File - 106612

- Play the recording for Ss to listen and repeat each line of the text (Correct typical pronunciation error(s) when necessary).. - Ask a few questions to ensure Ss’ comprehension of t[r]

(1)

ME AND MY FRIENDS

Week: Date of teaching: Thursday, September 9th , 2013. Period: 1st

UNIT 1: HELLO Lesson 1 I Aims : Practice greeting and self – introducing. II Objectives :

- By the end of this lesson, students will be able to greet and self – introduce - Develop speaking skill

III Teaching methods :

- Communicative approach - Techniques:

+ Ask and answer (say individually) + Work in pairs/ groups

+ Discuss IV Teaching aids :

- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets

- Students’ aids: books, notebooks, workbooks V Languages focus :

- Phonics: Hi/ Hello - Vocabulary: hi, hello

- Structures: Hello I’m Mai / Hi, Mai VI Procedures :

Time Steps/Activities Work

arrangement 5’

I. Warm up : Chatting.

- Let Ss introduce some information about themselves (maybe in Vietnamese) and introduces oneself in English

Example: Hello I’m Duyen (Hi I am Duyen)

(2)

10’

II New lesson

1 Look, listen and repeat.

- Giving introduction of the text (set the scene): Mai and Nam greet each other.

- Play the recording and asks Ss to listen to the tape twice - T asks Ss to listen and repeat in chorus three times - Let Ss practice the dialogue in pairs

- Gets some pairs to read it aloud

- T gives a situation to present (using picture)

- T elicits the structures by asking Ss to speak out the model sentence:

Hello I’m Mai Hi, Mai I’m Nam

2 Look and say

- Have Ss look at the pictures a,b,c,d and introduce four characters: Nam, Mai, Nga, Phong (using the puppets) - T models the dialogue (use a picture)

Nga: Hello, I’m Nga Phong: Hello, I’m Phong

- Have Ss to repeat the sentences in the bubbles a few times

- Call on one pair and ask them to pretend to be Nam and Mai

- Call on one more pair to be Nga and Phong and the same way

- Have the class repeat all the phrases

- Have Ss to work in pairs: Nam, Mai, Nga and Phong - Monitor the activity, check the pronunciation (sound,

assimilation of sound and intonation) and offer help when necessary

- Call on some pairs to perform the task at the front of the class Others observe and comment

- Make some questions to check Ss’ comprehension of

T-WC

Whole class, group and individual

T-WC Group work

Pair- work T – whole

class

T – whole class

Pair- work

(3)

10

4’

language

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

3 Let’s talk

- Have Ss look at the pictures on page and identify the characters in the pictures

- Point to Picture a, ask Ss to guess what the girls would say to greet each other

A: Hello, I’m Mai. B: Hi, Mai I’m Nga.

- Have Ss to repeat the sentences in the bubbles a few times before let them practice freely

- Have Ss to work in pairs (use the names in their books or the real names to practice

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

- Call on a pair to demonstrate at the front of the class - Have the whole class repeat all the phrases to reinforce

their pronunciation

III Summary and Home- link : - Consolidate the content of the lesson - Learn and write new words and structures - Prepare for the next lesson

T – whole class

Pair – work

T – whole class

Week: Date of teaching: Friday, September 10th, 2013. Period: 2nd

UNIT 1: HELLO Lesson 2

I Aims : Practice listening and numbering the pictures about greeting “Hello/Hi” and self – introducing

II Objectives :

- By the end of this lesson, students will be able listen to the dialogue and tick on the pictures about greeting “Hello/ Hi” and self – introducing

(4)

- Communicative method

- Techniques: + Work in pairs and individually + Ask and answer

+ Work in groups, discuss IV Teaching aids :

- Teacher’s aids: pictures, word cards, extra board, tape, cassette - Student’s aids: book, notebook, workbook

V Language focus :

- Revision the structures: Hi/ Hello I am/ I’m + name - Phonics: Hi, Hello

VI Procedures :

Time Steps/Activities arrangementWork

5’

10’

I Warm up : Noughts and crosses

II. Ne

w lesson

1 Listen and repeat

- Have Ss open the book page 8, look at the words hello, hi and notice the letter colored differently in both words - Produce the sound of the letter h in the word hello and that

in the word hi

- Ask Ss to say what they think about when they hear the sound

- Play the recording all the way through for Ss to listen while they are reading the chant in their books

- Call on a group of six: three of them to repeat each line of the chant, other three clap the syllables

- Have Ss practice the chant in groups and clap the syllables

- Call on a group to recite the chant The others clap the syllables

- Make a few questions to check Ss’ comprehension of language

T-WC

I Nga Hello

Nam am Mai

(5)

10’

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

- Have Ss circle all the words containing the focused sounds hello and hi in the chant.

2 Listen and number

- Have Ss look at Pictures a, b, c and d on Page

- Elicit the identification of the characters in the pictures and the characters’ words

- Ask Ss to listen to the recording and match the information they hear to the pictures and number the pictures

- 1st:Play the recording all the way through for Ss to listen

while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and number.

- 3rd: play the recording for Ss to check their answers.

- Have Ss trade their answers in pairs for correction

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

Transcript:

1 Hello I’m Nam. 2 Hi I’m Phong. 3 Hi I’m Quan. 4 Hello I’m Hoa. Answers: – d; – c; – b; – a.

3 Read and match.

- T introduces the topic “you are going to read the sentences to get the information in order to match the pictures to the text”

- Ask Ss to predict “What is what”

- 1st reading: Ss read the sentences individually and check

their prediction

- 2nd reading: Ss the task (match the sentence with a

appropriate picture.)

- Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction

- Call on some Ss to report their answers Others listen and comment

- Make a few questions to check Ss’ comprehension of the sentences

- Have the whole class read each sentence in chorus to reinforce their pronunciation

T-WC

Group work Pair- work

T – whole class

(6)

5’

Answers: – d; – c; – b; – a.

III Summary and Home- link : - Consolidate the content of lesson

- Learn to greet each other and self – introduce, using hello/ hi.

- Practice the sound h as in hello and hi - Recite the chant on page

T – whole class

Week: Date of teaching: Thursday, September 16th, 2013 Period: 3rd

UNIT 1: HELLO Lesson I Aims : Practice saying goodbye.

II Objectives :

- By the end of this lesson, Students will be able to say goodbye - Develop speaking and listening skill

- Techniques: + Work in pairs + Work in groups, discuss + Ask and answer

IV Teaching aids :

- Teacher’s aids: Tape cassette, pictures, poster, flashcards - Students’ aids: book, notebook, workbook

V Languages focus :

- Structures: Nice to meet you / Nice to meet you too VI Procedures :

5’

I. Warm up : Chatting

- T asks Ss to repeat the greeting and introducing oneself

- T sets the scene II. New lesson

T – whole class

(7)

10’

1 Listen and repeat.

- Have Ss to look at the book at page 10

- Elicit the character and have Ss guess what they are saying

- Set the scene: we are going to review phrases saying hello and bye

- Have Ss listen to the recording as they read the lines in the speech bubbles

- Play the recording again for Ss to repeat the lines in the speech bubbles two times

- Divide the class into two groups One repeat Mai’s part and the other repeat Nam’ part

- Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation

- Elicit the structure 2 Look and say.

- Have Ss look at the pictures a, b, c and d on page 10 - Elicit the characters in the pictures and their names Ask

Ss to guess and complete the speech bubbles

- T models/ allocates the parts of characters Mai and Nam to Ss

- Ask them to act out the dialogue1 Repeat the step with some other pairs for pictures b, c, d

- Have Ss practice acting out the dialogue in pairs, using the pictures

- Monitor the activity and offer help Correct

pronunciation errors (stress, assimilation of sounds, intonation) when necessary

- Call on some pairs to perform the task at the front of the class The others observe and give comments

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

3 Write.

- Get Ss to identify the characters in the pictures on page 11 and what they are saying

- Tell Ss that they are going to read and get information to write the missing words in dialogue and

- Ss read silently and complete the dialogues - Ss trade their answers within pairs or groups for

correction

class T – whole

class Whole class

Groups individually

Group work

Pair - work T – whole

class

(8)

4’

- Ask Ss to read the answers aloud to the class The others listen and give comments

Answers:

a. Hi, I’m b. boy; girl

- Make some questions to check Ss’ comprehension of the reading text

- Have the whole class read each line of the dialogues chorally to reinforce their pronunciation

III. Summary and Home- link : - Consolidate the content of the lesson

- Ask Ss to learn and write new words and structure - Prepare for Section B: 4, 5, 6,

Whole class T-WC

Week: Date of teaching: Friday, September 17th, 2013. Period: 4th

UNIT 2 MY NAME IS …

Lesson 1

I Aims : To understand about making and responding to instructions. II Objectives :

- By the end of this lesson, students will be able to make and respond to instructions - Develop writing, reading skill

III Teaching method:

- Communicative method - Techniques:

- Ask and answer

- Work in pairs and individually - Work in groups, discuss

- Teacher’s aids: audio, stickers, puppets, flashcards - Students’ aids: book, notebook, workbook

V Languages focus : Sentence patterns:

- Hello, I’m Mai - Hi, Mai I’m Nam VI Procedures :

(9)

5’

10’

12’

I Warm up :

- T asks some pairs to greet and introduce oneself S1: Hello I’m Mai S2: Hi, Mai I’m Nam

II. New lesson.

1. Look, listen and repeat.

- Ask Ss to identify the characters in the picture on page 12 and what they are saying

- Set the scene “you are going to listen to hear Nam and Mai greet each other

- Play the recording and asks Ss to listen to the tape twice - T asks Ss to listen and repeat in chorus two times

- Call on one pair One repeats Mai’s part, the other repeats Nam’s part

- Have whole class repeat all the phrases a few times to reinforce their pronunciation

2 Look and say

- Have Ss look at the pictures a and b

- Ask them to identify the characters in the pictures and what they should say Fill the bubbles and have Ss to repeat the lines a few times

