GIÁO án TIẾNG ANH lớp 3 SOẠN THEO CHƯƠNG TRÌNH mới cả năm

- Monitor the activity, check the pronunciation sound, assimilation of sound and intonation and offer help when necessary..  Pre-reading : - T introduces the topic “you are going to re

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Week: 1 Day of teaching: Tuesday, August 21 st ,2012

- 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

- Let Ss introduce some information about themselves

(maybe in Vietnamese) and introduces oneself in English

Example: Hello I’m Duyen (Hi I am Duyen)

* Checking vocabulary : Slap the board.

- Giving introduction of the text (set the scene): Mai and

Nam greet each other.

- Play the recording and asks Ss to listen to the tape twice

- T asks Ss to listen and repeat in chorus three times

- Let Ss practice the dialogue in pairs

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Whole class,group andindividual

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- Gets some pairs to read it aloud

* Presenting new structure:

- T gives a situation to present (using picture)

- T elicits the structures by asking Ss to speak out the

model sentence:

Hello I’m Mai

Hi, Mai I’m Nam

3 Practice :

- Have Ss look at the pictures a,b,c,d and introduce four

characters: Nam, Mai, Nga, Phong (/Using the puppets)

- T models the dialogue (use a picture)

Nga: Hello, I’m Nga

Phong: Hello, I’m Phong

- Have Ss to repeat the sentences in the bubbles a few

- Have the class repeat all the phrases

- Have Ss to work in pairs: Nam, Mai, Nga and Phong

- 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

4 Production :

- Have Ss look at the pictures on page 7 and identify the

characters in the pictures

- Point to Picture a, ask Ss to guess what the girls would

say to greet each other

A: Hello, I’m Mai.

B: Hi, Mai I’m Nga.

times before let 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

Pair- work

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Pair- work

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Pair – work

I’m + name (I’m = I am)

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4’

- Call on a pair to demonstrate at the front of the class

their pronunciation

III Other activities :

- Consolidate the content of the lesson

IV Home- link :

- Learn and write new words and structures

- Prepare for the next lesson

T – wholeclass

I Aims : Practice listening and numbering the pictures about greeting “Hello/Hi”

and self – introducing

II Objectives :

- By the end of this lesson, students will be able listen to the dialogue and tick

on the pictures about greeting “Hello/ Hi” and self – introducing

- Develop listening, reading and writing skill

- Communicative method

- Techniques: + Work in pairs and individually

+ Ask and answer

+ Work in groups, discuss

- 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.

- Phonics: Hi, Hello

VI Procedures :

arrangement1’

5’

10’

I. Class organization

II. New lesson :

1 Warm up : Noughts and crosses

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2 Listen and repeat

- Have Ss open the book page 8, look at the words hello, hi

and notice the letter colored differently in both words

- Produce the sound of the letter h in the word hello and that

in the word hi.

- 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

- Have Ss practice the chant in groups and clap the

syllables

- Call on a group to recite the chant The others clap the

- Have Ss circle all the words containing the focused sounds

hello and hi in the chant.

3 Listen and number

- Have Ss look at Pictures a, b, c and d on Page 8

- Elicit the identification of the characters in the pictures

and the characters’ words

- Ask Ss to listen to the recording and match the

information they hear to the pictures and number the

pictures

- 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

Transcript:

1 Hello I’m Nam.

2 Hi I’m Phong.

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Group workPair- work

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3 Hi I’m Quan.

4 Hello I’m Hoa.

Answers: 1 – d; 2 – c; 3 – b; 4 – a.

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 the pictures to the

- 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

Answers: 1 – d; 2 – c; 3 – b; 4 – a.

III. Other activities

- Consolidate the content of lesson

IV. Home- link :

- Learn to greet each other and self – introduce, using hello/

hi

- Practice the sound h as in hello and hi.

- Recite the chant on page 7

T – wholeclass

T – wholeclassPair- work

T – wholeclass

- By the end of this lesson, Students will be able to say goodbye

- Develop speaking and listening skill

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- Communicative method.

