giao an tieng anh khoi 5

Week: Class: P18+19: Date: 1st -> th November 2009 Test Full name: I/ Khoanh tròn từ gạch chân có cách phát âm khác với từ lại A cat A hen A little A four A father B bat B eraser B fine B mother B mother II/ Khoanh tròn từ không loại A sister B brother A bat B car A bicycle B puzzle A book B marker 10.A my BI C cap C pen C nice C brother C brother D father D ten D bike D love D three C teacher C doll C doll C yo-yo C your D mother D hen D ball D notebook D his III/ Khoanh tròn đáp án 11 ( how, what, who) is it? Its a yo yo 12. ( how, what, who) old are you? Im ten years old 13. ( how, what, who) is she? Shes my teacher 14.What is .( she, her, his) name? Her name is Mrs Mai 15.This is ( four, for, to) you Thank you Week: Class: P20: A Aim: Date: 9th -> 13th November 2009 Unit 2: Lets talk ( P1) By the end of the lesson Ss will be able to know about asking their feeling, What's the matter? I'm sick *Teaching aids: pictures B Procedure: *Warm up: Greeting and singing the hi song I.Presentation: 1.Vocabulary: Sick ốm Whats the matter? Bạn thế? Thats too bad Tệ quá! Get better soon Sẽ sớm tốt Act 1: Present the first part of the dialogue: Use puppets to introduce the dialogue: Hi, John! What's the matter? I'm sick Have Ss repeat the dialogue several times Act 2: Present the complete dialogue: Use puppets to introduce the dialogue Have Ss repeat the dialogue several times Call some pairs to practice the dialogue Act 3: Write: What's the matter? I'm sick That's too bad Get better soon! Thanks *Using: To ask and answer the weather *Meaning: Thời tiết nào? trời có nắng II.Practice Act 1: Listen and point: Play the tape Ask Ss to look at the book and point to the characters Act 2: Listen and repeat: Play the tape again and stop by sentence Ask Ss to repeat III Futher Act 1: Role play: Ask the Ss to work in pairs S1: What's the matter? S2: I'm sick.S1: That's too bad Get better soon! S2: Thanks Week: Class: P21: A Aim: Date: 9th -> 13th November 2009 Unit 2: Lets sing ( P1) By the end of the lesson Ss will be able to know about asking their feeling, What's the matter? *Teaching aids: pictures B Procedure: *Warm up and review Act.1: Walk and Talk: Ss walk around the class in pairs, asking about their feeling I.Presentation: 1.Vocabulary Introduce the new words by body language: Sick (review), sad, hot, tired, cold, today Have Ss repeat the new words several times Act 2: Review the dialogue Use puppets to introduce the dialogue Have Ss repeat the dialogue several times Call some pairs to practice the dialogue Act 3: Write: What's the matter? Are you OK? I am sick today sad / hot / tired / cold / today II.Practice Act 1: Act out the dialogue: Have Ss work in pairs Practice the dialogue by replacing the new words in SB/p 11 Ask Ss to come before the class and act it out III Futher Act 1: Charades: Let Ss work in groups Call a student in each group to come to the board and look at the TC in random and ask him/ her to act out the word by using gestures Ask another student in his/her group to answer the word and give mark Then it's turn of the second group to fourth group Week: 10 Class: P22: A Aim: Date: 16th -> 20th November 2009 Unit 2: Lets sing ( P2) By the end of the lesson Ss will be able to sing the song: What's the matter? *Teaching aids: pictures, radio B Procedure: *Warm up and review Charades: Let Ss work in groups Call a student in each group to come to the board and look at the TC in random and ask him/ her to act out the word by using gestures Ask another student in his/her group to answer the word and give mark Then it's turn of the second group to fourth group I.Presentation Act 1: Review the dialogue: Introduce the characters Open the book on page 11, point to characters in the picture T: What's the matter? - Ss: What's the matter? T: Are you OK? - Ss: Are you OK? T: I'm sick today.- Ss: I'm sick today Have Ss practice more with other feelings (sad, hot, tired, cold) Act 2: Introduce the song: - Ask Ss open the book - Ask Qs about the picture in the book: Who are they? How may people are there? II.Practice Act 1: Listen and point: Play the tape Ask Ss to listen and point to the characters Act 2: Sing the song without music: Sing sentence by sentence Ask Ss to repeat Act 3: Listen and sing along Play the tape again Ask Ss to listen and sing along III Futher Act 1: Sing in groups: - Ask Ss to sing the song in groups of 5: Lisa, John, Jenny, Scott, Andy - Call some groups to sing aloud Week: 10 Class: P23: A Aim: Date: 16th -> 20th November 2009 Unit 2: Lets learn ( P1) By the end of the lesson Ss will be able to master the form who is she/he? She/hes *Teaching aids: pictures, radio B Procedure: *Warm up and review Re-ordering and singing: Divide the class into groups Give each group cards Ask them to re-order the cards to make the lyric of the song The first to find out the answer go to the board and sing the song and win I.Presentation Act 1: Introduce the nouns of jobs - Use the TC 53- 54 to remind Ss by using the old pattern: Who's (he)? (He's) my father - Introduce new words, using TC 156 - 159: a cook, a taxi driver, a nurse, a farmer Have Ss practice more the new words Act 2: Introduce the new pattern Use TC 53-54 to teach the sentences T: (point to father): He's a father / T: (point to mother): She's a mother T: (point to the TC): (He's) a (cook) Ask a student to practice the sentences Act 3: Write: He's a cook She's a nurse II.Practice Act 1: Listen and repeat the words: Play the tape and ask Ss to look at the books, listen & point to the right picture Play the tape again and ask Ss to listen and repeat the words Act 2: Listen and repeat the sentences Play the tape and ask Ss to look at the books, listen & point to the right picture Play the tape again and ask Ss to listen and repeat the words Note: He is = He's / She is = She's III Futher Act 1: Show and Tell: Point to a TC on the board and ask: Who's he?