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CH (Chương trình thí điểm) NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM GIÁO V I ÊN SÁ HOÀNG VĂN VÂN (Tổng chủ biên) - NGUYỄN QUỐC TUẤN (Chủ biên) NGUYỄN THỊ LAN ANH - ĐỖ THỊ NGỌC HIỀN - NGUYỄN BÍCH THUỶ LƯƠNG QUỲNH TRANG INTRODUCTION Tiếng Anh – Sách học sinh (Chương trình thí điểm) is the first level of the two-level English textbook series for Vietnamese primary school pupils at grades and getting acquainted with and learning English as a foreign language (EFL) The series follows the curriculum launched by the Ministry of Education and Training in 2018, and covers a communication-based, topic-based and learning-centred approach of the very basic English language skills with emphasis on listening and speaking for very early levels Unit components Tiếng Anh – Sách học sinh (Chương trình thí điểm) follows a sequence of simple presentation, practice and production to develop English at a very basic level through sixteen topic-based and task/activity-based units, four fun time sections and four review units which are richly illustrated to provide pupils with very easy-to-grasp and memorable lessons and an enjoyable experience of learning English Each unit consists of three lessons on a topic related to pupils’ interest, need, ability and daily life Seven activities in each unit are designed to invoke a sense of familiarity and organized to provide training on listening, speaking, reading as well as writing Each lesson provides material and practice for one teaching period (equal to thirty to thirty-five minutes) The lessons contain concise and clear instructions for a wide range of activities arranged in a logical progression, helping pupils to develop the ability to interact with each other as they get acquainted with, understand and use English in both its spoken and written forms A variety of activities including games, chants, songs and TPR (total physical response) activities, exciting stories, … aim to facilitate the pupils’ ability to reproduce the language in a fun and engaging way Tiếng Anh - Sách học sinh (Chương trình thí điểm) also creates a feeling of familiarity through the appearance of both Vietnamese and English characters, such as Ba, Hoa, Bill, Ann, etc Following is a brief description of how a unit is organized Lesson Lesson helps pupils get acquainted with the context in which the target sound of the letter and the vocabulary are used It contains Look, point and say Look, point and say This activity presents the context illustrated by a large picture in which the sound of the letter and the target vocabulary are introduced It provides pupils with reading, listening and oral practice Games such as Slap the board, Pelmanism, Simon says, Pass the ball, Matching game,… can be used to help pupils get familiar with the vocabulary before they can reproduce them in a wider context Lesson Lesson focuses on phonics, and reading and listening skills It contains activities: Point and say, Chant and Listen and tick Point and say This activity provides for the controlled practice of the key vocabulary Pupils have to look at the picture, seek for the people or things in order to identify the target vocabulary they have learnt in Lesson The activity helps pupils understand the meaning of the words and practise saying them aloud Chant! This activity contains a chant which uses the sound of the letter, the words and very simple phrases/structure(s) By singing the chant, pupils have an opportunity to choral and individual repetition of the new language items The chant is a helpful way of practicing the pronunciation, stress, rhythm and intonation of English language in a real and authentic context Listen and tick This activity focuses on improving listening skill It contains two items Each has two pictures (a and b) Pupils look at the pictures as they listen to the recording and show their comprehension by putting a tick (√) in the appropriate box Lesson Lesson focuses on speaking, writing and reading skills It contains activities: Let’s talk, Look and write and Sing Let’s talk This activity focuses on improving speaking skill The activity contains one or two situations in which the suggested structure(s) and prompted pictures are introduced Pupils are free to use the language items (structure(s) and words) in real contexts The activity also encourages and guides pupils to practise speaking individually or to interact with peers Look and write This activity helps pupils trace the letter (both upper case and lower case) they have learnt They are asked to trace the letter in upper and lower cases before writing the letter to complete the words using visual prompts Sing! This section contains an interesting and easy-to-learn song The song helps pupils practise the pronunciation, stress, rhythm, intonation and melody of English through TPR, interaction and cooperation with each other The song also