Giáo án tieng anh học kỳ II lop 3

WEEK: 19 Period: 71 Date of planning:1312018 Date of teaching:1512018 Unit 11: THIS IS MY FAMILY Lesson 1: 1 2 3 I. Aims and objects After the lesson, pupils will be able to identify family members. use the words and phrases related to the topic My family. ask and answer questions about family members, using whos that? He’s shes +(family member). ask and answer about the age of a family member, using How old is your + (family member). pronounce the sound of the letters br and gr in the words brother and grandmother respectively. II. Language contents + Vocabulary: father, mother, brother, sister, grandpa. + Structure: Whos this? It’s my father. III. Teaching aids Record, cassette, plan, teacher’s book, student’s book and workbook IV. Teaching methods: Work in pairs and work in groups Communicative approach V. Teaching procedure: A. Organization Greeting Checking student’s attendance 3A1 3A2 B. New lesson Teacher’s and students’ activities. 1. Warm up. + Pupils sing the song. 1. Look, listen and repeat. Initiation + Introduce the vocabulary Whole class. Have pupils to turn on page 6 of the students book. ask them to identify the characters. Tell them that they are going to hear two girls talk about the man in the picture. Explain new phrase: whos this? Its my father. Use the poster to present the situation and present the language in the dialogue Core activities

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WEEK: 19

Period: 71

Date of planning:13/1/2018 Date of teaching:15/1/2018

Unit 11: THIS IS MY FAMILY

Lesson 1: 1 - 2 - 3

I Aims and objects

After the lesson, pupils will be able to identify family members

- use the words and phrases related to the topic My family

- ask and answer questions about family members, using who's that? He’s/ she's +(family member)

- ask and answer about the age of a family member, using How old is your + (familymember)

- pronounce the sound of the letters br and gr in the words brother and grandmother

respectively

II Language contents

+ Vocabulary: father, mother, brother, sister, grandpa

+ Structure: Who's this?

It’s my father

III Teaching aids

Record, cassette, plan, teacher’s book, student’s book and workbook

IV Teaching methods:

- Work in pairs and work in groups

+ Pupils sing the song

1 Look, listen and repeat.

Initiation

+ Introduce the vocabulary

- Whole class Have pupils to turn on page 6 of the students' book ask them to identify the characters Tell them that they are going to hear two girls talk about the man in the picture

- Explain new phrase: who's this? It's my father

- Use the poster to present the situation and present the language in the dialogue

* Core activities

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- Play the recording all the way through for pupils to listen as they follow the lines in thespeech bubbles Mimes point the question and the answer Have pupils repeat thequestion and the answer and point to the appropriate speech bubble in their book.

* Follow up

Grammar

1 Model:

Who's this? It’s my father

- Vocabulary: Father mother, brother, sister, Grandpa

3 Practice.

- Tell pupils that they are going to ask and answer questions about family members and

their ages Give few seconds for pupils to look at the first picture and elicit whatthe characters say Give the meaning of unfamiliar word and have pupils repeatthe language a few times repeat the same procedure with the second picture

- Do choral and individuate repetition, pointing to the characters speaking Have pairs of

pupils perform the dialogue in front of the class

- Play recording for pupils to listen and say along

2 Point and say

* Presentation

- Tell pupils that they are going to practise asking and answering questions to identify a

family member, using Who's that? He'/she's + (family member) Point to each future andcheck comprehension Give feedback and have pupils repeat each word a few times

* Practice

- Do choral and individuate repetition, using the pictures in the book

- Get pupils to work in pairs Go around offering and recorrecting the pronunciation, ifnecessary Check as a class

* Production

Language note: Draw pupils’ attention to the pronunciation of th in the words

father, mother, brother, grandfather and grandmother, Show them how to articulate the

sound of a voiced th.

4 Free practice.

2 Let’s talk

* Pre - task

- Tell pupils that they are going to practise more with their friends, Give a few seconds

for pupils to look at the picture and check comprehension Give feedback and elicit thewords to fill the gap put tge question and answers and the board for pupils to the repeat

a few times Call a pair to give a demonstration of the dialogue before starting theactivity

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- if necessary, tell pupils to ask and answer questions their own families.

4 Reinforcement.

C follow - up

D Home link.

- Teacher summaries the lesson and give student exercises

- Students write down; names of some family member

Do exercises in work book

WEEK: 19

Period: 72

Lesson 1: 4 - 5 - 6

respectively

+ Vocabulary: father Mother, brother, sister, grandpa

+ Structure: Who's this?

It’s my father

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- Tell them to identify the characters in these pictures Tell them that they are going to practice and asking and answering about the family members Ask them to guess the questions and answers that need using and then fill the speech bubbles

- Fill the speech bubbles with the correct phrases prompted by the pupils

Write ; Who’s this?

It’s my………

3 While- Listening.

4) Listen and tick.

- Tell pupils that they are going to listen and tick the correct boxes Give a few seconds

for pupils to look at the pictures Check comprehension and give feedback

- Play recording three times for pupils to listen, do the task and check their answers.Give pupils to swap and check their answers before checking as a class

Audio script

1 Linda: Who's that man? 2 Linda: And who's that woman?

Mai: He's my father Mai: She's my mother.

Linda: Really? He's young! Linda: She's nice!

Mai: Thank you.

3 Mai: And that's my grandmother.

Linda: He is nice too.

Mai: But he isn't young! He's old.