/ Who's she? Get the whole class to answer: He's/ She's ] Week: 11 Class: P24: A Aim: Date: 23rd -> 27 th November 2009 Unit 2: Lets learn ( P2) By the end of the lesson Ss will be able to master the form who is she/he? She/hes *Teaching aids: pictures, radio B Procedure: *Warm up and review I.Presentation Act 1: Introduce the nouns of jobs Use the TC 156-159 to remind Ss by using the old pattern: Who's (he)? (He's) my father - Introduce new words, using TC 160-163: A shopkeeper, a student, a teacher, a police officer Have Ss practice more the new words Act 2: Introduce the new pattern Use puppets and reality to teach the dialogue T: (point to S1): Who's (he)? / (He's) (Minh)./ Who's (Minh)? / (He's) a student T: (point to the picture of a shopkeeper with it's name card : Miss Wilson.) and say: Who's she?/ She's Miss Wilson She's a shopkeeper - Have Ss repeat the dialogue several times Call some pairs to practice the dialogue Act 3: Write: Who's (she)? She's Miss Wilson She's a shopkeeper II.Practice Act 1: Listen and repeat: Play the tape and ask Ss to look at the books, listen and point to the characters Play the tape again and ask Ss to listen and repeat the sentences Act 2: Practice the dialogue: Ask Ss to work in pairs, practice the dialogue Call some pairs to practice the dialogue III Futher Act 1: Show and Tell: Point to a TC on the board and ask: Who's he?/ Who's she? Get the whole class to answer: He's/ She's Week: 11 Class: P25: A Aim: Date: 23rd -> 27 th November 2009 Unit 2: Lets learn ( P3) By the end of the lesson Ss will be able to master the form Is he/she ? Yes/no *Teaching aids: pictures, radio B Procedure: *Warm up and review Ask Ss in turn of to come before the class, show the picture and ask: Who's (he)? The Ss must write down the right word Who writes true and faster is the winner He/She will be the caller for the next turn I.Presentation Act 1: Review the question and answer pattern Use the puppets to teach the sentences Puppet A:(point to the card) Who's (he)? Puppet B: (He's) a cook Ask a student as puppet A, T as puppet B Then change the role Divide the class into groups, practice the sentences Then change the role II.Practice Act 1: Practice the rhythm in groups: Clap their hands to make the rhythm Ask and answer about people in the pictures Act 2: Practice the rhythm in pairs: Divide the photocopies of Let's chant Let's sing, p.10 Clap their hands to make the rhythm In turn, ask and answer about the people in the picture III Futher Act 1: Workbook: Have Ss get ready to finish the exercises at school ( or at home with weak Ss) Write: Look at the pictures and circle the right words Week: 12 Class: P26: A Aim: Date: 30th -> 4th December 2009 Unit 2: Lets learn ( P4) By the end of the lesson Ss will be able to master the form Is he/ she ? Yes/ no *Teaching aids: pictures, radio B Procedure: *Warm up and review Ask Ss in turn of to come before the class, show the picture and ask: Who's (he)? The Ss must write down the right word Who writes true and faster is the winner He/She will be the caller for the next turn I.Presentation Act 1: Review the question and answer pattern Use the puppets to teach the sentences Puppet A:(point to the card 156) Who's (he)? Puppet B: (He's) a cook Ask a student as puppet A, T as puppet B Then change the role Divide the class into groups, practice the sentences Then change the role Act 2: Introduce the question-and-answer pattern: Use puppets to introduce the new pattern: Puppet A (point to the picture 156): Is he a cook? Puppet B: Yes, he is Puppet A (point to the picture 157): Is he a cook? Puppet B: No, he isn't Have Ss repeat the pattern several times Call some pairs to practice the pattern II.Practice Act 1: Listen, repeat the pattern: Play the tape and ask Ss to listen Play the tape again and ask Ss to listen and repeat the words Act 2: Ask and answer: Ask Ss to work in pairs Then in turn, ask and answer about the TC 156163 S1:Is (he) a teacher? - S2: Yes, he is Or No, he isn't III Futher Act 1: Guessing Game: Put TC 156-163 in a bag Ask one student to choose one card (but not showing it to the class) and ask his/ her friend: Who's (he)? The student must guess the picture by asking: Is (he) a (Teacher)? The 1st student will answer yes or no to the class and the student has the correct answer will be the next to play the game Week: 12 Class: P27: A Aim: Date: 30th -> 4th December 2009 Unit 2: Lets learn ( P5) By the end of the lesson Ss will be able to master the form Is he/ she ? Yes/ no *Teaching aids: pictures, radio B Procedure: *Warm up and review Ask Ss in turn of to come before the class, show the picture and ask: Who's (he)? The Ss must write down the right word Who writes true and faster is the winner He/She will