-Ask students listen, point to and repeat the word *Colour the pictures of the words that start with the /^/ sound.. Say the ^ word (5’).[r]
(1)Week 21
Date of planning: 24/1/2017 Period 77
UNIT 12: WHAT DOES YOUR FATHER DO? Lesson 1: Part 1, 2
A Objectives:
- By the end of the lesson Ps will be able to: 1 Knowledge:
- Aask and answer about someone's job - Language focus:
+ Vocabulary: farmer, nurse, driver, factory worker, student, teacher + Grammar : What does your _ do?
He's/ She's _ 2 Skills: Develop Ss listening, reading. 3 Attitudes:
- Ss like studying English
* Disability student: Listen and repeat then copy down B Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette. 2 Students’: books, notebooks, workbooks.
C Teaching methods: Netword, R.O.R, role play. D Teaching processes:
I Class organization:
Class Date of teaching Absent Students
4A 7/2/2017
4B 6/2/2017
4C 8/2/2017
(2)III New lesson
Teacher’s activities Students’ activities Step 1: Presentation
1.Vocabulary: (7')
- a farmer ( explanation): nông dân - a nurse( picture): y tá
- a driver ( picture): lái xe
- a factory worker ( translation): công nhân nhà máy
- job: công việc (explaination)
* Checking meaning: Rub out and remember Look, listen and repeat (5')
* Set the sence:
- Have Ss to look at the book page 58 and answer the question:
Who are they?
What are they talking about?
- Teacher plays the recording and asks ss to listen to the CD once
- Teacher asks ss to listen and repeat sentence by sentence twice
- Teacher shows and ss read
- Let ss practice: T-WC, half- half, open/close pairs
3 Model sentences (5')
- Teacher elicits the structures by asking ss to speak out the model sentences:
Nam: What does your father do? Mai: He's a teacher
* Teacher models twice then check intonation * Form:
- Ss listen then answer the teacher
- Ss listen then repeat after the teacher in WC, individually - Copy down the newwords - Do R.O.R
- Look at the boock then answer the questions
- Listen
- Repeat
- Read
- Practice: T-WC, half- half, open/close pairs
(3)What does your do? He's/ She _.
(What's= What is, He's= He is) * Meaning: Talk about someone's job. Step 2: Practice
* Point and say: (10')
- Have ss look at the pictures and runs through them
- Teacher models all the pictures Example: a
What does your father do? He's a farmer.
- Do the same with picture b, c, d
- Let ss practice: T- WC, half- half, open/close pairs
- Correct the mistakes if necessary Step 3: Production (4')
* Futher practice
- Ask Ss to work in pairs, ask and answer about the jobs of their family members
Ex: What does your father do? He's a farmer
- Notice
- Listen and answer qs
- Answer qs - Listen
- Practice: T- WC, half- half, open/close pairs
- interview
IV.Summary (2’) - Summary the lesson V Homework (3’)
- Do exercises in WB at home
********************************************** Period 39
(4)I Objectives:
- By the end of the lesson Ps will be able to: Read and say the three Uu words correctly, recognize and say an extra Uu word correctly
II Language focus: - Vocabulary: under III Resources:
1 Teacher’s: student’s and teacher’s book, pictures, cassette
2 Students’: books, notebooks, workbooks IV Class organization:
Class Date of planning Absent
2A 2B 2C
9/2/2017 6/2/2017 6/2/2017
……… ……… ………
V Procedure:
Teacher’s activities Student’s activities I Warm up: ( 5’)
- Greet students
-Review the previous lesson by playing the “Word chain game”
-Put phonics cards of the previous units on the board (e.g tree,tent, tiger, tea, up,
umbrella,ugly,sun, star, snake, seal…)
-Point to the student He/She says the first word in the sequence
-Point to another student He/She repeats the previous word, then says the next word in the sequence
-Continue with each student saying the next word in the sequence
e.g.: Student 1: tree Student 2: tree, tent Student 3: tree, tent,tiger
Listen
Look and say
(5)1 Listen and circle (10’)
-Point to the pictures and elicit their names -T explain the activity
-Ask students to look at the pictures and circle -Go around for helping
-ask Ss to compare -T and Ss check together
Thumbs Up or Down (5’)
-Show phonics cards to students (e.g tree,tent, tiger, tea, up, umbrella,ugly,sun, star, snake, seal…)
-Ask the students to put their thumbs up if the picture starts with u sound and put their thumbs down if the picture does not start with u sound
e.g Teacher:
(holding the snake phonics card) Up or Down? Class: (putting their thumbs down)
2 Listen, point and repeat Colour the pictures of the words that start with the h sound Say the g word (Track 46)