- T models the dialogue

◦Assign a pair to pretend to be Mai and tom in picture a Mai: Hello I’m Mai

Tom: Hello, Mai I’m Tom

 Have one repeat Mai’s part, the other Tom’s part Then have the pair swap their parts

 Repeat the step with a few more pairs

- Ask Ss to practice making and responding to introductions using picture a and b

- Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary

- Make some questions to check Ss’ comprehension of language

3 Talk

- Have Ss look at the pictures on page 13 and identify the characters in the pictures

T-WC Pair- work

T – whole class

T T-WC

Pair- work

T- whole class

T- whole class T- whole class

Group work

(10)

10’

3’

- Point to Picture a, ask Ss to guess what the girls should say to the boy and vice versa

- Fill in the speech bubbles with the correct phrases prompted by Ss

- Have Ss to repeat the sentences in the bubbles a few times before let them practice freely (use the pictures in their books or role – play the exchanges

- Have Ss to work in pairs to practice acting the greeting - Monitor the activity and offer help when necessary/

correct typical pronunciation errors

their pronunciation

III Summary and Home- link : - Encourage Ss to for Unit 2- Section

Group work

T- whole class

Week: Date of teaching: Thursday, September 23rd, 2013. Period: 5th

Lesson 2

I Aims : Practice listening and ticking the pictures about greeting “Hello/Hi” and saying goodbye

II Objectives :

- By the end of this lesson, students will be to greet and say goodbye (review) - Develop listening, reading and writing skill

+ Work in groups, discuss IV Teaching aids :

IV. Teacher’s aids: pictures, word cards, audio, puppets, flashcards V. Student’s aids: book, notebook, workbook

V Language focus :

VI. Revision the structures: Hi/ Hello I am/ I’m + name Bye/ Goodbye

(11)

L – I – N – D – A VII. Phonics: Linda Nam

VI Procedures :

Time Steps/Activities Work

arrangement 1’

5’

10’

1. Warm up : Noughts and crosses

2. New lesson:

- Have Ss open the book page 14, look at the words Linda and Nam and notice the letter colored differently in both words

- Set the scene: “you are going to learn how to produce the sound of the letter l in the word Linda and n in the word Nam

- Produce the sound l and n a few times

- Teach the new phrases How you spell + name? – Then show them how to spell Nam and Linda and some other names

Linda Nam I’m Linda.

How you spell Linda? L – I – N – D – A.

I’m Nam.

How you spell Nam? N – A – M

T-WC

I Nga Hello

Nam am Goodbye

(12)

10’

2 Listen and tick.

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 14 - Identify the characters and guess what they are saying - Set the scene: “you are going to listen to the recording,

match the information they hear to the pictures and tick the box in the appropriate picture.

while they are looking the pictures in their books

- 2nd: play the recording for Ss to listen and tick the correct

pictures

Transcript

3. Mai: How you spell your name? Tony: T – O – N – Y.

Mai: Sorry?

Tony: Tony T – O – N – Y.

4. Phong: How you spell your name? Linda: L – I – N – D – A.

Phong: Sorry?

Linda: L – I – N – D – A. Answers: – a: – b.

3. Read and match.

- Ask Ss to identify the characters in the pictures on page 15 - Set the scene: “you are going to read the dialogues to get

the information in order to match the pictures to the appropriate dialogues.”

- Have a revision of the language: “How you spell your name?” – “L – I – N – D – A.”

- Ask Ss to read the dialogues and the task (match the sentence with a appropriate picture.)

- Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction

- Call on some Ss to report their answers Others listen and

T-WC

Group work Pair- work

T – whole class

(13)

4’

comment

- Have the whole class read each sentence in chorus to reinforce their pronunciation

Answers: – b; – a

5. Summary and Home- link :

- Ss have revised how to greet and say goodbye

- Say the letters in the alphabet, using How you spell your name?

- Produce the sound of the letter l in Linda and that the letter n in Nam

- Sing The ABC Song on page at home

T – whole class

Week: Date of teaching: Friday, September 24th, 2013 Period: 6th

Lesson 3 I Aims : Practice spelling simple names.

II Objectives :

- By the end of this lesson, Students will be able to spell simple names - Develop speaking and listening skill

- Teacher’s aids: pictures, word cards, audio, puppets, flashcards - Students’ aids: book, notebook, workbook

V Languages focus :

- Structures: How you spell your name?

(14)

Time Steps/Activities Work arrangement 1’

5’

10’

I. Class organization II. New lesson

1 Warm up: Chatting

- T asks Ss to repeat the greeting and introducing oneself

- T sets the scene

- Have Ss to look at the book at page 16; identify the characters in the picture and what they are doing - Set the scene: “we are going to learn how to spell

names and recall the alphabet.” - Use a poster to set up the situation

- Have Ss listen to the recording as they read the lines in the speech bubbles

- Play the recording again for Ss to repeat the dialogue two times

- Divide the class into two groups Allocate the line of Nam and Tom to Ss of each group

- Have one group repeat Nam’s part and the other Tom’s part

- Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation

3 Look and say

- Have Ss look at the pictures a, b, c and d on page 16 - Elicit the characters in the pictures and their names - Set the scene “ we are going to practice spelling

names”

- Ask Ss to guess and complete the speech bubbles - T models the dialogue

◦Assign a pair to pretend to be the characters in the pictures

◦Ask the pair to act out the question and answer about spelling Repeat the step but have the pair swap their parts

◦Continue the activities with sonme pairs - Ask Ss to practice asking and answering

- Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help

T – whole class

Whole class

Groups individually

Group work

(15)

10’

4’

when necessary

- Have the whole class repeat the question and answer in chorus to reinforce their pronunciation

4 Write.

- Get Ss to identify the characters in the pictures on page 17 and what they are saying

- Tell Ss that they are going to read and get information to write the missing words in task and

- Ss read silently and complete the sentences

- Monitor the activity and offer help when necessary - Ss trade their answers within pairs or groups for

correction

- Ask some Ss to read their answers aloud to the class The others listen and give comments

Answers:

a. Mai; Tony

b. L – I – N – D – A

- Make some questions to ensure Ss’ comprehension of the writing text

III. Summary

- Ss have learnt to ask and answer about names and to spell simple names, using How you spell your name? IV. Home - link

- Ss spell their own names and the names of their family members at home

Pair - work/ Group work Individually

T – whole class

Week: Date of teaching: Thursday, October 30th, 2013. Period: 7th

UNIT 3 HOW ARE YOU?

Lesson 1 I Objectives :

- By the end of this lesson, students will be able to saying goodbye (review) - Develop writing, reading skill

(16)

- Communicative method - Techniques:

- Work in pairs and individually - Work in groups, discuss

III Teaching aids :

- Teacher’s aids: audio, stickers, puppets, flashcards - Students’ aids: book, notebook, workbook

IV Languages focus :

 Vocabulary: how, thank, thanks, fine, and  Sentence patterns:

- How are you?

I’m fine, thank you And you? I’m fine, thanks

V Procedures :

10’

I Warm up :

- Have Ss to find out the names of the Ss L A N A B C D E A V D E F M U F B X P L R L T G

C Z H M W I S H

D T O N Y N Q I E Y N O P D P J

F H G I J A O K

U X Y Z N A M L V T X Q P O N M - Answers: Lan, Phong, Tony, Nam, Linda - Ask Ss work in pairs:

S1: Hello I’m Nam S2: Hi, Nam I’m Tom

II. New lesson.

- Set the scene “you are going to review some phrases of

T-WC Pair- work

T – whole class

T T-WC

Pair- work

(17)

12’

greeting and learn some more.” (use two puppets to present the situation)

- Explain the situation and the use of the titles Mr, Mrs and Miss

- Play the recording and asks Ss to listen to the tape twice - T asks Ss to listen and repeat in chorus two times

- Hold up the specific character puppets in the air / point to each character and tell the whole class to say the appropriate line in the dialogue

- Have whole class repeat all the phrases a few times to reinforce their pronunciation

Note:

 Children not tend to ask each other How are you? (That is something adults to each other and to children, but not child to child

 Thanks is an informal expression of thank you. 2 Look and say

- Have Ss look at the pictures a and bon page 18

- Ask them to identify the characters in the pictures, recall the greeting phrases

- Point to Picture a, ask Ss to guess what each character should say Fill the speech bubbles with correct phrases prompted by the Ss and have Ss to repeat the lines a few times

◦Assign a pair to pretend to be Tom and Mrs Lan in picture a

Mrs Lan: How are you, Tom?

Tom: I’m fine, thank you And you? Mrs Lan: Fine, thanks

Have one repeat Mrs Lan’s part, the other Tom’s part Then have the pair swap their parts Repeat the step with a few more pairs

- Ask Ss to act the dialogue using picture a and b

class

T- whole class

Group work T – whole

class

(18)

10’

3’

3 Talk

- Recall the titles Mr., Mrs., Miss

- Point to Picture a, ask Ss to guess what the characters should say

- Fill in the speech bubbles with the correct phrases prompted by Ss

A: How are you?

B: I’m fine, thank you And you? A: Fine, thanks.

- Have Ss to repeat the lines in the bubbles a few times before let them practice freely (use the characters in their books to practice or role play the greeting phrases

- Have Ss to work in pairs to practice acting the greeting - Monitor the activity and offer help when necessary/

their pronunciation

III Summary and Home- link :

- Encourage Ss to prepare for Unit - Lesson

T- whole class

Group work

Pair – work

T – whole class

Week: Date of teaching: Friday, October, 1st, 2013. Period: 8th

- By the end of this lesson, students will be to greet - Develop listening, reading and writing skill

II Teaching methods :

- Techniques: + Work in pairs and individually + Work in groups, discuss

(19)

- Teacher’s aids: pictures, word cards, audio, puppets, flashcards - Student’s aids: book, notebook, workbook

IV Language focus :

 Phonics: hello thanks

- How are you?