be the caller for the next turn I.Presentation Act 1: Review the question and answer pattern Use the puppets to teach the sentences Puppet A:(point to the card 156) Who's (he)? Puppet B: (He's) a cook Ask a student as puppet A, T as puppet B Then change the role Divide the class into groups, practice the sentences Then change the role Act 2: Present "No, (he) isn't (He's) a (taxi diver)." (Opened part It's optional.) Use the puppets and TC 156-163 to review the pattern Puppet A (point to the pic): Is he a cook? Puppet B: No, he isn't He's a taxi driver Have Ss repeat the pattern several times Call some pairs to practice it II.Practice Act 1: Listen and answer: Let Ss listen to the tape "yes or No" Ask them to write down the answer Listen again and practice the sentences Act 1: Ask and answer the questions: Have Ss work in pair to ask and answer the right jobs of each "NO"answer in part "Yes or No?" using the answer: No, (he) isn't (He's) a (cook) Call some pair to practice III Futher Act 1: Guessing Game: Put TC 156-163 in a bag Ask one student to choose one card (but not showing it to the class) and ask his/ her friend: Who's (he)? The student must guess the picture by asking: Is (he) a (Teacher)? The 1st student will answer yes or no to the class and the student has the correct answer will be the next to play the game Act 2: Workbook: Ss get ready to finish the exercises Week: 13 Class: P28: A Aim: Date: 7th -> 12th December 2009 Unit 2: Lets learn ( P5) By the end of the lesson Ss will be able to master the form Is he/ she ? Yes/ no *Teaching aids: pictures, radio B Procedure: *Warm up and review Ask Ss in turn of to come before the class, show the picture and ask: Who's (he)? The Ss must write down the right word Who writes true and faster is the winner He/She will be the caller for the next turn I.Presentation Act 1: Review the question and answer pattern Use the puppets to teach the sentences Puppet A:(point to the card 156) Who's (he)? Puppet B: (He's) a cook Ask a student as puppet A, T as puppet B Then change the role Divide the class into groups, practice the sentences Then change the role Act 2: Present "No, (he) isn't (He's) a (taxi diver)." (Opened part It's optional.) Use the puppets and TC 156-163 to review the pattern Puppet A (point to the pic): Is he a cook? Puppet B: No, he isn't He's a taxi driver Have Ss repeat the pattern several times Call some pairs to practice it II.Practice Act 1: Listen and answer: Let Ss listen to the tape "yes or No" Ask them to write down the answer Listen again and practice the sentences Act 1: Ask and answer the questions: Have Ss work in pair to ask and answer the right jobs of each "NO"answer in part "Yes or No?" using the answer: No, (he) isn't (He's) a (cook) Call some pair to practice III Futher Act 1: Guessing Game: Put TC 156-163 in a bag Ask one student to choose one card (but not showing it to the class) and ask his/ her friend: Who's (he)? The student must guess the picture by asking: Is (he) a (Teacher)? - The 1st student will answer yes or no to the class and the student has the correct answer will be the next to play the game Act 2: Workbook: Ss get ready to finish the exercises Week: 13 Class: P29: Date: 7th -> 12th December 2009 Unit 2: Lets learn some more( P1) A Aim: By the end of the lesson Ss will be able to master the form Who are they? They're They're s *Teaching aids: pictures, radio B Procedure: *Warm up and review Ask Ss in turn of to come before the class, show the picture and ask: Who's (he)? The Ss must write down the right word Who writes true and faster is the winner He/She will be the caller for the next turn I.Presentation Act 1: Introduce the plural forms of the words Give out TC 162 and say: a student Then give out TC 170 and say: students Do the same with shopkeeper(s), using TC 156, 164 Stick TC 156, 162 and 164, 170 on the board Ask Ss to write the words in their notebooks and practice speaking the words Act 2: Introduce the question and answer pattern Use the puppets to teach the sentences Puppet A: (point to Ss) Who are they?Puppet B: They're Ba&An They're students Ask a student as puppet A, T as puppet B Then change the roles Divide the class into groups, practice the sentences Then change the role Act 3: Write: Who are they? They are Mr and Mrs Long They're teachers Shopkeeper(s), nurse(s), student(s), teacher(s) II.Practice Act 1: Listen and repeat Play the tape and ask Ss to look at the books, listen and repeat the words Play the tape again and ask Ss to listen and repeat the sentences Act 2: Practice the dialogue: Ask Ss to work in pairs, practice the dialogue Note: They are = They're III Futher Act 1: Show and Tell: Point to a TC on the board and ask: Who's (he)? Who are they? Get the whole class to answer: (He's)/ They're Have Ss get ready to finish the exercises at school (or at home with weak Ss) Have Ss read the library cards of Kate and Andy Have them complete the sentences using the information on Kate's and Andy's library cards Week: 19 Class: P39: A Aim: Date: 18th -> 22nd January 2010 Unit 3: Lets sing ( P1) By the end of the lesson Ss will be able to sing the song Whats your telephone number? *Teaching aids: radio B Procedure: *Warm up: Role play: Ask Ss to come before the class and act out the dialogue on the page 20 I.Presentation: Act 1: VocabularyAsk a