5) Read and complete.

Pre- Writing

- Tell pupils that they are going to read the sentences and fill the gaps Give a fewseconds for pupils to look at the picture and read the sentences Check comprehensionand give feedback

While- Writing.

- Give pupils time to do the task Go around to offer help with the spelling

- ask pupils to swap and check their answers before writing the correct answers on theboard for pupils to copy down into their notebooks

- Call a few pupils to read the sentences aloud

Key:1 family 2 father 3 mother 5 brother.

* Practice

- Ask group of four to the front of the class to sing the first four lines, and the wholeclass to sing the last four lines

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Lesson 2: 1 - 2 - 3

respectively

The structure: This is my grand father

I call him grandpaThe vocabulary: Call, grandpa, grandma

- Pupils recite the chant on page 7, lesson 1 in the student book.

1.Look, Listen and repeat

* Initiation

- Whole class Books open Turn to page 8 Have them look at the words father andmother and focus the attention on the letter colored differently in both words Tellthem they are going to learn how to produce sound and produce the sound of the letter

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- Ask pupils to say what they imagine when they are hear these sounds Have pupilsrepeat the focused words a few times.

* Core activities

- Tell pupils that they are going to practise asking and answering questions about

the ages of family members Draw attention to the first picture and elicit the names of the characters and the language in the bubbles Give feedback and have pupils repeat thelanguage a few times Repeat the procedure with the second picture

- Do choral and individuate repetition, pointing to the characters speaking

- play recording for pupils to listen and say along

* Follow up

- Divide the class in to two groups Ask one group to repeat A’s part and the other B’s

part Repeat the step, but this time asks the groups to swap their roles

• Check to make sure pupils can understand the dialogue

2 Point and say.

* Presentation

- Tell pupils that they are going to do further practice on asking and answering

questions about the ages of family members Give a few seconds for them to look at the pictures and read the words Teach the numbers sixty - eight, sixty - five, forty - two - one, and thirteen Point to each family members and elicit the words filling the gaps Putthe question and the answer on the board Have pupils repeat each of them a few times

* Practice

- Get pupils to work in pairs Check as a class

Language note: Draw pupils' attention to the word stress of grandfather and

grandmother when speaking Have them practise saying these words a few tioms.

* Production

- Ask pupils to swap their role

- Monitor the activities, check pupils’ pronunciation and offer help when necessary

- Select some pairs of pupils to perform the task in front of class

- Make a few questions to check pupils’ comprehension of the language

- Have the whole class repeat all the phrases in chorus to reinforce their pronunciation

* Production

- Ask pupils to swap their role

- Monitor the activities, check pupils’ pronunciation and offer help when necessary

- Select some pairs of pupils to perform the task in front of class

- Make a few questions to check pupils’ comprehension of the language

4 Further practice.

3 Let’s talk.

* Pre- talking

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- Tell pupils that they are going to practise more with their friends Give a few seconds for pupils to look at the picture and check understanding Teach the numbers sixty - nine,sixty- sis and forty - five Have pupils repeat each number and few times

* While - talking

- Do an example with pupils Point to, for example with pupils, Point to, for example, the father, and prompt pupils to say the word to fill the gaps Put the question and

answer on the board and have pupils repeat each of them a few times Call a pair to give

a demonstration of the dialogue before starting the activity

Unit 11 :THIS IS MY FAMILY

Lesson 2:4 - 5-6

After the lesson, pupils will able to ask who some one is

- ask and answer questions about family members, using who's that?He's/ she's +(familymember)

- ask and answer about the age of a family members, using How old is your + (familymember)

respectively

The structure: How old is your ?

He/she is years old

The vocabulary: Call, grandpa, grandma

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- Get pupils to swap and check their answers before you check as a class.

- Teacher gives out the answer: a 3 / b 4 / c 2 / 4 1

Audio script:

1 Tom : That' s my sister 2 Tom : That 's my grandfather Mai : How old is she? Linda : How old is he?

Tom : She's six years old Tom : He's six- eight.

3 Mai : Who's that? 4 Mai : And who's that?

Tom : it's my grandfather Tom : it's my brather.

Mai : How old is She? Mai : How old is he?

Tom : She's six - four Tom : He's thirteen

5.Read and complete.

* Pre- reading

- Tell pupils that they are going to read the text do the task Give a few seconds forpupils to read the text and read and the content of the table Teach the numbers forty -four and thirty- nine Check comprehension and give feedback Discuss the workedexample

* While- reading

- Give pupils time to do the task Go around to offer for help, if necessary

- Give pupils to swap and check their answers before checking as a class

Key: His father : 44 His mother : 39 His brother:14

* Post – Reading.

6 Write about your family.

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- Tell pupils that they are going to answer some questions about their own family.

Give pupils a few seconds to read the questions Call a pupils and ask him /her the first

to questions as examples

- Give a few pupils to read their answers in front of the class Then call a few pupils to

write their answers on the board and correct their spelling, if necessary

Key: Pupils’ own answers.

Unit 11 : THIS IS MY FAMILY

Lesson 3: 1 - 2 - 3

respectively

1 Vocabulary: John Brown, Kathy

2 Structure: How old is your ?

He/she is years old

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1 Warm up.

- Spend a few minutes revising the language learnt by doing a quick dictation of thereading text in the lesson 2, Exercise 5.Tell the class to close their books before thedictation Have pupils swap and check their answers

1) Listen and repeat.