*Listen, point and repeat (5’)
-Show the students the under phonics card Point to it and say: /^/ - under Ask them to repeat
-Perform the actions and say /^/, under -Encourage the students to the same -Say the letter and ask students the action -Play the CD
-Ask students listen, point to and repeat the word *Colour the pictures of the words that start with the /^/ sound Say the ^ word (5’)
-Point to pictures and have students name them -Name some colours and ask the students to repeat -Ask the students colour the pictures which have
Uu in them
-Give the students minutes to colour in the ‘up’
and ‘umbrella’ that haveUu in them Go around the classroom providing any necessary help
III.Consolidation(5’) Whispers
-Line up the students into team of
-Show the phonics cards to the first student in each group
-This student whispers the word to another behind
Look and answer
Listen and circle
Look and put their thumbs up or down
Listen and repeat
Listen, repeat and the action
Listen, point to and repeat the word
Look and say the name of the picture
(6)him/her
-The student continues whispering the word until the final student
-The team which will win has the final student says the word same to the phonics card
Listen
Play game
IV Homelink: Do the exercise in the Activity book
Period 78
UNIT 12: WHAT DOES YOUR FATHER DO? Lesson 1: Part 3, 4, 5
A Objectives:
- By the end of the lesson Ps will be able to: 1 Knowledge:
- Aask and answer about someone's job - Language focus:
+ Vocabulary: Review + Grammar: Review. 2 Skills:
(7)- Ss like studying English
* Disability student: Listen and repeat then copy down B Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette. 2 Students’: books, notebooks, workbooks.
C Teaching methods: Chatting, slap the board, role play. D Teaching processes:
I Class organization:
Class Date of teaching Absent Students
4A 7/2/2017
4B 7/2/2017
4C 8/2/2017
II Warm up: Slap the board.(5')
- Play into two teams - Praise the winner III New lesson.
Teacher’s activities Students’ activities 3 Listen and tick (10')
* Pre- listening:
- Ask students to look at the pictures and then identify the content of pictures
- Call some students to guess before listening * While- listening:
- Open their books
- Identify the content of pictures - Guess their answer
a farmer a teacher a nurse
a factory worker
(8)- Play the CD twice - Students listen and tick
- Call some students read their answer T corrects
Key: Father: a farmer Mother: a teacher Brother: a fire men Sister: a nurse *Post- listening:
- Teacher plays the CD again and asks students to repeat
4 Look and write (10') * Pre- writing
- Ask students to look at the pictures, run through them
- Tell Ps that they are going fill the gaps of the sentences with different dates suggested in the pictures
* While- writing
- Give Ps a few seconds to read the text in silence
- Check comprehension and give feedback - Get Ps time to the task Go around to offer help, if necessary
- Get Ps to swap and check their answers before checking as a class Call some Ps to write the correct answers on the board
- Others observe and comment T corrects *.Key: 1- family 2- farmer
3- is a nurse 4- is a driver 5- is a factory worker 6- a student * Post- writing
- Listen and number
- Check their answer
- Repeat again
- Look at the sentences and guess the suitable words to fill
- Complete the exercise individually
- Go to the board and write the correct answers on the board
(9)- Call some students read the sentrnces to check students’ pronunciation
5 Let's sing (10')
- Tell them that they are going to sing a song - Hang poster of the song " My family " on the board Have them read each line of the lyrics Explain the new words or structures, if necessary Check comprehension
- Play the song
- Stop each sentence in the song and ask Ss to sing along
- Ss sing in chorus
- Have Ss sing the song again and clap their hands
- Divide class into three groups and sing Which group sings well, that group is the winner
- Read sentrnces other listen then comments
- Listen to the teacher - Look and read
- Listen
- Sing the song
- Groups work IV.Consolidation (2’)
- Summary the lesson V Homework (3’)
- Do exercises in the workbook
**********************************************
Period 76
UNIT 11: THIS IS MY FAMILY Lesson 3: Part 4, 5, 6
I Objectives:
(10)- Pronounce the sound of the letters brand that of the letter gr correctly. 2 Skills:
- Develop Ss reading and writing skills 3 Attitudes:
- Ss like studying English II Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette. 2 Students’: books, notebooks, workbooks.