male and female student to come to the front of the class with their books Stand next to them holding T's book T ( point to your book and then to yourself ) : This is my book ( point to girl's book and then to girl ) : That's her book ( point to boy's book and then to boy ) : That's his book Act 2: Present the new pattern Draw a telephone Below the phone, write 123-4456 Use puppets to introduce the pattern Puppet A : What's your telephone number? Puppet A : It's 123-4456 T: ( point to yourself) That's my telephone number Act 3: Introduce the song: Ask Ss open the book Ask questions about the picture in the book II.Practice Sing in groups: Ask Ss to sing the song in big groups: G1: What's your telephone number? G2: It's 123-4456 That's my telephone number Week: 19 Class: P40: A Aim: Date: 18th -> 22nd January 2010 Unit 3: Lets sing ( P2) By the end of the lesson Ss will be able to sing the song Whats your telephone number? *Teaching aids: radio B Procedure: *Warm up: Role play: Ask Ss to come before the class and act out the dialogue on the page 20 I.Presentation: Act 1: Re-present the song: Ask Ss to sit in groups and give each group sentences below Ask them to make a song The Telephone Number Song 123-4456 What's his telephone number? What's your telephone number? 655-4321 That's my telephone What's her telephone number number? That's her telephone That's his telephone number number 242-4668 II.Practice Act 1: Listen and sing along Play the tape Ask Ss to open the books, listen and sing along Act 2: : Sing the song with the music: Play the music Ask Ss to listen to the music and sing Act 3: Sing in groups with the music: Play the music again Ask Ss to listen to the music and sing the song in big groups III Futher Act 1: Perform the song: A volunteer group comes before the class to perform the song Week:20 Date: 25th -> 29nd January 2010 Class: P41: A Aim: Unit 3: Lets learn ( P1) By the end of the lesson Ss will be able to introduce their house This is my *Teaching aids: radio B Procedure: *Warm up: Each S introduces the family member to his or her partners S1 : This is my ( mother ) S2 : Nice to meet you S3 : Nice to meet you, too I.Presentation: Act 1: Vocabularry house, bedroom, kitchen, dining room, living room, bathroom Act 2: Introduce the structure Place TC ( bedroom) on marker rail and model the structure T : This is the bedroom Have Ss repeat several times in chorus Repeat this procedure for the remaining rooms II.Practice Act 1: Listen and repeat: Play the tape and ask Ss to look at the books, listen and point to the room Play the tape again and ask Ss to listen and repeat the new vocabulary III Futher Act 1: Show and Tell: Point to a TC on the board and say: This is my house This is the Act 2: Drawing: Ask Ss draw their dream house and Ss will introduce it to their friends This is my house This is the Week:20 Class: P42: A Aim: Date: 25th -> 29nd January 2010 Unit 3: Lets learn ( P2) By the end of the lesson Ss will be able to introduce ask and anwer where is the .?Its *Teaching aids: radio B Procedure: *Warm up: Act 1: Show and tell: Stick TC on the board Have Ss to introduce the pictures I.Presentation: Act 1: Introduce the new vocabulary Use TC to introduce household objects Then stick them on the board Point to the pictures and say the words Then have Ss repeat bed, bathtub, sofa, stove, lamp, sink, Act 2: Introduce the structure Use the puppets to model the Wh-question-and-answer pattern Puppet A: Where's the bed? Puppet B: It's in the bedroom Ask a student as puppet A, T as puppet B Then change the role Divide the class into groups, practice the sentences Then change the role II.Practice Act 1: Listen, repeat and point: Play the tape and ask Ss to look at the books, listen and point to the objects Play the tape again and ask Ss to listen and repeat the words Act 2: Ask and answer: Ask Ss to work in pairs Then in turn, ask and answer about the objects S1:(point to a bathtub in the book): Where's the bathtub? S2: It's in the bathroom Act 3: Listen and repeat: Divide the class into big teams Play the tape Ask Ss to listen and repeat the questions (Team A) and the answers (Team B) III Futher Conduct a quick Chain Drill: S1: Where's the (bed)?S2: It's in the (bedroom Week:21 Class: P43: A Aim: Date: 1st -> 5th February 2010 Unit 3: Lets learn ( P3) By the end of the lesson Ss will be able to use Yes/No question *Teaching aids: puppets CD/ tape Cassette player B Procedure: *Warm up: Act 1: Show and tell: Ask a st to come before the class, show the picture and ask: Where's the lamp? The whole class answers I.Presentation: Act 1: Review the question and answer pattern Use the puppets to teach the sentences Puppet A:(point to the card 177) Where's the bed? Puppet B: It's in the bedroom Divide the class into groups, practise the sentences Then change the role Act 2: Present the Yes/No question-and-answer pattern Use the house drawn or placed on the board, rearrange objects so that some rooms contain the correct objects and others not Use the puppets to model the pattern Puppet A: Is the bathtub in the bathroom? Puppet B : No, it isn't Puppet A: Is the bathtub in the bedroom? Puppet B : Yes, it is II.Practice Act 1: Listen, repeat and point: Play the tape and ask Ss to look at the books, listen and point to the objects Play the tape again and ask Ss