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- Ask pupils to swap and check their answers before checking as a class - Ask a few pairs to read aloud the correct words... Objectives:2[r]
(1)Week 9
Date of planning: 30/10/2016 Period: 33rd
SHORT STORY: CAT AND MOUSE 1
Class Date of planning Absent
4A 4B 4C
1/11/2016 31/11/2016 2/11/2016
……… ……… ………
I Objectives:
- By the end of the lesson, students will be able to: + Read, listen to and understand a short story II Language focus:
Revision of sentence patterns and vocabulary III Resources:
Ss’ book, recording IV PROCEDURE
Steps Learning activities Language focus Modes
1 Read and listen to the story (10’)
Tell pupils that they are going to read and listen to the story
- Before pupils listen, ask them to look at the pictures and ask them questions to remind them of the old characters and introduce the new character (e.g What’s the name of the black-and white cat? What’s the name of the white mouse? Can you see the yellow mouse? Who is she? Can you guess?)
- Ask them to read the story in silence Then play the tape and let
The story.
Audio script
(2)the pupils listen
2 Complete the conversation
(8’)
- Tell pupils that they are going to read the text and fill the gaps
- Give them a few seconds to read the text and check comprehension - Give them time to the task - Ask them to swap and check their answers before checking as a class - Assign a few pairs to read aloud the dialogue
Keys: Who
2 My name's Yes, it is How
5 very well, thank you T-Whole class Work in pairs Individual Work in pairs
3 Work in groups of three Read conversation (10’)
- Tell pupils that they are going to practise the dialogues, using their own names
- Ask them to sit opposite of each other and practise the dialogue
Call a few pairs to act out the dialogue Correct the pronunciation, if necessary Pupils’ own answers Whole class Work in groups 4 Unscramble these words from the covesation (8’)
- Tell pupils that they are going to put the letters in the correct order to make words, and that they can find the words in the story Do the first ward as an example
(3)5 Homelink (4’)
-Review the new words and structures from Unit to Unit
Individual
*******************************************************
Period: 36th
UNIT 6: WHERE’S YOUR SCHOOL? Lesson 1: Look, listen and repeat - Point and say.
Class Date of planning Absent
4A 4B 4C
8/11/2016 4/11/2016 7/11/2016
……… ……… ………
I Objectives:
(4)+ Ask and answer questions about where is school, using Where’s your school? It’s in + (place)
- Skill: listening, speaking, writing II Language focus:
- Vocabulary: street, road, village, district
- Sentence pattern: Where’s your school? It’s in + (place). - Skills: speaking and listening
III Resources:
Ss’ book, recording, fresh cards, puppets IV PROCEDURE
Steps Learning activities Language focus Modes
1.Warm up (5’)
- Sing the English song
Whole class
2 Look, listen and repeat
(10’).
- T asks Ss to look at the four pictures to discuss the contexts in which the language is use
- Ss look at the picture a, b, c, d and ask the questions:
+ Who are they? + Where are they?
+ What are they talking about? - Set the sense: we are going to learn to ask and answer questions about where is school is
- Play the recoding a few time for Ss to listen, point and repeat
- Play the recording again for Ss to listen and say along
Language note:
What about you? Is used when people not want to repeat the previous question Eg What about you, Jad? in Picture d means Where’s your school, Jack?
Whole class
Groups / Pairs
Whole class Individuals
(5)3 Point and say (20’).
understand how the language is used in different contexts
- Tell Ss that they are going to practice asking and answering questions about where is a school is, using Where’s your school? It’s in + place
- Have them look at the bubbles and the pictures to understand how the language is used
Point to the first picture and teach the words Oxford Street Get pupils to ask the question Where’s your school? and give the answer its in Oxford Street chorally and individually
- Then tell them to practise asking and answering the question in pairs using the prompts in the bubbles and the words under the picture Repeat the same procedure with the rest of the pictures
- Invite a few pairs to act out the dialogue in front of the class Check as a class and correct pronunciation - Drill Ss on the questions and answers chorally
Work in pairs Ask and answer questions about your school Ask its name and where it is (8’).
- Tell pupils that they are going to say the name and location of their own school
- First tell pupils to work in pairs: one pupil asks What’: the name of your school? Where is it? And the other answers My school is + (school) It’s In + (place)
New words: street,
road, village, district Structure:
Where’s your school?
