lesson plan grade 3

Week period PERIOD 1: LESSON ONE (P1,2,3) I Objectives: after learning this lesson, ss are able to: - Give common greetings and introduce their names _Understand short conversations and create short talks II Language content Vocabulary: Rosy Tim, Billy, Miss Jones, … Structure: Hello My name's ; Goodbye III Techniques: playing game, group working, role play IV Teaching aids: a cassette, pictures, textbook, flashcards… V Time: 40 minutes VI Procedures Activities Warm-up Say Hello and encourage them to repeat Hello in response Ask some ss to stand up and say hello Encourage ss to response with Hello SS turn to speak to the ones next to them and say Hello Point to yourself and say My name's Ask ss What's your name Say hello, my name's and ask ss to the same in pairs, greeting with each other and saying their names Listen, point and repeat Bring out flashcards and say the names Ask ss to repeat Give greetings with one character and ask ss to choose characters and give responses Ex: Hello, Jim My name's… Ask ss role play the characters in pairs Play the first part of the recording and ask ss to identify the characters Call ss to identify the characters in individual Play the second part and ask ss to listen and repeat Listen and chant Play the recording for ss to listen to the chant Play the chant a second time for ss to say the words Ss say the chant as a class without recording Divide class in to four groups; in each group choose a st Give each st a character's name Say the chant with the class Everytime ss hear their characters' names, they raise their flashcards Listen and read Use flashcard to present the story Point characters for ss to say their names Play the recording and ask ss to follow the conversation Ask ss to find new words if it's needed Play the recording and ask ss to repeat Call ss to read the conversation in pairs Call ss read the conversation again and translate Help them explain the meaning if it's needed Ask questions to check comprehension Who's in this class? How old is Billy? Does Billy study in this class? Ask ss role play the conversation without textbook Contents Starter: Hello! Period 1: Lesson one (p1,2,3) Rosy, Tim, Billy, Miss Jones Hello, my name's Listen and sing Listen and read What's your name? Who's this? How old are you? Goodbye Week period Starter: Hello! Period 2: Lesson two(p1,2,3) I Objectives: after learning this lesson, ss are able to: -Give common greetings and introduce their names _Understand short conversations and create short talks II Language content Vocabulary: Rosy Tim, Billy, Miss Jones, … Structure: Hello My name's Goodbye III Techniques: playing game, group working, role play IV Teaching aids: a cassette, pictures, textbook, flashcards… V Time: 40minutes VI Procedures Activities Warm-up Say hello and encourage ss to reply Hello and greet others in pairs Listen to the story and repeat Act Ask ss to turn to the story on p4, say Let's read the story again Play the recording, pause each sentence for ss to repeat Role play the story with ss as an example Ask ss to role play the conversation Ask and answer Ask ss to look at the conversation of two boys Read the dialogue, pausing for ss to repeat Remind ss What's your name Read the dialogue again and ask ss to repeat Ask ss to read dialoguae in chorus, then call ss to read in individual Listen and sing your name Ask ss to look at the illustration Ask them to describe the picture and to guest the content Play the song for ss to listen Play the song again, ss listen and sing along Ask ss to find the new structure Divine the class into two and ask them sing along with the characters in textbook Contents Starter: Hello! Period 2: Lesson two (p1,2,3) Ask and answer Hello What's your name? Listen and sing your name How are you? I'm fine, thank you Week period STARTER Lesson three I Objectives: To ask and answer the question How old are you? To say the days of the week II Language content Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten; Structure: How old are you? I'm Skills: speaking, listening III Techniques: playing game, group working, role play IV Teaching aids: a cassette, pictures, textbook, flashcards… V Time: 40 minutes VI Procedures Activities Contents Warm-up Use the number flashcards to elicit numbers one to ten Put the flashcards on the board, in order Point to each one for ss to say the number in chorus 1.Listen, point and repeat Take down the flashcards, shuffle them, and hold them up one one, two, three, four, five, six, seven, eight, nine, at a time for ss to say the number ten; Listen and tick Give out the flashcards to different ss around the class Ask How old are you? / I'm seven the class to count together from one to ten When the ss How old are you? / I'm two hear their number, they hold their flashcard in the air 1.Listen, point and repeat Ask ss to look at the pictures Explain that each child is one year older than the next and that all the ss have their ages written above them And how old are you? / I'm eight How old are you? / I'm five How old are you?