to listen and repeat the sentence Act 2: Ask and answer: Ask Ss to work in pairs Then in turn, ask and answer about the objects S1 :(point to a bathtub in the book): Is the bathtub in the bedroom? S2 : No, it isn't III Futher Act.1: Workbook: Have Ss get ready to finish the exercises at school or at home Week:21 Class: P44: A Aim: Date: 1st -> 5th February 2010 Unit 3: Lets learn ( P4) By the end of the lesson Ss will be able to use Yes/No question *Teaching aids: puppets CD/ tape Cassette player B Procedure: *Warm up: Act 1: Make the rhythm: - Ask or volunteers to come before the class, make the rhythm: Where's the bed? It's in the bedroom Is this a bedroom? Yes, it is The class clap their hands and follow him/ her I.Presentation: Act 1: Review the sentences: Use the puppets to review the sentences Puppet A:(point to the picture) Where's the bed? Puppet B: It's in the bedroom Have Ss ask and answer Act 2: Review the Yes/No question-and-answer pattern Use the puppets to review the pattern Puppet A: Is the bathtub in the bathroom? Puppet B : No, it isn't Puppet A: Is the bathtub in the bedroom? Puppet B : Yes, it is II.Practice Act 1: Say these: Ask Ss sit in groups of 4, look at the book, p 23 Point to the objects & say Act 2: Ask and answer: Use the house drawn or placed on the board, rearrange objects so that some rooms contain the correct objects and others not Ss work in pair and the task S1 : Ask S2 : Answer III Futher Act 1: Draw and Tell: (pair work) Tell each student to draw a simple plan of the Topsy-Turvy House The partner describe his/ her house to the other partner, who then draws that house plan on a blank piece of paper as he/ she listens They check the drawing together and then change roles Act 2: Workbook: Have Ss get ready to finish the exercises at school or at home Week:22 Class: P45: A Aim: Date: 8th -> 12th February 2010 Unit 3: Lets learnsome more ( P1) By the end of the lesson Ss will be able to know how to describe the objects *Teaching aids: puppets CD/ tape Cassette player B Procedure: *Warm up: Act 1: Walk and Talk: (PW) Have Ss place TC 172-186 in various location around the room Ss walk around the room and ask each other : What's this? / What's that? S1: What's this? S2: It's a sink S1: Where's the sink? S2: It's in the kitchen What's that? S1: It's a toilet , etc Act 2: Review the prepositions in, on, under and by Point to the objects as you review the prepositions Have the class repeat T: The book is on the table The ball is under the table I.Presentation: Act 1: Introduce the prepositions: Use a bag and a book to introduce next to Point to the two objects to show the spatial relationship as you make the statement emphasizing the preposition T: The book is next to the bag Place the objects in the appropriate positions to introduce in front of and behind Have the class repeat several times: Yes, it is II.Practice Act 1: Listen and repeat: Play the tape and ask Ss to look at the books, listen and point to the objects Have Ss repeat the words Ask Ss to open the book, look at the pictures and describe Act 2: Substitution Drill: Arrange other classroom objects to cue Ss III Futher Act 1: Walk and Talk: Have Ss go around the classroom and describe the objects Week:23 Class: P46: A Aim: Date: 19th February 2010 Unit 3: Lets learnsome more ( P2) By the end of the lesson Ss will be able to know how to describe the objects *Teaching aids: puppets CD/ tape Cassette player B Procedure: *Warm up: Act 1: Look and Describe Show TC Have Ss describe the objects in the pictures I.Presentation: Act 1: Present the There is structure Point to the bag and the book as you model the singular structure T: There's a book next to the bag - Have Ss repeat several times in chorus Leave the bag on the table Place a notebook in front of the bag T: There's a notebook in front of the book Call on individual Ss to repeat the sentence II.Practice Act 1: Write: Write the paradigm on the board Write the explanation of the contraction on the board: There is = There's Act 2: Listen and repeat: Play the tape and ask Ss to look at the books, listen Read aloud several times and have Ss repeat Play the tape again and have Ss point to the pictures on page 24 as they listen III Futher Act 1: The best musician: Ask or volunteers to make the rhythm and the class follow him/ her Work in team.( Where's the bed? / Let's chant, Let's sing/ p.14 ) Act 2: Substitution Drill: Give each student volunteer a marker and one other object Have the volunteers arrange their markers and objects on the table to illustrate either next to, in front of, or behind Then point to each set of objects and have the class make the statements T : ( red marker) Ss : There is a ( red marker ) in front of the ( cassette ) Week:24 Class: P47: A Aim: Date: 22nd -> 26th February 2010 Unit 3: Lets learnsome more ( P3) By the end of the lesson Ss will be able to know how to describe the objects *Teaching aids: puppets CD/ tape Cassette player B Procedure: *Warm up: Act 1: Look and Describe Show TC Have Ss describe the objects in the pictures I.Presentation: Act 1: Review the sentences: There is a (lamp next to the sofa ) Use the puppets to review the sentences Puppet A: There's a sink next to the stove Puppet B: There's a chair behind the table Have Ss repeat Act 1: Introduce the sentence: There are (lamps behind