III Teaching methods: Chant, draw. IV Teaching processes:
1 Class organization:
Class Date of teaching Absent Students
3D 27/1/2017
2 Warm up: Read the chant "How old is he?"(5') - Ask ps to practice in chorus
- Call some volunteer ss stand up then sing along - raise ss
- Lead in the new lesson
- Ss listen, repeat then write down the title 3 New lesson
Teacher’s actions Students’ actions
Read and match (10')
- T introduces the topic “you are going to read the questions to get the information in order to match the questions to the answers”
- T runs through the questions, answers
- 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
Look at the sentences in the book
(11)- Have the whole class read each sentence in chorus to reinforce their pronunciation
Answers: 1 – d; – a; – b; – c 5 Look, read and write (10')
- Ask students to look the pictures and name the characters in each picture
- T introduces the topic “you are going to read the text find out the situation read the sentences in the book and fill the suitable words to complete the text”
- Work in pairs to the exercise then practice in pairs in front of the whole class The rest listen to and give the remark
- Correct the pronunciation
- Answer: family father mother brother sister
Project (10') - Introduce the situation
- Explain how to the exercise: Draw your family Tell your classmates about it
-Ss act out in front of the class The rest listen to and give the remark Correct the pronunciation
Ss look at the page 11
Fill the suitable words in the blanks
Work in pairs
Some Ss report the answer
Work individually V Summary (3’)
- Retell the content of the lesson VI Homework (2’)
- Do exercises in workbook, learn by heart the new words
********************************************** Period: 39
Unit 8: LETTER H – Part 6, 7
I Aim and Objectives
By the end of the lesson, students will be able to:
- Recognize and pronounce the letter Hh / eɪtʃ / and its sound/h/ correctly - Understand, recognize and say the three Hh words
(12)II Languge focus
New words: review
III Reourcess : Pupil’s book, CD, phonics cards , photocopies of pages from story books
IV Class organization:
Class Date of teaching Absent pupils
1B 1C
7/2/2017 8/2/2017
……… ………
V Procedure:
Teacher’s activities Student’s activities I.Warm-up (5’)
- Greet students
- Play the song from lesson 2, ask students to sing along and corresponding actions
Or
- Ask the students to open their notebooks In two minutes, the students write as many Hh's as they can The winner is the student who has written the most
II.New Lesson
1.Say the words Match (12’)
- Point to the letter H in hat and revise the sound
- Point to the word and ask pupils to read them aloud
- Point to the pictures and elicit their names - Have the students match the words with appropriate pictures
- Give feedback
Activity: Thumbs Up or Down (5’)
- show up the phonics cards and say the words - Ask the students to put their thumbs up if the teacher says correctly and put their thumbs down if the teacher says in correctly
e.g Teacher: show the hen card, say hat Class: putting their thumbs down
Teacher: Good! show the horse card and say horse
Class: putting their thumbs up
2 Listen Point and repeat (Track 52) (8’) - Show the students the horse phonics card
play game
Say the words
match the words with appropriate pictures
Look and say Listen
(13)Point to it and say: /h/ - horse Ask them to repeat
- Mime trying to ride a horse and say: /h/ - horse Encourage the students to the same - Point to the pictures, the students
corresponding actions and say the words - Divide the class into groups of two
- The first student point to the pictures and the other student say the word then change the roles
Colour the pictures of the words that start the H sound (5’)
- Point to the pictures and have the students name them
- Set the time for students to colour the pictures of the words that start with h sound
- Go around the class, provide necessary help - will show their picture to the class
III Production
Activity: Hunt The Cards Game(5’) - Divide the class into two teams and - Hide the phonics cards around the classroom - Write the following for each team:
1: hat, hippo 2: hen, horse
- The students in each team have to ‘hunt’ for the phonics cards of their team
- Play the song (Track 51) from lesson The first team to find all its words before the end of the song is the winner
IV Homelink: (5’) Do the exercise in the Activity book
listen and repeat
listen, point and repeat
say the word then change the roles
Point and say
Colour
hunt for the phonics cards of their team
**********************************************
Period: 40
STORY TIME - P 1
I Aim and Objectives
By the end of the lesson, students will be able to:
(14)- Learn and practice reading skills II Languge focus
egg, elf, elephant, elbow fox, fish, frog, fork
glass, goat, garden, gorrila hat, hen, hippo, horse
III Reourcess : Pupil’s book, CD, phonics cards , photocopies of pages from story books
IV Class organization:
Class Date of teaching Absent pupils
1B 1C
8/2/2017 10/2/2017
……… ………
V Procedure:
Teacher’s activities Student’s activities I Warm-up (10’)
Bingo game
- Prepare some bingo cards with the words in unit 5-8 and hand them out to the students - Each bingo card should have a different set of words
- Say the words or show the pictures and have the students put a tick into the pictures in their bingo card
- The winner is the first student whose card is full of tick and who show Bingo
Slap the board
- Ask group go to board (each group has students)
- Prepare some pictures with the words in unit 5-8
- Tick the pictures on the board
- Say the words and ask student slap the board II New Lesson
1 Listen Read along (Track 86) (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: hippo, elf, garden, fish and frog
Listen
Listen and tick the pictures
Listen
Listen and slap the board
Listen
(15)- Ask the students to read out the words - Invite students to guess what they think the story is about
- Ask the students to open and look at the book - Ask them questions about what they can see in the pictures
E.g: Teacher: (pointing to the elf in picture 1) Look! What’s this?