/I'm six 3.Look at the picture again Point, ask and Play the first part of the recording for ss to listen and point to answer How old are you? the pictures as they hear the ages I'm Play the second part of the recording for ss to repeat Play the recording all the way through for ss to listen and then repeat Point to different people in the pictures and ask individual ss to say the numbers Week period Listen and tick Tell ss to look at the picture again Point and say Look, he's six Look, she's eight Then point to the first boy again and ask How oW/she? Tel I the class they are going to hear some of the ss talking about their age - but not all They must tick the ss they hear Play the recording, pausing after the first dialogue Show ss the picture of the boy above the number seven in the picture, and show them the tick in the box Play the rest of the recording, pausing at appropriate intervals for ss to tick the ss whose ages they hear Play the recording again for ss to complete or check their answers Check answers by asking ss which ages they heard 3.Look at the picture again Point, ask and answer Read the question and answer, pausing after each for ss to repeat Ask ss to look back at the ss in Exercise LTell them they are going to practise being the ss in the pictures ss work in pairs.They point to a person and ask How old are you? Their partner answers as though they were that child They might want to put on a babyish voice for a young child or a more grown-up voice for an older child Ask some of the pairs to stand up and ask and answer questions while the other ss listen Week period Starter Lesson four: Song I Objectives: To identify different colours To use different colours in the context of a song II Language content Vocabulary: red, yellow, pink, green, purple, orange, blue sing, rainbow, too Structure: Skills: listening, speaking III Techniques: playing game, group working, role play IV Teaching aids: a cassette, pictures, textbook, flashcards… V Time: 40 minutes VI Procedures Activities Warm-up Use flashcards 15-21 to elicit colours Hold up one flashcard at a time for ss to say the colour When ss have named the colour correctly, put the card on the board and write the word below it Repeat with all of the flashcards Take the flashcards off the board, leaving the words Shuffle the cards and give them to seven different ss Ask the ss to come to the front of the class one at a time and put their flashcard in the appropriate place on the board Contents Listen, point and repeat _car: purple and blue -bal: yellow -teddy bear: brown -kite: green and orange Listen and sing Sing and When the flashcards are all in the correct place, point to each one in turn for ss to say the word Match Listen, point and repeat Ask ss to look at the colours in their Class Books green pink Play the first part of the recording for ss to listen and point to the pictures red orange blue Play the second part of the recording for ss to repeat the colours in chorus Play the recording all the way through for ss to point at purple yellow Week period the colours and then repeat the words Listen and sing Ask ss to look at the picture of the rainbow in their books Elicit the colours they can see.Tell them that they are going to sing a song about the colours of a rainbow Elicit the colours they think they will hear Play the recording while ss follow the words Play the recording a second time for ss to sing along Sing and Divide the class into groups of seven Give each child a different coloured pencil or strip of paper in the colours from the song If your class does not divide exactly into groups of seven, two ss can have the same colour in some of the groups Play the song again while ss sing along When they hear their colour they hold up their pencil or paper Play the song one more time ss stand up when they hear their colour Alternatively, ss could point to something of that colour in the room when they hear the word Match Ask ss to look at the paint pots and the words below Point to each of the words for ss to read them aloud in chorus Ask ss to match the paint pots to the correct colour words Go through the answers with the class Call out the numbers for ss to say the colours Week