learned - Guide sts to do Ex3 in W.B, page 72 There’s ____. B3. Listen and number - Look at the Ps - Answer: cloudy/ rainy/ sunny - State the task have to do - Guess - Listen - Listen and number - Sharing - Report 1- c 2- b 3- a - Listen and check again Ex3: Match 1- d 2- c 3- a 4- b UNIT16: The Weather Lesson 3 I. Objectives: By the end of this lesson, Students will be able to ask and answer the weather II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III.Teaching aids: School year: 2015-2016 143 - Teacher’s aids: books, pictures, poster, word cards. Students’ aids: book, notebook, workbook IV. Language focus: - New words: weather, sunny, rainy, cloudy, windy - Sentence patterns: What’s the weather like? - Skills: Listening and speaking Writing and playing V. Procedures: School year: 2015-2016 144 Time 5’ 10’ 10’ 12’ Steps/Activities I.Warm up - State the way to play - Divide the class into 2 groups, the group circles more and ealier is wi II. Pre- reading - Use picture - Offer to talk about the Ps - Ask sts state the task have to do III. While- reading - Get sts to work in groups of 4 - Observe groups working - Have sts give result + Read + Match IV. Post- reading - Review the sentence learned It’s windy today. - Demand sts write, basing on B4 to write about the weather today - Have some sts write on the board - Comment and conclude * Consolidation - Offer to look the table - Repeat the structures learned V. Summary: VI. Homework: - Review the structures and vocabulary in unit 10 - See the rest of Exs in W.B to correct next period Work arrangement B6. Let’s play: Circle the weather words - Listen G1: G2: B4. Read and match - Look at the Ps - Talk about the Ps: - State the task have to do - Read and match ( work in groups ) - Discuss - Report 1- c 2- d 3b 4- a B5. Let’s write - Look and listen 2’ 1’ School year: 2015-2016 - Basing on B4 to write about the weather today - Write down - Check across - Write on the board - Comment - Complete B7. Summary - Look Review and remember 145 UNIT 17: Outdoor activities Lesson 1 I. Aims: Ss will be able to name some specific games and actives. II. Objectives: - By the end of this lesson, students will be able to make some games and actives - Develop listening, speaking skill. III . Teaching method: - Communicative method. - Techniques: - Ask and answer - Work in pairs and individually. - Work in groups, discuss. iv. Teaching aids: - Teacher’s aids: audio, stickers, puppets,. - Students’ aids: book, notebook, workbook. I. Languages focus: Vocabulary: cycling, playing badminton, flying kites...... Sentence patterns: - What are they doing ? - They’re -----------------------------------I. Procedures: School year: 2015-2016 146 Steps/Activities I .Warm up: - T asks some pairs to play a game of charade (guessing the words from actions or missing) Ex; c - ess, - lay, h – de and s - ek II .New lesson. 1. Look, listen and repeat. - Ask Ss to identify the characters in the picture on page 48 and what they are doing. - Set the scence “you are going to listen to hear Hoa and Mai, asking about . - Play the recording and asks Ss to listen to the tape twice. - T asks Ss to listen and repeat in chorus two times. - Have whole class repeat all the phrases a few times to reinforce their pronunciation. 2. Look and say - Have Ss look at the pictures a ,b.c and d - Ask them to identify the characters in the pictures and what they should say. Fill the bubbles and have Ss to repeat the lines a few times - T models the dialogue Assign a pair to pretend to be school in picture a What are they doing ? They are playing badminton Repeat the step with a few more pairs. - Ask Ss to practice making and responding to action using picture a, b, c and d - Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary. - Call on some pairs to perform the task at the front of the class. Others observe and comment. - Make some questions to check Ss’ comprehension of language - Have the whole class repeat all the phrases to reinforce their pronunciation. 3. Talk - Have Ss look at the pictures on page 67 and identify the characters in the pictures. - Fill in the speech bubbles with the correct phrases promted by Ss - What ----------------------------------? They’re ------------------------- Have Ss to repeat the sentences in the bubbles a few times before let them practice freely. (use the pictures in their books or role – play the exchanges - Have Ss to work in pairs to practising. - Monitor the activity and offer help when necessary/ correct typical pronunciation errors. School year: 2015-2016 - Call on a pair to demonstrate at the front of the class. 1. Let’s play Work arrangement T-WC Pair- work T – whole class T T-WC Pair- work T- whole class T- whole class T- whole class Group work Individually. 