Class: (It’s an) elf!
Teacher: (pointing to the hat in picture 1) A happy hippo with a ….
Class: hat! 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) (10’) - Ask students to close their book
- Read out a few sentences from the story and ask the students to complete them
e.g Teacher: look at my… Class: garden! etc
III Homelink: (5’) learn the story by heard.
Look and answer
Listen and point Listen and repeat
Read the story aloud
Tell the story
********************************************** Period 79
UNIT 12: WHAT DOES YOUR FATHER DO? Lesson 2: Part 1, 2, 3
A Objectives:
- By the end of the lesson Ps will be able to: 1 Knowledge:
- Ask and answer questions about places to work - Language focus:
- Vocabulary: a hospital, a feild, a factory, an office.
(16)2 Skills:
- Develop Ss listening, speaking skills 3 Attitudes:
- Ss like studying English
* Disability student: Listen and repeat B Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette. 2 Students’: books, notebooks, workbooks.
C Teaching methods: R.O.R, role play. D Teaching processes:
I Class organization:
Class Date of teaching Absent Students
4A 8/2/2017
4B 8/2/2017
4C 10/2/2017
II Warm up:* Sing the song "My family" (5') - Ask ps to practice in chorus
- Call some volunteer ss stand up then sing along - raise ss
- Lead in the new lesson
- Ss listen, repeat then write down the title III New lesson
Teacher's activities Students' activities 1 Presentation.
a Teaching vocabulary (10') - a hospital (elicit ): bệnh viện - a feild ( translation): cánh đồng - a factory ( elicit) : công ty
(17)- an office ( picture): văn phòng * Checking vocabulary: R.O.R b Look, listen and repeat (5') * Set the sence:
- Have Ss to look at the book page 14 and answer the question:
Who are they?
What are they talking about?
- Teacher plays the recording and asks ss to listen to the CD once
- Teacher asks ss to listen and repeat sentence by sentence twice
- Teacher shows and ss read
- Let ss practice: T-WC, half- half, open/close pairs
3 Model sentences (5')
- Teacher elicits the structures by asking ss to speak out the model sentences: Nam: Where does a doctor work? Mai: A doctor works in a hospital
* Teacher models twice then check intonation
* Form:
Where does a work? A _ works .
* Meaning: Hỏi trả lời nơi làm việc
Step 2: Practice
* Point and say: (10')
- Have ss look at the pictures and runs through them
- Teacher models all the pictures
- Ss take note - Do R.O.R
- Look at the pictures - Answer
+ They are Mai and Nam
+ They are talking about places to work
- Listen then repeat
- Read - Practise
- Find out
- Listen and repeat
T-ss, half-half, open/closed pairs
(18)Example: a
Where does a doctor work? A doctor works in a hospital - Do the same with picture b, c, d
- Let ss practice: T- WC, half- half, open/close pairs
- Correct the mistakes if necessary Step 3: Production (2')- Let's talk. - Ask Ss to talk about where someone was by answering following questions + What your name?
+ What does your father/ mother/ grandma/ grandpa/ brother/ sister do? + Where does he/ she work?