period UNIT 1: What's this! Lesson one: Words I Objectives: after learning this lesson, ss are able to: -To identify common school things To understand a short story II Language content Vocabulary: pen, rubber, pencil, ruler, book school things, train, OK, look at Skills: reading, listening, speaking Model sentences: III Techniques: playing game, group working, role play IV Teaching aids: a cassette, pictures, textbook, flashcards… V Time: 40 minutes VI Procedures Activities Warm-up Use the school objects to present the vocabulary Hold up each object in turn and say the words for children to repeat Reinforce vocabulary using flashcards 22-26 Hold them up one at a time and ask Play a memory game Show two cards to the class and then put them face down on your table Point to each card and ask Is it a ? Repeat with other pairs of cards Listen, point and repeat Ask children to open their Class Books and look at the pictures of the school things Play the first part of the recording for ss to listen and point to the appropriate picture Contents Week period Play the second part of the recording for ss to repeat Ask ss to give meaning of the words and write them on the board Ask ss to check words written on the board Ask ss to write words down on their notebooks Ask ss to look at the board, listen and repeat the word in chorus Call some ss to read words individually Listen and chant Play the recording for ss to listen to the chant Play the chant second time for ss to point to the correct part of their body Play the chant again for them to say the words Listen and read Tell ss that they are going to read a conversation Remind them that they should listen and read carefully Ask ss to identify the characters in this conversation Play the recording for ss to listen and follow the text in their books with their finger Play the recording the second time Ask them to underline new words Ask ss to write new words on the board It doesn't matter if their don't know meanings of the words Elicit ss to meaning of words, then write them on the board Check the words then ask ss to write words Ask ss to listen and repeat Give them some gestures to make them remember the vocabulary Point to the words and ask them to read in chorus Ask ss to read the words individually Ask ss to look at the conversation Play the recording, pause each sentence for ss to repeat Correct ss' pronunciation if that's needed Ask some ss to read the poem individually Check ss' understanding by asking questions.Who are they? What's the train made of?Who made the train?Are they Billy's school things? Listen,point and repeat pen, rubber, pencil, ruler, Listen and chant 3.Listen and read look at school things train, can here you are my what it please your Week period UNIT 1: What's this! Lesson two: Grammar I Objectives: To ask and answer the question What's this? To write answers to the question What's this? To act out a story II Language content Vocabulary: What's this? It's a Structure: Is this your teddy? Yes, it is / No, it isn't Skills: speaking, writing III Techniques: playing game, group working, role play IV Teaching aids: a cassette, pictures, textbook, flashcards… V Time: 40 minutes VI Procedures Activities Warm up Play What have I got? with the class using the vocabulary ss learned in the previous lesson Talk about the previous lesson with ss Point to Story poster and ask ss what happened in the story Ask Who is in the story? What happened in the story? Can you remember what school things were in the train? Don't tell ss the answers at this stage Listen to the story again and repeat Act Ask ss to turn to the story of their Class Books Check how many objects they remembered in the lead-in activity and tick them on the board Play the recording once through Play again, pausing for ss to repeat Divide the class into pairs One student is Rosy and the other is Tim Ask ss to look at the pictures and decide together on the actions for the story Ss practice acting out the story Ask some of the pairs to come to the front of the class to act out the story Listen and say Contents Week period ◦ Put flashcards 22-26 on the board Below each one, write a gapped sentence like the ones in the Class Book Point to each of the flashcards in turn and ask the class: What's this? lt's a pen, etc Ask ss which word is missing (It's) Write It's in the gap at the beginning of the first sentence Invite different ss to come to the front of the class to the same with the other sentences Ask ss to look at the sentences in their Class Books Ask one child to read the example sentence for the class Ss complete the rest of the sentences individually