147 UNIT 17: OUTDOOR ACTIVITIES Lesson 2 I.Objectives: - By the end of this lesson, students will be to say the names of games/activities at break time ( review). - Develop listening, reading and writing skill. II.Teaching methods: - Communicative method. - Techniques: + Work in pairs and individually + Work in groups, discuss. III.Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards. - Student’s aids: book, notebook, workbook. IV.Language focus:  Phonics: boat door  Vocabulary: cycle, fly......  Sentence patterns: What are they doing ? ............................... V.Procedures: School year: 2015-2016 148 Steps/Activities - - - Work arrangement I.Warm up: Let’s Ss chant ( L2 – 4) T – whole Play the recording class II.New lesson: 1. Listen and repeat Have Ss open the book page 50, look at the words T – whole boatand door and notice the letter coloured differently in class both words. Set the scence: “you are going to learn how to produce the sound of the letter oa in the word boat door Produce the sound oaand da few times. Teach the new phrases ;– Then show them how to spell Boat , doornd some other words. Play the recording all the way through for Ss to listen while they are reading the chant in their books boat door T – whole where are the children? class .................................... .......................................... Call on a group of six: three of them to repeat each line of the chant, other three clap the syllables Have Ss practice the chant in groups and clap the syllables. Monitor the activity and offer help when necessary/ correct typical pronunciation errors. Whole class, Call on a group to recite the chant. The others clap the group and syllables Make a few questions to check Ss’ comprehension of language Have the whole class recite the chant to reinforce their pronunciation. 2. Listen and tick. - Have Ss look at Pictures 1a, b; 2a, b on Page 68 - Identify the characters and their relationship. - Set the scence: “you are going to listen to the recording, match the information they hear to the pictures and tick the box in the corner of the correct picture.. T – whole st - 1 :Play the recording all the way through for Ss to class listen while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and tick the correct pictures. - 3rd: play the recording for Ss to check their answers. Individually - Have Ss trade their answers in pairs for correction - Ask some questions to ensure Ss’ comprehension of the listening text. b. 3. Read and match. Pair- work Ask Ss to identify the characters in the pictures on page 69 149 School 2015-2016 and identify the characters inyear: the pictures Set the scence: “ you are going to read the sentences to UNIT 17: OUTDOOR ACTIVITIES Lesson 3 I. Objectives: - By the end of this lesson, Students will be able to ask and answer about some specific games and activities at break time - Develop speaking and writing skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III. Teaching aids: - Teacher’s aids: books, pictures, poster, word cards. - Students’ aids: book, notebook, workbook. IV. Languages focus:  Vocabulary: playing football, flying ...  Sentence patterns: What are they playing ? They’re ............................ V. Procedures: School year: 2015-2016 150 Steps/Activities I. Warm up Let’s Ss chant in two groups. Which is more correct is the winner. - II. New lesson. 1Listen and repeat. - Have Ss to look at the book at page 70; identify the characters in the picture. - Make a few questions to check Ss’ comprehension of the dialogue. - Set the scene: “we are going to review phrases that they have learnt in the previos lesson.” - Play the recording all the way through for Ss to listen and read the text. Mime the dialogue. - Play the recording again for Ss to repeat the dialogue a few tome to reinforce their pronunciation. 2Look and say - - - Have Ss look at the pictures a, b, c, d and e on page 52 Elicit the actives in the pictures and their doing. Tell them to guess and respond to the first character. Then fill the speech bubbles with the correct phrases prompted by Ss. Have ss repeat a few times. T models the dialogue Assign a pair to pretend to What are they playing ? They ‘re......................... Repeat the step but have the pair swap their parts. Have the whole class repeat all the phrases. Ask Ss to practice in pairs Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary. Call on some pairs to perform the task at the front of the class. Others observe and comment. Have the whole class repeat the question and answer in chorus to reinforce their pronunciation. 