helps pupils revise the language items they have learned in the unit Teaching the unit activities The following guidelines or suggestions are for reference when you first use Tiếng Anh – Sách học sinh (Chương trình thí điểm) in your class Feel free to make any adjustments, as it is you who knows what you need to teach and what your pupils need to learn in your own teaching and learning context It is advisable to go through the activities of the unit before you teach them in the classroom This will familiarize you with the material and tell you what to prepare for the lesson and what activities to conduct As mentioned in the first section, the teaching and learning of English at grades and follows the learner-centred/learning-centred approach To follow this approach, each unit activity contains four components: Goal, Input, Procedure and Outcome (G-I-P-O) G-I-P-O follows a sequence of setting the goal of the activity, presenting the income (the context and the language), the procedure (steps) through which pupils practise and produce the target language items and the outcome (what pupils can or achieve) after the activity It also contains a wide range of activities involved by pupils (from whole class, individual, to pairs/groups activities) This helps pupils practise their spoken and written English and develop the ability to interact with each other Following is a brief description of how G-I-P-O is organized: Goal: A goal should be set up before each activity The goal means what pupils are going to and what we hope they will achieve at the end of the activity This is very important at the beginning of each activity because pupils can only perform well if they understand what is expected Input: The input is the question of what pupils have to It consists of the context(s) in which the target language is used The context(s) is/are always illustrated by the attractive and colourful picture(s) and the language items are introduced in a clear and authentic way To understand the context(s), pupils may answer some questions such as Who are they (is he/she)? What are they (is he/she/it)? Where are they (is he/she/it)? and What are they (is he/she/it) doing/talking about? Teachers can also explain the context(s) and how the language is used In the first units, the questions and answers/explanations can be done in Vietnamese Procedure: The procedure is the question of how pupils learn It contains several steps which pupils have to follow in order to understand the contexts/the target language items and to practise using them in listening, speaking, reading and writing There are some steps in the procedure: Steps Pupils’ learning activity Step 1: Pupils look at the picture(s), discuss the questions to identify the contexts and how the language is used (as mentioned in Input) Teachers can explain the context(s) and the language items, if they are new or difficult In this step, pupils can understand what language items they have to learn and how they are used in the context(s) Teachers also tell pupils about the goal of the activity/task and the time to it Step 2: Teachers the task with one or two pupils as a model They can play the recording for pupils to get acquainted with the language items In this step, pupils the activity/task as an example and identify how the task is carried out and developed Step 3: Pupils are asked to choral and individual repetition, using the suggested contexts/pictures and the language items prompted Teachers may go around to offer help or/and correct the mistakes, if necessary The main focus of this step is how pupils practise using the language items in speaking/listening/writing/ reading individually Step 4: Pupils are asked to the task again in pairs or groups They are also encouraged to interact with each other and share their ideas In this step, pupils have a chance to reinforce their skills in pairs or groups Step 5: A few pupils or pairs/groups are invited/selected to perform or act out the language items or skills in front of the class The rest of the class may give comments The main focus of the step is what pupils can do/achieve at the end of the activity If there is enough time, or with a better class, pupils are encouraged to use or apply the language items in real contexts or in more difficult situations Outcome: Through pupils’ performances, teachers can assess or judge what pupils CAN DO at the end of the activity The outcome can be considered as what and how pupils use the language items in speaking, listening, reading and writing The outcome should meet the requirements of the goal set up at the beginning of the activity Classroom instructions The following phrases are suggested instructions and expressions for use in the class teaching: Answer the question Point and say Ask a question Put up your hand Clap your hands Put your books away Close your books Quiet, please Complete the word Read and circle Colour the