Look and say Listen to the story and repeat Act Listen and say What's this? It's a pen What's = What is It's = It is Look and say What's this? It's a pen Write three or four gapped sentences on the board, using classroom objects, It's a rubber e.g This is a pencil case It's a pencil Hold up your pencil case and clutch it to yourself to indicate that it is It's a ruler yours Elicit This is my pencil case Hold up the pen and give it to a student Elicit This is your pen Repeat the process with other objects and ss Ask ss to look at the pictures in their Class Books Ask one student to read the example sentence for the class Ss complete the rest of the sentences individually Write Ask ss to look again at the story on page 14 of their Class Books Point out the questions in pictures and Read them aloud for ss to repeat Ask ss to look at the pictures on page 15 of their books Ask a student to read the example answer to the class Ss write answers to the questions, using the phrases in the box Ask the questions for the class to say the answers in chorus UNIT 1: What's this? 4.Write: What's this? It's a pen It's a rubber It's a pencil Week period Optional activity Ask ss to close their books and tell them that they are going to play a memory game Write the words Mai, Joe, Dad, Mum, and Grandpa on the board, give out the fireman, pupil, nurse, and doctor flashcards to four different ss The ss come to the front of the class and put the cards next to the correct names on the board Allow the rest of the class to say whether they agree or disagree and then ask ss to look at the story again to check whether they were right Homework: Workbook UNIT 4: He's a hero! Lesson six I Objectives: after learning this lesson, ss are able to: _ identify people by their jobs; listen for specific information _ ask and answer questions about jobs _ identify capital letters and full stops; write about your family II Language content 2.Vocabulary: vocabulary and structures seen previously III Techniques: playing game, group working, role play IV Teaching aids: a cassette, pictures, textbook, flashcards… V Time: 40 minutes VI Procedures Activities Contents Warm-up Play Guessing game Listen and number Pre-listening Ask ss What can you remember about Mai and her family from the last UNIT 4: He's a hero! Lesson six Week period lesson? 20 Mai: student Ask ss to look at the pictures on page 33 Ask who they can see, and what21 Grandpa: doctor their jobs are 22 Mom: teacher a Tell ss that they are going to hear four sentences about the people Explain that they have to listen and number the pictures in the order they hear the people described Play the whole recording through once b While-listening 23 Dad: pilot 13 Is he a doctor? No, he isn't 14 Is she a teacher? Yes, she is c Play the first part of the recording, then ask Which picture is it? ss point to 15 Is he a student? Yes, he is Grandpa Show them the example answer in their books d Play the rest of the recording, pausing after each description for ss to number the picture 16 Is he a pilot? No, he isn't 17 Is she a firefighter? No, she isn't Play the recording again for ss to complete their answers If ss can't catch up with the tape, you can write the transcript with some blanks Transcript This is Mai's grandpa He's a doctor Mai is happy She is seven She's a pupil And there is Mai's dad He's a fireman Mai's mum is a nurse Point, ask and answer Post-listening Draw attention to the questions in the Class Book Read the first question aloud for ss to repeat Then read the answer for ss to repeat Say the question again, but hold up a different job flashcard for ss to complete the new sentence Repeat the procedure using different flashcards Encourage the class to make the questions themselves Put ss in pairs Tell them that they are going to ask and answer questions about the pictures Ask one pair to read out the example for the class Choose a second pair and ask them to ask and answer questions about picture Ss take turns to point to the pictures and ask questions for their partner to answer Optional activity Play a guessing game with the class Take one of the jobs flashcards and hold it so that the picture is facing you ss have to make guesses, e.g Is she/he a teacher? until they name the job correctly Repeat with other • • • This is me I'm a student This is my dad He's a mechanic This is my mom She's a dealer Week period cards Write sentences Ask ss to imagine and draw their family Complete sentences with their information Elicit ss with questions: What does your dad do? Give ss some model sentences or tell them to consult Mai's paragraph Share details about their