Giáo án môn tiếng anh lớp 3 học kì i (chương trình tiểu học mới)

Week: Period: 1st ME AND MY FRIENDS Date of teaching: Thursday, September 9th , 2013 UNIT 1: HELLO Lesson I Aims: Practice greeting and self – introducing II Objectives: - By the end of this lesson, students will be able to greet and self – introduce - Develop speaking skill III Teaching methods: - Communicative approach - Techniques: + Ask and answer (say individually) + Work in pairs/ groups + Discuss IV Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets - Students’ aids: books, notebooks, workbooks V Languages focus: - Phonics: Hi/ Hello - Vocabulary: hi, hello - Structures: Hello I’m Mai / Hi, Mai VI Procedures: Time 5’ Steps/Activities I Warm up: Chatting - Let Ss introduce some information about themselves (maybe in Vietnamese) and introduces oneself in English Work arrangement T-WC T-WC ======================================================================== 10’ - Example: Hello I’m Duyen (Hi I am Duyen) II New lesson Look, listen and repeat 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 Gets some pairs to read it aloud 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 I’m + name 10’ - - - (I’m = I am) Look and say 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 times Call on one pair and ask them to pretend to be Nam and Mai Call on one more pair to be Nga and Phong and the same way 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 T-WC Whole class, group and individual T-WC Group work Pair- work T – whole class T – whole class Pair- work ======================================================================== 10 4’ Week: Period: 2nd - Make some questions to check Ss’ comprehension of language - Have the whole class repeat all the phrases to reinforce their pronunciation Let’s talk - Have Ss look at the pictures on page 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 - Have Ss to repeat the sentences in the bubbles a few 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 - Call on a pair to demonstrate at the front of the class - Have the whole class repeat all the phrases to reinforce their pronunciation III Summary and Home- link: - Consolidate the content of the lesson - Learn and write new words and structures - Prepare for the next lesson T – whole class Pair – work T – whole class Date of teaching: Friday, September 10th, 2013 UNIT 1: HELLO Lesson 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 ======================================================================== III Teaching methods: - Communicative method - Techniques: + Work in pairs and individually + Ask and answer + Work in groups, discuss IV Teaching aids: - Teacher’s aids: pictures, word cards, extra board, tape, cassette - Student’s aids: book, notebook, workbook V Language focus: - Revision the structures: Hi/ Hello I am/ I’m + name - Phonics: Hi, Hello VI Procedures: Time I Warm up: 5’ 10’ Work arrangement Steps/Activities I Nam Hi - Noughts and crosses Nga am Phong T-WC Hello Mai Hi, Mai II New lesson 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 T-WC in the word hi Ask Ss to say what they think about when they hear the sound 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 T-WC the chant, other three clap the syllables Have Ss practice the chant in groups and clap the syllables Monitor the activity and offer help when necessary/ Whole class, correct typical pronunciation errors group and Call on a group to recite the chant The others clap the individual syllables ======================================================================== 10’ 10’ - Make a few questions to check Ss’ comprehension of language - Have the whole class recite the chant to reinforce their pronunciation - Have Ss circle all the words containing the focused sounds hello and hi in the chant Listen and number - Have Ss look at Pictures a, b, c and d on Page - Elicit the identification of the characters in the pictures T-WC 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 Group work nd - : play the recording for Ss to listen and number Pair- work rd - : 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: Hello I’m Nam Hi I’m Phong Hi I’m Quan Hello I’m Hoa Answers: – d; – c; – b; – a Read and match - T introduces the topic “you are going to read the sentences to get the information in order to match the pictures to the T – whole text” class - Ask Ss to predict “What is what” - 1st reading: Ss read the sentences individually and check their prediction - 2nd reading: Ss the task (match the sentence with a appropriate picture.) - Monitor the activity and offer help when necessary T – whole - Have Ss trade the answers in pairs for correction class - Call on some Ss to report their answers Others listen and comment - Make a few questions to check Ss’ comprehension of the Pair- work sentences ======================================================================== - 5’ Have the whole class read each sentence in chorus to reinforce their pronunciation Answers: – d; – c; – b; – a III Summary and Home- link: - Consolidate the content of lesson - 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 T – whole class Date of teaching: Thursday, September 16th, 2013 Week: Period: 3rd UNIT 1: HELLO Lesson I Aims: Practice saying