picture(s) Read and match Correct/Not quite right/Wrong Read and tick or cross Draw a picture of… Read the word(s)/sentence(s) aloud Listen and tick Repeat (after me), please Listen, point and say Say it aloud Listen to the recording Say it in English/Vietnamese Look and circle Sit down, please Look and match Stand up, please Look and write Talk to your partner Look and write Then say Thank you/Thanks/Many thanks Look at the picture(s)/board That’s right/That’s not correct Let’s chant Trace the letter Let’s play Try again Let’s sing Work in pairs/groups Let’s talk Open your books Unit In the school playground Objectives By the end of the unit, pupils will be able to: - pronounce the sound of the letter B/b in the words Ba, Bill, ball and book - say the letter B/b and the words Ba, Bill, ball, book in a chant - use Hi I’m + name to greet and introduce someone’s name and Bye, _ to say goodbye to someone - write the letter B/b and complete the words a, ill, all, ook - sing a song with the structures Hi I’m _ (name) and Hi, _(name) I’m _ (name) LESSON (Period 1) Warm-up Greet the class by saying Hi Introduce your name I’m + name - Encourage pupils to say their names, ages and where they come from - Introduce Tiếng Anh - Sách học sinh (the number of units in the book, the number of lessons in one unit, and the number of activities in each lesson) and how the book is used - Explain briefly how Vietnamese young learners/pupils learn English - Have pupils open their books and look at Unit 1, Lesson 1 Listen, point and repeat Goal: Pupils will be able to pronounce the sound of the letter B/b in the words Ba, Bill, ball, book Input: - The picture is about the school playground at break time Two boys are playing with a ball One girl is sitting under a tree, reading a book - The word Ba is next to Ba (a Vietnamese pupil), the word Bill is next to Bill (an English pupil), the word ball is next to the ball, and the word book is next to the book The letter B/b in the words Ba, Bill, ball and book is red - The sound of the letter B/b (at the bottom right hand side corner of the page) is the focus of Unit Procedure: Step 1: Have pupils look at the picture and answer some questions such as Who are they? Where are they? and What are they doing? Draw pupils’ attention to the words next to the pupils and things and the colour of the letter B/b (as mentioned in Input) Step 2: Ask pupils to point to the letter B/b, the words Ba, Bill, ball, book, to listen to the recording and repeat Then play the recording again and have them listen, point to the picture and say the words, if necessary Step 3: Have pupils point to the letter B/b, the pupils and things in the picture and say the letter and the words Go around to offer help, if necessary Step 4: Get pupils to work in pairs or groups, to point to the picture and say the words until they feel confident Correct the pronunciation, if necessary Step 5: Call a few pupils to say the letter B/b and the words in front of the class Outcome: Pupils can pronounce the sound of the letter B/b and say the words as correctly as possible Fun corner Slap the board Goal: Pupils will be able to play the game Slap the board in groups Input: Four flashcards (Ba, Bill, ball, and book) or four words (Ba, Bill, ball, and book) Procedure: Step 1: Tell pupils that they are going to listen to four words and touch/ slap the flashcards/words as correctly and quickly as possible Explain how the game is played Check comprehension Step 2: Put the flashcards or write the words of the target vocabulary on the board Step 3: Call two or three pupils to the front of the board Ask them to stand at a certain distance from the board Step 4: Say one of the words on the board Have pupils to listen to the words and touch/slap the flashcards/words The pupil who is the quickest to touch/slap the correct word gets one point Step 5: Invite another two or three pupils to play the game Outcome: The pupil who gets the most points at the end of the game will win LESSON (Period 2) Warm-up Greet the class and introduce yourself, saying: Hi I’m _ - Ask pupils to look at the picture in Lesson and say the sound of the letter B/b and four words Ba, Bill, ball and book - Have them play Slap the board again Draw pupils’ attention to the target vocabulary they have learned in Lesson - Get pupils to open their books and look at Lesson 2, Activity 2 Point and say Goal: Pupils will be able to look at the picture and find the pupils (Ba and Bill) and the things (ball, book) and say the words Ba, Bill, ball, book Input: The picture is about the school playground where Bill is playing football with his friend The ball is hidden behind the bush Ba is sitting on a bench, looking for his book The book is under the bench Procedure: Step 1: Have pupils look at the picture Explain that they have to seek for the pupils and the things they have learned in Lesson Step 2: In pairs or groups, ask pupils to look