family with classmates Homework: workbook UNIT 5: Where's the ball? Lesson three: Song I Objectives: After learning this lesson, ss are able to: _use park words in the context of a song II Language content Vocabulary: pool, ice cream, frisbee Extra: cool, nice, park, play Structure: Skills III Techniques: playing game, group working, role play IV Teaching aids: a cassette, pictures, textbook, flashcards… V Time: 40 minutes VI Procedures Activities Contents Week period Warm-up Game Guess words UNIT 5: Where's the ball? Listen, point and repeat Lesson three: Song Use flashcards 59-61 to introduce the three new words Hold up the cards one at a time and say the words for ss to 24 pool: hồ bơi repeat ice-cream: kem Put the flashcards in different places around the room Say the frisbee: đĩa ném words for ss to point to the correct flashcard and repeat Ask ss to look at the pictures Play the first part of the park: công viên recording for ss to point to the words so much: nhiều fun: vui vẻ Play the second part of the recording for ss to repeat the play: chơi words eat: ăn nice: tốt đẹp Play the recording all the way through for ss to listen and cool: tuyệt vời, mát mẻ then repeat Ask individual ss to say the words for the class Optional activity: Play What's missing? with the class to practise all the vocabulary from the unit (see page 20) Shuffle flashcards 54-61 together Take one of the cards out and put it face-down on the table Put the rest of the cards on the board Explain to the class that one card is missing The ss have to guess the missing item Take the cards down from the board, shuffle and repeat Listen and sing Ask ss to look at the pictures Point to the things in the pictures one at a time and ask "What's this?" Play the recording for ss to listen and point to the pictures when they hear the three new words Then play it again as they follow the words in their books Recite the words of the song with the class, without the music Say each line and ask ss to repeat Play the recording again for ss to sing along 3.Sing and Ask ss to look at the pictures and decide together on what the actions should be (see suggestions below) Practise the actions with the class Play the recording for ss to sing the song and their actions Week period Go around the class, assigning different park words from the song to the ss so that there are several seesaws, pools, ice creams, frisbees, balls, and slides around the room Play the song again When ss hear their word they wave their arms in the air Homework: workbook UNIT 5: Where's the ball? Lesson one: Words I Objectives: after learning this lesson, ss are able to: - Identify things in the park - Understand a short story II Language content Vocabulary: seesaw, slide, net, swing, tree Extra: goal, good try, under, on, In, where III Techniques: playing game, group working, role play IV Teaching aids: a cassette, pictures, textbook, flashcards… V Time: 40 minutes VI Procedures Activities Contents Week period Warm-up: Play guessing game 25 Listen, point and repeat Use flashcards 54-58 to elicit the vocabulary for this lesson Hold them up one at a time and ask What's this? Model any words ss don't know Ask ss to open their Class Books and look at the pictures of things from the park Play the first part of the recording for ss to listen and point to the appropriate picture Play the second part of the recording for ss to repeat UNIT 5: Where's the ball? Lesson one: Words seesaw: bập bênnh Play the recording all the way through again for ss to listen and point and slide: cầu trượt then repeat the words in chorus goal: khung thành ~ net tree: Hold up flashcards 54-58 one at a time for individual ss to say the words 26 Listen and chant good: tốt, giỏi Play the recording for ss to listen to the chant try: cố gắng Play the chant a second time for ss to say the words Repeat (more than once if under: on: bên necessary) in: Put the flashcards around the room.This time ss can point to the correct flashcard as they hear it Optional activity: Ask ss to choose different actions for each of the things in the chant (e.g they could hold their hands out like branches for a tree and jump to save a goal in the net) Ss the chant again with the actions they have invented 19 Listen and read Pre- reading Tell ss that they are going to read a conversation Remind them that they should listen and read carefully Ask ss to identify the characters and things in the conversation and try to predict the situation While-reading Play the recording for ss to listen and follow the text in their books with their finger Play the recording the second time Ask them to underline new words