3.Write. Get Ss to identify the characters in the pictures on page 53 Ask them to talk about the situation in each picture. Tell Ss that they are going to read and get information to write the missing words in task in the dialogue, using those from the frame on the top of the page. Ss read silently and complete the sentences. Monitor the activity and offer when necessary School year:help 2015-2016 Ss trade their answers within pairs or groups for Work arrangement T – whole class T – whole class Whole class T – whole class Pair – work T – whole class Individually Pair – work 151 UNIT 18: colours Lesson 1 I. Aims: Ss will be able to name some specific games and actives. II. Objectives: - By the end of this lesson, students will be able to make some games and actives - Develop listening, speaking skill. III . Teaching method: - Communicative method. - Techniques: - Ask and answer - Work in pairs and individually. - Work in groups, discuss. iv. Teaching aids: - Teacher’s aids: audio, stickers, puppets, . - Students’ aids: book, notebook, workbook. II. Languages focus: Vocabulary: red, orange, yellow ...... Sentence patterns: - What colour is it ? - It’s---------------------------------• Procedures: School year: 2015-2016 152 Steps/Activities I .Warm up: - T asks some pairs to play a game of charade (guessing the words from actions or missing) Ex; c - ess, - lay, h – de and s - ek II .New lesson. 1. Look, listen and repeat. - Ask Ss to identify the characters in the picture on page 66 and what they are doing. - Set the scence “you are going to listen to hear Nam and Mai, asking about - Play the recording and asks Ss to listen to the tape twice. - T asks Ss to listen and repeat in chorus two times. - Have whole class repeat all the phrases a few times to reinforce their pronunciation. 2. Look and say - Have Ss look at the pictures a ,b.c and d - Ask them to identify the characters in the pictures and what they should say. Fill the bubbles and have Ss to repeat the lines a few times - T models the dialogue Assign a pair to pretend to be school in picture a What colour is it ? It’s ..........(red) Repeat the step with a few more pairs. - Ask Ss to practice making and responding to action using picture a, b, c and d - Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary. - Call on some pairs to perform the task at the front of the class. Others observe and comment. - Make some questions to check Ss’ comprehension of language - Have the whole class repeat all the phrases to reinforce their pronunciation. 3. Talk - Have Ss look at the pictures on page 67 and identify the characters in the pictures. - Fill in the speech bubbles with the correct phrases promted by Ss - What ----------------------------------? It’s----------------------- Have Ss to repeat the sentences in the bubbles a few times before let them practice freely. (use the pictures in their books or role – play the exchanges - Have Ss to work in pairs to practising. - Monitor the activity and offer help when necessary/ correct typical pronunciation errors. School year: 2015-2016 - Call on a pair to demonstrate at the front of the class. 2. Let’s sing Work arrangement T-WC Pair- work T – whole class T T-WC Pair- work T- whole class T- whole class T- whole class Group work Individually. 153 UNIT 18: COLOURS Lesson 2 I.Objectives: - By the end of this lesson, students will be to say the names of games/activities at break time ( review). - Develop listening, reading and writing skill. II.Teaching methods: - Communicative method. - Techniques: + Work in pairs and individually + Work in groups, discuss. III.Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards. - Student’s aids: book, notebook, workbook. IV.Language focus:  Phonics: like, blue  Vocabulary: review  Sentence patterns: What colour is it ? V.Procedures: School year: 2015-2016 154 Steps/Activities - - Work arrangement I.Warm up: Let’s Ss chant ( L2 – 4) T – whole Play the recording class II.New lesson: 1. Listen and repeat Have Ss open the book page 56look at the words like and T – whole blue and notice the letter coloured differently in both class words. Set the scence: “you are going to learn how to produce the sound of the letter lin the word like and blin the word blue Produce the sound l and bl a few minutes Teach the new phrases ; what colour is it?show them how to spell like and blueand some other words. Play the recording all the way through for Ss to listen while they are reading the chant in their books T – whole like blue class Roses are red .............................. Call on a group of six: three of them to repeat each line of the chant, other three clap the syllables Have Ss practice the chant in groups and clap the syllables. Monitor the activity and offer help when necessary/ correct typical pronunciation errors. Whole class, Call on a group to recite the chant. The others clap the group and syllables Make a few questions to check Ss’ comprehension of language Have the whole class recite the chant to reinforce their pronunciation. 