It’s in Vinh Phu village
Language note: Use capital letters at the beginning of proper names
Whole class
Whole class
Whole class
Groups / Pairs
(6)Pairs
Pairs
4 Home-link (5’)
- Review the content of lesson - Learn new words and structures, prepare for the next lesson
Whole class
Period: 33
Short story Cat and mouse
Class Date of teaching Absent of student
3D 1/11/2016 ………
Objective Ss will be able to read, listen and understand a short story Language focus Sentence Partners: Revisions
Vocabulary: Revisions
Resources Tape, textbook, flashcards, pictures PROCEDURE
Steps Learning activities Language
focus
Modes 1.Warm up
(4’)
-Have Ss sing songs : The ABC song , the more we are together
Whole class 2.Read and
listen to the story (11’)
- Tell Ss that they are going to read and listen the short story
- Introduce the characters of the story
- Introduce some new words to help Ss understand more
- Play the tape times and ask Ss to listen and read the story carefully - Call some Ss to read the text in
New words: cat, mouse,
sister Whole class
(7)each picture
- Correct their pronunciation if needed
- Call some pairs to role – play the cat and the mouse
- Ask Ss to tell about the idea of the story
- Listen and give feedback with comments Pairs Individual 3.Complete the conversation. (10’)
- Tell Ss that they are going to read and fill the gaps
- Give mins for Ss to read the text in silence
- Check their comprehension
- Give mins for Ss to fill the gaps in pairs
- Go around to offer help if necessary
- Get Ss to swap and check their answers before checking as a class - Call some Ss to write their
answers on the board
- Read loud and check with whole class
- Give feedback and comments
Key: 1.I’m are you very well your I’m meet you you spell individual pairs pairs individual 4.Match the questions with the answer (10’)
- Tell Ss that they are going to read the questions on the left and pair them with the answers on the right by drawing a line between them - Give a few second for Ss to read the text in silence Check
comprehension and give feedback - Give mins for Ss to the task in pairs
- Go around to offer help if necessary
- Get Ss to swap and check their answers before checking as a class - Call a few open pairs to read the dialogues Key: 1.c 2.a 3.d 4.b Whole class Pairs Pairs 5.Home-link (5’)
-Ask Ss to practise the dialogues in exercise in pairs, using their own
(8)names at home
- Model with one student
*Evaluation:
***************************************************************** Period: 34
TEST 1
Class Date of teaching Absent of student
3D 2/11/2016 ………
I Circle A, B or C ( 2points ) 1………do you spell your name?
A What B How C Who My ……… is Tony
A name B name’s C are What’s …… name ?
A you B your C I This………my friend Nam
A is B it C are II Look, read, and complete ( 2points )
Nam: Hello, Mai
Mai: Hi, Nam How are (1)………? Nam: I’m fine , (2)………… And you? Mai: I’m fine, too
Nam: (3)……… is Tony
Mai: Hi,Tony How you spell your (4) ……… ? Tony: T-O-N-Y
III Reorder the words ( 2points ) Peter / is / name / My /
……… thanks / am / fine, / I /
……… friend / is / This / my/
……… spell / you / name / How / your / do/ ?
(9)
……… IV Match column A with B ( 2points )
A B
1 Hello, Nam A Yes, it is How old are you? B Hi, Peter Is that Tony? C Yes, they are Are Peter and Mary your friends? D I’m eight Answer: 1……… 2………… ………… 4………… V Answer the questions about you ( 2points )
1 What’s your name ?
How are you ?
How old are you ?
How you spell your name ?
****************************************** PERIOD: 34
CORRECT THE TEST
Class Date of teaching Absent of student
3D 16/9/2016 ………
I Circle A, B or C ( points ) 1………do you spell your name?
A What B How C Who My ……… is Tony
A name B name’s C are What’s …… name ?
A you B your C I This………my friend Nam
A is B it C are II Look, read, and complete ( points )
Nam: Hello, Mai
Mai: Hi, Nam How are (1) you? Nam: I’m fine , (2) thanks And you? Mai: I’m fine, too
(10)
Nam: (3) This is Tony
Mai: Hi,Tony How you spell your (4) name? Tony: T-O-N-Y
III Reorder the words ( 2points ) Peter / is / name / My /
My name is Peter thanks / am / fine, / I / I am fine, thanks friend / is / This / my/ This is my friend
4 spell / you / name / How / your / do/ ? How you spell your name?
IV Match column A with B ( points )
A B
1 Hello, Nam A Yes, it is How old are you? B Hi, Peter Is that Tony? C Yes, they are Are Peter and Mary your friends? D I’m eight Answer: 1- B 2- D - A - C
V Answer the questions about you ( points ) What’s your name ?
My name’s ……… How are you ?