goodbye II Objectives: - By the end of this lesson, Students will be able to say goodbye - Develop speaking and listening skill III Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss + Ask and answer IV Teaching aids: - Teacher’s aids: Tape cassette, pictures, poster, flashcards - Students’ aids: book, notebook, workbook V Languages focus: - Structures: Nice to meet you / Nice to meet you too VI Procedures: Time 1’ 5’ Steps/Activities I Warm up: Chatting - T asks Ss to repeat the greeting and introducing oneself - T sets the scene Work arrangement T – whole class ======================================================================== II 10’ - 10’ - 10’ - New lesson T – whole Listen and repeat class Have Ss to look at the book at page 10 Elicit the character and have Ss guess what they are saying T – whole Set the scene: we are going to review phrases saying class hello and bye Have Ss listen to the recording as they read the lines in the speech bubbles Whole class 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 Groups each line in the speech bubbles to reinforce their individually pronunciation Elicit the structure 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 Group work to Ss 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 help Correct Pair - work pronunciation errors (stress, assimilation of sounds, intonation) when necessary T – whole Call on some pairs to perform the task at the front of the class class The others observe and give comments Have the whole class repeat all the phrases in chorus to reinforce their pronunciation 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 and Ss read silently and complete the dialogues Individually Ss trade their answers within pairs or groups for Pair - work/ ======================================================================== - 4’ Week: Period: 4th correction Ask Ss to read the answers aloud to the class The others listen and give comments Answers: a Hi, I’m b boy; girl Make some questions to check Ss’ comprehension of the reading text Have the whole class read each line of the dialogues chorally to reinforce their pronunciation III Summary and 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, Group work Whole class T-WC Date of teaching: Friday, September 17th, 2013 UNIT MY NAME IS … Lesson I Aims: To understand about making and responding to instructions II Objectives: - By the end of this lesson, students will be able to make and respond to instructions - Develop writing, reading skill III Teaching method: - Communicative method - Techniques: - Ask and answer - Work in pairs and individually - Work in groups, discuss IV Teaching aids: - Teacher’s aids: audio, stickers, puppets, flashcards - Students’ aids: book, notebook, workbook V Languages focus: Sentence patterns: - Hello, I’m Mai - Hi, Mai I’m Nam VI Procedures: Time Steps/Activities Work ======================================================================== arrangement T-WC 5’ - 10’ - 12’ - - I Warm up: T asks some pairs to greet and introduce oneself S1: Hello I’m Mai S2: Hi, Mai I’m Nam Pair- work II New lesson Look, listen and repeat Ask Ss to identify the characters in the picture on page 12 and what they are saying T – whole Set the scene “you are going to listen to hear Nam and class Mai greet each other T Play the recording and asks Ss to listen to the tape twice T asks Ss to listen and repeat in chorus two times T-WC 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 reinforce their pronunciation Look and say Have Ss look at the pictures a and b Pair- work 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 T- whole class 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 T- whole class Repeat the step with a few more pairs Ask Ss to practice making and responding to introductions using picture a and b T- whole class 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 Group work 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 Talk Have Ss look at the pictures on page 13 and identify the Individually ======================================================================== 10’ - 3’ Week: Period: 5th characters in the pictures 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 Have Ss to repeat the sentences in the bubbles a few times Group work 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 Monitor the activity and offer help when necessary/ correct typical pronunciation errors T- whole class Call on a pair to demonstrate at the front of the class Have the whole class repeat all the phrases to reinforce their pronunciation III Summary and Home- link: Encourage Ss to for Unit 2- Section Date of teaching: Thursday, September 23rd, 2013 UNIT MY NAME IS … Lesson I Aims: Practice listening and ticking the pictures about greeting “Hello/Hi” and saying goodbye II Objectives: - By the end of this lesson, students will be to greet and say goodbye (review) - Develop listening, reading and writing skill III Teaching methods: - Communicative method - Techniques: + Work in pairs and individually + Ask and answer + Work in groups, discuss IV Teaching aids: IV Teacher’s aids: pictures, word cards, audio, puppets, flashcards V Student’s aids: book, notebook, workbook V Language focus: VI Revision the structures: Hi/ Hello I am/ I’m + name