2. Listen and tick. - Have Ss look at Pictures 1a, b; 2a, b on Page 56 - Identify the characters and their relationship. - Set the scence: “you are going to listen to the recording, match the information they hear to the pictures and tick the box in the corner of the correct picture.. T – whole st - 1 :Play the recording all the way through for Ss to class listen while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and tick the correct pictures. - 3rd: play the recording for Ss to check their answers. Individually - Have Ss trade their answers in pairs for correction - Ask some questions to ensure Ss’ comprehension of the listening text. - 3. Read and match. - Ask Ss to identify the characters in the pictures on page 69 School 2015-2016 and identify the characters inyear: the pictures - Set the scence: “ you are going to read the sentences to Pair- work 155 UNIT 18: colours Lesson 3 I.Objectives: - By the end of this lesson, Students will be able to ask and answer about some specific games and activities at break time - Develop speaking and writing skill. II.Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III.Teaching aids: - Teacher’s aids: books, pictures, poster, word cards. - Students’ aids: book, notebook, workbook. IV.Languages focus:  Vocabulary: review  Sentence patterns: What colour are they ? They are ............... V.Procedures: School year: 2015-2016 156 Steps/Activities I. Warm up Let’s Ss chant in two groups. Which is more correct is the winner. - II. New lesson. 1Listen and repeat. - Have Ss to look at the book at page58identify the characters in the picture. - Make a few questions to check Ss’ comprehension of the dialogue. - Set the scene: “we are going to review phrases that they have learnt in the previos lesson.” - Play the recording all the way through for Ss to listen and read the text. Mime the dialogue. - Play the recording again for Ss to repeat the dialogue a few tome to reinforce their pronunciation. 2Look and say - - - Have Ss look at the pictures a, b, c, d and e on page 58 Elicit the actives in the pictures and their doing. Tell them to guess and respond to the first character. Then fill the speech bubbles with the correct phrases prompted by Ss. Have ss repeat a few times. T models the dialogue Assign a pair to pretend to What colour are they ? They are red Repeat the step but have the pair swap their parts. Have the whole class repeat all the phrases. Ask Ss to practice in pairs Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary. Call on some pairs to perform the task at the front of the class. Others observe and comment. Have the whole class repeat the question and answer in chorus to reinforce their pronunciation. 3.Write. Get Ss to identify the characters in the pictures on page 65 Ask them to talk about the situation in each picture. Tell Ss that they are going to read and get information to write the missing words in task in the dialogue, using those from the frame on the top of the page. Ss read silently and complete the sentences. Monitor the activity and offer when necessary School year:help 2015-2016 Ss trade their answers within pairs or groups for Work arrangement T – whole class T – whole class Whole class T – whole class Pair – work T – whole class Individually Pair – work 157 UNIT 19: Our pets Lesson 1 I. Aims: Ss will be able to name some specific games and actives. II. Objectives: - By the end of this lesson, students will be able to make some games and actives - Develop listening, speaking skill. III . Teaching method: - Communicative method. - Techniques: - Ask and answer - Work in pairs and individually. - Work in groups, discuss. iv. Teaching aids: - Teacher’s aids: audio, stickers, puppets, . - Students’ aids: book, notebook, workbook. III. Languages focus: Vocabulary: tortoise, rabbit......... Sentence patterns: I’ve got ..................... - I haven’t got ---------------------V.Procedures: School year: 2015-2016 158 Steps/Activities I .Warm up: - T asks some pairs to play a game of charade (guessing the words from actions or missing) II .New lesson. 1. Look, listen and repeat. - Ask Ss to identify the characters in the picture on page 66 and what they are doing. - Set the scence “you are going to listen to hear Mai and Quan . - Play the recording and asks Ss to listen to the tape twice. - T asks Ss to listen and repeat in chorus two times. - Have whole class repeat all the phrases a few times to reinforce their pronunciation. 