the sofa) Keep the bag on the table and place two books next to it - Model the plural structure Have the class repeat II.Practice Act 1: Listen, repeat and point: Play the tape and ask Ss to look at the books, listen Read aloud several times and have Ss repeat Play the tape again and have Ss point to the pictures on page 25 as they listen Act 2: Practice both structures: ( GW ) Have Ss take out of their book bags and place them on the table S1 : There's an eraser on the desk S2 adds one or more objects S2 : There are two pencils next to the eraser Encourage Ss to also use in, on, under, and by in their sentences III Futher Act 1: Walk and talk: Ask Ss to cover their eyes Change the location of various objects Have Ss walk around in pairs They must describe the new location of object to each other S1: There's a lamp by the window S2: There are two chairs behind the desks Week:24 Class: P48: A Aim: Date: 22nd -> 26th February 2010 Unit 3: Lets learnsome more ( P4) By the end of the lesson Ss will be able to know yes/no question *Teaching aids: puppets CD/ tape Cassette player B Procedure: Act 1: Review the sentences There is a (lamp next to the sofa ) There are (lamps behind the sofa) Use pictures to ask Ss to the task I.Presentation: Act 1: Present the singular Yes/ No question-and-answer pattern Put one book and one bag on the table Model the singular Yes/No question-and-answer pattern T : Is there a ruler next to the bag? Ss : No, there isn't T : Is there a book next to the bag? Ss : Yes, there is Have Ss repeat Continue with question about other classroom objects T : Is there a chair in front of the table? Ss : Yes, there is Act 2: Present the plural Yes/ No question-and-answer pattern Use two books and one bag to model the plural question-and-answer pattern T : Are there any rulers next to the bag? Ss : No, there aren't T : Are there any books next to the bag? Ss : Yes, there are Have Ss repeat II.Practice Act 1: Listen, repeat and point: Play the tape and ask Ss to look at the books, listen Read aloud several times and have Ss repeat Play the tape again and have Ss point to the pictures on page 25 as they listen Act 2: Ask and Answer Have Ss take turn asking questions about the location of objects on the desk III Futher Guessing Game: ( PW) S1: Draw a picture (e.g a cat) in one of the rooms Don't show a picture Ask S2 : Where is the cat? S2: Guess by asking e.g Is it in the bedroom? When S2 guesses correctly, turn S1's paper around the class Week:25 Class: P49: Date: 1st -> 5th March 2010 Unit 3: Lets read ( P1) A Aim: By the end of the lesson Ss will be able to read the sound fin, pin, thin, hit, sit, big, fig, twig *Teaching aids: CD/ tape Cassette player B Procedure: Act 1: Review the sentences Write a sentence from page 16 of the SB on the board, but leave one word out of the sentence Ask Ss to insert the word E.g Ted is in the red bed Repeat for other sentences and other words I.Presentation: Act 1: Introduce the new vocabulary Use realia, magazine pictures to introduce the new vocabulary Hold up objects or pictures, say the word twice, and have Ss repeat Act 2: Introduce the in word family Write in on the board Read the _in combination aloud as you draw your finger under both letters Write f next to the _in combination (fin) Beneath fin on the board, again write _ in Write p next to the _in combination (pin) Do the same with thin Act 2: Introduce the it and ig word families Follow the procedures in Act to introduce the it and ig word families II.Practice Act 1: Listen and repeat Play the tape Ask Ss to look at the book, listen & point to the suitable pictures Get Ss to listen again and repeat Reserve roles Act 2: Repetition Drill: Erase the board and ask Ss to close their book Use teacher-made word cards, drill all the words with in, -ig, -it & their families III Futher Word Families Race: (GW) Use a set of alphabet cards and several word family cards from Unit1-3 Use their cards to form many words as possible At the end of three minutes each team reads aloud the words they mad The team with the most correct words wins Week:25 Date: 1st -> 5th March 2010 Class: P50: Unit 3: Lets read ( P2) A Aim: By the end of the lesson Ss will be able to read the sound fin, pin, thin, hit, sit, big, fig, twig *Teaching aids: CD/ tape Cassette player B Procedure: Act 1: Review the vocabulary: Use the pictures or magazine pictures to review learned words I.Presentation: Act 1: Can you read? Ask questions about the pictures at the bottom of the page 26 Use learned language and elicit the vocabulary as answer T: What's this? Ss : It's a pin T: Where is the pin? Ss : The pin is in the thin pin Use similar questions for the remaining pictures II.Practice Act 1: Listen and Read: Play the tape Ask Ss to listen and read along Have Ss practice reading the sentences in pairs Act 2: Say and Point: Ask Ss to remember all the sentences Have Ss point to the right picture when Ss say III Futher Act 1: Original Sentences: Divide the class into small groups Each group uses a full set of word cards from Unit1-3 to create original sentences Have Ss practice reading their sentences aloud Act 2: Workbook: Have Ss get ready to finish the exercises at school ( or at home with weak Ss) A Write : Have Ss write the words of the same word family B Circle and write: Have Ss look at the