- Whole class, book open Turn on page 10

Ask them to identify the characters in the picture of this section and say what thesecharacters are doing Tell them that they are going to hear and fill the gaps

- Tell pupils that they are going to practise saying the letters, words and sentences in the

book Put the phonics letters br and gr on the board and say them a few times Ask pupils

to repeat after you Prompt pupils to say the words and sentences, paying attention to thetarget phonics letters Do choral repetition of the words and sentences, until pupils feelconfident

3 Practice.

2) Listen and write.

- Tell pupils that they are going to do dictation Give pupils a few seconds to read thetext in silence before starting the dictation

- Have pupils swap and check their answers before checking as a class.Write the correctanswers on the board for pupils to copy down into their notebooks

- Get pupils to work in pairs and practise saying the sentences

Key: 1 brother / 2 grand father

- Ask group of pupils to read face to face and practise chanting and doing the actions Goaround to offer help If necessary

- Call to groups to the front of the class to chant and do the actions The rest of the classclaps along to the rhythm

C Home link.

- Pupils do the exercises in the work book

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WEEK : 20

Period:76

Date of planning: 22/1/2018 Date of teaching:24/1/2018

Lesson 3: 4 - 5 - 6

respectively

1 Vocabulary: John Brown, Kathy

2 Structure: How old is your ?

He/she is years old

- Tell pupils that they are going to read the sentences on the left and pair them with those

on the right by drawing a line between them Give a few seconds for pupils to read thetext Check comprehension and give feedback

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- Give pupils time to do the task Go around to offer help, if necessary.

-Call a few pairs to act out the dialogue

Key:1 d 2 a 3 b 4 c

* Post- reading

- Make a few questions to check pupils’ comprehension of the dialogue

5 Look, read and write

* Pre-writing

- Tell pupils that they are going to look at the picture, read and text and the gaps Give

them a few times to look at the picture and read the text Check comprehension and givefeedback Fill the first gap as an example

- Give pupils time to do the task Go around to offer help, if necessary

* While- writing

- pupils to swap and check their answers before checking as a class Write the correct

answers on the board for pupils to copy down into their notebooks

- Do choral and individual repetition of the text.

Key; 1 family 2.father 3.mother 4 brother 5.sister.

4 Post- Writing

* Post – writing

- Call on some Ss to report their answer to the class

- Announce the answers to the class Provide explanation when necessary

- Answer key: pupils’ answer

- Teacher asks pupils do exercises in work book (Unit11)

- Do the exercises in work book

WEEK: 20

Period: 77

Date of planning: 23/1/2018 Date of teaching: 25/1/2018

Unit 12: THIS IS MY HOUSE

Lesson 1: 1-2 - 3

After the lesson, pupils will be able to identify rooms in the house

- use the words and phrases related to the topic “ my house”

- identify rooms in the house, using “ There is a ……….- It’s very nice/ big/ small…”

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- ask and answer questions about house facilities, using “ Is there a…? – Yes, there is./

No, there isn’t.”

- pronounce the sound of the letters ch and th in the words brother and grandmother

respectively

+ Vocabulary: living room, kitchen, bathroom, bedroom, dining room, garden, over there.

+ Structure: There is a garden.

It’s very nice!

III Teaching aids

IV Teaching methods:

1 Warm up

- Have pupils watch the clip “ Find the bee in my house” to elicit the topic

2 Presentation

* Initiation

- Introduce the vocabulary

- Whole class Have pupils to turn on page 12 of the students' book ask them to identify the characters Tell them that they are going to hear two girls talk about the house in the picture

- Explain new phrase:

+ This is my house – It’s very big.

+ There is a garden.- It’s very nice.

* Core activities

- Play the recording all the way through for pupils to listen as they follow the lines in thespeech bubbles Mimes point the question and the answer Have pupils repeat thequestion and the answer and point to the appropriate speech bubble in their book

Grammar Model:

+ There is a garden.

- It’s very nice

Vocabulary: living room, kitchen, bathroom, bedroom, dining room, garden, over there

* Follow up

Look, listen and repeat.

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- Tell pupils that they are going to ask and answer questions about rooms in a house.Give few seconds for pupils to look at the first picture and elicit what the characters say.Give the meaning of unfamiliar word and have pupils repeat the language a few times.repeat the same procedure with the second picture.

- Do choral and individual re repetition, pointing to the characters speaking Have pairs

of pupils perform the dialogue in front of the class

- Play recording for pupils to listen and say along

2 Point and say

* Presentation

- Tell pupils that they are going to practise asking and answering questions to identifyrooms in the house, using “ There is a ……….- It’s very nice/ big/ small…” Point toeach picture and check comprehension Give feedback and have pupils repeat each word

a few times

* Practice

- Get pupils to work in pairs Go around offering and resurrecting the pronunciation, ifnecessary Check as a class

* Production

Language note: Draw pupils’ attention to the pronunciation of th in the words father,

mother, brother, grandfather and grandmother, Show them how to articulate the sound of

a few times Call a pair to give a demonstration of the dialogue before starting theactivity

* While- talking

- Have pupils work in pairs Go around offering help and correcting the pronunciation, ifnecessary

- Call a few pairs to act out the dialogue in front of the class

- If necessary, tell pupils to ask and answer questions their own families

- Students write down rooms in a house

- Do exercises in work book

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WEEK 20

Period: 78

Lesson 1: 4 - 5 - 6

After the lesson, pupils will be able to identify rooms in the house

respectively

- know how to sing the song “ The way I clean my house.”