I’m fine, thanks (thank you) How old are you ?
I’m eight (years old)
4 How you spell your name ?
Students’ name in capital letter (H – A – N – G)
****************************************** Period: 36
UNIT 6: STAND UP
Lesson 1: Look, listen & repeat – Point, say and the actions - Let’s talk
Class Date of teaching Absent of student
3D 4/11/2016 ………
Objective Ss will be able to use the words and phrases related to the topic Classroom intructions
(11)focus open/ close your book… Sentence patterns:
“Good morning, Mr Loc Good morning, class” “ Be quiet,boys Sorry, Sir”…
Resources Ss’book, recording, posters,… PROCEDURE
Steps Learning activities Language focus Modes
1 Warm-up (5’)
-Get Ss to say the chant Who’s that?
Whole class 2 Look, listen
& repeat (10’)
- Ask ss to look at the picture and listen to the dialogue in their books - Tell them that they are going to practise giving and responding to classroom instructions
- Point the first picture and elicit the name of the teacher Then explain what the characters say and the meaning of the new vocabulary - Have Ss repeat the text in the bubbles a few times
- Repeat the procedure with the second picture
- Ask Ss to choral and individual repetition, pointing to the characters speaking.- Point to the picture and ask Ss to look at the text in speech bubbles
- Play the recording for Ss listen and say along
- New words: Good morning Class Sit down Be quitet Sorry Please Sentence patterns: -Good morning, Mr Loc. -Good morning, class. -Be quiet,boys - Sorry, Sir
Whole class
Groups
3 Point, say and the actions (10’)
- Tell Ss that they are going to practise giving and acting out classroom instructions (say this in Vietnamese, if necessary)
- Point to each instruction and check comprehension
- Teach the vocabulary:
Stand up, sit down come here, don’t talk, open/ close your book.
-Demonstrate the actions
-Have Ss act out each instruction a few times
- Get Ss to work in pairs, taking turns to say and act out the instruction
Vocabulary: Stand up, sit down come here, don’t talk, open/ close your book.
(12)- Check as a class 4 Let’s talk
(13’)
- Tell Ss that they are going to practise more with their friends - Give a few seconds for Ss to look at the pictures
- Elicit the words to fill the gaps - Write the instructions on the board and get Ss to repeat them a few times
- Get Ss to work in pairs, taking turns to say and act out the instruction
- Correct the pronunciation, if necessary
- Call a few pairs to perform the task in front of the class
Sentence patterns: -Don’t talk -Open your book -Stand up
- Come here - Close your book
- Sit down
Individual
Pairs
Pairs 5 Home-link
(2’)
-Ask Ss to practise giving and acting out classroom instructions with their friends at home
Whole class
*Evaluation:
WEEK 11 Period:17 Date of preparation : 30/10/2015
Unit 4: Qq
Lesson
I Objectives: By the end of the lesson, students will be able to: - practice the letter and the sound of Qq and the corresponding words II.Vocabulary: question, queen, quilt, quiz
III Methods: Teacher-whole class, groups, individuals. IV Teaching aids: CD, Phonics cards
V Organization:
Class Date of preparing Date of teaching Absent Ss
2C
VI Procedures
Teacher’s activities Ss’ activities
* Warm up(5’): Drawing
(13)- Call some Ss go to the bb and draw for their team’s member to guess
- Listen, check their answer and give them point - Connect to the new lesson
* Presentation and Practice(20’): 1 Circle the right letters.
- Run through the picture - Elicit the name of the items
- Ss circle the right upper and lower case letters that correspond to each picture
=> Activity: Work in pairs: Have Ss work individually to check their answers
- Go around and help Ss if they need
2 Listen, point and repeat Colour the pictures of the words that start with the “q” sound Say the “q” words (Track 25) - T shows the quiz phonics card Point to it and say: “/kw/ - quiz Have Ss repeat
- Mime trying to keep your balance and say: “/kw/ - quiz - Encourage Ss to the same
- Play the CD, Ss listen, point to and repeat the word - Point to the pictures and have Ss named them
- Allow Ss some minutes to colour the pictures of the words that start with the /ɒ/ sound T goes around the classroom providing any necessary help
=> Activity: Craftwork:
- Provide Ss with some card stock paper Alternatively, ask them to bring some from the previous lesson
- Ask Ss to choose one of the words Have them draw the letter A on the paper Have Ss decorate the letter so that it represents the word they have chosen
- When they finish, they present their letters to the class * Production(10’): Fill in the blank
- Put up the pictures and run through
- Show the missing words that leaving out the vowels - Call Ss to go to the board and complete
- Check and correct mistakes
*Homework: Do exercise in the Activity book
- Listen - Follow instruction
-Answer:
-Colour -Work
individually
-Listen, point and repeat
-Listen, point and repeat
-name them -Colour
- Follow
Follow the
instruction
(14)*Evaluation:
Period:18
Story Time
I.Aim and Objectives
to consolidate the sound of the letters Nn, Oo, Pp and Qq and the corresponding words; to learn and practise reading skills
II.Vocabulary: (review)
III Methods: Teacher-whole class, groups, individuals.