2. Look and say - Have Ss look at the pictures a ,b.c and d - Ask them to identify the characters in the pictures and what they should say. Fill the bubbles and have Ss to repeat the lines a few times - T models the dialogue Assign a pair to pretend to be school in picture a I’ve got a tortoise I haven’t got a rabbit Repeat the step with a few more pairs. - Ask Ss to practice making and responding to action using picture a, b, c and d - Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary. - Call on some pairs to perform the task at the front of the class. Others observe and comment. - Make some questions to check Ss’ comprehension of language - Have the whole class repeat all the phrases to reinforce their pronunciation. 3. Talk - Have Ss look at the pictures on page 67 and identify the characters in the pictures. - Fill in the speech bubbles with the correct phrases promted by Ss - I ‘ve got-------------------------I haven’t got---------- ---------- Have Ss to repeat the sentences in the bubbles a few times before let them practice freely. (use the pictures in their books or role – play the exchanges - Have Ss to work in pairs to practising. - Monitor the activity and offer help when necessary/ correct typical pronunciation errors. - Call on a pair to demonstrate at the front of the class. 3. Let’s play School year: 2015-2016 - Have the whole class repeat all the phrases to reinforce Work arrangement T-WC Pair- work T – whole class T T-WC Pair- work T- whole class T- whole class T- whole class Group work Individually. 159 UNIT 19: OUR PETS Lesson 2 I.Objectives: - By the end of this lesson, students will be to say the names of games/activities at break time ( review). - Develop listening, reading and writing skill. II.Teaching methods: - Communicative method. - Techniques: + Work in pairs and individually + Work in groups, discuss. III.Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards. - Student’s aids: book, notebook, workbook. IV.Language focus:  Phonics: cat dog  Vocabulary: review  Sentence patterns: I ‘ve go a cat I haven’t got a dog V.Procedures: School year: 2015-2016 160 Steps/Activities - - Work arrangement I.Warm up: Let’s Ss chant ( L2 – 4) T – whole Play the recording class II.New lesson: 1. Listen and repeat Have Ss open the book page 62, look at the words cat dog T – whole and notice the letter coloured differently in both words. class Set the scence: “you are going to learn how to produce the sound of the letter cin the word cat and gin the word dog Produce the sound c and g a few times Teach the new phrases ;– Then show them how to spell cat and dog and some other words. Play the recording all the way through for Ss to listen while they are reading the chant in their books cat dog T – whole cats, cats class .......................... Call on a group of six: three of them to repeat each line of the chant, other three clap the syllables Have Ss practice the chant in groups and clap the syllables. Monitor the activity and offer help when necessary/ correct typical pronunciation errors. Call on a group to recite the chant. The others clap the Whole class, syllables group and Make a few questions to check Ss’ comprehension of language Have the whole class recite the chant to reinforce their pronunciation. 2. Listen and tick. - Have Ss look at Pictures 1a, b; 2a, b on Page 62 - Identify the characters and their relationship. - Set the scence: “you are going to listen to the recording, match the information they hear to the pictures and tick the box in the corner of the correct picture.. - 1st:Play the recording all the way through for Ss to T – whole listen while they are looking the pictures in their books class nd - 2 : play the recording for Ss to listen and tick the correct pictures. - 3rd: play the recording for Ss to check their answers. - Have Ss trade their answers in pairs for correction Individually - Ask some questions to ensure Ss’ comprehension of the listening text. - 3. Read and match. - Ask Ss to identify the characters in the pictures on page 69 and identify the characters in the pictures year: 2015-2016 - Set the scence: “ you School are going to read the sentences to match each of them with the right picture..” Pair- work 161 UNIT 19: Our pets Lesson 3 I.Objectives: - By the end of this lesson, Students will be able to ask and answer about some specific games and activities at break time - Develop speaking and writing skill. II.Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III.Teaching aids: - Teacher’s aids: books, pictures, poster, word cards. - Students’ aids: book, notebook, workbook. IV.Languages focus:  Vocabulary: review  Sentence patterns: How many ............ have you got ? I have got ................................. V.Procedures: School year: 2015-2016 162 Steps/Activities I. Warm up Let’s Ss chant in two groups. Which is more correct is the winner. - II. New lesson. 1Listen and repeat. - Have Ss to look at the book at page 70; identify the characters in the picture. - Make a few questions to check Ss’ comprehension of the dialogue. - Set the scene: “we are going to review phrases that they have learnt in the previos lesson.” - Play the recording all the way through for Ss to listen and read the text. Mime the dialogue. - Play the recording again for Ss to repeat the dialogue a few tome to reinforce their pronunciation. 2Look and say - Have Ss look at the pictures a, b, c, d and e on page 70 Elicit the actives in the pictures and their doing. Tell them to guess and respond to the first character. Then fill the speech bubbles with the correct phrases prompted by Ss. Have ss repeat a few times. - T models the dialogue Assign a pair to pretend to How many ............ have you got ? I have got ................................. Repeat the step but have the pair swap their parts. - Have the whole class repeat all the phrases. - Ask Ss to practice in pairs - Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary. - Call on some pairs to perform the task at the front of the class. Others observe and comment. - Have the whole class repeat the question and answer in chorus to reinforce their pronunciation. 3.Write. - Get Ss to identify the characters in the pictures on page 65 Ask them to talk about the situation in each picture. Tell Ss that they are going to read and get information to write the missing words in task in the dialogue, using those from the frame on the top of the page. Ss read silently and complete the sentences. Monitor the activity and offer when necessary School year:help 2015-2016 Ss trade their answers within pairs or groups for Work arrangement T – whole class T – whole class Whole class T – whole class Pair – work T – whole class Individually Pair – work 163 UNIT 20: Our toys Lesson 1 I. Aims: Ss will be able to name some specific games and actives. II. Objectives: - By the end of this lesson, students will be able to make some games and actives - Develop listening, speaking skill. III . Teaching method: - Communicative method. - Techniques: - Ask and answer - Work in pairs and individually. - Work in groups, discuss. iv. Teaching aids: - Teacher’s aids: audio, stickers, puppets, . - Students’ aids: book, notebook, workbook. Languages focus: Vocabulary: balls, dolls, robos..................... Sentence patterns: - She’s got ........................................ - He’s got ............................................. V.Procedures: School year: 2015-2016 164 Steps/Activities I .Warm up: - T asks some pairs to play a game of charade (guessing the words from actions or missing) II .New lesson. 1. Look, listen and repeat. - Ask Ss to identify the characters in the picture on page 66 and what they are doing. - Set the scence “you are going to listen to hear Nam and Mai, asking about. - Play the recording and asks Ss to listen to the tape twice. - T asks Ss to listen and repeat in chorus two times. - Have whole class repeat all the phrases a few times to reinforce their pronunciation. 2. Look and say - Have Ss look at the pictures a ,b.c and d - Ask them to identify the characters in the pictures and what they should say. Fill the bubbles and have Ss to repeat the lines a few times - T models the dialogue Assign a pair to pretend to be school in picture a She’s got..............( five balls) He’s got ..............( three dolls) Repeat the step with a few more pairs. - Ask Ss to practice making and responding to action using picture a, b, c and d - Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary. - Call on some pairs to perform the task at the front of the class. Others observe and comment. - Make some questions to check Ss’ comprehension of language - Have the whole class repeat all the phrases to reinforce their pronunciation. 3. Talk - Have Ss look at the pictures on page 67 and identify the characters in the pictures. - Fill in the speech bubbles with the correct phrases promted by Ss - She’s got.............. ............... He’s got ....................................... Have Ss to repeat the sentences in the bubbles a few times before let them practice freely. (use the pictures in their books or role – play the exchanges Have Ss to work in pairs to practising. Monitor the activity and offer help when necessary/ School year: correct typical pronunciation errors.2015-2016 Call on a pair to demonstrate at the front of the class. Work arrangement T-WC Pair- work T – whole class T T-WC Pair- work T- whole class T- whole class T- whole class Group work Individually. 