+ Vocabulary: way, clean, early, in the morning, so

+ Structure: There is a garden.

It’s very nice!

III Teaching aids

+ Pupils sing the song

2 Listen and tick.

* Pre- Listening

+ Whole class Books open Turn on the page 13 of the student’s book

- Tell them to identify the places in these pictures Tell them that they are going to

practice and asking and answering about the house rooms Ask them to guess the

questions and answers that need using and then fill the speech bubbles

- Fill the speech bubbles with the correct phrases prompted by the pupils

Write: There is a garden.

It’s very nice!

* While- Listening

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- Tell pupils that they are going to listen and tick the correct boxes Give a few seconds for pupils to look at the pictures Check comprehension and give feedback.

- Play recording three times for pupils to listen, do the task and check their answers.Give pupils to swap and check their answers before checking as a class

Audio script

1 A: This is my house.

B: Wow! It’s big.

2 A: There is a garden Come and see it.

B: It’s very beautiful

3 A: That’s a kitchen over there Come and see it.

B: Wow! It’s very nice.

5 Look and write

- Tell pupils that they are going to look at these pictures, read the sentences and fill thegaps Give a few seconds for pupils to look at the pictures and read the sentences.Check comprehension and give feedback

- Give pupils time to do the task Go around to offer help with the spelling

- ask pupils to swap and check their answers before writing the correct answers on theboard for pupils to copy down into their notebooks

Key: 1 my house 2 a living room 3 a dining room

4 a bedroom 5 a bathroom 6 a kitchen

* post- Listening

6 Let's sing.

* Presentation

- Ask students look at the picture on page 21 Give them the task of the activity

- Put the large pieces of paper with the rhyme The way I clean my house from page 11,written on it on the black board Tell pupils what they are going to sing the rhyme

- Teach new words: the way, clean and early

- Play the recording for pupils to listen and follow the text and mime the rhythm

- Play the recording once again for pupils to repeat each line of the rhythm as they point

to each line in the books Repeat the step a few times for pupils to remember the rhyme

* Practice

- Call on a group of six to the front of class Have three of them repeated each line of thechant; the other three mimes the line Repeat the step; this time have the pupils swappedtheir parts

The way I clean my house.

This is the way I clean my house

Clean my house, clean my house

This is the way I lean my house

So early in the morning

* Practice

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- Group work: pupils practice playing game in groups Monitor the activity Offer thehelp if necessary When the time is up, call on some volunteers to perform the game inthe class The rest of the class observe and repeat each correct question or answer when

it is given

C follow - up

D Home link.

- Pupils practice to play Bingo game with the words related to the topic My house.

- Show to pupils how to play Bingo: put the piece of paper with the grid on the board

Re calls the words on the square and make sure that pupils understand them Have pupilsrepeat each word in the squares Have them copy grid in the notebook and select ninewords in random to put in the squares When everything is ready, call out the word fromthe poster, one at a time If it is the words that the pupil has chosen, he she put a cross onthe words continue calling until there is some pupil getting three words crossed straight

on a line and calling out Bingo He/ she is a winner of the game

Lesson 2: 1 - 2 - 3

After the lesson, pupils will be able to:

respectively

- know how to sing the song “ The way I clean my house.”

+ The structure: Is there a _?

– Yes, there is./ No, there isn’t.”

+ The vocabulary: pond, gate, fence, yard

x

Xxx

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- Introduce the vocabulary

- Whole class Have pupils to turn on page 14 of the students' book ask them to identify the characters Tell them that they are going to hear two girls talk about the house in the picture

- Explain new phrase:

+Is there a garden ?- Yes, there is Come and see it.

+ Is there a fence ? – No, there isn’t.

- Play the recording all the way through for pupils to listen as they follow the lines in thespeech bubbles Mimes point the question and the answer Have pupils repeat thequestion and the answer and point to the appropriate speech bubble in their book

Grammar

Model: + Is there a fence? – No, there isn’t.

Vocabulary: fence, pond, yard, gate

2 Look, Listen and repeat

* Initiation

- Tell pupils that they are going to practise asking and answering questions about thehouse facilities Draw attention to the first picture and elicit the names of the charactersand the language in the bubbles Give feetback and have pupils repeat the language afew times Repeat the procedure with the second picture

* Core activities

- Do choral and individuate repetition, pointing to the characters speaking

- play recording for pupils to listen and say along

* Follow up

- use the model and replace, fence, pond, yard, gate

* Presentation

- Tell pupils that they are going to do further practice on asking and answeringquestions about the house facilities Give a few seconds for them to look at the picturesand read the words Point to each picture and elicit the words filling the gaps Put thequestion and the answer on the board Have pupils repeat each of them a few times

* Practice

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- Get pupils to work in pairs Check as a class.

* Production

Language note: Draw pupils' attention to the word stress of grandfather and

grandmother when speaking Have them practise saying these words a few times

- Get pupils to work in pairs, using characters and number in the book, and then go on totalk about their own family members Go around offering help and correcting thepronunciation, if necessary

Lesson 2: 4 - 5- 6

I Aims and objects

After the lesson, pupils will able to:

respectively

+ The vocabulary: tree, in front of, around, but.

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Record, cassette, plan, teacher’s book, student’s book and workbook.