Bye/ Goodbye ======================================================================== 3’ 2’ match the information to the appropriate pictures.” - Ask a few questions to check Ss’ comprehension of the language - Ask Ss to read the dialogues individually and the task - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on one student to report their answer Others listen and comment - Have the whole class chorally read each line of the dialogues to reinforce their pronunciation Answers: – d – a – c 4–b Individually Pair – work T – whole class III Summary - Ss have learnt how to ask for permission IV Home- link: - Week: 15 Period: 29th Date of teaching: Thursday, December 20th, 2012 UNIT IN MY CLASSROOM Lesson I Objectives: - By the end of this lesson, Students will be able to give some specific permission - Develop speaking and listening skill II Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss + Ask and answer III Teaching aids: - Teacher’s aids: audio CD, pictures, poster, flashcards - Students’ aids: book, notebook, workbook VI Language focus:  Vocabulary: Vocabulary: sit (down), stand (up), open, close, come (in), go (out)  Sentence Patterns: - Sit down, please ======================================================================== - Open/ Close your book - May I come in? – Yes, you can./ No, you can’t  Procedures: Time Steps/Activities 5’ 10’ 10’ I Work arrangement T – whole class Warm up: - Let’s Ss sing the song My School Things for fun II New lesson Listen and repeat - Have Ss to look at the book at page 64 Ask them to identify the characters T – whole - Set the scene: “you are going to hear a pupil’s request class for coming into the classroom and the teacher’s responses.” - Play the recording all the way through for Ss to listen as they read the dialogue Mine the dialogue Whole class - Play the recording again for Ss to repeat each line in the speech bubbles a few times - Ask a few questions to ensure Ss’ comprehension of the Groups language individually - Have the whole class repeat all the lines to reinforce their pronunciation Look and say - Have Ss look at Picture a, b, c and d on page T – whole - T models: class  Point to Pa and ask Ss what Mai should say to ask for permission to go out, and what the teacher would say to give or not to give permission Then have them repeat the sentences a ew times  Repeat the step with some other pictures Pair – work - Have Ss to practice in pairs asking and answering - Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary XXVI Call on some pairs to perform the task at the front of the class Others observe and comment XXVII Have the whole class repeat the question and answer in chorus to reinforce their pronunciation Write - Get Ss talk about the pictures T – whole - Explain the task:“We are going to read and get the ======================================================================== 10’ 3’ 2’ Week: 15 Period: 30th information to write the missing word(s) in Dialogue 1, class 2, and 4”.” - Ss read silently and complete the sentences - Ss trade their answers within pairs for correction - Ask Ss to read the answers aloud to the class The others Individually listen and give comments Pair – work/ Answers: Group work come; in go; out close Whole class open - Have the whole class read each line of the dialogue chorally to reinforce their pronunciation III Summary - Ss have learnt to perform some specific commands and T – whole ask for and give permission class IV Home - link - Have Ss brainstorm and write all the phrases that they have learnt in this section Date of teaching: Friday, December 21st, 2012 UNIT 10 OUR BREAK TIME Lesson I Objectives: - By the end of this lesson, students will be able to name some specific games and activities - Develop speaking skill II Teaching methods: - Communicative approach - Techniques: + Ask and answer (say individually) + Work in pairs/ groups III Teaching aids: - Teacher’s aids: student’s and teacher’s book, flashcards, pictures, tape, cassette, puppets - Students’ aids: books, notebooks, workbooks IV Languages focus:  Vocabulary: break time, hide – and – seek, badninton, chess, football, puzzle, volleyball  Sentence structures: - What you at beak time? ======================================================================== I play hide – and – seek V Procedures: Time Steps/Activities 5’ - 10’ - 10’ - I Warm up: Greet Ss and have them reply Let’s Ss sing a song for fun II New lesson Look, listen and repeat Ask Ss to identify the characters in the picture on page 66 Set the scene “You are going to hear Mai’ s mother ask Mai and her brother what they at their break time Set up the situation and present the language in thew dialogue and explain 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 dialogue Correct pronunciation error(s) when necessary Divide the class into two Have them to repeat each lines in the dialogue a few times Have Ss practice in pairs Ask some questions to check Ss’ comprehension of the language Have whole class repeat all the lines of the dialogue in chorus to reinforce their pronunciation Look and say Set the scence: “You are going to practice asking and answering about activities at break time Have Ss look at the pictures a, b, c and d on page 66 and give the meaning