V Procedures :

arrangement 5’

10’

I. Warm up: Let’s Ss chant ( L2 – 4) - Play the recording

II. New lesson:

- Have Ss open the book page 14, look at the words Linda and Nam and notice the letter colored differently in both words

- Set the scene: “you are going to learn how to produce the sound of the letter l in the word hello and a in the word thanks

- Produce the sound l and n a few times

- Teach the newphrases How you spell + name? – Then show them how to spell Nam and Linda and some other names

T – whole class

(20)

Week: Date of teaching: Monday, October 7th, 2013 Period: 9th

- By the end of this lesson, Students will be able to greet (review), using the language they have learnt

- Develop speaking and listening skill II Teaching methods :

- Teacher’s aids: pictures, word cards, audio, puppets, flashcards - Students’ aids: book, notebook, workbook

- How are you?

V Procedures :

10’

I. Warm up

Let’s Ss chant in two groups Which is more correct is the winner

II. New lesson

- Have Ss to look at the book at page 22; identify the characters in the picture

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

T – whole class

(21)

10’

- Set the scene: “we are going to review greeting phrases that they have learnt in the previous lesson.”

- Play the recording all the way through for Ss to listen and read the text Mime the dialogue

- Play the recording again for Ss to repeat the dialogue a few tome to reinforce their pronunciation

2 Look and say

- Have Ss look at the pictures a, b, c and d on page 22 - Elicit the characters in the pictures and their names - Tell them to guess and respond to the first character

Then fill the speech bubbles with the correct phrases prompted by Ss

- Have Ss repeat a few times - T models the dialogue

◦Assign a pair to pretend to be Linda and Miss Hien to act out the dialogue

◦Repeat the step but have the pair swap their parts - Have the whole class repeat all the phrases

- Ask Ss to practice in pairs

3 Write.

- Get Ss to identify the characters in the pictures on page 23

- Ask them to talk about the situation in each picture - Tell Ss that they are going to read and get information to

write the missing words in task in the dialogue, using those from the frame on the top of the page

- Ss read silently and complete the sentences

- Monitor the activity and offer help when necessary - Ss trade their answers within pairs or groups for

Whole class

T – whole class

Pair – work

T – whole class

(22)

3’

2’

correction

- Ask some Ss to read their answers aloud to the class The others listen and give comments

Answers: a Hi b How c thank d thanks

- Make some questions to ensure Ss’ comprehension of the writing text

- Ss have learnt to ask and answer about names and to spell simple names, using How you spell your name? IV. Home - link

- Ss spell their own names and the names of their family members at home

Pair – work

T – whole class

Week: Date of teaching: Tuesday, October 8th, 2013 Period: 10th

UNIT 4

WHAT’ S YOUR NAME? Lesson 1

I Objectives :

- By the end of this lesson, students will be able to ask and answer bout someone’s name

- Develop speaking skill II Teaching methods :

(23)

- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets

- Students’ aids: books, notebooks, workbooks IV Languages focus :

 Vocabulary: what, my, your, this, friend  Sentence Patterns:

- What’s your name? My name’s Linda V Procedures :

10’

I. Warm up :

- Help Ss listen and sing the song How are you on page 23

- Set the scene “you are going to learn how to ask and answer about names (Use character puppets to present the situation)

- Play the recording all the way through for Ss to listen as they read the lines Mime the dialogue

- Play the recording for Ss to listen and repeat each line of the text (Correct typical pronunciation error(s) when necessary)

- Ask a few questions to ensure Ss’ comprehension of the text

2 Look and say

- Have Ss look at the pictures a, b, c and d on page 24 - Ask them to identify the characters in the pictures and

repeat each name a few times

- Point to P.a and ask Ss what the character should say to respond to the question What’s your name?

- Fill the bubble on the left edge of the page with the phrase prompted by Ss and have Ss to repeat the question and answer a few times before going on with other

pictures

T – WC

T – whole class

(24)

10

5’

- Call on a few pairs and allocate the characters in Picture a, b, c and d have them pretend to be these character to ask and answer

- Ask Ss to practice asking and answering in pairs - Monitor the activity and offer help Correct

pronunciation error(s) (street, assimilation of sounds and intonation) when necessary

- Call on some pairs to demonstrate at the front of the class Others observe and comment

- Have the whole class repeat all the questions to reinforce their pronunciation

3 Talk

- Point to Picture a, ask Ss to pretend to be Hoa, ask them what they should say to respond to the question What’s your name?

- Fill in the speech bubble with the answer prompted by Ss A: What’s your name?

B: My name’s Hoa.

- Repeat the step with other pictures

- Have Ss to repeat the lines in the bubbles a few times before letting them practice freely (use the names of the characters in their books or their own names

- Have Ss to work in pairs to practice

- Call on some volunteers to perform the task at the front of the class

- Ask Ss a few questions to check Ss’ comprehension of the language

III. Summary and Home- link:

- Ss have learnt to ask and answer about names, using What’s your name? and My name’s + name

- Encourage Ss to listen and try to sing the song What is your name? at home

Pair- work

T – whole class

Pair- work

T – whole class

(25)

Week: Date of teaching: Monday, October 14th, 2013. Period: 11th

UNIT 4

I Objectives :

- By the end of this lesson, students will be able to introduce someone, using This is + name.

- Develop listening, reading and writing skill II Teaching methods :

+ Work in groups, discuss III Teaching aids :

 Teacher’s aids: pictures, word cards, extra board, tape, cassette  Student’s aids: book, notebook, workbook

 Phonics: this Tom

 Vocabulary: what, my, your, this, friend  Sentence Patterns:

 What’s your name? My name’s Linda  This is Linda V Procedures :

arrangement 5’

I. Warm up :

- Greet Ss and have them reply Walk around the class to ask the names of some Ss

- Ss sing the song on page 23 of their books II. New lesson:

(26)

10’

- Have Ss open the book page 26, draw their attention to the letters colored differently in the words this and Tom

- Set the scene: “We are going to learn how to produce the sound of letters th in the word this and that of the letter T in the word Tom”

- Produce the sound of the letter th and t a few times - Ask Ss to say what they think about when they hear the

sounds

- Have Ss repeat the focused sounds a few times - Show the poster of the chant

- Play the recording all the way through for Ss to listen while they are reading the chant T claps the rhythms - Play the chant again Have Ss repeat each line and point to

each line of the chant

- Call on a group of six: three of them to repeat each line of the chant, other three clap the focus sounds

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 26 and identify the characters in these pictures

- Set the scene: “you are going to listen to the recording and match the information they hear to the correct picture and tick the box in the correct picture

pictures

- Choose one or two Ss to share their answers with their classmates

T – whole class

Whole class

Group work

T – whole class

(27)

10’

3’

2’

Transcript

1 Girl: Hi, Nam This is Peter.

Boy: Peter? How you spell that? Girl: Peter P – E – T – E – R. 2 Boy: Hi, Linda This is Mai.

Girl: Mai? How you spell that? Boy: Mai M – A – I.

Answers: – b: – a.

- Ask Ss to identify the characters in the pictures on page 27 - Set the scene: “you are going to read the text and use the

information to match each of them with the right picture ” - Identify the characters in the pictures and detail in each

picture to find out the differences between these two pictures

- Ask Ss to read the text individually and the task - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction

- Call on one student to report their answer Others listen and comment

- Have the whole class chorally read each line of the dialogues to reinforce their pronunciation

III. Summary and Home- link :

- Ss have learnt to introduce someone, using This is + name.

- Produce the sounds of the letters th in this and that of t in Tom

- Ss recite the rhyme What is your name? on page 25 at home

- Recite the chant on page

Pair- work

T – whole class

Individually Pair – work T – whole

class

T – whole class

(28)

UNIT 4

I Objectives :

- By the end of this lesson, Students will be able to spell someone’s name (review) - Develop speaking and listening skill

- Teacher’s aids: Tape cassette, pictures, poster, flashcards - Students’ aids: book, notebook, workbook

 Vocabulary: what, my, your, this, friend

 Sentence patterns: How you spell your name? L – I – N – D – A

V Procedures:

10’

I. Warm up :

- Ss recite the rhyme What is your name? on page 25 II. New lesson

- Have Ss to look at the book at page 28 and identify the characters

- Set the scene: “we are going to recall how to spell someone’s name and say the alphabet letters”

- Teach Ss to spell some specific names and sing the Alphabet Song

- Play the recording all the way through for Ss to listen as they read the dialogue

- Play the recording again for Ss to repeat the lines in the speech bubbles two times

- Divide the class into two groups One repeat Mai’s part and

T – whole class

Whole class

(29)

10’

the other repeat Nam’ part

- Play the recording again for the whole class to repeat each line in the text a few times Ensure their correct pronunciation (sentence stress, the assimilation of sound and intonation)

2 Look and say.

- Have Ss look at the pictures a, b, c and d on page 28

- Elicit the characters in the pictures and spell the name in each picture Recall sentence patterns “How you spell your name?”

◦Assign a pair to pretend to be Mary Point to P.a and ask How you spell your name?

◦Have Ss repeat the answer M – A – R – Y ◦Tell them to repeat the question and the answer ◦Repeat the step with the other names

- Have Ss to practice in pairs asking and answering - Monitor the activity, check the pronunciation (sound,

3 Write.

- Get Ss to identify the characters in the pictures on page 29 - Set the scene: “We are going to choose the right word from

the frame to complete the missing words.” - Ss read silently and complete the sentences

- Ss trade their answers within pairs or groups for correction - Ask Ss to read the answers aloud to the class The others

listen and give comments Answers:

a This b What c spell

- Make some questions to check Ss’ comprehension of the reading text

- Have the whole class read each line of the dialogues chorally

T – whole class

Pair – work

T – whole class

Individually Pair - work/ Group work

(30)

3’ 2’

to reinforce their pronunciation III. Summary and Homelink

- Ss have learnt how to spell someone’s name, using How you spell your name? and say the alphabet letters.