Ask ss to write new words on the board It doesn't matter if their don't know meanings of the words Elicit ss to meaning of words, then write them on the board Give them some gestures to make them remember the vocabulary Point to the words and ask them to read in chorus Ask ss to read the words individually Ask ss to look at the conversation, play the recording, pause each sentence for ss to repeat Ask ss to look at the poster while you play the recording for them to listen and point to the pictures Point to each speech bubble in turn as you hear the text Correct ss' pronunciation if that's needed Ask some ss to read the passage in groups Week period Check ss' understanding by asking questions: What game are Tim and his dad playing? Where's the ball? Why are they disappointed? Why are they happy? Homework: Workbook page 20 Week period UNIT 5: Where's the ball? Lesson two: Grammar I Objectives: after learning this lesson, ss are able to: Week period _ ask questions with Where's _ describe positions using in, on, and under II Language content Vocabulary: vocabulary learned in previous lesson Structure: Where's the ball?It's in/on/under the bag Skills: speaking, writing III Techniques: playing game, group working, role play IV Teaching aids: a cassette, pictures, textbook, flashcards… V Time: 40 minutes VI Procedures Activities Contents Warm-up Play a game of Word chain to revise vocabulary from the previous lesson Listen to the story again and repeat Act Ask ss to turn to the story on page 34 of their Class Books Check how many objects they remembered in the lead-in activity UNIT 5: Where's the ball? Play the recording, pausing for ss to repeat Divide the class into pairs One is Tim and the other is Dad Lesson two: Grammar Where's the ball? - It's in the goal Where's the ball? It's on the slide Where's the ball? It's under the seesaw 18 Where's the ball? - It's on the slide Ask ss to look at the different actions that Tim and Dad in the 19 Where's the ball? - It's on the goal story (see below for suggestions) 4) Where's the ball? - It's under the Ss practise acting out the story Monitor the activity, checking for slide correct pronunciation Ask some of the pairs to come to the front of the class to act out the 27 It's under the tree story Ss act out the story in pairs, using their fingers to represent Tim 2) It's on the seesaw and his dad running and kicking the ball Listen and say Put a pen on top of your bag Ask Where's the pen? to elicit It's on the bag Repeat, placing the pen inside the bag, then underneath it, to elicit It's in the bag and It's under the bag Repeat with other objects On the board, write Where's the ball?followed by three answers with flashcards for the final words, i.e It's in the (tree flashcard) It's on the (swing flashcard) It's under the (slide flashcard) Point to each sentence for ss to read it aloud, finishing it 3) It's in the goal Week period with the flashcard word Ask ss to look at the pictures in their bo.oks and ask what they can see.Then they look at the questions and answers Read them aloud, pausing for ss to repeat Draw attention to the grammar box Show ss how we make the short form Where's by writing the words separately and then together on the board Look and say Draw attention to the speech bubbles Model the question and answer with a child in the class Ask ss to work in pairs to ask and answer similar questions using the pictures in Exercise 4 Write Draw a tree on the board Draw a ball on top of it, another one in its branches and a third one under it Number the balls to Point to the first ball and ask Where's the ball? to elicit It's on the tree Write the missing word in your first sentence Repeat with the other balls to elicit the second and third sentences Ask ss to look at the exercise in their Class Books Read the example together Allow time for ss to complete the rest of the sentences individually Optional activity Draw a slide, a net, and a swing on the board Ask ss to come to the front Say The ball is under the slide Invite other ss to come and draw the ball somewhere , e.g tell them The ball is on the swing Homework: Workbook UNIT 5: Where's the ball? Lesson four: Phonics I Objectives: After learning this lesson, ss are able to: - recognize the upper- and lower-case forms of the letters q, r, s, t, and u and associate them with their corresponding sounds - pronounce the sounds /kw/, /r/, /s/, /t/, and /^/ on their own and at the beginning of words - learn the names of the letters q, r, s, t, and u Week period II Language content 20 Vocabulary: queen, rabbit, sofa, tiger, umbrella Skills: listening Structure: III Techniques: playing game, group working, role play IV Teaching aids: a cassette, pictures, textbook, flashcards… V Time: 40 minutes VI Procedures Activities Warm up Start to write the letters of the alphabet on the board and ask ss to continue the list (up to the letter p) from their previous phonics lessons Then ask them to give you the words that began with the letters m to p (mum, nurse, orange, pen) Use phonics cards 3-1 to prompt if necessary Play the CD and say the chant from page 31 to practise the most recent sounds Listen, point and repeat Write Qq, Rr, Ss, Tt, and Uu on the board Point to each one in turn and say the letter name and then the sound for ss to repeat Contents UNIT 5: Where's the ball? Lesson four: Phonics Qq: queen, quiet, quit Rr: rabbit, room, rock Ss: sofa, soup, song Say the sounds again as ss draw the letters in the air Tt: tiger, turtle, table Below the letters, write the corresponding words queen, rabbit, sofa, teddy, umbrella Circle the first letter of each word Point to the words and say the beginning sound for ss to repeat Uu: umbrella, under, until Hold up phonics cards , one at a time Say the words for ss to repeat Hold up the cards, q, u, t, s, r, q, t one at a time, showing the sounds Say the sound for ss to repeat _ (q)ueen, (s)ofa _ (q)ueen, rabbit _ (t)iger, (s)ofa _ (t)iger, (u)mbrella Ask ss to look at the letters in their Class Books Play the first part of the recording for ss to listen and point to the letters Play the second part of the recording for ss to repeat the letter names, sounds, and words in chorus Play the recording all the way through for ss to point to the words and then repeat them Listen and chant Play the recording for ss to listen to the chant Put phonics cards 17-21 in different places around the room Play the recording again for ss to point to the cards as they hear the words Play the chant once more for ss to repeat each line Play the chant again for them to Week period follow the chant in their books Optional activity: Give phonics cards 17-21 to five different ss.Tell the class that they are going to the chant again When ss hear their word they hold up their card The rest of the class points to it Listen to the sounds and join the letters Elicit the three images in the activity (queen, teddy, and rabbit) Ask What has the queen got? Play the recording for ss to listen and link the letters to find out what the queen has got Play the recording again for ss to check their answers Repeat Ask What has the queen got? (a teddy) Then elicit the sounds ss heard one by one, and write them on the board so they can check their maze Transcript: /kw/ queen /A/ umbrella /t/ teddy /s/ sofa /r/ rabbit /kw/ queen /t/ teddy Read and circle the sounds m, n, o, p at the start of the words Ask ss to look at the pictures Point to the different things and say What's this? Read the text for ss to follow in their books Write the first line on the board Ask ss to look at the circled q at the beginning of queen Draw a circle around the q on queen Ss find and circle other examples of q, r, s, t, and u at the beginning of words in their books Write the rest of the chant on the board Go through the answers with the class, asking them to come up and circle letters on the board Homework: workbook UNIT 5: Where's the ball! Lesson five: Skills time! I Objectives: After learning this lesson, ss are able to: read and understand a text about a picture II Language content Vocabulary: vocabulary and structures seen previously Extra: boy, girl, football, help Structure: Skills: listening, reading III Techniques: playing game, group working, role play Week period IV Teaching aids: a cassette, pictures, textbook, flashcards… V Time: 40 minutes VI Procedures Activities Contents Warm-up Show a picture of a corner in the park Give ss flashcards about toys and school things Ask ss to stick flashcards on the picture Ss make sentences describing where things are with preposition UNIT 2: PLAYTIME! Lesson five: Skills time! frisbee: in the goal Ask ss to look at the picture and name as many objects as they can doll: under the swing kite: on the slide Point out, if necessary, that there are toys in the picture as well as car: under the tree park objects Ask ss to look at the picture again Point to different things in the park park: công viên boy: trai for ss to say the words in chorus girl: gái Ask ss to work in pairs They take turns to point to different things in their: họ the park and say the words help: giúp her: cô Listen, read and point 3.Car Ask how many ss are in the park Ask what they are doing Tell the 4.Kite class they are going to read about ss describing