of the phrases in the pictures (use the flashcards) Have Ss repeat these phrases a few times Model:  Point to Pa and ask Ss to pretend to be the children in the pictures and ask what they should say to answer the question What you at breaktime?Then fill in the speech bubbles with the phrase promted by the Ss Have Ss repeat both the question and answer  Repeat the step with some other pictures Work arrangement T – WC T – WC Whole class, group Half – half class Pair - work T – whole class ======================================================================== 10’ 3’ 2’  Ask Ss perform a few instructions serveral times - Ask Ss to practice asking and answering in pairs - Monitor the activity and offer help Correct pronunciation error(s) (stress, assimilation of sounds and intonation) when necessary XXVIII Call on some pairs to demonstrate at the front of the class Others observe and comment Talk XL Have Ss look at the pictures on page 67 and identify the activities in these pictures XLI Point to P.a Ask Ss what they should ask one of the children about his/ her activity at break time or what they should answer if they are asked the same question XLII Fill in the speech bubbles with the correct phrases prompted by Ss XLIII Have Ss to give some instructions for the rest of the class to perform before letting them practice/ role play freely XXIX Have Ss to work in pairs to practice XXX Monitor the activity and offer help when necessary/ correct typical pronunciation errors XLIV Ask Ss a few questions to check Ss’ comprehension of the language XLV Call on some volunteers to perform the task at the front of the class The rest of the class observe and comment III Summary - Ss have learnt how to name some activities at break time by answering the question What you at break time? and memorized the phrases hide – and – seek/ chess/ badminton/ and chat with friends IV Home- link: - Encourage Ss to practice the chant on Page 67 Week: 16 Period: 31st Pair- work T – whole class Pair – work T – whole class Date of teaching: Thursday, December 27th, 2012 UNIT 10 OUR BREAK TIME Lesson ======================================================================== I Objectives: - By the end of this lesson, students will be able to say the names of games/ activities at break time (review) - Develop listening, reading and writing skill II Teaching methods: - Communicative method - Techniques: + Work in pairs and individually + Ask and answer + Work in groups, discuss III Teaching aids: XLVI Teacher’s aids: pictures, word cards, extra board, tape, cassette XLVII Student’s aids: book, notebook, workbook IV Language focus:  Phonics: break play  Vocabulary: break time, hide – and – seek, badninton, chess, football, puzzle, volleyball  Sentence structures: - What you at beak time? I play hide – and – seek V Procedures: Time 5’ Steps/Activities - 10’ - Work arrangement I Warm up: Greet Ss and have them reply T – whole Have Ss recite the chant on Page 67 class II New lesson: Listen and repeat Have Ss open the book page 68, draw their attention to the letters colored differently in the words break and play Set the scene: “We are going to learn how to produce the sound of letters br in the word break and that of the letter pl in the word play” T – whole Produce two sounds a few times class Ask Ss to say what they think about when they hear the sounds Play the recording for Ss to listen as they read the chant on the poster of the chant Clap the syllables break play Break time! Break time! Break time! What you at break time? Whole class ======================================================================== I play chess And you? I chat And you? I play football Ok! Ok! Let’s play football At break time - 10’ Play the recording again for the front of the class, have three of them repeat each line of the chant, and other three clap the syllables Group work - Repeat the step but this time have Ss swap their parts - Have Ss practice reciting and clapping the chant in groups - Ask Ss to practice in group of - Monitor the activity and offer help when necessary/ correct typical pronunciation errors - Call on a group to recite the chant The others clap the rhythm - Make a few questions to check Ss’ comprehension of language - Have the whole class recite the chant to reinforce their pronunciation Listen and tick - Have Ss look at pictures on Page 68 and indentify the activities in the pictures T – whole - Set the scene: “you are going to listen to the recording class and match the information to the pictures and tick the box incorrect picture.” - 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and tick the correct Individually pictures - Choose one or two Ss to share their answers with their classmates - 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 Pair- work listening text Transcript A: What you at break time? B: I play hide – and – seek A: you play hide – and – seek? A: Yes, I A: What you at break time? ======================================================================== 10’ 3’ 2’ B: I chat with my friends A: you chat with your friends? B: Yes, I Answers: – a 2-b Read and match - Ask Ss to read the sentences and look at Picture a, b, c, d on page 69 and ask them to talk about the games and activities in the pictures - Set the scene: “you are going to read the sentences and match the information to the appropriate pictures.” - Ask a few questions to check Ss’ comprehension of the language - Ask Ss to read the dialogues individually and the task - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on one student to report their answer Others listen and comment - Have the whole class chorally read each line of the dialogues to reinforce their pronunciation Answers: – c – d – b 4–a III Summary - Ss have learnt how to say what activities they at break time, using I play (hide – and – seek) at break time IV Home- link: Week: 16 Period: 32nd T – whole class Individually Pair – work T – whole class Date of teaching: Friday, December 28th, 2012 UNIT 10 OUR BREAK TIME Lesson I Objectives: - By the end of this lesson, Students will be able to ask and answer about some specific games and activities at break time, using Do you like playing…? - Develop speaking and listening skill II Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss + Ask and answer III Teaching aids: ======================================================================== - Teacher’s aids: audio CD, pictures, poster, flashcards - Students’ aids: book, notebook, workbook IV Language focus:  Vocabulary: break time, hide – and – seek, badninton, chess, football, puzzle, volleyball  Sentence structures: - What you at beak time? I play hide – and – seek I like playing football/ badminton - Do you like playing chess? - Yes, I do./ No, I don’t V Procedures: Time Steps/Activities Work arrangement 5’ I Warm up: T – whole - Let’s Ss recite the chant At Beak Time on page 67 class II New lesson 10’ Listen and repeat - Have Ss to look at the book at page 70 Ask them to talk about the characters in the picture T – whole - Set the scene: “you are going to ask and answer about class these activities, using Do you like …?” - Teach Ss the short answer to Yes – No questions with Do - Play the recording all the way through for Ss to listen as Whole class they read the dialogue Mine the dialogue - Play the recording again for Ss to repeat each line in the speech bubbles a few times Groups - Ask a few questions to ensure Ss’ comprehension of the individually language - Have the whole class repeat all the lines to reinforce their pronunciation Look and say - Have Ss look at picture on page 70 and identify the 10’ activities in it T – whole - T models: class  Point to Pa and ask Ss what the children are doing Then ask them Do you like chatting with your friends?  Fill in the bubbles with the corect answers with yes or no prompted by Ss ======================================================================== 10’ 3’ 2’ Week: 17 Period: 33rd Pair – work  Then have them repeat the sentences a few times  Repeat the step with some other pictures - Have Ss to practice in pairs asking and answering - Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary XXXI Call on some pairs to perform the task at the front of the class Others observe and comment XXXII Have the whole class repeat the question and answer in chorus to reinforce their pronunciation Write - Get Ss talk about the pictures - Explain the task:“We are going to look at the picture in – whole class Individually this section to identify the activities, read the samples Pair – work/ and guess the appropriate language to fill in the Group work blanks.” - Ss the task individually - Ss trade their answers within pairs for correction Ask Ss to read the answers aloud to the class The others Whole class listen and give comments Answers:… - Have the whole class read each line of the dialogue chorally to reinforce their pronunciation III Summary T – whole - Ss have learnt how to talk about the games and activities class at break time, using Do you like …? IV Home - link - Ss learn to sing the song Hide – and – Seek Date of teaching: Thursday, January 3rd, 2013 REVIEW I Aim: Ss will be able to perform their abilities in listening, speaking, reading and writing related to the topics from Unit to Unit 10, using the phonics, vocabulary and sentence patterns they have learnt II Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss + Ask and answer III Teaching aids: ======================================================================== - Teacher’s aids: three pieces of white paper with the phonics, the vocabulary and the sentence patterns written on them; audio and flashcards - Students’ aids: book, notebook, workbook IV Language focus: Me and My friend Unit 6: My school Competences Sentence patterns Vocabulary Phonics Primary school, it, Which  Introducing  It’s Thang Long Primary which, one school someone’s school School  Asking and  Which is your school? answering about - This one./ That one schools  What school is it?  