1 a/ garden?/ Is/ there

2 incethk

3 is/ living/ There/ room / a

5 What is this? ( picture: pond)

6 There a dining room.

7 It’s n_ _ _

8 What is that? ( picture: a yard)

The lucky number is 4

4 Listen and number

- Play recording three times for pupils to listen,do the task and check and answers

- Get pupils to swap and check their answers before you check as a class

- Teacher gives out the answer: 1 b 2 a 3 d 4.c

Audio script:

1 A: This is my house.

B: Oh! It’s nice.

A: And there is a big tree next to it.

2 B: Is there a pond?

A: Yes, there is Come and see it B: Wow! What a nice pond!

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3 B: Is there a gate?

A: Yes, there is.

4 B: That’s a nice fence around the house.

A: Thank you.

5 Read and complete.

Hi! My name is phong This is my (1) _ There is not my fence around my house There is not a yard, but there is a garden in front of the house It is (2) There is a (3) and a (4) _ in the garden.

- Tell pupils that they are going to read the text do the task Give a few seconds forpupils to read the text and read and the content of the table Check comprehension andgive feedback Discuss the worked example

Key: 1 house 2 beautiful 3 pond 4 tree

* Post – Reading.

6 Write about your house.

Yes, there is./ No, there isn’t.

- Give a few pupils to read their answers in front of the class Then call a few pupils towrite their answers on the board and correct their spelling, if necessary

Key: Pupils’ own answers.

C follow - up

D Home link.

- Do exercises in Work book

Đã Kiểm tra ngày tháng …… năm 2018

P Hiệu trưởngPond tree house beautiful

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WEEK: 21

Period: 81

Unit 12 : THIS IS MY HOUSE

Lesson 3: 1 - 2 – 3

I Aims and objects

respectively

- read the chant “ Is there a garden?”.

II Language contents

+ The vocabulary: behind

III Teaching aids

- Pupils play Passing game

1 Listen and repeat

* Whole class

- Tell pupils that they are going to play a word game related to the topic Show how toplay it

- Divide class in to groups of 8 Each team give a piece of paper with one word written

on it The first student of each team keeps a piece of paper and says the word to thesecond; The second say to the third, and so on The last one has to go to the board andwrite the word on it The team that finishes the task first will win

* Group work

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- Pupils play game in groups.

3 Practice.

Listen and repeat

- Have Ss open the book page 17, draw their attention to the letters colored differently

in the words kitchen and bathroom.

- Produce the sound of the letter ch and th

- Have Ss repeat the focused sounds a few times

- Play the recording twice and ask Ss to repeat

- Monitor the activity and offer help when necessary/ correct typical pronunciation errors

- Call on someone to pronounce

- Have the whole class recite the chant to reinforce their pronunciation

2 Listen and write

- Whole class Books open Turn to Page 17 of the Student Book

- Ask Ss what they have to do in this task

- Play the tape twice

- Ask them to listen and write the answers

- Call someone to write on the board, check Ss’ notebook

- Check and correct mistakes

- Ask Ss to read aloud 2 sentences

4 Further practice

3 Let’s chant

* Presentation.

- Show the chart of the chant “ Is there a garden”.

- Use pictures to elicit prepositions in front of and behind.

1 The is large.

2 Is there a _?

Is there a garden behind the house? Yes, there is Yes, there is.

Is there a yard behind the house? Yes, there is Yes, there is.

Is there a gate behind the house? No, there isn’t No, there isn’t.

Is there a pond behind the house? No, there isn’t No, there isn’t.

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- Play the tape a few times

- Ask Ss to read aloud each line in the song and clap their hands

- Ask them to listen again and repeat

- Have Ss practice the chant in pairs

- Call each group, then pairs to perform

- Correct and comment

- Play the tape once to reinforce their pronunciation

5 Home link

- Have Ps practice the chant at home

- Be ready Unit 12 – Lesson 3(4.5.6)

WEEK :21

Period: 82

Date of planning:30/1/2018 Date of teaching: 2/2/2018

Lesson 3: 4-5- 6

I Aims and objects

respectively

- read the chant “ Is there a garden?”.

II Language contents

+ The vocabulary: quite, can, see

III Teaching aids

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- Pupils play Shark game with the word : garden, kitchen.

Boy Girl

4 Read and complete

* Pre-writing

- Ask pupils to look at the picture and describe it

- Tell pupils that they are going to read the passage about Mai’s house Pre- teach new

words: can, see, quite.

* While- writing

- Ask Ss about the tast Pupils must fill in the blanks to complete the passage following the picture next to the text

- Ask them to complete the sentences

- Get Ss to write their answer on the chart

- Ask Ss to read aloud all sentences

Hi My name is Mai This is my (1) _ It’s large The gate of the house is blue There is a (2) in front of the house There is a (3) in the garden You can see the (4) _ room in the house It is quite big.

Key: 1 house 2 garden 3 pond 4 living room

5 Read again and write the answers.

- Ask pupils to read the passage again and answer the questions below

- Get Ss to write their answer on the chart

Key:

1 Is Mai’s house small? - No, it isn’t.

2 What colour is the gate? – It’s blue.

3 Is there a garden? - Yes, there is.

4 Is there a pond in the garden? – Yes, there is.

5 Is there a yard? – No, it isn’t

* Post- writing

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- Have pupils draw and colour their houses, then write the names of the rooms in thehouse.