- Techniques: + Work in pairs

+ Ask and answer

- Teacher’s aids: Tape cassette, pictures, poster, word cards

- Students’ aids: book, notebook, workbook

- T sets the scene

2 Listen and repeat.

- Have Ss to look at the book at page 10

- Elicit the character and have Ss guess what they are

saying

- Set the scene: we are going to review phrases saying

hello and bye

- Have Ss listen to the recording as they read the lines in

the speech bubbles

- Play the recording again for Ss to repeat the lines in the

speech bubbles two times

- Divide the class into two groups One repeat Mai’s part

and the other repeat Nam’ part

- Play the recording again for the whole class to repeat

each line in the speech bubbles to reinforce their pronunciation

- Elicits the structures

3 Look and say.

- Have Ss look at the pictures a, b, c and d on page 10

- 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 Mai and Nam

to Ss

T – wholeclass

T – wholeclassWhole class

Groupsindividually

Group

Bye Goodbye

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4’

- Ask them to act out the dialogue1 Repeat the step with

some other pairs for pictures b, c, d

- Have Ss practice acting out the dialogue in pairs, using

the pictures

- Monitor the activity and offer held Correct

pronunciation errors (stress, assimilation of sounds, intonation) when necessary

class The others observe and give comments

- Have the whole class repeat all the phrases in chorus to

4 Write.

- Get Ss to identify the characters in the pictures on page

11 and what they are saying

- Tell Ss that they are going to read and get information to

write the missing words in dialogue 1 and 2

- Ss read silently and complete the dialogues

- 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 Hi, I’m

2 boy; girl

the reading text

- Have the whole class read each line of the dialogues

chorally to reinforce their pronunciation

III Home- link:

- Consolidate the content of the lesson

- Ask Ss to learn and write new words and structure

- Prepare for Section B: 4, 5, 6, 7

work

Pair work

T – wholeclass

Individually Pairwork/Groupwork

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III Teaching method:

- Techniques:

- Ask and answer

- Work in pairs and individually

- Work in groups, discuss

- Teacher’s aids: audio, stickers, puppets, flashcards

V Languages focus :

Sentence patterns:

- Hello, I’m Mai

- Hi, Mai I’m Nam

- T asks some pairs to greet and introduce oneself

S1: Hello I’m MaiS2: Hi, Mai I’m Nam

II New lesson.

1 Look, listen and repeat.

- Ask Ss to identify the characters in the picture on page

- Set the scene “you are going to listen to hear Nam and

Mai greet each other

- T asks Ss to listen and repeat in chorus two times

- Call on one pair One repeats Mai’s part, the other

repeats Nam’s part

- Have whole class repeat all the phrases a few times to

2 Look and say

- Have Ss look at the pictures a and b

- 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 Mai and tom in picture a

Mai: Hello I’m Mai

Tom: Hello, Mai I’m Tom

Have one repeat Mai’s part, the other Tom’s part Then have the pair swap their parts

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Pair- work

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Repeat the step with a few more pairs

- Ask Ss to practice making and responding to

introductions using picture a and b

language

their pronunciation

3 Talk

- Point to Picture a, ask Ss to guess what the girls should

say to the boy and vice versa

- Fill in the speech bubbles with the correct phrases

prompted by Ss

A: Hello, I’m Mai.

B: Hi, Mai I’m Nga.

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 the greeting

their pronunciation

III Home- link:

- Encourage Ss to for Unit 2- Section 2

T- wholeclass

Group work

Individually

Group work

T- wholeclass

- By the end of this lesson, students will be to greet and say goodbye (review)

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- Communicative method.

+ Ask and answer

- Teacher’s aids: pictures, word cards, audio, puppets, flashcards

5’

10’

I. Class organization

II. New lesson :

1 Warm up : Noughts and crosses

- Have Ss open the book page 14, look at the words Linda

and Nam 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 l in the word Linda and n in the word

Nam

- Produce the sound l and n a few times.

- Teach the new phrases How do you spell + name? – Then

show them how to spell Nam and Linda and some other

names

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10’

How do you spell Nam?

N – A – M

syllables

3 Listen and tick.

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 14

- Identify the characters and guess what they are saying

- 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 appropriate picture.

- 2nd: play the recording for Ss to listen and tick the correct

pictures

- Ask Ss to identify the characters in the pictures on page

15

- Set the scene: “ you are going to read the dialogues to get

the information in order to match the pictures to the

appropriate dialogues.”

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- Have a revision of the language: “How do you spell your

name?” – “L – I – N – D – A.”