Asking about the - Park Primary School name of a school Unit 7: Places in My School Competences Sentence patterns Vocabulary Phonics small  Naming school ooms  Is this a classroom? – Classroom, library, computer, music big Yes, it is  Describing school room, book, big,  The book is big rooms small, new, short,  Asking and  Is it new? long answering about – Yes, it is school rooms – No, it isn’t It’s old Unit 8: School Things Competences Sentence patterns Vocabulary Phonics Rubber, ruler, pens  Naming school things  What’s this/ that? pencil sharpener, pencils - It’s a book  Describing school things pencil case,  What are these/  Asking and answering backpack, school those? about school things bag, old - They’re ruler Unit 9: My Classroom Competences Sentence patterns? Vocabulary Phonics Sit (down), can  Performing classroom  Sit down, please school instructions  Open/ Close your book stand (up), open, close,  Asking for permission  May I come in? come (in),  Giving permission - Yes, you can./ No, you go (out) can’t Unit 10: Our Break Time Competences Sentence patterns Vocabulary Phonics ========================================================================  Naming games and activities  Saying the names of games/ activities at break time  Asking and answering about games and activities at break time  What you at break time?  I play hide – and – seek  I like playing football/ badminton  Do you like playing chess?  - Yes, I / No, I don’t Break time, Tony hide – and – Yeah seek, badminton, chess, chat, football, puzzle, volleyball V Procedures: Time 5’ Steps/ Activities Warm up: Let Ss sing the song that they like Work arrangement T- whole class Review: 10’      10’  Individually  Phonics: Put the piece of paper with the phonics written on the board and play the recording (two times) Ss listen and repeat the words in chorus Draw Ss’ attention to the sounds that are difficult to Pair- work pronounce such as which, pens, pencils, break Have Ss to practice reading the words aloud in pairs Have some pairs demonstrate Correct their pronunciation when necessary Pair- work Call on some pairs to demonstrate at the front of the class Have the rest of the class observe and give comment  Vocabulary:  Put the vocabulary sheet of paper on the board  Ask Ss recall the meaning of the words by reading aloud or playing a game (Pass the Word, Crossword Puzzle, Slap the Board…) using flashcards  Have Ss say the words aloud again Encourage them to group words into categories Get Ss male sentences with Individually ======================================================================== 10’ some of the words they have learnt      Structures: Put the sheet of paper which contains the sentences patterns on the board Ss repeat the patterns aloud as they follow the text on the board Ask Ss to make short dialogues with the sentence patterns Have some pairs act out their dialogues at the front of the class The others listen and comment Pair- work Home link:  Encourage Ss to practice more at home and well- prepare for the test Week: 17 Period: 34th Date of teaching: Friday, January 4th, 2013 THE SECOND TEST I Aim: Ss Review in class II Duration: period III Procedure: (parts I – V)  Have Ss turn to page 72 in the Student book  Ss work individually to complete Parts I – V then have them trade their work for correction  Call on some volunteers to read their answers Elicit comments from the rest of the class  Correct Ss’ work on Parts I – V IV Answers: I Complete each word Say it aloud this thanks big pencil pens pencils II Write the missing letters school library computer old May football III Listen and tick Play the recording twice A: is that your school? B: Yes, it is That’s Kim Lien Primary School bag break time music puzzle pen 10 library small 10.badminton A: What you at break time? B: I play chess A: you play chess? ======================================================================== B: Yes, I play chess A: Is this the music room? B: No, it isn’t It’s the library A: The library? B: Yes The library A: May I go out? B: Going out? A: Yes, Miss B: Of course, you can A: What you like at break time? B: I like playing hide – and – seek A: Like playing hide – and – seek B: Yes, I 1-a 2-a 3-b 4-b 5-a IV Read and tick 1-b 2-a 3-b 4-b 5-a V Look, read and complete bag ruler rubber pencils pencil VI Look and talk  Ask Ss to look at each picture to speak as required  Have Ss work in pairs or ion groups Remind Ss to use the sentence patterns provided in Unit – 10  Call on some volunteers to speak aloud Elicit comments from the rest of the class  Correct Ss’ answers when necessary Suggested answers: a It’s a classroom b It’s a music room c It’s a library d It’s a computer room a I chat with my friends at break time b I play chess at break time c I puzzle at break time d I play badminton at break time Week: 18 Period: 35th + 36th a They’re rubbers b They’re school bag c They’re pencils d They’re pencil sharpeners Thursday, January 10th, 2013 Friday, January 11th , 2013 ======================================================================== THE FIRST FINAL TEST (PGD đề) ======================================================================== ... saying goodbye (review) - Develop writing, reading skill II Teaching method: - Communicative method - Techniques: - Work in pairs and individually - Work in groups, discuss III Teaching aids:... Develop listening, reading and writing skill II Teaching methods: - Communicative method - Techniques: + Work in pairs and individually + Ask and answer + Work in groups, discuss III Teaching aids:... and writing skill III Teaching methods: - Communicative method - Techniques: + Work in pairs and individually + Ask and answer + Work in groups, discuss IV Teaching aids: IV Teacher’s aids: pictures,