- Practice singing the rhyme What is your name?

T – whole class

Week: Date of teaching: Monday, October 21st, 2013 Period: 13th

UNIT 5 OUR FRIENDS

- By the end of this lesson, students will be able to identify someone - Develop speaking skill

- Teacher’s aids: student’s and teacher’s book, flashcards, pictures, tape, cassette, puppets

 Vocabulary: yes, no, he, she, new, that  Sentence Patterns:

- Who’s that? It’s + name V Procedures :

I. Warm up :

- Help Ss listen and sing the song What is your name? on page 25.

(31)

10’

10

- Set the scene “you are going to hear Mai and Phong talk about Tony (Use character puppets to present the situation)

- Explain the new language and the use of this and that - Play the recording all the way through for Ss to listen as

they read the lines Mime the dialogue

- Play the recording for Ss to listen and repeat each line of the text

- Allocate the parts of Mai and Phong Have one group repeat Mai’s part and the other Phong’s part

- Have whole class repeat each line of the dialogue in chorus to reinforce their pronunciation

Note: yeah = yes.

2 Look and say

- Have Ss look at the pictures a, b, c and d on page 30 - Ask them to identify the characters in the pictures - Point to P.a and ask Ss Who’s that?

- Fill the bubble on the left edge of the page with the phrase prompted by Ss and have Ss repeat the question and answer a few times before going on with other pictures

- Have Ss repeat all the questions and answers a few times

- Ask Ss to practise asking and answering, using the pictures in their books

- Call on some pairs to demonstrate at the front of the class Others observe and comment

- Have the whole class repeat all the questions to reinforce their pronunciation

3 Talk

- Point to a specific character in Picture a and ask Who’s

T – WC

Whole class, group and individual Half – half

class

T – whole class

Pair- work

T – whole class

(32)

3’ 2’

that?

- Fill in the speech bubble with the answer prompted by Ss A: Who’s that?

B: It’s Nam.

- Have Ss to repeat the lines in the bubbles a few times before letting them practice/ role play freely

- Have Ss to work in pairs to practice

- Call on some volunteers to perform the task at the front of the class The rest of the class observe and comment - Ask Ss a few questions to check Ss’ comprehension of

the language

- Have the whole class repeat all the questions and answers to reinforce their pronunciation

III. Summary and Home- link:

- Ss have learnt to identify somebody, using questions who to ask about names.

- Encourage Ss to listen and try to recite the chant on P 31 at home

Pair – work

T – whole class T – whole

class

Week: Date of teaching: Tuesday, October 22nd, 2013 Period: 14th

- By the end of this lesson, students will be able to greet and respond to greet(review) - Develop listening, reading and writing skill

VIII. Teacher’s aids: pictures, word cards, extra board, tape, cassette IX. Student’s aids: book, notebook, workbook

(33)

 Phonics: Tony yeah

 Is that Tony? – Yes, he is./ No, he isn’t  Is he/ she + name? – Yes, he/ she is - No, he/ she isn’t

V Procedures :

arrangement 5’

10’

I. Warm up :

- Greet Ss and have them reply Walk around the class to ask the names of some Ss

- Ss sing the song for fun II. New lesson:

- Have Ss open the book page 32, draw their attention to the letters colored differently in the words Tony and yeah - Set the scene: “We are going to learn how to produce the

sound of letters t in the word Tony and that of the letter y in the word yeah”

- Produce the sound of the letter t and y a few times - Ask Ss to say what they think about when they hear the

sounds

- Play the recording for Ss to listen as they read the chant on the poster of the chant Clap the rhythm

Tony yeah Is this Tony? Yeah? Yeah? Hi, Tony Is that Tom? No, no

- Call on a group of six: three of them to repeat each line of the chant, other three clap the rhythm

- Have Ss practice reciting and clapping the chant in groups - Monitor the activity and offer help when necessary/

- Call on a group to recite the chant The others clap the

T-WC

T – whole class

Whole class

(34)

10’

rhythm

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 32 and identify the characters in these pictures

- Set the scene: “you are going to listen to the recording and match the information they hear to the correct picture and tick the box in the correct picture

pictures

Transcript

1 A: Hi, Mai Who’s this? B: it’s Nga.

A: Is Nga your friend? Yes, she is.

2 A: Hi, Phong Who’s this? B: It’s Nam.

A: Is Nam your friend? B:Yes, he is.

Answers: – b: – a.

- Ask Ss to identify the characters in the pictures on page 33 - Set the scene: “you are going to read the dialogues and

use the information to match each of them with the right picture.”

- Review the language learnt in the previous section

- Ask Ss to read the dialogues individually and the task - Monitor the activity and offer help when necessary

- Have Ss trade the answers in pairs for correction

T – whole class

Individually

Pair- work

T – whole class

(35)

3’

2’

III. Summary and Home- link :

- Ss have learnt to ask and answer about someone using Is this/ that…?

- Produce the sound of the letter t in Tony and that of letter y in yeah

- Ss practice singing the song on P 33 at home

T – whole class

Week: Date of teaching: Monday, October 28th, 2013 Period: 15th

- By the end of this lesson, Students will be able to ask and answer about someone’s name (review)

- Teacher’s aids: audio CD, pictures, poster, flashcards - Students’ aids: book, notebook, workbook

VI Language focus :

(36)

IV Procedures :

10’

I. Warm up :

- Let’s Ss sing the song on page 33 for fun II. New lesson

- Have Ss to look at the book at page 34 and identify the characters

- Set the scene: “we are going to hear Tony and Tom ask and answer about Linda, using Is he/ she + name?” - Explain the situation

- Play the recording again for Ss to repeat each line of the dialogue

- Divide the class into two groups One repeat Tony’s part and the other repeat Tom’ part

- Play the recording again for the whole class to repeat each line in the text a few times Ensure their correct pronunciation (sentence stress, the assimilation of sound and intonation)

2 Look and say.

- Have Ss look at the speech bubbles on page 34 Ask Ss guess and say the lines in the bubbles

- Set the scene: “we are going to practice asking and answering , using these sentence patterns

- Have Ss repeat each line in the bubbles a few times Have Ss to identify the characters in Pictures a, b, c, and d

◦Point to P.a and explain the situation Ask Ss what Mai should say to ask about the girl in front of her and what Nam should answer

T – whole class

Whole class

Groups individually

(37)

10’

3’

2’

◦Fill the bubbles with the phrases prompted by the pupils

◦Repeat the step with the other pictures then have Ss repeat all the phrases a few times

3 Write.

- Get Ss to identify the characters in the pictures on page 35

- Set the scene: “We are going to going to read and get the information to complete the missing word(s) in the dialogue.”

- Ss read silently and complete the sentences - Ss trade their answers within pairs or groups for

correction

Answers: a he b Is c I

- Have the whole class read each line of the dialogue chorally to reinforce their pronunciation

III. Summary and Home - link

- Ss have learnt how to ask and answer about someone’s name, using Is he/ she + name?

- Encourage Ss to tell their parents the names of their friends

Pair – work

T – whole class

Individually Pair – work/ Group work

Whole class

(38)

Week: 8 Date of teaching: Tuesday, October 29th, 2013 Period: 16th

REVIEW 1

I Aim: Ss will be able to perform their abilities in listening, speaking, reading and writing related to the topics from Unit to Unit 5, using the phonics, vocabulary and sentence patterns they have learnt

- Teacher’s aids: three pieces of white paper with the phonics, the vocabulary and the sentence patterns written on them; audio and flashcards

- Students’ aids: book, notebook, workbook IV Language focus :

Me and My friend Unit 1: Hello

Competences

 Greeting and self – introducing

 Saying goodbye

Sentence patterns  Hello I’m Mai  Hi, Mai

 Bye (Goodbye)

Vocabulary hi, hello, goodbye/ bye

Phonics hello hi

Unit 2: My Name Is…… Competences

 Making and responding to introductions

 Greeting and saying goodbye (review)  Spelling simple names

Sentence patterns  Hello I’m Mai  Hi, Mai I’m Mai  How you spell

your name?

 L – I – N – D – A

Vocabulary How, spell, name, alphabet

Phonics Linda Nam

Unit 3: How Are You? Competences

 Saying goodbye (review)  Greeting

 Greeting (review)

Sentence patterns  How are you?

- I’m fine, thank you And you?

- I’m fine, thanks

Vocabulary how, thank, thanks, fine, and

(39)

Unit 4: What’s Your Name? Competences

 Asking and answering about someone’s name  Introducing others

 Spelling someone’s name (review)

Sentence patterns  What’s your name?

- My name’s Linda  This is Linda  How you spell

your name? - L – I – N – D – A

Vocabulary what, is, your, this, friend

Phonics this Tom

Unit 5: Our Friends. Competences

 Identifying someone

 Greeting and responding to greeting (review)

 Asking and answering about someone’s name (review)

Sentence patterns  Who is that?

- It’s …

 Is that Tony? - Yes, he is./ No, he

isn’t

 Is he/ she …? - Yes, he/ she is./ No,

he/ she isn’t

Vocabulary Yes, no, he, she, new, that

Phonics Tony Yeah

V Procedures :

Time Steps/ Activities Work

arrangement 5’

10’

1 Warm up :

Let Ss sing the song that they like Review :

 Phonics :

 Put the piece of paper with the phonics written on the board and play the recording (two times)

 Ss listen and repeat the words in chorus

 Draw Ss’ attention to the sounds that are difficult to pronounce such as this, thanks, yeah

 Have Ss to practice reading the words aloud in pairs  Have some pairs demonstrate Correct their pronunciation

when necessary

 Call on some pairs to demonstrate at the front of the class Have the rest of the class observe and give comment

 Vocabulary :

 Put the vocabulary sheet of paper on the board

 Ask Ss recall the meaning of the words by reading aloud

T- whole class Individually

Pair- work

(40)

10’

or playing a game (Name cards/ Stand up when you hear/ Physical Line- up) using flashcards.