- Ask Ss to read the dialogues and do the task (match the

sentence with a appropriate picture.)

comment

sentences

- Have the whole class read each sentence in chorus to

Answers: 1 – b; 2 – a

III. Summary

- Ss have revised how to greet and say goodbye

- Say the letters in the alphabet, using How do you spell

your name?

- Produce the sound of the letter l in Linda and that the

letter n in Nam.

- Sing The ABC Song on page at home.

Individually

T – wholeclass

Week: 3,4 Day of teaching: Friday, September 7 th ,2012

- By the end of this lesson, Students will be able to spell simple names

+ Ask and answer

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10’

II. New lesson

1 Warm up: Chatting

- T asks Ss to repeat the greeting and introducing oneself

- T sets the scene

- Have Ss to look at the book at page 16; identify the

characters in the picture and what they are doing

- Set the scene: “we are going to learn how to spell

names and recall the alphabet.”

- Use a poster to set up the situation

- 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

- Divide the class into two groups Allocate the line of

Nam and Tom to Ss of each group

- Have one group repeat Nam’s part and the other Tom’s

part

each line in the speech bubbles to reinforce their pronunciation

3 Look and say

- Elicit the characters in the pictures and their names

- Set the scene “ we are going to practice spelling

names”

- Ask Ss to guess and complete the speech bubbles

Assign a pair to pretend to be the characters in the pictures

Ask the pair to act out the question and answer about spelling Repeat the step but have the pairswap their parts

Continue the activities with sonme pairs

- Ask Ss to practice asking and answering

- Monitor the activity, check the pronunciation (sound,

- Have the whole class repeat the question and answer in

chorus to reinforce their pronunciation

class

T – wholeclass

Whole class

Groupsindividually

Group work

Pair work

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4’

4 Write.

write the missing words in task 1 and 2

- Ss read silently and complete the sentences

correction

- Ask some Ss to read their answers aloud to the class

The others listen and give comments

Answers:

1 Mai; Tony.

2 L – I – N – D – A.

- Make some questions to ensure Ss’ comprehension of

the writing text

III Summary

- Ss have learnt to ask and answer about names and to

spell simple names, using How do you spell your name?

IV Home link

- Ss spell their own names and the names of their family members at home

Pairwork/ GroupworkIndividually

T – wholeclass

- By the end of this lesson, students will be able to saying goodbye (review)

- Develop writing, reading skill

II Teaching method:

- Techniques:

- Work in groups, discuss

III Teaching aids :

- Teacher’s aids: audio, stickers, puppets, flashcards

IV Languages focus :

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 Vocabulary: how, thank, thanks, fine, and.

 Sentence patterns:

- How are you?

I’m fine, thank you And you?

I’m fine, thanks

- Answers: Lan, Phong, Tony, Nam, Linda

- Ask Ss work in pairs:

S1: Hello I’m Nam

S2: Hi, Nam I’m Tom

II New lesson.

- Set the scene “you are going to review some phrases of

greeting and learn some more.” (use two puppets to present the situation)

- Explain the situation and the use of the titles Mr, Mrs

and Miss

- Hold up the specific character puppets in the air / point

to each character and tell the whole class to say the appropriate line in the dialogue

Note:

 Children do not tend to ask each other How are you?

(That is something adults do to each other and to

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children, but not child to child

 Thanks is an informal expression of thank you.

2 Look and say

- Have Ss look at the pictures a and bon page 18

- Ask them to identify the characters in the pictures, recall

the greeting phrases

- Point to Picture a, ask Ss to guess what each character

should say Fill the speech bubbles with correct phrases prompted by the Ss and have Ss to repeat the lines a few times

+ Assign a pair to pretend to be Tom and Mrs Lan

in picture a Mrs Lan: How are you, Tom?

Tom: I’m fine, thank you And you?

Mrs Lan: Fine, thanks

+ Have one repeat Mrs Lan’s part, the other Tom’s part Then have the pair swap their parts

+ Repeat the step with a few more pairs

- Ask Ss to act the dialogue using picture a and b

their pronunciation

3 Talk

- Recall the titles Mr., Mrs., Miss

- Point to Picture a, ask Ss to guess what the characters

should say

prompted by Ss

A: How are you?

B: I’m fine, thank you And you?

A: Fine, thanks.