165 UNIT 20: OUR TOYS Lesson 2 I.Objectives: - By the end of this lesson, students will be to say the names of games/activities at break time ( review). - Develop listening, reading and writing skill. II.Teaching methods: - Communicative method. - Techniques: + Work in pairs and individually + Work in groups, discuss. III.Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards. - Student’s aids: book, notebook, workbook. IV.Language focus:  Phonics: four five  Vocabulary: review  Sentence patterns: I’ve got ................................... She’s got ................................ ................................................. V.Procedures: School year: 2015-2016 166 Steps/Activities - - - Work arrangement I.Warm up: Let’s Ss chant ( L2 – 4) T – whole Play the recording class II.New lesson: 1. Listen and repeat Have Ss open the book page 68, look at the words four T – whole and five and notice the letter coloured differently in both class words. Set the scence: “you are going to learn how to produce the sound of the letter f in the word four and ve in the word five Produce the sound f and ve a few times. Teach the new phrases ; Have you got any ....... ? – Then show them how to spell four and five and some other words. Play the recording all the way through for Ss to listen T – whole while they are reading the chant in their books class four five You’ve got two dolls I’ve got three dolls .................................... Call on a group of six: three of them to repeat each line of the chant, other three clap the syllables Have Ss practice the chant in groups and clap the syllables. Whole class, Monitor the activity and offer help when necessary/ group and correct typical pronunciation errors. Call on a group to recite the chant. The others clap the syllables Make a few questions to check Ss’ comprehension of language Have the whole class recite the chant to reinforce their pronunciation. 2. Listen and tick. - Have Ss look at Pictures 1a, b; 2a, b on Page 68 - Identify the characters and their relationship. - Set the scence: “you are going to listen to the recording, match the information they hear to the T – whole pictures and tick the box in the corner of the correct class picture.. - 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and tick the Individually correct pictures. - 3rd: play the recording for Ss to check their answers. - Have Ss trade their answers in pairs for correction - Ask some questions to ensure Ss’ comprehension of the listening text. Pair- work 3. Read and match. 167 year: Ask Ss to identify theSchool characters in2015-2016 the pictures on page 69 and identify the characters in the pictures UNIT 20: Our toys Lesson 3 I.Objectives: - By the end of this lesson, Students will be able to ask and answer about some specific games and activities at break time - Develop speaking and writing skill. II.Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III.Teaching aids: - Teacher’s aids: books, pictures, poster, word cards. - Students’ aids: book, notebook, workbook. IV.Languages focus:  Vocabulary: review  Sentence patterns: Whre is/are your.................... ? It’s ................................. They’re ............................ School year: 2015-2016 168 Steps/Activities I. Warm up Let’s Ss chant in two groups. Which is more correct is the winner. - II. New lesson. 1Listen and repeat. - Have Ss to look at the book at page 70; identify the characters in the picture. - Make a few questions to check Ss’ comprehension of the dialogue. - Set the scene: “we are going to review phrases that they have learnt in the previos lesson.” - Play the recording all the way through for Ss to listen and read the text. Mime the dialogue. - Play the recording again for Ss to repeat the dialogue a few tome to reinforce their pronunciation. 2Look and say - - - Have Ss look at the pictures a, b, c, d and e on page 70 Elicit the actives in the pictures and their doing. Tell them to guess and respond to the first character. Then fill the speech bubbles with the correct phrases prompted by Ss. Have ss repeat a few times. T models the dialogue Assign a pair to pretend to Where is your ball? It’s under the table Repeat the step but have the pair swap their parts. Have the whole class repeat all the phrases. Ask Ss to practice in pairs Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary. Call on some pairs to perform the task at the front of the class. Others observe and comment. Have the whole class repeat the question and answer in chorus to reinforce their pronunciation. 