 Have Ss say the words aloud again Encourage them to group words into categories (words to indicate greeting, names, friends, such a hell, hi; bye, goodbye; this, that  Get Ss male sentences with some of the words they have

learnt

 Structures :

 Put the sheet of paper which contains the sentences patterns on the board

 Ss repeat the patterns aloud as they follow the text on the board

 Ask Ss to make short dialogues with the sentence patterns  Have some pairs act out their dialogues at the front of the

class The others listen and comment Home link :

 Encourage Ss to practice more at home and well- prepare for the test

Individually

(41)

Week: Date of teaching: Thursday, November 8th, 2012. Period: 17th

THE FIRST TEST I Aim: Ss Review in class.

II Duration: period III Procedure: (parts I – V)

 Have Ss turn to page 36 in the Student book

 Ss work individually to complete Parts I – V then have them trade their work for correction

 Call on some volunteers to read their answers Elicit comments from the rest of the class  Correct Ss’ work on Parts I – V

IV Answers:

I Complete each word Say it aloud

1 hi goodbye friend spell name

6 thanks th at th is h ow 10 hello II Write the missing letters

1 Hello name friend goodbye

III Listen and tick Play the recording twice Girl: Hi, I’m Mai

Boy: Hello, Mai I’m Nam Girl: Hi, Nam

4 Girl: That’s my friend Boy: What’s his name? Girl: Tony

2 Boy: What’s your name? Girl: My name’s Mary Boy: Your name’s Mary? Girl: Yes My name’s Mary

Boy: How you spell your name?

Girl: T – O – N – Y Girl 1: This is my friend She’s Linda

Boy: Hi, Linda How you spell your name?

Girl 2: L – I – N – D – A Boy: L – I – N – D – A?

5 Girl: Is the boy new? Boy: No, he isn’t

Girl: What’s his name? Boy: Tony

(42)

1 - a - b - a - b - b IV Read and tick.

1 - a - a - a - b - a

V Look, read and number.

1 - - - -

VI Look and talk

 Ask Ss to look at each picture to speak as required

 Have Ss work in pairs or ion groups Remind Ss to use the sentence patterns provided in Unit –

 Call on some volunteers to speak aloud Elicit comments from the rest of the class

 Correct Ss’ answers when necessary B: Hello I’m

Nam

2 B: Hello I’m Linda

3 B: Hi, Phong I’m Linda C: Hi, Linda

4 B: Goodbye, Tom

C: Bye, Tony

Week: Date of teaching: Friday, November 9th, 2012 Period: 18th

UNIT 6 MY SCHOOL

- By the end of this lesson, students will be able to introduce their school - Develop speaking skill

 Vocabulary: primary school, it  Sentence Patterns:

(43)

10’

I. Warm up :

- Help Ss listen and sing the rhyme My friends on page 25.

- Set the scene “you are going to listen to Mai talk to Tony about her school (Use character puppets to present the situation)

- Explain the new language and the use of primary school - Play the recording all the way through for Ss to listen as

- Play the recording for Ss to listen and repeat each line of the dialogue Correct pronunciation error(s) when

necessary

- Ask some questions to check Ss’ comprehension of the language

- Have whole class repeat all the lines of the dialogue in chorus to reinforce their pronunciation

Note: yeah = yes.

2 Look and say

- Have Ss look at the pictures a, b, c and d on page 42 - Ask them to identify the names of these schools in the

pictures

- Use a poster toteach how to say the names of the schools (use the back – up building technique to teach the

phrases)

- Ask Ss to repeat each name a few times

- Have Ss to point to each picture and say the name again - Model: Ss pretend the school in the picture to be theirs

Point to P.a and have them repeat It’s Kim Dong Primary School. Repeat steps with other pictures

- Ask Ss to practice saying, using P.a, b, c and d in their books

T – WC

class

T – whole class

Pair- work

(44)

10’

3’ 2’

IV. Call on some pairs to demonstrate at the front of the class Others observe and comment

3 Talk

X. Have Ss look at the pictures on page 43 and identify the names of the schools in the pictures XI. Point to P.a Ask Ss what they should say to fill

the speech bubble

XII. Fill in the speech bubble with the answer prompted by Ss

It’s Kim Dong Primary School. ………….

V. Have Ss to repeat the lines in the bubbles a few times before letting them practice/ role play freely VI. Have Ss to work in pairs to practice

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

XIII. Ask Ss a few questions to check Ss’ comprehension of the language

XIV. Call on some volunteers to perform the task at the front of the class The rest of the class observe and comment

- Ss have learnt to say the school names, using It’s Thang Long Primary School.

IV. Home- link:

- Encourage Ss to practice drawing their school at home and say its name

class

T – whole class

Pair – work

class

Week: 10 Date of teaching: Thursday, November 15th, 2012. Period: 19th

- By the end of this lesson, students will be able to ask and answer about schools - Develop listening, reading and writing skill

(45)

XV. Teacher’s aids: pictures, word cards, extra board, tape, cassette XVI. Student’s aids: book, notebook, workbook

 Phonics: which school

 Vocabulary: primary school, it, which, one  Sentence Patterns:

 Which is your school? – This one/ That one V Procedures :

arrangement 5’

10’

I. Warm up :

- Greet Ss and have them reply

- Ss show their drawings that they did at home to their classmates and talk about the school in the drawing, using the language learnt in Lesson

II. New lesson :

- Have Ss open the book page 44, draw their attention to the letters colored differently in the words which and school - Set the scene: “We are going to learn how to produce the

sound of letters ch in the word which and that of the letter oo in the word school”

- Produce the sound of the letter ch and oo a few times - Ask Ss to say what they think about when they hear the

sounds

- Play the recording for Ss to listen as they read the chant on the poster of the chant Clap the rhythm

which school Which is your school? This one

Which is your school? That one

- Call on a group of six: three of them to repeat each line of the chant, other three clap the rhythm

- Have Ss practice reciting and clapping the chant in groups - Monitor the activity and offer help when necessary/

T – whole class

Whole class

(46)

10’

- Call on a group to recite the chant The others clap the rhythm

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 44 and identify the names of these schools and say the names in English

- Set the scene: “you are going to listen to the recording and match the information they hear to the correct pictures and tick the box in the correct pictures.

pictures

Transcript

1 A: This is my school B: Which one?

A: That one Thang Long Primary School. B: Thang Long?

A: Yes Thang Long Primary 2 A: This is my school

B: Which one?

A: This one Hoa Sen Primary School. B: Hoa Sen?

A: Yes Hoa Sen Primary Answers: – b: – a.

3 Read and tick

- Ask Ss to read the dialogue and look at Picture a and b in the pictures on page 45

- Set the scene: “you are going to read the dialogue and use the information to tick on the correct picture.”

- Ask a few questions to check Ss’ comprehension of the

T – whole class

Individually

Pair- work

(47)

3’

2’

language

Answers: Picture b III. Summary.

- Ss have learnt to ask and answer about schools, using Which is your school? – This/ That one.

- Produce the sound of the letter ch in which and that of letter oo in school

IV. Home- link :

- Recite the rhyme This is the way we way to go to school on page 45 at home

class T – whole

class

Week: 10 Date of teaching: Friday, November 16th , 2012 Period: 20th

- By the end of this lesson, Students will be able to ask and answer about the name of a school

 Vocabulary: primary school, it, which, one  Sentence Patterns:

(48)

10’

I. Warm up :

- Let’s Ss sing the song on page 45 for fun II. New lesson

- Have Ss to look at the book at page 46 and identify the names of the school in the picture

- Set the scene: “we are going to listen to ask and answer about the name of a school.”

- Explain the question with that Compare and contrast the meaning of which school and what school

- Play the recording all the way through for Ss to listen as they read the poster

- Play the recording again for Ss to repeat each line in the speech bubbles a few times

- Ask a few questions to ensure Ss’ comprehension of the language

2 Look and say.

- Have Ss look at Picture a, b, c and d on page 46 and identify the name of the school in each picture

- Have Ss point to each picture and repeat the name again - T models:

◦Point to P a and ask What school is it? Ask Ss what they should say to answer the question

◦Fill the bubbles with the correct answer prompted by the pupils

◦Ask Ss to repeat the question and answers

◦Repeat the step with the other pictures then have Ss repeat all the phrases a few times

VIII. Call on some pairs to perform the task at the front of the class Others observe and comment

IX. Have the whole class repeat the question and answer in chorus to reinforce their pronunciation 3 Write.

- Get Ss to identify the name of the school in the picture

T – whole class

Whole class Groups individually

T – whole class

(49)

3’ 2’

on page 47

- Set the scene: “We are going to going to read and get the information to complete the missing word(s) in the dialogue.”

- Ss read silently and complete the sentences - Ss trade their answers within pairs or groups for

correction

Answers: a Which b one c school

- Ss have learnt how to ask and answer about someone’s name, using Is he/ she + name?