- Have Ss to repeat the lines in the bubbles a few times

before let them practice freely (use the characters in their books to practice or role play the greeting phrases

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Group work

T – wholeclass

Pair – work

T- wholeclass

Group work

Pair – work

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their pronunciation

III Home- link:

- Encourage Ss to prepare for Unit 3 - Lesson 2

T – wholeclass

- By the end of this lesson, students will be to greet

II Teaching methods :

IV Language focus :

 Phonics: hello thanks

 Vocabulary: how, thank, thanks, fine, and

- How are you?

I’m fine, thanks

V Procedures :

arrangement5’

10’

I Warm up: Let’s Ss chant ( L2 – 4)

- Play the recording

II New lesson:

- Have Ss open the book page 14, look at the words Linda

and Nam 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 l in the word hello and a in the word

thanks

- Produce the sound l and n a few times.

- Teach the new phrases How do you spell + name? – Then

show them how to spell Nam and Linda and some other names

T – wholeclass

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10’

Hello thanksHello, Mr Loc

How are you?

Hello, Tony

I’m fine, thanks

How are you?

I’m fine, thank you

syllables

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 20

- 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

pictures

listening text

Transcript

1 Nam: Hello, Mr Loc How are you?

Mr Loc: I’m fine, thank you And you, Nam?

Nam: I’m fine Thank you, Mr Loc.

2 Tom: Hi, Mary How are you?

Mary: Hi, Tom I’m fine, thanks.

Answers: 1 – b: 2 – a.

- Ask Ss to identify the characters in the pictures on page 21

and identify the characters in the pictures

T – wholeclass

Whole class,group and

T – wholeclass

Individually

Pair- work

T – wholeclass

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- Set the scene: “ you are going to read the dialogues to

match each of them with the right picture ”

- Ask Ss to read the dialogues and do the task (match the

sentence with a appropriate picture.)

comment

sentences

- Have the whole class chorally read each line of the

dialogues to reinforce their pronunciation

Answers: 1 – b; 2 – a

III. Summary

- Ss have learn how to greet and express greeting phrases,

using How are you?/ fine/ thank you/ thanks/ and you?

- Produce the sound of the letter l in hello and a in thanks

- Ss recite the chant and clap the syllables on page 20 of the

Student Book at home

Individually Pair – work

T – wholeclass

+ Ask and answer

 Vocabulary: how, thank, thanks, fine, and

- How are you?

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I’m fine, thanks.

II. New lesson

- Have Ss to look at the book at page 22; 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 greeting phrases

that they have learnt in the previous lesson.”

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

- Elicit the characters in the pictures and their names

- 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

+ Assign a pair to pretend to be Linda and Miss Hien to act out the dialogue

+ Repeat the step but have the pair swap their parts

- Have the whole class repeat all the phrases

- Ask Ss to practice in pairs

3 Write.

T – wholeclass

Whole class

T – wholeclass

Pair – work

T – wholeclass

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2’

23

- Ask them to talk about the situation in each picture

write the missing words in task in the dialogue, using those from the frame on the top of the page

correction

- Ask some Ss to read their answers aloud to the class

The others listen and give comments

- Make some questions to ensure Ss’ comprehension of

the writing text

III Summary

- Ss have learnt to ask and answer about names and to

spell simple names, using How do you spell your name?

IV Home link

- Ss spell their own names and the names of their family members at home

T – wholeclass

- Develop speaking skill

- Communicative approach

- Techniques:

+ Ask and answer (say individually)

+ Work in pairs/ groups

+ Discuss

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- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets.

- Students’ aids: books, notebooks, workbooks

 Vocabulary: what, my, your, this, friend

II New lesson

- Set the scene “you are going to learn how to ask and

answer about names (Use 2 character puppets to present the situation)

- Play the recording all the way through for Ss to listen as

they read the lines Mime the dialogue

- Play the recording for Ss to listen and repeat each line of

the text (Correct typical pronunciation error(s) when necessary)

- Ask a few questions to ensure Ss’ comprehension of the

text

2 Look and say

repeat each name a few times

- Point to P.a and ask Ss what the character should say to

respond to the question What’s your name?