for the pupils and things (as mentioned in Input) Step 3: Get them to point to the pupils and things and say the words when they find them Step 4: Invite a few pupils to point to the picture and say the words in front of the class Correct the pronunciation, if necessary Outcome: Chant! Goal: Input: Procedure: Pupils can find the pupils and the things as fast as possible and say the words correctly Pupils will be able to say the letter B/b and the words ball and book in a chant There are two verses in the chant The letter B/b and the word ball are introduced in the first verse The letter B/b and the word book is introduced in the second one The letter B/b is in red Step 1: Have pupils read the chant, line by line Explain the meaning of the chant (as mentioned in Input) Draw pupils’ attention to the letter B/b Check comprehension Step 2: Play the recording all the way through for pupils to listen and to get familiar with the tune Show them how to chant and clap hands Step 3: Play the recording again, ask pupils to listen and repeat the chant, line by line Go around and offer help, if necessary Step 4: Put the class into two groups to practice chanting and clapping Each of the groups should sing one verse of the chant Outcome: Step 5: Select some groups to the front of the class to chant and clap The rest of the class may clap along to the rhythm Pupils can sing the chant with good pronunciation, natural stress and rhythm Listen and tick Goal: Pupils will be able to listen and tick the correct pictures Input: The activity consists of two questions (1 and 2) Question includes the pictures of Ba (a) and Bill (b), with a tick in (b) as an example Question includes the pictures of a ball (a) and a book (b) Procedure: Audio script: I’m Bill A book Step 1: Have pupils look at the pictures and say what they can see by answering the questions such as What are they?, Who are they? Draw pupils’ attention to the boxes next to the letters a and b Check comprehension Step 2: Invite some pupils to point to the pictures and say the words in front of the class Eg: Ba, Bill Step 3: Play the recording twice, ask pupils to listen and tick the correct boxes Step 4: Set a time limit for pupils to check the answers in pairs or groups Correct the answers, if necessary Outcome: Step 5: Call a few pupils to the front of the class to point to the pictures and say what they have heard b b LESSON (Period 3) Warm-up - Greet the class and remind pupils what they have learned in Lesson - Spend a few minutes revising the previous lesson by asking the class to sing the chant in Lesson and clap their hands - Have pupils open their books and look at Lesson 3, Activity 10 Step 3: Ask pupils to say the command chorally and individually Go around and offer help, if necessary Step 4: Repeat the same procedure with b, c and d Correct the pronunciation, if necessary Outcome: Step 5: Select some pupils to say aloud the commands in front of the class Pupils can express commands using Touch your _ with the picture Look and write Goal: Pupils will be able to write the letter F/f and complete the words ather, oot, ootball and ace Input: There are two parts in the activity: the upper case and lower case of the letter f, and the unfinished words ather, oot, ootball and a ace with the pictures of a father, a foot, football and a face Procedure: Step 1: Have pupils look at the letter f (upper case and lower case) to identify how it is traced Check comprehension Step 2: Give pupils time to the first part independently Go around and offer help, if necessary Step 3: Have pupils look at the pictures and complete the words with the letter f Correct the mistakes, if necessary Step 4: In pairs or groups, ask pupils to swap their answers before checking as a class Outcome: Sing! Goal: Input: Procedure: Step 5: If there is enough time, invite some pupils to say aloud the sound of the letter F/f and the complete words Pupils can write the letter and complete the words correctly and neatly Pupils will be able to sing a song with the structure Touch your _ (body parts) There are two verses in the song The first verse is about the body parts face and foot and the structures That’s your _ and Touch your _ The second verse is about hair and head and That’s your _ and Touch your _ Step 1: Have pupils read each line of the lyrics Explain the meaning of the sentences (as mentioned in Input) Check comprehension Step 2: Play the recording all the way through for pupils to listen and to get familiar with the tune, the rhythm and the melody of the song 127 Step 3: Play the recording again and ask pupils to choral and individual repetition of the song, line by line Correct the pronunciation, the tune and the melody, if necessary Step 4: Have the class sing the song and clap their hands and actions Go around and offer help, if necessary Outcome: 128 Step 5: Select some groups to the front of the class to sing the song The class may