- Ask pls to work individually to do this task

- Ask pls show them on front of the class next lesson

Unit 13: WHERE’S MY BOOK?

Lesson 1:1-2- 3

After the lesson, pupils will be able to

- Use the words and phrases related to the topic Location

- ask and answer questions about locations, using Where's the + noun (singular)? andwhere are the + noun (plural)?

+ Vocabulary: where, table, poster, picture coat, ball, map, wall, under

+ Structure: Where's my book?

it's

* Initiation

+ Introduce the vocabulary

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- Whole class Have pupils to turn on page 18 Ask them to identify the characters in the picture Tell pupils that they are going to ask and answer.

Recall the meaning and the use of This is

- Tell pupils that they are going to practise asking and answering questions aboutvacation of thing in the a room Give a few seconds for pupils to look at the picture andelicit the name of each character explain what they say Have pupils repeat the text in thebubbles a few times Repeat procedure, with the second picture

- Do choral and individual repetition, pointing to the character speaking

* Core activities

- Play recording again for pupils to listen and say along

- Whole class listens.

- Listen and repeat every sentence

- Pair works.

- Group work.

* Follow up

- Practice with ps

- Divide the class into 2 groups Ask Ss practice in pairs

- Go round and check Ss can repeat and understand the dialogue

* Presentation.

- Tell pupils that they are going to practise asking and answering questions Where's the+ (noun)? Give a few seconds for pupils to look at the pictures and read the text insilence point to each picture and elicit the meaning of the words Explain the newvocabulary and have pupils repeat each word a few times Use the first picture as anexample and put the question and answer on the board and have pupils repeat them afew times

- Do choral and individual repetition, pointing to the picture

* Practice

Language note: Draw pupils attention to the falling intonations with where and

the answers Draw arrows to show the intonation

Where's my book? it's here it's there

* Free practice.

3.Let's talk.

* Pre- task

- Tell pupils that they are going to practise mare with their friends Point to each thing

the picture and elicit its name and location Use one of the things as an example.(e.g.picture) Call a pair to do a demonstration of the dialogue before starting the activity

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Language note: Tell pupils that where's is the contract from of where is, and is

use in speaking

C follow - up

D Home link.

- Students write down; names of some room in the house

Do exercises in work book

WEEK 22

Period:84

Unit 13: WHERE'S MY BOOK?

Lesson 1: 4 - 5 - 6

- pronounce the seconds of the letters ch and wh in the words chair and where

respectively

it's

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+ Spend a few minutes revising the language learnt by play a game of Spelling andwriting(see Activities Bank in the introduction) using the word learnt Then call a fewpairs to the front of the class to ask and answer the question Where's the ?

2 Pre- listening

+ Have pupils look at the picture on page 19 ask pupils to identify the rooms

- Tell them that they are going to practice talking about the things

3 While- listening.

Listen and tick.

- Tell pupils that they are going to listen and tick the boxes Give a few seconds for them

to to look at the pictures Check comprehension and give feedback

- Play recording three times for pupils to listen, do the task and check their answers Getpupils to swap and check their answers before checking as a class

Key: 1 a 2 b 3.a

Audio script

1 Nam: Where 's my poster? 2.Peter: Where's my ball?

Mary: it's there, on the table Tony: it's here, on the chair.

Nam: oh, I see Thanks Peter: Thanks Let's play

football!

3.Mai: Where 's my coat?

Mum: it's here, on the chair.

Mai: Thanks, Mum.

* Post- Listening

- Ask Ss to exchange their answers with their partners before reporting them to the class

- T calls on some pupils to give their answers

- Some pupils give their answers

5.Read and complete.

* Pre- reading

- Tell pupils that they are going to look at the pictures read the sentences and complete

them Give a few seconds for pupils to look at the picture an d read the text in silence.Check comprehension and give feedback Elicit the word to fill the first gap as anexample before starting the activity

- Give pupils to swap and check their answers before writing the answers on the bodedfor pupils to copy down into their notebooks

* While- reading

- Call a few pairs to read the completed sentences aloud

key: 1 here 2 here 3 here 4 there.

Language note: Explain the difference in meaning between here and there Drawpupils’ attention to the finger in the pictures

1 Post- reading

2 Let's sing.

* Presentation

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- Tell pupils that they are going to sing the song the poster and the ball Read the lyrics and check comprehension Sing the song or play the recording all the way through Sing each line of the lyrics and have pupils repeat it a few times When pupils are familiar with the tune, show them how to sing the song and to do the actions

- Get group of pupils to sit face to face and practise singing and doing the actions

Call two groups of six to the front of the class to using; one group sings the first to lines and the other group sings the third, and the to groups sing the last line Remaining of the class clap along to the song

* Production

- Have the whole class sing the song again to reinforce learning

- Repeat the procedure with the second stanza

Unit 13 :WHERE'S MY BOOK?

Lesson 2: 1 - 2 - 3

it's

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-Spend a few minutes revising the language learnt by having the class the song the

poster and the ball Read the activities Bank in the introduction for more activities

* Presentation.

- Whole class Books open Turn to page 20 Ask pupils to talk about the top picture onthis page Focus pupils look at the words KITCHEN and BEDROOM and focus theattention on the letter coloured differently in both words Tell them they are going tolearn how to produce sound and produce the sound of the letter ch in kitchen and r inbedroom Produce these two sounds in a few times

- Ask pupils to say what they imagine when they are hear these sounds Have pupilsrepeat the focused words a few times

* Practice.