3.Write. Get Ss to identify the characters in the pictures on page 71 Ask them to talk about the situation in each picture. Tell Ss that they are going to read and get information to write the missing words in task in the dialogue, using those from the frame on the top of the page. Ss read silently and complete the sentences. Monitor the activity and offer when necessary School year:help 2015-2016 Ss trade their answers within pairs or groups for Work arrangement T – whole class T – whole class Whole class T – whole class Pair – work T – whole class Individually Pair – work 169 [...]... pictures and fill in the blanks - Check and correct: 1 This is, Hello, nice to meet you 2 This is, Hello,phong, Nice to meet you Class 3A: Nhu, Ngoc Class 3B: Diep, Han Class 3C: Nhat, Nghia School year: 2015-2016 4 1.a, 2.b 5 1 This is ; Hello, Nam 2 This is; Hello, Phong 23 6 Let’s sing: How are you? •Teacher: Uses pictures - Asks Ps look at the song on p19 - Lets Ps to read each line in the song in chorus... link: Do exercise in the workbook Supplement WEEK 6 Period: 1 Planning date: 30 /11 /2015 Date of teaching: 01 & 03/ 12/ 2015 ………………………………………………………………………………………………………… UNIT 3: THIS IS TONY Lesson 3 I Objectives: - By the end of this lesson, Students will be able to chant, using the language they have learnt - Develop speaking and listening... help when necessary - Asks ss share answers 4 1b, 2d, 3a, 4c - Checks • Pupils:Turn their books page 17 - Read and match - Compare - Correct the answers 5 Read and complete • Teacher: Have pupils to turn their book to page 17 - Show the poster on the board - Model 2 -3 times - Ask Ss to fill the blanks in 2 mins - Ask the answers 5 - Checks 1 My, 2.Hi , 3 How, 4 • Pupils: Turn their books page 17 What’s,... best friend 7 Home- link: Practice more the structure Do the exercises Prepare unit 4 Answers: 1 – This; 2 – Hello; 3 – that; 4 – isn’t Supplement School year: 2015-2016 30 WEEK 6 Period: 2 Planning date: 03/ 12 /2015 Date of teaching: 04 & 05/ 12/ 2015 UNIT 4: HOW OLD ARE YOU? Lesson 1 I Objectives: - By the end of this... answers Others listen and comment - Make a few questions to check Ss’ comprehension of the sentences - Have the whole class read each sentence in School year: 2015-2016 4 Answers: 1 – 2- 3- 4 5 Answers: 1 (6) 2(8) 3( 10) 4( 10) 36 ... more the structure Supplement School year: 2015-2016 20 WEEK 5 Period: 1 Planning date: 23 /11 / 2015 Date of teaching: 24 & 26 11/ 2015 UNIT 3: THIS IS TONY Lesson 1 I Objectives: - By the end of this lesson, students will be able to introduce someone - Develop writing, reading skill II Teaching method: - Communicative... students’ activities Content A Warm- up • Teacher: Explain the way to play Hang man game - Divide the class into 3 groups - Find the winner • Pupils: Ask pupils to find the similarity of the words What’s your name? 1 _ _ _ _ (4 letters) My name’s Phong 2 _ _ _ _ _ (5 letters) * What’s= What is 3 _ _ _ _ _ (5 letters) My name’s = My name is 4 _ _ _ _ _ (5 letters) B New lesson: 1 Look, Listen and repeat... Monitors the activity and offer help when necessary - Asks ss share answers - Checks: 1 c, 2 b, 3 a, 4.d • Pupils:Turn their books page21 - Listen and number - Compare - Correct the answers 5 Look, read and answer •Teacher: Have pupils to turn their book to page 21 - Show the poster on the board - Model 2 -3 times - Ask Ss to fill the blanks in 2 mins - Ask the answers - Checks • Pupils: Turn their books... on the board - Comment , correct 7 Home- link: Sing The ABC Song at home 4 1c, 2b, 3d, 4a Supplement 17 School year: 2015-2016 WEEK 4 Period: 2 Planning date: 19/ 11 / 2015 Date of teaching: 20, 21/ 11/ 2015 UNIT 2: MY NAME IS … Lesson 3 I Aims: II Objectives: - By the end of this lesson, Students will be able to spell... their answers - Feedbacks • Pupils: - Look and listen - Listen - Guess - Listen and write the words - Check answers and compare - Correct the answers 3 Let’s chant • Teacher: Have pupils to turn their book to page 16 - Shows the poster on the board - Models 2 -3 times - Asks Ps work in 6 groups to practice the chant - Calls on some group to recite the chant before class - Feedbacks • Pupils:Turn their books ... Hello,phong, Nice to meet you Class 3A: Nhu, Ngoc Class 3B: Diep, Han Class 3C: Nhat, Nghia School year: 2015-2016 1.a, 2.b This is ; Hello, Nam This is; Hello, Phong 23 Let’s sing: How are you? •Teacher:... WEEK Period: Planning date: 30 /11 /2015 Date of teaching: 01 & 03/ 12/ 2015 ………………………………………………………………………………………………………… UNIT 3: THIS IS TONY Lesson I Objectives: - By the end... Have the whole class read each sentence in School year: 2015-2016 Answers: – 2- 3- Answers: (6) 2(8) 3( 10) 4( 10) 36 chorus to reinforce their pronunciation Let’s sing - Ss listen to the song times