sing along and clap hands or actions Pupils can sing the song with good pronunciation, natural tune/ rhythm and sweet melody Unit 16 At home Objectives By the end of the unit, pupils will be able to: - pronounce the sound of the letter W/w in the words Wendy, washing, water and window - say the letter W/w and the words Wendy, washing, watching, white, window in a chant - use I can see to say what someone can see - write the letter W/w to complete the words endy, ashing, ater, indow - sing a song with the structures Wendy’s washing the window/ She’s with the _ LESSON (Period 1) Warm-up - Let pupils play the game Missing flashcard to revise the words from the previous unit (face, father, foot, football) - Have pupils open their books and look at Unit 16, Lesson 1 Listen, point and repeat Goal: Pupils will be able to pronounce the sound of the letter W/w in the words Wendy, washing, water and window Input: The picture is about a girl named Wendy helping her father the housework Wendy’s father is cutting the roses Wendy is washing the window The bucket of water is next to Wendy Some drops of water are dropping The word Wendy is next to Wendy, the word window is next to the blue window, the word washing is next to the Wendy’s hand, and the word water is next to the bucket of water The letter W/w in the word Wendy, window, washing, water is red 129 Procedure: The sound of the letter W/w (at the bottom right hand side corner of the page) is the focus of Unit 16 Step 1: Have pupils look at the picture and answer some questions such as Who are they? Where are they? and What are they doing? Draw pupils’ attention to the words next to the girl and things and the colour of the letter W/w (as mentioned in Input) Step 2: Ask pupils to point to the letter W/w, the words Wendy, washing, water, window to listen to the recording and repeat Then play the recording again and have them listen, point to the pictures and say the words, if necessary Step 3: Have pupils point to the letter W/w, the characters, things what the girl is doing in the picture and say the letter and the words Go around to offer help, if necessary Step 4: Get pupils to work in pairs or groups, to point to the picture and say the words until they feel confident Correct the pronunciation, if necessary Outcome: Step 5: Call a few pupils to say the letter W/w and the words in front of the class Pupils can pronounce the sound of the letter W/w and say the words Wendy, window, washing, water as correctly as possible Fun corner Hot seat Goal: Input: Procedure: Pupils will be able to play the game Hot seat in teams Some words from the previous lessons (Wendy, window, water, washing, football, foot, face, father) Step 1: Tell pupils that some of the pupils are going to describe the words they have learnt and others have to guess and say the words aloud Explain how the game is played Check comprehension Step 2: Divide the class into two teams Call one pupil from each team to sit in the Hot seat, facing the classroom with the board behind him/her Step 3: Write one word on the board The pupil in the Hot seat must help his/her team members guess the word by describing it He/she cannot say, spell or draw the word The first team to shout the correct answer gets a point Repeat this until all the words are gone Outcome: 130 Step 4: Keep record of the stars/points for each team Announce the winning team The team that gets the most stars/points at the end of the game will win LESSON (Period 2) Warm-up - Have them play Hot seat again Draw pupils’ attention to the target vocabulary they have learnt in Lesson - Get pupils to open their books and look at Lesson 2, Activity 2 Point and say Goal: Pupils will be able to find the character (Wendy) and the words (window, washing, water) and say the words Wendy, washing, water, window Input: At the front of the house, Wendy is washing the window The bucket of water is next to Wendy The cat is near Wendy Some drops of water are dropping Procedure: Step 1: Have pupils look at the picture Explain that they have to find the character, what she is doing and what are next to her Step 2: In pairs or groups, ask pupils to look for the character, what she is doing and what are next to her (as mentioned in Input) Step 3: Get them to point to the character and things and say the words when they find them Outcome: Chant! Goal: Input: Procedure: Step 4: Invite a few pupils to point to the picture and say the words in front of the class Correct the pronunciation, if necessary Pupils can find the character, what she is doing and what are next to her as fast as possible and say the words Pupils will be able to say the letter W/w and the words Wendy, washing, window in a chant There are two verses in the chant The letter W/w, the words Wendy, washing, window and the structures She’s next to _, She’s washing _ are introduced in the first verse The second verse contains the letter W/w, the words