- Comment
- Look and answer
- Practise: T- Ss half- half open pairs close pairs
- Work in pairs IV.Consolidation (2’)
- Summary the lesson V Homework (1’)
- Do exercises in the workbook
**********************************************
Period 77
UNIT 12 : THIS IS MY HOUSE Lesson 1: 1, 2, 3
I Objectives:
- By the end of the lesson Ps will be able to: 1 Knowledge:
- Introduce about the rooms in their house - Language focus:
(19)+ Vocabulary:living room, kitchen, bathroom, bedroom, dining room, garden 2 Skills:
- Develop Ss reading and listening skills 3 Attitudes:
- Ss like studying English II Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette. 2 Students’: books, notebooks, workbooks.
III Teaching methods: Shark attack, slap the board. IV Teaching processes:
1 Class organization:
Class Date of teaching Absent Students
3D 8/2/1/2017
2 Warm up: Shark attack (5')
- Teacher draws picture about a girl and steps the runs through them _ _ _ _ _ => HOUSE
- Ask ss to guess the correct word in whole class - Praise the winner
3 New lesson
Teacher’s activities Students’ activities Step 1: Presentation
1.Vocabulary: (7')
- living room ( suggestion): phòng khách - kitchen ( explain): phòng bếp
- bathroom ( picture) : phòng tắm - bedroom (suggestion): phòng ngủ - dining room (translation): phòng ăn
- Ss listen then answer the teacher
- Ss listen then repeat after the teacher in WC, individually - Copy down the newwords
(20)- garden (picture): vườn - house(example): nhà
* Checking meaning: Slap the board Look, listen and repeat (5')
* Set the sence:
- Have Ss to look at the book page 12 and answer the question:
Who are they?
What are they talking about?
- Teacher plays the recording and asks ss to listen to the CD once
- Teacher asks ss to listen and repeat sentence by sentence twice
- Teacher shows and ss read
- Let ss practice: T-WC, half- half, open/close pairs
3 Model sentences (5')
- Teacher elicits the structures by asking ss to speak out the model sentences:
Mai: There’s a garden Linda : It’s very nice
* Teacher models twice then check intonation * Form:
There’s a _ It’s very nice.
*Meaning: Introduce about the rooms in their house
Step 2: Practice
* Point and say: (10')
- Have ss look at the pictures and runs through them
game into two teams
- Look at the boock then answer the questions
- Listen
- Repeat
- Read
- Practice: T-WC, half- half, open/close pairs
- Listen and find out - Listen then repeat
- Notice
- Listen and answer qs
(21)- Teacher models all the pictures Example: a
There’s a living room It’s very nice
- Do the same with picture b, c, d, e, f
- Let ss practice: T- WC, half- half, open/close pairs
- Correct the mistakes if necessary Step 3: Production (4')- Let's talk.
- Have Ss look at the pictures on page 12 and identify the rooms in the pictures
- Fill in the speech bubbles with the correct phrases promted by Ss
- Example:
S1: There’s a bathroom. S2: Wow! It’s nice.
- 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 practicing - Monitor the activity and offer help when necessary/ correct typical pronunciation errors - Call on a pair to demonstrate at the front of the class
- Feedback
- Practice: T- WC, half- half, open/close pairs
- Look and identify
- Repeat
- Pairs work
V.Summary: (2’)
- T : ? What have we learnt today? - Ss: Topic: This is my house Vocabs: about rooms
Structure: A: There’s a……… - B: It’s very nice VI Homework: (3’)
(22)- Do exercises in the WB
**********************************************
Period 78
UNIT 12: THIS IS MY HOUSE. Lesson 1: Part 4, 5, 6
I Objectives:
- By the end of the lesson Ps will be able to: 1 Knowledge:
- Introduce about the rooms in their house - Language focus:
+ Sentence Partners: A: There’s a……… - B: It’s very nice + Vocabulary:way, clean, early, in the morning
2 Skills:
- Develop Ss writing and listening skills 3 Attitudes:
- Ss like studying English II Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette. 2 Students’: books, notebooks, workbooks.
III Teaching methods: singing, match. IV Teaching processes:
1 Class organization:
Class Date of teaching Absent Students
3D 9/2/1/2017
2 Warm up: Slap the board (5’) bathroo
m bedroo
m
(23)- Tell the rules
- T asks Ss to play this game into two teams - Praise the winner
- Lead in the new lesson
- Ss listen, repeat then write down the title New lesson
Teacher’s activities Students’ activities 4 Listen and tick (15')
- Have pupils look at pictures a, b, c and d on page of the Student Book Elicit the identification of the characters in the pictures and the characters’ words Set the scence: “You are going to listen to the recording and match the information they hear to the pictures” They should number the boxes
Picture Guess Listen
1
- Play the recording times pupils to listen and number the boxes Check their guess Compare the answer with the partner
- Play the recording again pupils check their answers 5 Look, read and write (13’)
- Have pupils open their books to Page 13 Get Ss to identify the characters in the pictures and what they are saying
- Tell Ss that they are going to look the pictures, read and get information to write the missing words in the sentences
Look at the pictures in the book
Listen and number
Ps answer
Indentify the characters in each picture
living room
kitchen
garden room
(24)- Ss read silently and complete the dialogues - 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 house A living room 3.a kitchen Bedroom a bathroom 6.a kitchen
- 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
6 Let’s sing (10’)
- Introduce The way I clean my house song, Page 13 - Play the recording and listen to The song
- Play the recording again for pupils to sing each line of the rhythm
- Call on a group of six to the front of the class and the actions The others clap their hands after the song - Group work Pupils practise singing and doing the actions in groups Monitor the activity and help them when necessary Correct pronunciation Ss’ errors
- Call on one group to perform the song at the front of the class The rest of the class sing the song and clap the rhythm
- Have class sing the song again to reinforce their pronunciation
Work individually
Whole class
Listen
Listen and sing
Groups work
Whole class V.Summary: (2’)
- T : ? What have we learnt today? - Ss: Topic: This is my house Vocabs: about rooms
Structure: A: There’s a……… - B: It’s very nice VI Homework: (3’)
(25)Period 40
STORY TIME – P2 I Objectives:
By the end of the lesson Ps will be able to: consolidate the sound of the letters Rr, Ss, Tt and Uu and the corresponding words
II Language focus:
- Sentence Partners: Revision - Vocabulary: Revision
III Resources:
1 Teacher’s: student’s and teacher’s book, pictures, cassette
2 Students’: books, notebooks, workbooks IV Class organization:
Class Date of planning Absent
2A 2B 2C
13/2/2017 10/2/2017 9/2/2017
……… ……… ………
V Procedure:
Teacher’s activities Student’s activities I Warm up: ( 10’)
Bingo game
- Prepare some bingo cards with the words in unit 5-8 and hand them out to the students
- Each bingo card should have a different set of words
- Say the words or show the pictures and have the students put a tick into the pictures in their bingo card
- The winner is the first student whose card is full of tick and who show Bingo
Slap the board
- Ask group go to board (each group has students)
- Prepare some pictures with the words in unit 5-8 - Tick the pictures on the board
- Say the words and ask student slap the board
Listen
Listen and tick the pictures
Listen
(26)II New lesson
1.Listen Read along (Track 53) (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: snake, sun, tiger, tree, umbrella.
-Ask the students to read out the words
-Invite students to guess what they think the story is about
-Ask the students to open and look at the book -Ask them questions about what they can see in the pictures
E.g: Teacher: (pointing to the robbot in picture 1) Look! What’s this?
Class: (It’s a) robbot
Teacher: (pointing to the snake in picture 1) The snake is in the ….
Class: sun! 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) (10’)
-Ask students to close their book
-Read out a few sentences from the story and ask the students to complete them
e.g Teacher: The snake is in the …. Class: sun! etc
Listen
Read out the words
Look and answer
Listen and point
Listen and repeat Read the story aloud
Tell the story
IV Homelink: Do the exercise in the Activity book
(27)Period 79
UNIT 12: THIS IS MY HOUSE. Lesson 2: Part 1, 2, 3
I Objectives:
- By the end of the lesson Ps will be able to: 1 Knowledge:
- Ask and answer questions about house facilities - Language focus:
+ Sentence Partners: Is there a fence?-Yes, there is./ No, there isn’t + Vocabulary: fence, pond, gate, yard, fence
2 Skills:
- Develop Ss reading and listening skills 3 Attitudes:
- Ss like studying English II Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette. 2 Students’: books, notebooks, workbooks.