- Fill the bubble on the left edge of the page with the

phrase prompted by Ss and have Ss to repeat the questionand answer a few times before going on with other

pictures

- Call on a few pairs and allocate the characters in Picture

a, b, c and d have them pretend to be these character to ask and answer

- Ask Ss to practice asking and answering in pairs

- Monitor the activity and offer help Correct

pronunciation error(s) ( street, assimilation of sounds andintonation) when necessary

T – WC

T – wholeclass

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3’

2’

- Call on some pairs to demonstrate at the front of the

language

- Have the whole class repeat all the questions to reinforce

their pronunciation

3 Talk

- Point to Picture a, ask Ss to pretend to be Hoa, ask them

what they should say to respond to the question What’s your name?

- Fill in the speech bubble with the answer prompted by Ss

A: What’s your name?

B: My name’s Hoa.

- Repeat the step with other pictures

- Have Ss to repeat the lines in the bubbles a few times

before letting them practice freely (use the names of the characters in their books or their own names

- Have Ss to work in pairs to practice

- Call on some volunteers to perform the task at the front

- Ss have learnt to ask and answer about names, using

What’s your name? and My name’s + name

IV Home- link:

- Encourage Ss to listen and try to sing the song What is

your name?

T – wholeclass

Pair- work

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- By the end of this lesson, students will be able to introduce someone, using

This is + name.

+ Ask and answer

- Teacher’s aids: pictures, word cards, extra board, tape, cassette

IV Language focus :

 Phonics: this Tom

10’

I Warm up :

- Greet Ss and have them reply Walk around the class to

ask the names of some Ss

- Ss sing the song on page 23 of their books

II New lesson:

- Have Ss open the book page 26, draw their attention to the

letters colored differently in the words this and Tom

- Set the scene: “We are going to learn how to produce the

sound of letters th in the word this and that of the letter T

in the word Tom”

- Produce the sound of the letter th and t a few times

- Ask Ss to say what they think about when they hear the

sounds

- Have Ss repeat the focused sounds a few times

- Show the poster of the chant

this TomThis is Tom

Whole class

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10’

while they are reading the chant T claps the rhythms

- Play the chant again Have Ss repeat each line and point to

each line of the chant

the chant, other three clap the focus sounds

syllables

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 26 and

identify the characters in these pictures

- Set the scene: “you are going to listen to the recording

and match the information they hear to the correct picture

and tick the box in the correct picture

pictures

- Choose one or two Ss to share their answers with their

classmates

listening text

Transcript

1 Girl: Hi, Nam This is Peter.

Boy: Peter? How do you spell that?

Girl: Peter P – E – T – E – R.

2 Boy: Hi, Linda This is Mai.

Girl: Mai? How do you spell that?

Boy: Mai M – A – I.

Answers: 1 – b: 2 – a.

- Ask Ss to identify the characters in the pictures on page 27

- Set the scene: “ you are going to read the text and use the

information to match each of them with the right picture ”

- Identify the characters in the pictures and detail in each

picture to find out the differences between these two

Group work

T – wholeclass

Individually

Pair- work

T – wholeclass

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2’

pictures

- Ask Ss to read the text individually and do the task

- Call on one student to report their answer 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

IV. Home- work :

- Ss recite the rhyme What is your name? on page 25 at home

- Recite the chant on page 7

T – wholeclass

Week: 6,7 Day of teaching: Friday, September 28 th ,2012

+ Ask and answer

- Teacher’s aids: Tape cassette, pictures, poster, and word cards

 Sentence patterns: How do you spell your name?

L – I – N – D – A

V Procedures :

arrangement

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- Ss recite the rhyme What is your name? on page 25.

II New lesson

- Have Ss to look at the book at page 28 and identify the

characters

- Set the scene: “we are going to recall how to spell

someone’s name and say the alphabet letters”

- Teach Ss to spell some specific names and sing the

Alphabet Song

they read the dialogue

each line in the text a few times Ensure their correct pronunciation (sentence stress, the assimilation of soundand intonation)

2 Look and say.

- Elicit the characters in the pictures and spell the name in

each picture Recall sentence patterns “How do you spell your name?”

+ Assign a pair to pretend to be Mary Point to P.a

and ask How do you spell your name?

+ Have Ss repeat the answer M – A – R – Y + Tell them to repeat the question and the answer

+ Repeat the step with the other names

- Have Ss to practice in pairs asking and answering

3 Write.

29

- Set the scene: “We are going to choose the right word

from the frame to complete the missing words.”