Wendy, white, watching and the structures She’s next to _, She’s watching _ The letter W/w is in red Step 1: Have pupils read the chant and elicit its meaning (as mentioned in Input) Check comprehension Step 2: Play the recording, ask pupils to listen and repeat the chant, line by line Show them how to chant and clap hands Step 3: Play the recording again (more than once, if necessary), for pupils to choral and individual repetition 131 Step 4: Put the class into two groups to practice chanting and clapping Each of the groups should sing one verse of the chant Go around and offer help, if necessary Outcome: Step 5: Select some groups to the front of the class to chant and clap The rest of the class may clap along to the rhythm Pupils can sing the chant with good pronunciation, natural stress and rhythm Listen and tick Goal: Pupils will be able to listen and tick the correct pictures Input: The activity consists of two questions (1 and 2) Question includes the picture of a window (a) and the picture of a door (b) Question contains Lucy (a) and Wendy (b) Procedure: Audio script: Look at the window I can see Wendy Step 1: Have pupils look at the pictures and say what they can see by answering the questions such as What are they? and Who are they? Check comprehension Step 2: Ask some pupils to point to the pictures and say the words in front of the class Step 3: Play the recording twice, ask pupils to listen and tick the correct boxes Step 4: Set a time limit for pupils to check the answers in pairs or groups Correct the answers, if necessary Outcome: Step 5: Call a few pupils to the front of the class to point to the pictures and say what they have heard a b LESSON (Period 3) Warm-up - Greet the class and remind pupils what they have learned in Lesson - Revise the previous lesson by asking the class to sing the chant in Lesson and clap their hands - Have pupils open their books and look at Lesson 3, Activity 5 Let’s talk Goal: 132 Pupils will be able to say what someone can see, using I can see _ Input: Procedure: The activity includes the structure I can see and three pictures: a bucket of water (a), a window (b) and Wendy (c) Step 1: Have pupils look at the bubbles to understand how to use the language Step 2: Point to the first picture and model the task with one pupil, using the expression in the bubble and Picture a Step 3: Ask pupils to say the sentences chorally and individually Go around and offer help, if necessary Step 4: Repeat the same procedure with the Pictures b and c Correct the pronunciation, if necessary Outcome: Step 5: Select some pupils to speak out in front of the class Pupils can say what someone can see confidently Look and write Goal: Pupils will be able to trace the letter W/w and complete the words endy, ater, ashing, indow Input: There are two parts in the activity: the upper case and lower case of the letter w, and the unfinished words endy, ater, ashing, indow with the pictures of Wendy, the water, window and the action of washing Procedure: Step 1: Have pupils look at the letter w (upper case and lower case) to identify how it is traced Check comprehension Step 2: Give pupils time to the first part independently Go around and offer help, if necessary Step 3: Have pupils look and the pictures and complete the words with the letter W/w Correct the mistakes, if necessary Step 4: In pairs or groups, ask pupils to swap their answers and discuss about their handwritings before checking as a class Step 5: If there is enough time, invite some pupils to say the sound of the letter W/w and the complete words aloud Outcome: Pupils can write the letter and complete the words correctly and neatly Sing! Goal: Input: Pupils will be able to sing a song with the structures Wendy’s washing the window and She’s with the white cat There are two verses in the song The first verse includes four lines focusing on the word Wendy and the sentence Wendy’s washing the window The second verse has four lines focusing on the word Wendy and the sentence She’s with the white cat 133 Procedure: Step 1: Have pupils read each line of the lyrics Explain the meaning of the sentences (as mentioned in Input) Check comprehension Step 2: Play the recording all the way through for pupils to listen and to get familiar with the tune, the rhythm and the melody of the song Step 3: Play the recording again and ask pupils to choral and individual repetition of the song, line by line Correct the pronunciation, the tune and the melody, if necessary Step 4: Have class sing the song and clap their hands to reinforce the activity Go around and offer help, if necessary Outcome: 134 Step 5: Select some groups to the front of the class to sing the song The class may sing along and clap hands Pupils can sing the song with good pronunciation, natural tune/ rhythm and sweet melody Review Objectives By the end of the review, pupils will be able to say the sounds, words and sentences they have