III Teaching methods: sing, R.O.R, role play. IV Teaching processes:
1 Class organization:
Class Date of teaching Absent Students
3D 10/2/1/2017
2 Warm up: : Sing the "The way I clean my house song"(5') - Ask ps to practice in chorus
- Call some volunteer ss stand up then sing along - raise ss
- Lead in the new lesson
(28)Teacher’s activities Students’ activities Step 1: Presentation
1.Vocabulary: (7')
- fence: hàng rào (situation) - pond: ao (situation) - gate: cổng (situation) - yard: Sân (situation)
* Checking meaning: Rub out and remember Look, listen and repeat (5')
* Set the sence:
- Have Ss to look at the book page 14 and answer the question:
Who are they?
What are they talking about?
- Teacher plays the recording and asks ss to listen to the CD once
- Teacher asks ss to listen and repeat sentence by sentence twice
- Teacher shows and ss read
- Let ss practice: T-WC, half- half, open/close pairs
3 Model sentences (5')
- Teacher elicits the structures by asking ss to speak out the model sentences:
Nam: Is there a garden? Tony: Yes, there is
* Teacher models twice then check intonation * Form:
Is there a _? Yes, there is.
- Ss listen then answer the teacher
- Ss listen then repeat after the teacher in WC, individually - Copy down the newwords - Do R.O.R
- Look at the boock then answer the questions
- Listen
- Repeat
- Read
- Practice: T-WC, half- half, open/close pairs
(29)No, there isn't (isn't= is not) *Meaning: Talk about house facilities. Step 2: Practice
* Point and say: (10')
- Have ss look at the pictures and runs through them
- Teacher models all the pictures Example: a
Is there a pond? Yes, there is - Do the same with picture b, c, d
- Let ss practice: T- WC, half- half, open/close pairs
- Correct the mistakes if necessary Step 3: Production (4')- Let's talk.
- Have Ss look at the pictures on page 14 and identify the rooms in the pictures
- Fill in the speech bubbles with the correct phrases promted by Ss
- Example:
S1: Is there a yard? S2: Yes, there is.
- 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 practicing - Monitor the activity and offer help when necessary/ correct typical pronunciation errors - Call on a pair to demonstrate at the front of the class
- Feedback
- Notice
- Listen and answer qs
- Answer qs - Listen
- Practice: T- WC, half- half, open/close pairs
- Look and identify
- Repeat
(30)V.Summary: (2’)
- In this lesson, Ss have learnt to to ask and answer questions about house facilities - Using this structure:
Is there a fence?-Yes, there is./ No, there isn’t VI Homework: (3’)
- Do exercises in workbook, learn by heart the new words
********************************************** Period 80
UNIT 12: WHAT DOES YOUR FATHER DO? Lesson 2: Part 4,5,6
A Objectives:
- By the end of the lesson Ps will be able to: 1 Knowledge:
- Ask and answer questions about places to work - Language focus:
- Vocabulary: - Grammar: 2 Skills:
- Develop Ss listening, speaking, writing 3 Attitudes:
- Ss like studying English
* Disability student: Listen and repeat B Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette. 2 Students’: books, notebooks, workbooks.
C Teaching methods: R.O.R, role play. D Teaching processes:
(31)Class Date of teaching Absent Students 4A 10/2/2017
4B 10/2/2017 4C 13/2/2017 II Warm up: Pelmanism (5').
- Ask ps to play the game into two teams - Tell the rules
- Praise the winner - Lead in the new lesson
- Ss listen, repeat then write down the title III New lesson
Teacher’s activities Students’ activities 3 Listen and number(15')
* Pre- listening:
- Ask students to look at the pictures and then identify the content of pictures
- Call some students to guess before listening
Part Guess Listen
1
* While- listening: - Play the CD twice
- Students listen and number
- Call some students read their answer T corrects *Post- listening:
- Teacher plays the CD again and asks students to repeat
- Open their books - Identify the content of pictures
- Guess their answer
- Listen and number
- Check their answer
(32)4 Look and write (12') * Pre- writing
- Ask students to look at the pictures, run through them
- Tell Ps that they are going fill the gaps of the sentences
* While- writing
- Give Ps a few seconds to read the text in silence - Check comprehension and give feedback
- Get Ps time to the task Go around to offer help, if necessary
- Get Ps to swap and check their answers before checking as a class Call some Ps to write the correct answers on the board
- Others observe and comment T corrects.
* Post- writing
- Call some students read the sentrnces to check students’ pronunciation
- Look at the sentences and guess the suitable words to fill
- Complete the exercise individually
- Go to the board and write the correct answers on the board
- Check their answer
IV.Consolidation (5’) - Summary the lesson V Homework (3’)