IV. Home - link

- Encourage Ss to tell their parents the names of their friends

T – whole class Individually Pair – work/ Group work

Whole class

T – whole class

Week: 11 Date of teaching: Thursday, November 22nd, 2012 Period: 21st

UNIT 7

PLACES IN MY SCHOOL Lesson 1

I Objectives :

- By the end of this lesson, students will be able to name some specific school rooms - Develop speaking skill

(50)

 Vocabulary: classroom, library, computer, music room  Sentence Patterns:

- Is this a classroom? Yes, it is V Procedures :

10’

I. Warm up :

- Have Ss sing the song This is the way we go to school II. New lesson

- Set the scene “You are going to hear Tom and Mai talk about Tom’s classroom.”

necessary

2 Look and say

- Have Ss look at the pictures a, b, c and d on page 48 - Ask them to identify the rooms in the pictures

- Use the flashcards to show the meanings of library, classroom, computer room and music room

- Ask Ss to repeat the words a few times

- Model: recall the different meaning of this and that and the assigned pointing hands for these two words

 Point to Pa and ask Is this the library? Then answer Yes, it is Have Ss repeat both the question and answer

 Point to Pb and ask Is this the library? Answer No, it isn’t Have Ss repeat both the question and answer.  Repeat the step with some other pictures

- Ask Ss to practice asking and answering in pairs

T – WC

class

T – whole class

(51)

10’

3’ 2’

X. Call on some pairs to demonstrate at the front of the class Others observe and comment

3 Talk

XVII. Have Ss look at the pictures on page 49 and identify the rooms in the pictures

XVIII. Set the scene: “you are going to practice asking and answering about these rooms”

XIX. Point to P.a Ask Ss what they should ask and answer about the picture

XX. Fill in the speech bubbles with the correct phrases prompted by Ss

Is this a computer room?- Yes, it is. Is this a library? – No, it isn’t

XI. Have Ss to repeat the lines in the bubbles a few times before letting them practice/ role play freely XII. Have Ss to work in pairs to practice

XIII. Monitor the activity and offer help when necessary/ correct typical pronunciation errors XXI. Ask Ss a few questions to check Ss’

comprehension of the language

XXII. Call on some volunteers to perform the task at the front of the class The rest of the class observe and comment

- Ss have learnt to ask and answer about some places in the school using Is this/ that ….? – Yes, it is/ No, it isn’t IV. Home- link:

- Encourage Ss to practice the chant on Page 49

T – whole class

T – whole class Pair – work

class

Week: 11 Date of teaching: Friday, November 23rd, 2012 Period: 22nd

UNIT 7

I Objectives :

(52)

XXIII. Teacher’s aids: pictures, word cards, extra board, tape, cassette XXIV. Student’s aids: book, notebook, workbook

 Phonics: small big  Vocabulary: book, big, small  Sentence Patterns:

 The book is big V Procedures :

arrangement 5’

10’

I. Warm up :

- Have Ss sing the song This is the way we go to school II. New lesson :

- Have Ss open the book page 50, draw their attention to the letters colored differently in the words small and big

- Set the scene: “We are going to learn how to produce the sound of letters sm in the word small and that of the letter b in the word big”

- Produce the sound of the letter sm and b a few times - Ask Ss to say what they think about when they hear the

sounds

- Play the recording for Ss to listen as they read the chant on the poster of the chant Clap the syllables

Small big Look Look

A big book Look Look A small book Big, small Big, small

Big and small together

- Play the recording again for the front of the class, have

T – whole class

(53)

10’

three of them repeat each line of the chant, and other three clap the syllables

- Repeat the step but this time have Ss swap their parts - Have Ss practice reciting and clapping the chant in groups - Ask Ss to practice in group of

- Have Ss look at Pictures a, b, c and d on Page 50 and identify the objects in the pictures

- Set the scene: “you are going to listen to the recording and number the pictures according to the sequence of the information they hear.

pictures

Transcript

1 A: Is this your computer? B: Yes, it is.

A: Your computer is small?. B: Yes, it’ s a small computer. 2 A: Is this your pen?

B: Yes, it is.

A: Your pen is big? B: Yes, it’ s a big pen. 3 A: Is this your pen?

B: Yes, it is.

A: Your pen is small?

Group work

T – whole class

Individually

(54)

3’

2’

B: Yes, it is a small pen. 4 A: Is this your computer?

B: Yes, it is.

A: Your computer is big?. B: Yes, it’ s a big computer

Answers: – b – d – c – a. 3 Read and match

- Ask Ss to read the sentences and look at Picture a, b, c and d on page 51

- Set the scene: “you are going to read and match the information to the appropriate picture.”

- Ask a few questions to check Ss’ comprehension of the language

Answers: – c – a – d – b III. Summary.

- Ss have learnt how to describe school rooms, using the book is small, the bag is big; and the words book, pen, big, small Produce the sound of the letter sm in small and that of letter b in big

- Ss practice singing the rhyme on Page 51

T – whole class

class T – whole

class

Week: 12 Date of teaching: Thursday, November 29th, 2012 Period: 23rd

UNIT 7

I Objectives :

- By the end of this lesson, Students will be able to ask and answer about school rooms

(55)

 Vocabulary: new, short, long  Sentence Patterns:

 Is this new? – Yes, it is./ No, it isn’t IV Procedures :

10’

I. Warm up :

- Let’s Ss sing the song Small and Big on page 51 for fun II. New lesson

- Have Ss to look at the book at page Elicit a discussion about the picture and the dialogue

- Explain the unfamiliar vocabulary new, big

- Play the recording again for Ss to repeat each line of the dialogue a few times

- Divide the class into two Have one group repeat Mai’ part and the other Peter’s Repeat the step a second round but have the groups swap their parts

2 Look and say.

- Have Ss look at Picture a, b, c and d on page 52 and identify the rooms and the things in each picture - T models:

 Point to Pa and ask Is it big? Then answer Yes, it is Have Ss repeat both the question and answer  Point to Pb and ask Is it big? Answer No, it isn’t

T – whole class

(56)

10’

3’ 2’

Have Ss repeat both the question and answer  Repeat the step with picture c, d

XIV. Call on some pairs to perform the task at the front of the class Others observe and comment

XV. Have the whole class repeat the question and answer in chorus to reinforce their pronunciation XVI. Anticipated sound problem: short

3 Write.

- Get Ss to identify the rooms and their sizes in the pictures on page 53

- Set the scene: “We are going to going to read and get the information to complete the missing word(s) in the sentences.”

- Ss read silently and complete the sentences - Ss trade their answers within pairs for correction

Answers:

a school; big

b music room; small

- Ss have learnt how to ask and answer about school facilities, using new, old, big, small, long, short IV. Home - link

- Encourage Ss to write two sentences to describe their school library and computer room

Pair – work

T – whole class

Individually Pair – work/ Group work Whole class

T – whole class

Week: 12 Date of teaching: Friday, November 30th, 2012 Period: 24th

UNIT 8

(57)

- By the end of this lesson, students will be able to name some specific school things - Develop speaking skill

 Vocabulary: rubber, ruler, pencil sharpener, pencil case, backpack, school bag  Sentence Patterns:

- What’s this? – It’s a book V Procedures :

10’

I. Warm up :

- Have Ss sing the song This is the way we go to school II. New lesson

- Set the scene “You are going to hear Linda teach the robot to say.”

necessary

- Draw Ss’ attention to the falling intonation of What’s this/ that?

- Divide the class into two Have them to repeat the robot’s part and Linda’s part

- Have Ss practice in pairs

- Ask some questions to check Ss’ comprehension of the

T – WC

Whole class, group

(58)

10’

3’

language

2 Look and say

- Have Ss look at the pictures a, b, c and d on page 54 - Ask them to identify the school things in the pictures - Use the flashcards to show the meanings of backpack,

ruler, pencil sharpener, pencil, rubber, school bag. - Model: recall the different meaning of this and that and

the assigned pointing hands for these two words  Point to Pa and ask What’s this? Then fill in the

speech bubbles with the phrase promted by the Ss Have Ss repeat both the question and answer  Point to Pd and ask What’s that? Then fill in the

speech bubbles with the phrase promted by the Ss Have Ss repeat both the question and answer  Repeat the step with some other pictures - Ask Ss to practice asking and answering in pairs

- Monitor the activity and offer help Correct pronunciation error(s) (street, assimilation of sounds and intonation) when necessary

XVII.Call on some pairs to demonstrate at the front of the class Others observe and comment

3 Talk

XXV. Have Ss look at the pictures on page 55 and identify the things in the pictures

XXVI. Point to P.a Ask Ss what they should ask and answer about the picture

XXVII. Fill in the speech bubbles with the correct phrases prompted by Ss

What’s this? – It’s a book.

XVIII. Have Ss to repeat the lines in the bubbles a few times before letting them practice/ role play freely XIX. Have Ss to work in pairs to practice

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

XXVIII. Ask Ss a few questions to check Ss’ comprehension of the language

XXIX. Call on some volunteers to perform the task at the front of the class The rest of the class observe and comment

T – whole class

Pair- work

T – whole class

(59)

2’

- Ss have learnt how to ask and answer about some

specific school things using What’s this/ that? – It’s …… IV. Home- link:

class

Week: 13 Date of teaching: Thursday, December 6th, 2012 Period: 25th

UNIT 8

SCHOOL THINGS Lesson 2

I Objectives :

- By the end of this lesson, students will be able to describe school things - Develop listening, reading and writing skill

XXX. Teacher’s aids: pictures, word cards, extra board, tape, cassette XXXI. Student’s aids: book, notebook, workbook

 Phonics: pens pencils

 Vocabulary: new – old; big – small; short – long  Sentence Patterns:

 It is big V Procedures :

arrangement 5’

I. Warm up :

- Have Ss sing the song This is the way we go to school

(60)

10’

- Have Ss open the book page 56, draw their attention to the letters colored differently in the words pens and pencils - Set the scene: “We are going to learn how to produce the

sound of letters ns in the word pens and that of the letter ls in the word pencils”

- Produce the sound of the letter ns and ls a few times - Ask Ss to say what they think about when they hear the

sounds

pens pencils Pens and pencils Books and bags Rulers and rubbers They’re school things They’re all new

For my new school year!

- Play the recording again for the front of the class, have three of them repeat each line of the chant, and other three clap the syllables

- Have Ss look at Pictures a, b, c and d on Page 56 and identify the objects in the pictures

- Set the scene: “you are going to listen to the recording and match the information to the pictures and tick the box of the appropriate pictures.”

T – whole class

Whole class

Group work

(61)

10’

3’

2’

pictures

Transcript

1 A: What’s this? B: It’s a pen. A: It’s a pen?. B: Yes, it is. 2 A: What’s that?

B: It’s a rubber. A: It’s a rubber? B: Yes, it is.

Answers: – a - b 3 Read and match

- Ask Ss to read the sentences and look at Picture a, b, c, d, e and f on page 57

- Set the scene: “you are going to read and match the information to the appropriate picture.”