learnt from Unit 13 to Unit 16 Phonics: /n/ of the letter n /t/ of the letter t /f/ of the letter f /w/ of the letter w Vocabulary: Nam, Nick, nuts, noodles Tony, teddy bear, tiger, turtle, face, father, foot, football Wendy, washing, water, window Sentence patterns: Describing what a person is eating (He’s/She’s having .) Saying what you can see (I can see .) Using the imperatives/Expressing a command (Touch .) Phil and Sue Warm-up - Elicit the names of the topics they have learned from Unit to Unit 12 - Play a game (Slap the board or Mystery bag) with the words they have learned in the previous units - Have pupils open the books and look at the story Phil and Sue Listen and read Goal: Pupils will listen to, read and understand the content of a short story Input: There are four pictures in the story Picture 1: Phil and Sue are in the street and they meet Nam and Lucy; they greet one another Picture 2: Nam and Lucy are getting on the bus; they say goodbye to one another Picture 3: Phil and Sue see the teddy bear that Lucy has left behind Picture 4: Phil is running after the bus to give the teddy bear to Lucy 135 Procedure: Step 1: Have pupils look at the pictures Ask them some questions about the pictures (may be in Vietnamese) Some possible questions are: Who are in the pictures? What are they doing? Then have pupils guess the content of the story They can answer in Vietnamese Step 2: Let pupils listen to the recording, point to bubbles and repeat the sentences Step 3: Play the recording again, get them to listen, point to the pictures and read the sentences Step 4: Have pupils work in groups of four, look at pictures and read aloud the story Go around to help or/and correct the pronunciation, if necessary Outcome: Step 5: Call some groups to act out the story Pupils can listen, read, understand and act out the story Look and circle Goal: Pupils will identify and circle the parts of the pictures in the story that shows the words Input: The 10 words pupils have learned in the previous units Procedure: Step 1: Have pupils look at the words to identify them Step 2: Ask them to say the words aloud Step 3: Let pupils read the story again Step 4: Ask them to circle the parts of the pictures that show the words Outcome: Step 5: Ask pupils to swap the answers with a classmate before checking as a class Pupils can find and circle the words (foot, window, face, teddy bear) quickly and accurately They can also read aloud the words with correct pronunciation Self-check Warm-up - Have pupils retell the story Phil and Sue - Ask them to open their books and look at Self-check Listen and tick Goal: Pupils will be able to identify and read aloud the words they have learnt Input: Three pairs of pictures: a window (a) and a turtle (b); a tiger (a) and a teddy bear (b); a face (a) and a foot (b) Audio script: 1. window teddy bear 136 foot Procedure: Step 1: Have pupils look at the pictures Ask them to point to pairs of pictures and say the words Step 2: Play the recording twice, ask pupils to listen and tick the box for the right picture Step 3: Ask pupils to swap and check the answers in pairs or in groups Step 4: Play the recordings again for them to check, if necessary Outcome: For a better class, teacher can ask pupils to write down the words Pupils can identify and read the words aloud with correct pronunciation Key: a b b Listen and circle Goal: Pupils will be able to identify the sounds they have learnt Input: There are four pairs of letters (1 o and w; l and n; f and b; d and t) Procedure: Audio script: w n f t Step 1: Have pupils look at the pairs of letters Explain that they have to listen to the recording, indentify the sound and circle the letter of the sound in each pair Check comprehension Step 2: In pairs or groups, pupils point to the letters and say the sounds Step 3: Play the recording Pupils listen and circle the letter of the sound Step 4: Have pupils swap and check the answers Play the recording again for them to check, if necessary Confirm the correct answers Outcome: Step 5: Ask some pupils to point to the letters and say the sounds Pupils can identify the sounds and say them correctly Key: w, n, f, t Listen and tick or cross Goal: Pupils will be able to identify the words and sentence patterns they have learnt Input: Four pictures: a girl having noodles; a turtle; a father; a boy named Sam is washing the window Procedure: Audio script: She’s having nuts I can see a turtle Touch your foot Sam is running Step 1: Ask pupils to have a look at the pictures and say what they can see Explain that they have to listen some sentences and put a tick or a cross in the boxes under the pictures 137 Step 2: Get some pupils to point to the pictures and say the words in front of the class Step 3: Play the recording twice, ask pupils to listen and put a tick or a cross Step 4: Set a time limit for pupils to check the answers in pairs Correct the answers, if necessary