* Initiation

- Tell pupils that they are going to practise asking and answering questions about things

in the room Give pupils a few seconds for pupils to look at the first picture and thename of each character and what they say

* Core activities

Give feedback and explain the few vocabulary Have pupils repeat the text in thebubbles a few times Repeat the procedure with the second picture

* Follow up

2 Point and say:

* Presentation

- Tell pupils that they are going to practise asking and answering questions Where are

the + noun (plural )? Point to each picture and elicit the meaning of each words underthe picture Give feedback and have pupils repeat each word a few times Point to thefirst picture and prompt pupils to say the words Write the question and answer on theboard and have pupils repeat them a few times

* Practice

- Do choral and individual repetition, pointing to the pictures

* Production

3 Let's talk.

* Pre- talking

- Tell pupils that they are going to practise more with their friends Point to each things

in the picture and elicit name of the things repeat the words a few times Use one thingthe picture as an example.(e.g.beds) and put question and answer on the board and havepupils repeat them a few times Call a pair to give a demonstration of the dialoguebefore starting the activity

* While- talking

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- Get pupils to works in pairs Go around to offer help and correct the pronunciation, Ifnecessary.

Unit 13 :WHERE'S MY BOOK?

Lesson 2: 4 - 5 - 6

- pronounce the seconds of the letters ch and wh in the words chair and where

respectively

it's

1 Warm up

- Spend a few minutes revising the language learnt by calling a few pairs to the front of the class to do the dialogue in Exercise 3 Then have the class sing the song The poster and the ball

2 Listen and number.

* Pre- listening.

+ Whole class Book open Turn to page 21 and look at picture a,b,c and d

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+ Tell them that they are going to listen the text to get information and tick the correct picture Ask pupils to identify the room in each picture and compare the two pictures to find out the differently

- Teacher gives out the answer:

Key; a.2 b.4 c 1 d.3

Audio script:

1 Nam: Where are any books?

Mai: They 're there, on the chair.

2 Mai: Where are any books?

Nam: they're here, on the desk.

3 Peter: Where are any books?

Linda: They 're there, on the bed.

4 Linda: Where are any books?

Peter: They 're there, under the desk.

3 Read and complete.

* Pre- reading

- Tell pupils that they are going to read the text and write answers Give a few secondsfor pupils to read the text and read the text in silence Check comprehension and givefeedback Dd the first question as an example before starting the activity

* While- reading

Key: 1 on the bed 2 under the bed 3 near the desk 4 on the desk

5 on the wall

* Post - Reading.

6 Write about your bedroom

- Tell pupils that they are going to answer some questions about their own bedroom.Give pupils a few seconds to read the questions Call a pupil and ask him /her the first toquestions as examples

- Give a few pupils to read their answers in front of the class Then call a fewpupils to write their answers on the board and correct their spelling, if necessary

Key: Pupils ‘own answers.

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WEEK 23

Period: 87

Date of planning: 18/2/2018 Date of teaching:19/2/2018

Unit 13: Where’s my book?

Lesson 3: 1 - 2- 3

- Develop listening and writing skill

- Pronounce the sound of the letters ch and wh in the words chair and where

respectively

- Read the chant “ Where’s the book?”.

+ The structure

+ The vocabulary:

- Play a small game: Slap the board

2 Listen and repeat

* Presentation

- Whole class, book open Turn on page 22 Ask them to identify the characters inthe picture of this section and say what these pictures Tell them that they are going tohear and fill the gaps

- Have Ss open the book page 22, draw their attention to the letters colored

differently in the words chair and where

* Practice

e

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- Produce the sound of the letter ch and wh

- Have Ss repeat the focused sounds a few times

* Production

- Play the recording twice and ask Ss to repeat

- Monitor the activity and offer help when necessary/ correct typical pronunciation errors

- Call on someone to pronounce

- Have the whole class recite the chant to reinforce their pronunciation

3 Listen and write

* Pre- listening

1 the book?

2 The book is on the _.

- Ask Ss what they have to do in this task

* While- listening

- Play the tape twice

- Ask them to listen and write the answers

- Call someone to write on the board, check Ss’ notebook

- Ask Ss to read aloud 2 sentences

Keys: 1 Where’s 2 Chair

* Post- listening

- Call some Ss to say aloud the sentences

- T checks the pronunciation and comment

4 Let’s chant

* Presentation

- Show the chart of the chant “ Where’s the book?”.

- Play the tape a few times

- Ask Ss to read aloud each line in the song and clap their hands

* Practice

- Ask them to listen again and repeat

- Have Ss practice the chant in pairs

- Call each group, then pairs to perform

* Performance

- Correct and comment

- Play the tape once to reinforce their pronunciation

5 Home link

- Have Ps practice the chant at home

- Be ready Unit 13 – Lesson 3(4.5.6)

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WEEK 23

Period: 88

Unit 13: Where’s my book?