- Ask a few questions to check Ss’ comprehension of the language

Answers: – c – e – f – a – b - d III. Summary.

- Ss have learnt how to describe school things, using the sentence patterns: It is + adj such as long, short, big and small

- Ss practice singing the song on page 57

Individually

Pair- work

T – whole class

class T – whole

(62)

Week: 13 Date of teaching: Friday, December 7th, 2012 Period: 26th

UNIT 8

SCHOOL THINGS Lesson 3

I Objectives :

- By the end of this lesson, Students will be able to ask and answer about specific school things

 Vocabulary: rubber, ruler, pencil sharpener, pencil case, backpack, school bag  Sentence Patterns:

 What are these/ those? – They’re ruler IV Procedures :

10’

I. Warm up :

- Let’s Ss sing the song My School Things for fun II. New lesson

- Have Ss to look at the book at page 58 Ask them to identify the characters and school things

- Set the scene: “you are going to hear Linda teach the robot to say”

- Play the recording all the way through for Ss to listen as they read the dialogue Mine the dialogue

- Play the recording again for Ss to repeat each line of the dialogue a few times Recalling the falling intonation of the Wh – questions

- Divide the class into two Have one group repeat Linda’ part and the other the robot’s Repeat the step a second round but have the groups swap their parts

T – whole class

(63)

10’

- Anticipated sound problems: these those

2 Look and say.

- Have Ss look at Picture a, b, c and d on page 58 and identify the things in each picture Recall the the use of these and those.

- T models:

 Point to Pa and ask What are these? Then fill in the speech bubbles with the phrase promted by the Ss Have Ss repeat both the question and answer

 Point to Pd and ask What are those? Then fill in the speech bubbles with the phrase promted by the Ss Have Ss repeat both the question and answer  Repeat the step with some other pictures - Have Ss to practice in pairs asking and answering - Monitor the activity, check the pronunciation (sound,

XXI. Call on some pairs to perform the task at the front of the class Others observe and comment

XXII.Have the whole class repeat the question and answer in chorus to reinforce their pronunciation 3 Write.

- Get Ss to identify the school things in the pictures a, b, c and on page 59

- Explain the task.“We are going to get the information from the pictures to complete the questions and answers provided.”

Answers:

a this/ book. b that/ rubber c these/ pens d those/ rulers

T – whole class

Pair – work

T – whole class

(64)

3’ 2’

- Ss have learnt how to ask and answer about school things, using What’s this/ that? And What are these/ those?

- Encourage Ss to write two sentences to describe their school things

UNIT 9

IN MY CLASSROOM Lesson 1

I Objectives :

- By the end of this lesson, students will be able to perform some specific classroom instructions

 Vocabulary: sit (down), stand (up), open, close, come (in), go (out)  Sentence Patterns:

- Sit down, please

(65)

10’

I. Warm up :

- Greet Ss and have them reply - Let’s Ss sing a song for fun

- Set the scene “You are going to hear Miss Hien and the Ss in her class say.” Explain when to use Good morning. - Play the recording all the way through for Ss to listen as

necessary

- Divide the class into two Have them to repeat the teacher’s part and the Ss’ part

2 Look and say

- Have Ss look at the pictures a, b, c and d on page 60 - Ask them to identify the character and things in the

pictures

- Use the flashcards to teach the phrase sit down, stand up, open your book, close your book.

- Model:

 Point to Pa and ask Ss what they should say to tell someone to stand up Then fill in the speech bubbles with the phrase promted by the Ss Have Ss repeat both the question and answer

 Repeat the step with some other pictures

 Ask Ss perform a few instructions serveral times - Ask Ss to practice asking and answering in pairs

- Monitor the activity and offer help Correct pronunciation error(s) (stress, assimilation of sounds and intonation) when necessary

XXIII. Call on some pairs to demonstrate at the front of

T – WC

Whole class, group

Half – half class Pair - work

T – whole class

(66)

10’

3’

2’

the class Others observe and comment 3 Talk

XXXII. Have Ss look at the pictures on page 61 and identify the things in the pictures

XXXIII. Point to P.a Ask Ss what they should say to get those in the picture to stand up

XXXIV. Fill in the speech bubbles with the correct phrases prompted by Ss

XXXV. Have Ss to give some instructions for the rest of the class to perform before letting them practice/ role play freely

XXIV. Have Ss to work in pairs to practice

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

XXXVI. Ask Ss a few questions to check Ss’ comprehension of the language

XXXVII. Call on some volunteers to perform the task at the front of the class The rest of the class observe and comment

- Ss have learnt how to give and respond to classroom instructions such as sit down, stand up, open your book, close your book.

T – whole class

Pair – work

class

Week: 14 Date of teaching: Friday, December 14th, 2012 Period: 28th

UNIT 9

I Objectives :

- By the end of this lesson, students will be able to ask for permission - Develop listening, reading and writing skill

(67)

XXXVIII. Teacher’s aids: pictures, word cards, extra board, tape, cassette XXXIX. Student’s aids: book, notebook, workbook

 Phonics: can school

 Vocabulary: sit (down), stand (up), open, close, come (in), go (out)  Sentence Patterns:

- May I come in? – Yes, you can./ No, you can’t V Procedures :

arrangement 5’

10’

I. Warm up :

- Have Ss recite the chant on Page 61 II. New lesson :

- Have Ss open the book page 62, draw their attention to the letters colored differently in the words can and school - Set the scene: “We are going to learn how to produce the

sound of letters c in the word can and that of the letter sc in the word school”

- Produce two sounds a few times

- Ask Ss to say what they think about when they hear the sounds

can school School, school, school! We go to the school Books, books, books! May I open my books? Yes, you can!

Books, books, books! May I close my books? No, you can’t!

- Repeat the step but this time have Ss swap their parts

T – whole class

Whole class

(68)

10’

- Have Ss practice reciting and clapping the chant in groups - Ask Ss to practice in group of

- Have Ss look at pictures on Page 62 and ask them to talk about the pictures

- Set the scene: “you are going to listen to the recording and match the information to the pictures and tick the box incorrect picture.”

pictures

Transcript

1 Boy: Can I open my book, Miss?

Lady: Open your book? Sorry You can’t. You can’t open your book now.

2 Boy: Can I sit down, Sir.

Man: Sit down? Of course, you can. You can sit down now.

Answers: – b - a 3 Read and match

- Ask Ss to read the sentences and look at Picture a, b, c, d on page 63 and ask them to talk about the pictures

- Set the scene: “you are going to read the sentences and match the information to the appropriate pictures.” - Ask a few questions to check Ss’ comprehension of the

T – whole class

Individually

Pair- work

(69)

3’ 2’

language

Answers: – d – a – c – b III. Summary.

- Ss have learnt how to ask for permission IV. Home- link :

-Individually Pair – work T – whole

class

UNIT 9

I Objectives :

- By the end of this lesson, Students will be able to give some specific permission - Develop speaking and listening skill

 Vocabulary: Vocabulary: sit (down), stand (up), open, close, come (in), go (out)  Sentence Patterns:

- Sit down, please

- Open/ Close your book

(70)

 Procedures:

10’

I. Warm up :

- Let’s Ss sing the song My School Things for fun II. New lesson

- Have Ss to look at the book at page 64 Ask them to identify the characters

- Set the scene: “you are going to hear a pupil’s request for coming into the classroom and the teacher’s

responses.”

- Have the whole class repeat all the lines to reinforce their pronunciation

2 Look and say.

- Have Ss look at Picture a, b, c and d on page - T models:

 Point to Pa and ask Ss what Mai should say to ask for permission to go out, and what the teacher would say to give or not to give permission Then have them repeat the sentences a ew times

 Repeat the step with some other pictures - Have Ss to practice in pairs asking and answering - Monitor the activity, check the pronunciation (sound,

XXVI. Call on some pairs to perform the task at the front of the class Others observe and comment XXVII. Have the whole class repeat the question and

answer in chorus to reinforce their pronunciation 3 Write.

- Get Ss talk about the pictures

- Explain the task:“We are going to read and get the information to write the missing word(s) in Dialogue 1, 2, and 4”.”

T – whole class

Pair – work

(71)

10’

3’ 2’

Answers:

1 come; in 2 go; out 3 close 4 open

- Ss have learnt to perform some specific commands and ask for and give permission

- Have Ss brainstorm and write all the phrases that they have learnt in this section

T – whole class

Week: 15 Date of teaching: Friday, December 21st, 2012 Period: 30th

UNIT 10

OUR BREAK TIME Lesson 1

I Objectives :

- By the end of this lesson, students will be able to name some specific games and activities

 Vocabulary: break time, hide – and – seek, badninton, chess, football, puzzle, volleyball

 Sentence structures:

(72)

V Procedures :

10’

I. Warm up :

- Greet Ss and have them reply - Let’s Ss sing a song for fun

- Ask Ss to identify the characters in the picture on page 66 - Set the scene “You are going to hear Mai’ s mother ask

Mai and her brother what they at their break time. - Set up the situation and present the language in thew

dialogue and explain the situation

necessary

- Divide the class into two Have them to repeat each lines in the dialogue a few times

2 Look and say

- Set the scence: “You are going to practice asking and answering about activities at break time.