their toys 5.frisbee Play the recording for ss to listen and follow the text in their books with their finger Play the recording the second time Ask them to underline new words Ask ss to write new words on the board It doesn't matter if their don't know meanings of the words Elicit ss to meaning of words, then write them on the board Check the words then ask ss to write words Ask ss to listen and repeat Give them some gestures to make them remember the vocabulary Point to the words and ask them to read in chorus Ask ss to read individually Ask ss to look at part in textbook Play the recording, pause each sentence for ss to repeat Ask individual ss to read different captions Check comprehension by asking simple questions: Where are the y? Who's in the park? Where's Bao's/Nga's/Long's toy? Point to the jobs Say the words Read again Match the students and toys Ask ss to look at the pictures and text from Exercise again Explain that they are going to read the text carefully and decide which toy belongs to which person.They will then draw a line to link the picture of the child to the name of their toy Read the first text about Toby again Ask which is Toby's toy (the car) Week period Ask them to point to the picture of Toby at the bottom of the page Show them the example line between Toby and the word car Give ss time to complete the rest of the exercise individually Go through the answers with the class Ask them first What's Bao's/Nga's/Long's toy?and then Where's Bao's/Nga's/Long's toy? Optional activity Give ss some description about their friends' school things with in/ on/ under, eg: It's Ngan's school thing It's under the table It's pink What is it? Ask them to find what the teacher describes Call ss to ask and answer in pairs if they have ability Homework: Workbook UNIT 5: Where's the ball ? Lesson six I Objectives: after learning this lesson, ss are able to: Listening: number the things in a picture Speaking: ask and answer questions about where things are Writing: identify capital letters at the start of names; write about the park II Language content 28 Vocabulary: vocabulary and structures seen previously III Techniques: playing game, group working, role play IV Teaching aids: a cassette, pictures, textbook, flashcards… V Time: 40 minutes VI Procedures Week period Activities Warm-up Play Jump using the toys and park flashcards Listen and number Explain that you are going to play a recording of people describing where the different objects and people are They must listen, find, and number the object or person Contents UNIT 5: Where's the ball ? Lesson six 1 teddy girl kite book ball Play the recording the whole way through ss point to each Where's the girl? She's under the tree word as they hear it Where's the kite? It's in the tree Play the recording again, pausing after item to show the Where's the book? It's in the bag example answer in their books Ask questions to check that they understand Continue, pausing after each sentence for ss Where's the ball? It's in the net to write the numbers Where's the teddy? It's on the slide Play the recording a third time for ss to check their answers 21 This is my puzzle It's on the seesaw It's in the 22 This is my airplane It's under the slide It's on the slide bag 23 This is my drum It's on the swing She's under the It's in the 24 This is my rattle It's under the seesaw tree net It's in the tree Ask and answer Draw attention to the two speech bubbles Read the first speech bubble aloud for ss to repeat, then the second Model and drill correct intonation for the class Ask ss to look at the pictures Explain that they have to ask and answer questions about where these people and things are in the picture from Exercise Ss take turns to ask and answer questions in pairs Monitor the activity, checking for intonation 20 Draw four toys in the picture Then circle and write Stick the picture in textbook on the board, then stick some toys on the picture Ask ss to describe toys with preposition Ask ss to draw their favourite toys on the picture and complete sentences Call ss to give answers ... Warm-up Use flashcards 30 -34 to elicit the vocabulary for this lesson Hold them up one at a time and ask What's this? Model any words that ss don't know Give flashcards 30 -34 to five different... Starter: Hello! Period 2: Lesson two (p1,2 ,3) Ask and answer Hello What's your name? Listen and sing your name How are you? I'm fine, thank you Week period STARTER Lesson three I Objectives:...Week period Starter: Hello! Period 2: Lesson two(p1,2 ,3) I Objectives: after learning this lesson, ss are able to: -Give common greetings and introduce their names