T – wholeclass

Whole class

Groupsindividually

T – wholeclass

Pair work

T – wholeclass

Individually

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2’

correction

Answers:

1 this

2 What

3 spell

the reading text

III Summary:

- Ss have learnt how to spell someone’s name,

using How do you spell your name? and say the alphabet letters.

IV Homework:

- Practice singing the rhyme What is your name?

Pair work/Group work

Whole class

T – wholeclass

Week 7 Day of teaching: Tuesday, October 2 nd , 2012

Period: 26,27

UNIT 5: OUR FRIENDS

Lesson 1

I Objectives:

- By the end of this lesson, Students will be able to know other one

II Teaching methods:

+ Ask and answer

III Teaching aids:

IV Languages focus:

 Vocabulary: Who , She , He

 Sentence patterns: Who’s that? – It’s + name

Is that Tony? – Yes, he is./ No, he isn’t

Is he/she + name? – Yes, he/she is./ - No, he/she isn’t

V Procedures:

arrangement

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10’

V Warm up :

- Ss recite the rhyme Meet my friend

VI New lesson

1.Look listen and repeat.

question:

? Who are they? – They are Mai, Phong and Tony.

? What are they talking about?

-You are going to listen the dialogue between Phong and

Mai

- T reads the dialogue again, Ss listen and repeat (twice)

(Exchange)

- Have Ss work in pairs, read the dialogue again

- Some pairs to come to the front to read the dialogue, the

class listen and give the comment

- Model sentence:

Mai: Who’s that?

Phong: It’s Tony.

2.Look and say.

each picture Recall sentence patterns “Who is that? ”

+ 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

T – wholeclass

Whole class

Groupsindividually

T – wholeclass

Pair work

T – wholeclass

Individually

Trang 30

- Ask Ss look at the pictures and answer the question

? Who are they? – They are Nam, Phong, Tom and Linda.

T models: Nam: Who’s That?

Phong: It’s Phong

=> Exchange

- Ss work in pairs

- Some Ss volunteer come to the class, the other listen and

give the comment

3 Talk

- Ask Ss open their book P.31 and look at the pictures

- Ask Ss look at the Picture a,b and answer the question:

? Who are they? – They are Hoa, Mai, Nam and their

friends

- Ask Ss to guess what they should say to their friends

and vice versa

- Some Ss volunteer come to the class, the other listen

and give the comment

* Let’s chant

- Ask Ss open their book P.31 and read the chant (twice)

- Ss clap the hands forward rhythm

- Ask Ss work in groups

Whole class

T – wholeclass

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Come on.

Let’s play together

Yeah! Yeah!

III Summary

- Ask Ss repeat the pattern and read the chant

IV Home link

- Do exercise in workbook

- Prepare the lesson for the next period

Week: 7,8 Day of teaching: Friday,October 5 th ,2012

Period: 28,29

Lesson 2

Objectives:

- By the end of this lesson, Students will be able to greet and answer

Teaching methods:

+ Ask and answer

Teaching aids:

Trang 32

Time Steps/Activities Work

T elicits the words

- T models (twice or three times)

- T - Whole Class(twice or three times)

- Ss repeat in individuals

- T write the words on the board

- T checks the Vietnamese meaning

- Ss copy down

1.Listen and repeat:

- Ask Ss open the book page 32, look at the words: Tony,

yeah and notice the letter colored differently in both words

- Produce the sound of the letter t in the word Tony and y

in the word yeah.

- Produce the sound t and y a few times.

- Call on a group of six: three of them to repeat each line

of the chant, other three clap the hands

- Ask Ss look at the pictures on p.32

- T set the scene

- T gets Ss to predict some of the things they think they

T – wholeclass

Whole class

Groupsindividually

T – wholeclass

Pairwork

T – wholeclass

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B: It’s Nga.

A: Is Nga your friend?

B: Yes, she is.

4 A: Hi, Phong Who’s this?

B: It’s Nam.

A: Is Nam your friend?

B: Yes, he is

3 Read and match:

T asks Ss practice the dialogue

Whole class

T – wholeclass

Week: 8 Day of teaching: Tuesday, October 9 th , 2012

Period:30,31

Lesson 3

I Objectives:

- By the end of this lesson, Students will be able

+ Ask and answer

- III Teaching aids :

- IV Languages focus :

 Vocabulary: Who , She , He

 Sentence patterns: Who’s that ?