picture and read sentence Have Ss circle the correct word above the sentence and write the word in the blank to complete the sentence Week: 26 Class: P51: Date: 8th -> 12th March 2010 Unit 3: Lets listen A Aim: By the end of the lesson Ss will be able to develop speaking skills *Teaching aids: pictures, radio B Procedure: *Warm up and review Act 1: Let's talk: Dialogue Musical Chairs Play this game with "The Telephone Number Song" Act 2: Let's learn: Have Ss write Yes on one side of a piece of paper and No on the other Display TC 172-176 on the rail Ask Yes/No questions about location of furnishings in the room In the bathroom, is the sink next to the bathtub? The Ss must display their Yes/No answers in response to each question Act 3: Let's learn some more: Follow Directions Have the Ss place a pencil, pencil case, eraser, book, & crayons on their desk T also has the same objects on T's desk Instruct the Ss how to place the objects in relation to each other T: Put the pencil in front Put the pencil case behind it, etc Check the arrangements on the Ss' desks II.Practice Act 1: Look and Say: Ask Ss to look at the pictures in the book Have Ss identify all the rooms and objects in the pictures Act 2: Listen and circle: Play the tape and ask Ss to listen and circle the letter A or B Play the tape again and check the answers: 1A, 2A, 3A, 4B, 5A, 6B, 7A, 8B III Futher Act 1: Ask and answer: Have Ss listen and write the numbers they hear in the story Read the following: T: This is Ted He is ten years old He lives in Hillsdale He lives at 17 North Street He is a student His telephone number is 644-3351 Read it & pause between the sentences so the Ss can write down the numbers After reading the story twice, allow the Ss to compare their answers in pairs Read the story once more Tell the Ss to recheck Week: 26 Class: P52: Date: 8th -> 12th March 2010 Unit 3: Lets review A Aim: By the end of the lesson Ss will be able to develop speaking, listening and writing skills *Teaching aids: pictures, radio B Procedure: *Warm up and review Act 1: Let's talk: Dialogue Musical Chairs Play this game with "The Telephone Number Song" Act 2: Let's learn: Have Ss write Yes on one side of a piece of paper and No on the other Ask Yes/No questions about location of furnishings in the room In the bathroom, is the sink next to the bathtub? The Ss must display their Yes/No answers in response to each question Act 3: Let's learn some more: Follow Directions Have the Ss place a pencil, pencil case, eraser, book, & crayons on their desk T also has the same objects on T's desk Instruct the Ss how to place the objects in relation to each other T: Put the pencil in front Put the pencil case behind it, etc Check the arrangements on the Ss' desks II.Practice Act 1: Look and Say: Ask Ss to look at the pictures in the book Have Ss identify all the rooms and objects in the pictures III Futher Act 1: Ask and answer: Have Ss listen and write the numbers they hear in the story Read the following: T: This is Ted He is ten years old He lives in Hillsdale He lives at 17 North Street He is a student His telephone number is 644-3351 - Read it & pause between the sentences so the Ss can write down the numbers After reading the story twice, allow the Ss to compare their answers in pairs Read the story once more Tell the Ss to recheck Week: 27 Class: P53: Date: 15th -> 19th March 2010 Test I/ Khoanh tròn từ gạch chân có cách phát âm khác với từ lại A hit B like C big D sit A fig B light C spider D driver II/ Khoanh tròn từ khác loại A television B sofa C bad D stove A tired B matter C sick D sad A kitchen B livingroom C bathroom D bed A in front of B where C under D next to III/ Chọn đáp án A, B hay C Where you live, Nam? I live HaTinh A on B in C by Whats your telephone number? 554433 A Im B Theyre C Its Is the lamp in the bedroom? Yes, is A there B it C bed Where are the ? Theyre next to the bed A flowers B flower C some flowers Are there telephones behind the sofa? Yes, are A they B there C it a dog under the table A there are B this is C there is flowers in front of the television? No, there arent A There are B Are there C They are IV/ Viết câu hỏi vào đoạn hội thoại sau: Teacher: (1)? Nam: I live in Ha Tinh Teacher: (2)? Nam: Its 19 Phan Dinh Phung Street Teacher: (3)? Nam: Its 798 043 Teacher: Here your card Nam: Thanks V/ Sắp xếp câu sau: is / on / table / book / a / there / the under / are / the / there / cats / desk there / lamps / are / next to / television / the ? ? is / where / stove / the ? .? Week: 27 Date: 15th -> 19th March 2010 Class: P54: Unit 4: Lets Talk (p1) A Aim: By the end of the lesson Ss will be able to develop speaking and listening skills *Teaching aids: pictures, radio B Procedure: *Warm up and review Act Review Wh-question from Lets Talk Unit 3: - Whats your telephone number? - Whats your address? - Where you live? - Have Ss work in pairs to ask and answer their partners these questions Act 2: Review prepositions : under, in, on, behind, next to, in front of - Place classroom objects and ask Ss to identify their correct positions by using the prepositions in Unit I/ Presentation Vocabulary Whats wrong? Bạn thế? Find tìm, kiếm Here it is- Act 1: Present the first part of the dialogue: - Model the dialogue with students Whats wrong? I cant find my book Have Ss to repeat the first part several times - Call some pairs to practise the dialogue Act 2: Present the complete dialogue: - Use puppets to introduce the complete dialogue - Have Ss repeat the dialogue several times - Have Ss work in pairs and call some pairs to act out the dialogue II.Practice Act 1: Listen and point: - Play the tape and ask Ss to look at their books and point to the characters Act 2: Listen and repeat: - Play the tape again, stop by sentence and ask Ss to repeat III Futher Act 1: Role play the complete dialogue: - Divide the class into groups G1: Whats wrong? G2: I cant find my book G1: Is it in your bedroom G2: I dont know Oh, here it is Its under my bed Thanks Mom! [...]