Step 5: Play the recording again Confirm the correct answers Outcome: If time allows, invite some pupils to say aloud what they have heard Pupils can listen to the recording and identify the words and sentence patterns they have learnt Key: ✗ ✓ ✗ ✗ Read and tick Goal: Pupils will be able to read and understand the sentences they have learnt Input: Three sentences, under which there are two pictures Sentence 1: a a girl touching her face b a girl touching her leg Sentence 2: a four footballs on the shelf b three footballs on the shelf Sentence 3: a Bill’s having noodles b Bill’s having nuts Procedure: Step 1: Have pupils look at the pictures and say what they see in the pictures Step 2: Ask pupils to read the sentence in each question Step 3: Have pupils individually read the sentences and tick the correct pictures Step 4: Ask them to swap and check the answers with a classmate Step 5: Invite some pupils to point to the pictures and say the sentences in front of class Outcome: Pupils can understand the sentences and say them with correct pronunciation Key: a b b Find the words Goal: Pupils will be able to identify the written form of the words they have learnt and say them correctly Input: There is a table of letters arranged in across and down lines, surrounded by eight words the pupils have learnt from Unit 13 to Unit 16 Procedure: 138 Step 1: Have pupils read the words around the table Explain how to the activity Step 2: Ask pupils to look at the table, find and circle the words individually Outcome: Step 3: Have pupils exchange their answers in pairs or in groups before checking as class Step 4: Invite some pupils to point to the words in the table and say them in front of the class Pupils can find and circle all the words as fast as possible They can also say the words correctly Key: W R F O O T I T I G E R D N A Y F A C E U F A T H E R T W I N D O W S T U R T L E K Q W A T E R G Write the words Goal: Pupils will be able to write and say the words which are illustrated in the picture correctly Input: The picture shows Nick’s bedroom Nick is in the bed, and his father is sitting next to him, reading him a bed-time story There is a shelf in the room with a turtle, a teddy bear, a tiger and a car There is also a desk with a book on it, and a football under it Procedure: Step 1: Have pupils look at the picture Draw pupils’ attention to the missing letters of the words next to the things in the room Step 2: Ask pupils to look at the tiger and the word tiger to understand how to complete the task Step 3: Have pupils look at the things/people and the incomplete words and complete the task individually Step 4: Ask pupils to swap their answers with other classmates Then check the answers as a class Step 5: Invite some pupils to point at the picture and say the words they have completed For a better class, T may ask pupils to orally describe the picture Outcome: Pupils can write the missing letter to complete words and say the words out loud Key: tiger, teddy bear, window, turtle, football 139 MỤC LỤC Lời nói đầu Unit In the school playground 140 Trang Unit In the dining room 13 Fun time 19 Unit At the street market 23 Unit In the bedroom 29 Review 35 Unit At the fish and chip shop 40 Unit In the classroom 46 Fun time 52 Unit In the garden 56 Unit In the park 62 Review 68 Unit In the shop 73 Unit 10 At the zoo 79 Fun time 85 Unit 11 At the bus stop 89 Unit 12 At the lake 95 Review 101 Unit 13 In the school canteen 107 Unit 14 In the toy shop 113 Fun time 119 Unit 15 At the football match 123 Unit 16 At home 129 Review 135 Chịu trách nhiệm xuất : Chủ tịch Hội đồng Thành viên NGUYỄN ĐỨC THÁI Tổng Giám đốc HOÀNG LÊ BÁCH Chịu trách nhiệm nội dung: Tổng biên tập PHAN XUÂN THÀNH Tổ chức chịu trách nhiệm thảo : Phó Tổng biên tập VŨ TRUNG CHÍNH Tổng Giám đốc CTCP Ðầu tư Phát triển Giáo dục Hà Nội VŨ BÁ KHÁNH Biên tập lần đầu sửa in : LÊ NGUYỄN HOÀI NGÂN - NGUYỄN THỊ THANH XUÂN - ĐỖ THỊ TỐ NGA Trình bày bìa : BÙI QUANG TUẤN Chế : BÙI QUANG TUẤN Công ty CP Đầu tư Phát triển Giáo dục Hà Nội – Nhà xuất Giáo dục Việt Nam giữ quyền công bố tác phẩm TIẾNG ANH - SÁCH GIÁO VIÊN (Chương trình thí điểm) Mã số : T1N11A8-ĐTH Mã ISBN : 978-604-0-13406-6 In (QĐ ), khổ 17 x 24 cm Đơn vị in : địa : Cơ sở in : địa : Số ĐKXB : 2352-2018/CXBIPH/9-836/GD Số QĐXB : /QĐ–GD ngày tháng năm In xong nộp lưu chiểu tháng năm 2018 141 ... follows the learner-centred/learning-centred approach To follow this approach, each unit activity contains four components: Goal, Input, Procedure and Outcome (G-I-P-O) G-I-P-O follows a sequence... words ake, ar, at, up - sing a song with the structures I have a _ I have a _ and I have a _ LESSON (Period 1) Warm-up - Greet the class and introduce yourself - Ask pupils to greet and... the correct pictures - make a short conversation with classmates using the structures Hi, I’m _, Bye, _ and I have a _ LESSON (Period 1) Warm-up - Greet the class - Ask pupils to work in