Is that… ?

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- Ss recite the rhyme Our friend on page 30.

II New Lesson:

characters

- Divide the class into two groups One repeat Tony’s part

and the other repeat Tom’ part

5 Look and say.

each picture Recall sentence patterns “Is he Tony?”

+ Assign a pair to pretend to be Nam Point to P.a

and ask Is he Nam?

+ Have Ss repeat the answer Yes he is + Tell them to repeat the question and the answer

6 Write.

34

- Set the scene: “We are going to choose the right word

from the frame to complete the missing words.”

T – wholeclass

Whole class

Groupsindividually

T – wholeclass

Pairwork

T – wholeclass

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1’

correction

Answers:

1 he

2 is

3 I

the reading text

Whole class

T – wholeclass

Week:8,9 Day of teaching: Friday, October 12 th ,2012

Period: 32,33,34

REVIEW 1 UNIT ONE TO FIVE

I Recall the old lessons:

II Practice:

Unit One: HELLO

1 A: Hello I’m + tên

Trang 36

B: Hi, Nam My name is Mai.

2 A : How do you spell your name ?

B : T-O-M

Unit Three: How are you ?

1.A: How are you ?

B: I’m fine ,thank you

A: Hello, Nam How are you?

B: Hi, Mai I’m fine, thank you.

And how are you?

A: Fine, thank

Unit Four: What’s your name ?

A: What’s your name ?

2 A:Is that Tony ?

B: Yes, he is /No, he isn’t

Week 9 Day of teaching: Thursday,October 18 th ,2012

Period 35: The Mid-first term Test

I Odd one out:

1 Hello how what

2 you fine I

3 are you am

4 this that Tony

5 thanks good bye bye

II Reorder the words to make sentences:

1.fine /thank/ I/ you/ am/ , / /

Trang 37

4 Mai / am / I /

-………

5 are / How / you /?

III Complete the dialogue:

1.A: Hi, Linda ……… Are you? 2 A: What’s your……… ?

B: I’m fine……… you, And you? B: My name’s Quan That’s Q U A NA: …… , thanks

IV Write the answers:

1.What is your name?

3.Hi.I’m Minh c My name is Linda

Week 9 Day of teaching:Friday,October 19 th , 2012

Period 36

Correction Of The Mid-first term Test

I Odd one out:

1 Hello how what

2 you fine I

3 are you am

4 this that Tony

5 thanks good bye bye

II Reorder the words to make sentences:

1.fine /thank/ I/ you/ am/ , / /

- I am fine , thank you

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

-…How do you spell your name ?

3.Alan /is /name /My

-My name is Alan

4 Mai / am / I /

-I am Mai

5 are / How / you /?

How are you ?

III Complete the dialogue:

1.A: Hi, Linda How are you? 2 A: What’s your name?

B: I’m fine , thank you, And you? B: My name’s Quan That’s Q U A NA: Fine , thanks

IV Write the answers:

1.What is your name?

My name is Nam

2.How are you?

I’m fine, thank you / I’m fine, thanks

V Match the sentences in column A with the sentences in column B

A B

1.What’ your name? a.I’m fine,thank you

3.Hi.I’m Minh c My name is Linda

* 1-c 2-a 3-b

Week 10 Day of teaching: Monday, October 22 nd , 2012

Period 37,38 UNIT 6: My school

- Develop writing, reading skill

III Teaching method:

- Techniques:

- Ask and answer

Trang 39

- Work in groups, discuss.

iv Teaching aids:

- Teacher’s aids: audio, stickers, puppets,

- Set the scene “you are going to listen to hear Tony and

Mai greet each other

2 Look and say

- Have Ss look at the pictures a ,b.c and d

what they should say Fill the bubbles and have Ss to repeat the lines a few times

+ Assign a pair to pretend to be school in picture a + Repeat the step with a few more pairs

- Ask Ss to practice making and responding to

introductions using picture a and b

T – wholeclass

Whole class

Groupsindividually

T – wholeclass

Pairwork

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2’

promoted by Ss

- This is my school ?

- It’s Thang Long primary school

times before let them practice freely (use the pictures intheir books or role – play the exchanges

Individually Pair work/Group work

Whole class

T – wholeclass

Week 10 Day of teaching:Thursday,October 25 th , 2012

+ Ask and answer

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