... Give words and ask Ss to say the right sentence I.Presentation Act 1: How to do a listening task: Stick 2 TC 156 and 157 on the board, write letters A, B and circle them Ask S1 to go to the board and do the same II.Practice Act 1: Look and answer: Ask Ss to look at the pictures in the book, listen to the teacher and answer T: Who's (he))? Who are they? How many cooks are there? Act 2: Listen and circle:... circle: Play the tape and ask Ss to listen and circle the letter A or B Play the tape again and check the answers: 1B, 2A, 3A, 4A, 5A, 6A, 7A, 8A III Futher Act 1: Ask and answer: PW: ask and answer about the pictures 1- 8 Act 2: Work book: Have Ss get ready to finish the exercises A Circle: Ss look at the pictures and circle the suitable word B Check: Ss tick the correct answer Check and write: Look at... Check the arrangements on the Ss' desks II.Practice Act 1: Look and Say: Ask Ss to look at the pictures in the book Have Ss identify all the rooms and objects in the pictures Act 2: Listen and circle: Play the tape and ask Ss to listen and circle the letter A or B Play the tape again and check the answers: 1A, 2A, 3A, 4B, 5A, 6B, 7A, 8B III Futher Act 1: Ask and answer: Have Ss listen and write the... question-and-answer pattern Use two books and one bag to model the plural question-and-answer pattern T : Are there any rulers next to the bag? Ss : No, there aren't T : Are there any books next to the bag? Ss : Yes, there are Have Ss repeat II.Practice Act 1: Listen, repeat and point: Play the tape and ask Ss to look at the books, listen Read aloud several times and have Ss repeat Play the tape again and... the tape and Ask Ss to listen and practice Act 2: Practice without tape: Ask Ss to practice without tape the new plurals of jobs III Futher Act 1: Charades Call a student to come to the board and look at the TC 53 - 60 and 156 - 159 Divide Ss into 4 groups and each group has 1 representative ask him/ her to act out the picture by using gestures Ask another student in the class to answer the word and give... end or goes near the end wins the game Act 2: Answer the question: Read question numbers Have the class point to the words as they listen Read the questions below the pictures Have Ss look at the pictures and answer the question by checking the answers Read all the questions and answers again for Ss to check III Futher Act 1: Ask and answer: PW: ask and answer about the pictures 1-10 in "play a game",... tape and ask Ss to look at the books, listen and point to the objects Play the tape again and ask Ss to listen and repeat the words Act 2: Ask and answer: Ask Ss to work in pairs Then in turn, ask and answer about the objects S1:(point to a bathtub in the book): Where's the bathtub? S2: It's in the bathroom Act 3: Listen and repeat: Divide the class into 2 big teams Play the tape Ask Ss to listen and... Ask and answer: Use the house drawn or placed on the board, rearrange objects so that some rooms contain the correct objects and others do not Ss work in pair and do the task S1 : Ask S2 : Answer III Futher Act 1: Draw and Tell: (pair work) Tell each student to draw a simple plan of the Topsy-Turvy House The partner describe his/ her house to the other partner, who then draws that house plan on a blank... Circle and write: Circle the right words and Write the words in the blank Week: 16 Class: 5 P 35: Date: 28th -> 1st January 2010 Unit 2: Lets listen A Aim: By the end of the lesson Ss will be able to develop speaking skills *Teaching aids: pictures, radio B Procedure: *Warm up and review Act 1: Let's talk and Let's Sing: Interesting speaking! Divide the cards to the Ss in random Play the music and ask... end or goes near the end wins the game Act 2: Answer the question: Read question numbers Have the class point to the words as they listen Read the questions below the pictures Have Ss look at the pictures and answer the question by checking the answers Read all the questions and answers again for Ss to check III Futher Act 1: Ask and answer: PW: ask and answer about the pictures 1-10 in "play a game", ... look at the pictures and answer the question by checking the answers Read all the questions and answers again for Ss to check III Futher Act 1: Ask and answer: PW: ask and answer about the pictures... the TC 53 - 60 and 156 - 159 Divide Ss into groups and each group has representative ask him/ her to act out the picture by using gestures Ask another student in the class to answer the word and give... the tape and ask Ss to listen and circle the letter A or B Play the tape again and check the answers: 1A, 2A, 3A, 4B, 5A, 6B, 7A, 8B III Futher Act 1: Ask and answer: Have Ss listen and write