- Have Ss look at the pictures a, b, c and d on page 66 and give the meaning of the phrases in the pictures (use the flashcards)

- Have Ss repeat these phrases a few times - Model:

 Point to Pa and ask Ss to pretend to be the children in the pictures and ask what they should say to answer the question What you at breaktime?Then fill in the speech bubbles with the phrase promted by the Ss Have Ss repeat both the question and answer

 Repeat the step with some other pictures

 Ask Ss perform a few instructions serveral times

T – WC

Whole class, group

Half – half class Pair - work

(73)

10’

3’

2’

- Ask Ss to practice asking and answering in pairs

- Monitor the activity and offer help Correct pronunciation error(s) (stress, assimilation of sounds and intonation) when necessary

XXVIII. Call on some pairs to demonstrate at the front of the class Others observe and comment

3 Talk

XL. Have Ss look at the pictures on page 67 and identify the activities in these pictures

XLI. Point to P.a Ask Ss what they should ask one of the children about his/ her activity at break time or what they should answer if they are asked the same question

XLII. Fill in the speech bubbles with the correct phrases prompted by Ss

XLIII. Have Ss to give some instructions for the rest of the class to perform before letting them practice/ role play freely

XXIX. Have Ss to work in pairs to practice

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

XLIV. Ask Ss a few questions to check Ss’ comprehension of the language

XLV. Call on some volunteers to perform the task at the front of the class The rest of the class observe and comment

- Ss have learnt how to name some activities at break time by answering the question What you at break time? and memorized the phrases hide – and – seek/ chess/ badminton/ and chat with friends.

Pair- work

T – whole class

Pair – work

T – whole class

Week: 16 Date of teaching: Thursday, December 27th, 2012 Period: 31st

UNIT 10

(74)

- By the end of this lesson, students will be able to say the names of games/ activities at break time (review)

- Develop listening, reading and writing skill II Teaching methods :

XLVI. Teacher’s aids: pictures, word cards, extra board, tape, cassette XLVII. Student’s aids: book, notebook, workbook

 Phonics: break play

- What you at beak time? I play hide – and – seek V Procedures :

arrangement 5’

10’

I. Warm up :

- Greet Ss and have them reply - Have Ss recite the chant on Page 67

- Have Ss open the book page 68, draw their attention to the letters colored differently in the words break and play - Set the scene: “We are going to learn how to produce the

sound of letters br in the word break and that of the letter pl in the word play”

- Produce two sounds a few times

- Ask Ss to say what they think about when they hear the sounds

break play

Break time! Break time! Break time! What you at break time?

I play chess I play football

T – whole class

(75)

10’

And you? Ok! Ok!

I chat Let’s play football And you? At break time

- Have Ss look at pictures on Page 68 and indentify the activities in the pictures

- Set the scene: “you are going to listen to the recording and match the information to the pictures and tick the box incorrect picture.”

pictures

Transcript

1 A: What you at break time? B: I play hide – and – seek.

A: you play hide – and – seek? A: Yes, I do.

2 A: What you at break time? B: I chat with my friends.

Group work

T – whole class

Individually

(76)

10’

3’ 2’

A: you chat with your friends? B: Yes, I do.

Answers: – a - b 3 Read and match

- Ask Ss to read the sentences and look at Picture a, b, c, d on page 69 and ask them to talk about the games and activities in the pictures

- Set the scene: “you are going to read the sentences and match the information to the appropriate pictures.” - Ask a few questions to check Ss’ comprehension of the

language

Answers: – c – d – b – a III. Summary.

- Ss have learnt how to say what activities they at break time, using I play (hide – and – seek) at break time

T – whole class

class

Week: 16 Date of teaching: Friday, December 28th, 2012 Period: 32nd

UNIT 10

I Objectives :

- By the end of this lesson, Students will be able to ask and answer about some specific games and activities at break time, using Do you like playing…?

(77)

- What you at beak time? I play hide – and – seek

I like playing football/ badminton - Do you like playing chess?

- Yes, I do./ No, I don’t V Procedures:

10’

I. Warm up :

- Let’s Ss recite the chant At Beak Time on page 67 II. New lesson

- Have Ss to look at the book at page 70 Ask them to talk about the characters in the picture

- Set the scene: “you are going to ask and answer about these activities, using Do you like …?”

- Teach Ss the short answer to Yes – No questions with Do

- Have the whole class repeat all the lines to reinforce their pronunciation

2 Look and say.

- Have Ss look at picture on page 70 and identify the activities in it

- T models:

 Point to Pa and ask Ss what the children are doing Then ask them Do you like chatting with your friends?

 Fill in the bubbles with the corect answers with yes or no prompted by Ss

 Then have them repeat the sentences a few times

T – whole class

(78)

10’

3’ 2’

 Repeat the step with some other pictures - Have Ss to practice in pairs asking and answering - Monitor the activity, check the pronunciation (sound,

XXXI. Call on some pairs to perform the task at the front of the class Others observe and comment XXXII. Have the whole class repeat the question and

answer in chorus to reinforce their pronunciation 3 Write.

- Get Ss talk about the pictures

- Explain the task:“We are going to look at the picture in this section to identify the activities, read the samples and guess the appropriate language to fill in the blanks.”

- Ss the task individually

- Ss trade their answers within pairs for correction

Ask Ss to read the answers aloud to the class The others listen and give comments Answers:…

- Ss have learnt how to talk about the games and activities at break time, using Do you like …?

- Ss learn to sing the song Hide – and – Seek

– whole class Individually Pair – work/ Group work Whole class

T – whole class

Week: 17 Date of teaching: Thursday, January 3rd, 2013 Period: 33rd

REVIEW 1

I Aim: Ss will be able to perform their abilities in listening, speaking, reading and writing related to the topics from Unit to Unit 10, using the phonics, vocabulary and sentence patterns they have learnt

(79)

Me and My friend Unit 6: My school

Competences  Introducing

someone’s school  Asking and

answering about schools

 Asking about the name of a school

Sentence patterns

 It’s Thang Long Primary School

 Which is your school? - This one./ That one  What school is it? - Park Primary School

Vocabulary

Primary school, it, which, one

Phonics Which school

Unit 7: Places in My School. Competences

 Naming school ooms  Describing school

rooms  Asking and

answering about school rooms

Sentence patterns

 Is this a classroom? – Yes, it is

 The book is big  Is it new?

– Yes, it is

– No, it isn’t It’s old

Vocabulary

Classroom, library, computer, music room, book, big, small, new, short, long

Phonics small big

Unit 8: School Things Competences

 Naming school things  Describing school things  Asking and answering

about school things

Sentence patterns  What’s this/ that? - It’s a book

 What are these/ those?

- They’re ruler

Vocabulary Rubber, ruler, pencil sharpener, pencil case, backpack, school bag, old Phonics pens pencils

Unit 9: My Classroom Competences

 Performing classroom instructions

 Asking for permission  Giving permission

Sentence patterns?  Sit down, please

 Open/ Close your book  May I come in?

- Yes, you can./ No, you can’t Vocabulary Sit (down), stand (up), open, close, come (in), go (out) Phonics can school

Unit 10: Our Break Time Competences

 Naming games and activities  Saying the names of games/

activities at break time  Asking and answering about

Sentence patterns  What you

at break time?  I play hide – and

– seek

Vocabulary Break time, hide – and – seek,

badminton,

(80)

games and activities at break time

 I like playing football/ badminton  Do you like

playing chess?  - Yes, I / No,

I don’t

chess, chat, football, puzzle, volleyball

V Procedures :

Time Steps/ Activities Work

arrangement 5’

10’

1 Warm up :

Let Ss sing the song that they like Review :

 Phonics :

 Put the piece of paper with the phonics written on the board and play the recording (two times)

 Ss listen and repeat the words in chorus

 Draw Ss’ attention to the sounds that are difficult to pronounce such as which, pens, pencils, break

 Have Ss to practice reading the words aloud in pairs  Have some pairs demonstrate Correct their pronunciation

when necessary

 Call on some pairs to demonstrate at the front of the class Have the rest of the class observe and give comment

 Vocabulary :

 Put the vocabulary sheet of paper on the board

 Ask Ss recall the meaning of the words by reading aloud or playing a game (Pass the Word, Crossword Puzzle, Slap the Board…) using flashcards.

 Have Ss say the words aloud again Encourage them to group words into categories Get Ss male sentences with some of the words they have learnt

 Structures :

 Put the sheet of paper which contains the sentences patterns on the board

 Ss repeat the patterns aloud as they follow the text on the

T- whole class Individually

Pair- work

(81)

board

 Ask Ss to make short dialogues with the sentence patterns  Have some pairs act out their dialogues at the front of the

class The others listen and comment Home link :

 Encourage Ss to practice more at home and well- prepare for the test

Pair- work

Week: 17 Date of teaching: Friday, January 4th, 2013 Period: 34th

THE SECOND TEST I Aim: Ss Review in class.

II Duration: period III Procedure: (parts I – V)

 Have Ss turn to page 72 in the Student book

 Ss work individually to complete Parts I – V then have them trade their work for correction

 Call on some volunteers to read their answers Elicit comments from the rest of the class  Correct Ss’ work on Parts I – V

IV Answers:

I Complete each word Say it aloud

1 this thanks b ig b ag p en p encil pens pencils br eak

time

10.library II Write the missing letters

1 school library computer music small old May football puzzle 10.badminton III Listen and tick

Play the recording twice A: is that

your school? B: Yes, it is That’s Kim Lien Primary

4 A: What you at break time? B: I play chess

(82)

School A: Is this

the music room? B: No, it isn’t It’s the library A: The library? B: Yes The library

5 A: What you like at break time? B: I like playing hide – and – seek A: Like playing hide – and – seek B: Yes, I

3 A: May I go out? B: Going out? A: Yes, Miss B: Of course, you can

1 - a - a - b - b - a

IV Read and tick.

1 - b - a - b - b - a

V Look, read and complete.

1 bag ruler rubber pencils pencil VI Look and talk

 Ask Ss to look at each picture to speak as required

 Have Ss work in pairs or ion groups Remind Ss to use the sentence patterns provided in Unit – 10

 Call on some volunteers to speak aloud Elicit comments from the rest of the class

 Correct Ss’ answers when necessary Suggested answers:

1 a It’s a classroom a They’re rubbers b It’s a music room b They’re school bag

c It’s a library c They’re pencils

(83)

3 a I chat with my friends at break time

b I play chess at break time c I puzzle at break time

d I play badminton at break time

Week: 18 Thursday, January 10th, 2013

Period: 35th + 36th Friday, January 11th , 2013

Định dạng
Số trang	38
Dung lượng	168,01 KB