Lesson 3: 4 – 5 - 6

- Develop reading and writing skills

+ The structure:

+ The vocabulary:

- Pupils play game

2 Read and tick

* Pre- reading

- Ask pupils to look at the picture and describe it

- Tell pupils that they are going to read the passage about Mai’s house

- Ask Ss about the task Pupils must tick the correct picture

- Ask them to read and tick the correct picture

- Get Ss to write their answer on the small board

Key: picture c

3 Read and write

- Ask pupils to read the text and complete the conversation about their own bedrooms

- Get Ss to write their answers on the board

* While- reading

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* Post- reading

Key: Pupils’ own answers

- Ask pps to role-play the dialogue with a pupil, where you play “your friend”

4 Project.

- Tell pupils that they are going to draw a picture of their bedrooms and present it

to the class Have pupils ask and answer the questions, using What's this? Where is the _? Where are the _?

- If there is not enough time, ask pupils to do the project as homework

Unit 14: Are there any posters in the room?

Lesson 1:1-2-3

After the lesson, pupils will be able to identify thing in bedroom (describe thing)

- use the and phrases related to the topic Thing in the room

- ask and answer question about things in the room, using Are there any + thing (plural)+ location?

- ask and answer questions about the quantity of thing s in the room, using How any +thing (plural) +are there?

- pronounce the sounds of the letters a and u in the words fan and cup respectively.

+ Vocabulary: maps, sofas, maps, wardrobes, cupboards, picture, ball

+ Structure: Are there any in the ?

yes, there are/No, there aern't

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- Teacher’s and students’ activities.

1 Warm up

- Spend a few minutes revising the previous by having pupils sing the song the posterand the ball and say the chant Where? Draw pupils' attention to the title of the unit andcheck comprehension Have them repeat it one or twice,

- Play the matching game.

* Core activities

3 Practice.

- Tell pupils that they are going to ask and answer questions about things in the room.Give a few seconds for pupi to look at the first picture and elicit the name of thecharacters and what they say Have pupils repeat the text in the bubbles a few times.Repeat the procedure with the second picture Point to the things in the pictures andteach pupils the new words: map, cupboard, sofa

* Follow up

2.Point and say.

* Presentation

- Tell pupils that they are going to practise asking and answering questions about things

in the room Give a few seconds for pupils to look at the picture and read the text insilence Point to each picture and elicit the meaning of the words under it Give feedbackand have pupils repeat them a few times Use the first picture as an example and put thequestion and answer on the board and have pupils repeat them a few times

* Practice

- Do choral and individual repetition, pointing to the pictures

* Production

Language notes:

- Remind pupils of the differences in pronunciation of the finals in posters, sofas, cupboards, wardrobes and maps Have pupils practise identifying and

pronouncing the sounds ?s/ and /z/

- Have pupils practise say ing the two words are and aren't a few times.

* Free practice.

3 Let’s Talk.

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- Tell pupils that they are going to practise more with their friends Point to each things

in the picture and elicit name of the things repeat the words a few times Use one thingthe picture as an example.(e.g.beds) and put question and answer on the board and havepupils repeat them a few times Call a pair to give a demonstration of the dialoguebefore starting the activity

Get pupils to works in pairs Go around to offer help and correct the pronunciation, Ifnecessary

Language note: Draw pupils' attention to the plural nouns after Are there any ?

C follow - up

D Home link.

- Teacher summaries the lesson and give student exercises

- Students write down; the prepositions of places

WEEK 23

Period:90

Unit 14: Are there any posters in the room?

Lesson 1: 4 - 5 - 6

After the lesson, pupils will be able to identify thing in bedroom (describe thing)

- use the and phrases related to the topic Thing in the room

- ask and answer question about things in the room, using Are there any + thing (plural)+ location?

- ask and answer questions about the quantity of thing s in the room, using How any +thing (plural) +are there?

- pronounce the sounds of the letters a and u in the words fan and cup respectively.

+ Vocabulary: maps, sofas, wardrobes, cupboards, picture, ball

+ Structure: Are there any in the ?

yes, there are/No, there aren’t

- Communicative approach

V Teaching procedure:

A Organization

- Greeting

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3A1 3A2

B New lesson

- Teacher’s and students’ activities.

1 Warm up

+ Pupils sing the song page 15

* Pre - listening+ Have pupils look at the picture on page 25 ask pupils to identify the rooms and things

in the room Recall the prepositions pupils have learnt previously

- Tell them that they are going to practice talking about the location of the things in the picture Have pupils guess and say what should be included in the speech bubbles Point

to a object a and ask pupils to identify it then elicit questions and answer about its

location

- Fill the bubbles with the correct sentences and ask pupils to say both questions and answers a few times before letting them practice freely with the object in the book or things in their classroom

Listen and tick.

* While - listening

- Tell them that they are going to listen and tick the correct boxes Give pupils a few seconds to look at the pictures Elicit the names of the things in each picture and give feedback

- Play recording three times for pupils to listen, do the task and check and answers

Key:1.a 2.b

Audio script:

1 Peter: This is a picture of my living room it’s large.

Mai: Are there any maps in the room.

Peter: Yes, there are two.

2 Mary: This is a picture of my living room.

Nam: Are there any sofas in the room?

Mary: No, there aren't any.

* Post - listening

- Ask some questions to ensure pupils’ comprehension of the listening text

3 Look, Read and write.

* Pre-writing

- Tell pupils that they are going to look at the picture and complete the sentences Give

them a few times for pupils to look at the picture and the text check comprehension andElicit the words to fill the first gap as an example

* While- writing

- Give pupils time to do the task Get pupils to work in pairs

- Ask pupils to swap and check their answers before writing the correct answers on the

board for pupils to copy down into their notebooks

- Call a few pupils to read the sentences aloud.

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