IV Teaching aids: CD, Phonics cards, paper including the lyrics of the chant V Organization:
Class Date of preparing Date of teaching Absent Ss
2C
VI Procedures
Teacher’s activities Student’s activities I Warm up: ( 10’)
- Choose some phonics cards from Unit 1-4 - Divide the class into groups, A and B
- Pass one card in each group (from the first row to the last row)
- Say: Stop! The students holding the cards must say the name of the item
- Keep passing the first card and pass the second card to each group
- Say: Stop! The students holding the cards must say the name of the item
- Continue with other cards
Repeat the sound and the words
Ps work in groups
II New lesson
1 Listen Read along (Track 26) (15 mins)
(15)favourite storybook character is
- Prepare phonics cards of these word: queen, octopus, parrot, nut, nest
- Ask the students to read out the words
- Invite students to guess what they think the story is about
- Ask the students to look at the book
- Ask them questions about what they can see in the pictures
E.g: Teacher: (pointing to the parrot in picture 1) Look! What’s this?
Class: (It’s a) parrot!
Teacher: (pointing to the octopus in picture 1) Yes! The parrot is on the ….
Class: octopus! etc
- Play the CD and ask the students to listen and follow the story in their books, pointing to the pictures of the key words
- Play the CD again pausing for the students to repeat - Ask individual students to read the story aloud Extension (optional) (5’)
- Ask the student to close their books
- Say a few sentences (some correct and some incorrect) and ask the students to say yes or no
E.g Teacher: Ask the queen a question. Student 1: Yes!
Teacher: There is a net in the nest.
Student 2: No! etc
pupils to read out the words Invite guesses
think the story is about
the pupils to listen and follow the story in their books, pointing to the pictures of the key words
Ss answer the questions
III Homelink: (5’) Do the exercise in the Activity book. Ss
Period:19th
(16)Class Date of planning Absent 2A
2B 2C
27/10/2016 31/10/2016 31/10/2016
……… ……… ………
I.Aim and Objectives
to consolidate the sound of the letters Nn, Oo, Pp and Qq and the corresponding words; to learn and practise reading skills
II.Vocabulary: (review)
III.Teaching aids: CD, Phonics cards, paper including the lyrics of the chant IV Procedures
Teacher’s activities Student’s activities I Warm up: ( 10’)
- Choose some phonics cards from Unit 1-4 - Divide the class into groups, A and B
- Pass one card in each group (from the first row to the last row)
- Say: Stop! The students holding the cards must say the name of the item
- Keep passing the first card and pass the second card to each group
- Say: Stop! The students holding the cards must say the name of the item
- Continue with other cards
Repeat the sound and the words
Ps work in groups
II New lesson
1 Listen Read along (Track 26) (15’)
- (book closed) Tell the students that it’s story time - Ask them if they like reading stories and what their favourite storybook character is
- Prepare phonics cards of these word: queen, octopus, parrot, nut, nest
- Ask the students to read out the words
- Invite students to guess what they think the story is about
- Ask the students to look at the book
- Ask them questions about what they can see in the pictures
E.g: Teacher: (pointing to the parrot in picture 1) Look! What’s this?
Class: (It’s a) parrot!
pupils to read out the words Invite guesses
(17)Teacher: (pointing to the octopus in picture 1) Yes! The parrot is on the ….
Class: octopus! etc
- Play the CD and ask the students to listen and follow the story in their books, pointing to the pictures of the key words
- Play the CD again pausing for the students to repeat - Ask individual students to read the story aloud Extension (10’)
- Ask the student to close their books
- Say a few sentences (some correct and some incorrect) and ask the students to say yes or no
E.g Teacher: Ask the queen a question. Student 1: Yes!
Teacher: There is a net in the nest.
Student 2: No! etc
the pupils to listen and follow the story in their books, pointing to the pictures of the key words
Ss answer the questions III Homelink (5’) Do the exercise in the Activity book. Ss
*Evaluation: