Listen And Read Along (Track 05) (10’) - Encourage the students to point to the picture of the word that the teacher says.. - Play the CD.[r]
(1)Week 24
Date of planning: 24/2/2017 Period 89
UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 1: Part 1, 2
A Objectives:
- By the end of the lesson Ps will be able to:
1 Knowledge:
- Ask and answer about someone's physical appearance - Language focus:
+ Sentence Partners: What does he/ she look like?- He's / she's _ + Vocabulary: tall, short, slim, old, young
2 Skills:
- Develop Ss reading, speaking and listening skills
3 Attitudes:
- Ss like studying English
* Disability student: Listen, repeat and copy down B Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette
2 Students’: books, notebooks, workbooks
C Teaching methods: Chant, rub out and remember, role play
D Teaching processes: I Class organization:
Class Date of teaching Absent Students
4A 28/2/2017
4B 27/2/2017
4C 1/3/2017
(2)- Call some volunteer ss stand up then read along - Praise ss
- Lead in the new lesson
- Ss listen, repeat then write down the title
III New lesson
Teacher’s activities Students’ activities
Step 1: Presentation
1.Vocabulary: (7') - tall ( explanation): cao - short ( picture): thấp - slim ( picture): mảnh dẻ - old ( translation): già - young ( realia): trẻ
* Checking meaning: Rub out and remember Look, listen and repeat (5')
* Set the sence:
- Have Ss to look at the book page 24 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
- Ss listen then answer the teacher
- Ss listen then repeat after the teacher in WC, individually - Copy down the newwords - Rub out and remember
- Look at the boock then answer the questions
- Listen
- Repeat
- Read
- Practice: T-WC, half- half, open/close pairs
(3)* Teacher models twice then check intonation * Form:
What does he/ she look like? He's/ She's _.
*Meaning: Talk about the things in the room
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 she look like? She's tall
- 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 about their family members
Ex: What does your father look like? He's slim
- Check ss' pronounciation
- Notice
- Listen and answer qs
- Answer qs - Listen
- Practice: T- WC, half- half, open/close pairs
- Pairs work
IV.Consolidation (3’)
- Summary the lesson
V.Homework (2’)
- Do exercises in workbook - Prepare the new lesson
(4)Period 45
Unit 9: LETTER V - Part 2, Class Date of teaching Absent students
2A 2B 2C
2/3/2017 27/2/2017 27/2/2017
……… ……… I Objectives:
By the end of the lesson Ps will be able to: practise the sound of the letter Vv and the coresponding words
II Language focus:
- Vocabulary: Van, vase, violet III Resources:
1 Teacher’s: student’s and teacher’s book, pictures, cassette
2 Students’: books, notebooks, workbooks
IV Procedure:
Teacher’s activities Student’s activities I Warm up: (5’)
Slap the board: Van, vase, violet
Play game
II New lesson
1 Listen and point Choose (Track 56): Read the words in sentence (10’)
- Point to the van and say: This is my pretty van! The students repeat
- Follow the same procedure for vase and the violet.
- Play the CD The students listen and point
- Say: This is my pretty van! Ask the students to point to the corresponding item in the picture Repeat with the rest of the items in random order
- Ask the students to look at the pairs of pictures on the side and choose the correct one for each
corresponding item
- Go around the classroom asking students to name the item they are matching
e.g Teacher: (point to the van) This is my pretty … Student 1: van! etc
2 Chant and show! (Track 57) (7’)
- Put up the van, vase, violet phonics cards on the
Listen
Listen and point
(5)board
- Point to the phonics cards and say: /v/- van, /v/-
vase, /v/- violet The students repeat
- Play the CD The students listen, follow in their books and chant
- Ask the students to the actions of the words when they chant OR ask the students to take out their own van, vase, violet picture cards and place them on their dersks Play the CD again The students listen and hold up the corresponding picture cards - Repeat the chant without the CD Keep the rhythm by clapping hands Pause before the words (van,
vase, violet) and encourage the students to name the
items
e.g Teacher: /v/
Students: van
Teacher: /v/, /v/, /v/
Students: van! etc
*Chant in group (Optional) (7’)
- Divide the class into groups (van, vase, violet) Each group says the appropriate chant while the rest of the class claps
- Ask each group to mime the corresponding action or show the corresponding phonics cards while they chant
III Production (5’)My sound book
- Ask the students to take out their notebooks
- Ask them to draw a big letter V in their notebooks - Ask them to use colour pencils or crayon to colour the letter
- Explain to the students that they will look at the letter and practice saying the sound at home
Listen and repeat Listen and chant Chant and action
Chant without CD
Listen
Work in group
Draw Colour
IV Homelink: (5’)
Do the exercise in the Activity book
Whole class
********************************************** Period 90
UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 1: Part 3, 4, 5
A Objectives:
(6)1 Knowledge:
- Ask and answer about someone's physical appearance - Language focus:
+ Sentence Partners: + Vocabulary:
2 Skills:
- Develop Ss reading, speaking and listening skills
3 Attitudes:
- Ss like studying English
* Disability student: Listen, repeat and copy down B Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette
2 Students’: books, notebooks, workbooks
C Teaching methods: Slap the board, guess, role play, find someone who
D Teaching processes: I Class organization:
Class Date of teaching Absent Students
4A 28/2/2017
4B 28/2/2017
4C 2/3/2017
II Warm up: Slap the board.(5')
- Ask ps to play into two teams - Tell the rules
- Praise ss
- Lead in the new lesson
- Ss listen, repeat then write down the title III New lesson
Teacher’s activities Students’ activities 4 Listen and tick (10')
- Have pupils look at task on page 25 of the Student Book Elicit the identification pictures
- Set the scence: “You are are going to listen to the recording and tick the pictures you hear” They should number the boxes
Picture Guess Listen
1
Play the recording again pupils check their answers - 1st:Play the recording all the way through
Look at the picture
Guess picture is correct Listen then check their guessing
tall old
slim
(7)- 2nd: play the recording for Ss to listen and tick the
correct pictures
- 3rd: play the recording for Ss to check their answers.
Call some Ss go to the board then write the answer
Aswer: c c a
Look, read and write (10')
* Pre- writing
- Ask students to look at the picture and say what they see
- Have Ss guess the missing words * While- writing
- Ask students to look at the pictures and write the correct words
- Calls students to write the answers on the board Teacher corrects
1- He's tall 2- She's short 3- They're old 4- They're young * Post- writing
- Ask Ss to read aloud the sentences they have done
Let’s play: Find some one who (10’)
- Tell the rule for Ss
- Ss listen and play the game
Give the answer
Ss listen and look at the pics
Ss to work in pairs to the exercise
Check their answer
Some Ss read alound the answer
Play game in WC IV.Consolidation (3’)
- Summary the lesson
V.Homework (2’)
- Do exercises in workbook - Prepare the new lesson
********************************************** Period 88
UNIT 13: WHERE’S MY BOOK? Lesson 3: Part 4, 5, 6
I Objectives:
- By the end of the lesson Ps will be able to: 1 Knowledge:
- Ask and answer questions about the location of things in the house - Language focus:
+ Sentence Partners: + Vocabulary:
2 Skills:
- Develop Ss reading, listening and writing skills
3 Attitudes:
(8)II Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette
2 Students’: books, notebooks, workbooks
III Teaching methods: Chant
IV Teaching processes: Class organization:
Class Date of teaching Absent Students
3D 28/2/1/2017
2 Warm up: Read the chant “Where's the book?” (5') - Ask ps to practice in chorus
- Call some volunteer ss stand up then read along - raise ss
- Lead in the new lesson
- Ss listen, repeat then write down the title
3 New lesson
Teacher’s activities Students’ activities 1 Read and tick (10’)
* Pre – reading
- T introduces the topic “you are going to read the paragraph to get the information in order to find the suitable words to fill in the blanks”
* While – reading
- Teacher reads once, T-Ss, WC, individually - Ss the task
- Monitor the activity and offer help ss * Post – reading
- Call some Ss report their answer
- Make a few qusetions to check ss understanding Answer: Picture c
2 Read and write (12’)
- T introduces the topic “you are going to read the sentences and find the suitable words to fill in the blanks”
- Ss read the sentences individually and the exercise
- 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
3 Project (8’)
- Introduce the situation
- Explain how to the exercise: Draw your bedroom and describe it to your classmates
- Listen to Teacher
- Read the paragraph - Do the task
- Compare with partner
- Give answer
- Fill the suitable words in the blanks
- Work individually
- Listen
(9)- Ss introduce their houses in front of the class - The rest listen to and give the remark Correct the pronunciation
- Listen
IV.Summary: (2’) - Summary the lesson
V Homework: (3’) - Learn model sentence - Prepare for new lesson - Do exercises in WB
Period 45
Unit 9: LETTER I - Part 2,
Class Date of teaching Absent students
1B 1C
28/2/2017 3/3/2017
……… ……… I Objectives:
By the end of the lesson Ps will be able to:
Recognize and pronounce the letter Ii and its sound correctly Understand, recognize and say the three Ii words
Write the letter Ii II Language focus: Review ink, igloo, iguana
III Resources:
1 Teacher’s: student’s and teacher’s book, pictures, cassette
2 Students’: books, notebooks, workbooks
IV Procedure:
Teacher’s activities Student’s activities I Warm up (5’)
Slap the boar: ink, igloo, iguana, horse, hen, hat, hippo
Play game
II New lesson
1 Listen and point Choose (Track 56): Read the words with preceding “oh no” and “my” (10’)
(10)iguana.
- Have students point to the correct object when they hear the words from the recording
- Have students listen and repeat the words for several times
- Ask students to look at the pairs of pictures on the side and choose the correct one for each
corresponding item (base on the colour)
- Go around the classroom, ask students to name the item they are matching
* Colour (3’)
- Ask students to choose their favourite crayons and colour the letter Ii on their pupil’s book (page 42) - Move around and ask some individuals to repeat the letter I /aɪ / and its sound /ɪ/ Give feedback * Optional Game (7’)
Step 1
- Give instructions of how to play the game Give each student one card with a word/words/letter (I/Ii/ III /Ink /Ingloo/Iguana…) Students take turn to show their cards and say the word(s)/letter (Note: I says /ɪ /, III says /ɪ /ɪ /ɪ /…)
Step 2
- Have a group of students to go in front of the class and show up their cards Read any word(s)/letter out loud Students holding the card with the read
word(s)/letter must jump high
- Do the same procedure with other groups, ask students to read the word(s)/letter instead of the teacher
2 Chant and show! (Track 04) (5’)
- Read the words, ask students to listen and the gestures for each word (2 or times)
- Play the audio, ask students to sing and the gestures with the chant
III Production (5’) My sound book
- Ask the students to take out their notebooks - Ask them to draw a big letter I in their notebooks - Ask them to use colour pencils or crayon to colour the letter
- Explain to the students that they will look at the letter and practice saying the sound at home
Listen
Listen and repeat
Colour
Listen
Read aloud
Group
Read the words Chant
Draw Colour
(11)Do the exercise in the Activity book
**********************************************
Period 46
Unit 9: LETTER I - Part 4,
Class Date of teaching Absent students
1B 1C
1/3/2017 8/3/2017
……… ……… I Objectives:
By the end of the lesson Ps will be able to: Recognize and say the three Ii words correctly Do the corresponding actions
Read the story Sing letter Ii song II Language focus: Review ink, igloo, iguana
Sight words: here, is, my, in, with III Resources:
1 Teacher’s: student’s and teacher’s book, pictures, cassette
2 Students’: books, notebooks, workbooks
IV Procedure:
Teacher’s activities Student’s activities I Warm up: (5’)
- Greet students
- Show the phonics cards, ask students to read and corresponding actions
E.g Teacher: (Show the ‘ink’ card)
Class: (pretend to write with a pen and say ) /ɪ/
(12)ink
II New lesson
1 Listen And Read Along (Track 05) (10’) - Encourage the students to point to the picture of the word that the teacher says
- Play the CD Have the students listen to the story once
- Play the CD again The students listen and point to the pictures of the key words when they hear them in the story
- Read the story The students follow their books - Teacher reads the printed words then let the students look at the pictures and say the words - Ask students work in pairs One reads while the other checks, then they change roles Or one reads the printed words while the other looks at the pictures and says the words
* Say the Sight Words (3’)
- Point to and say the sight words: here, is, my, in, with
- Have students repeat
- Have some students read them aloud - Give feedback
* Draw it (7’)
- Divide the class into or teams with the same numbers of students in each team
- The first student of each team runs to the teacher (at the same time); teacher show a word/words to them
- The students quickly draw it
- The students who finishes first win a point for his or her team
- Continue with the other words and students - The team with the most points wins
2 Song (Track 06) (5’)
- Put the ink, igloo and iguana phonics cards up on the board
- Point to the igloo and say: “here is my igloo” The students repeat
- Follow the same procedure and present the rest of the song
- Play the CD The students listen and sing along - Play the CD again The pupils sing and corresponding actions
III Production (5’)
Point the picture Listen the story
Read
Work in pair
Listen and repeat
Listen Draw
Listen
(13)Which card? Game
- Put the phonics cards face up on the table/stick them on the board
- Give the students a minute to look at the cards - Have students close their eyes and then teacher read one word of the card
Tell the students to open their eyes and point to the card with the word teacher read
Listen Play game
IV Homelink (5’)
Do the exercise in the Activity book
Whole class
Period 91
UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 2: Part 1, 2, 3
A Objectives:
- By the end of the lesson Ps will be able to:
1 Knowledge:
- Make comparisons - Language focus:
+ Sentence Partners: Who's ? - is
+ Vocabulary: taller, shorter, bigger, smaller, older, younger
2 Skills:
- Develop Ss reading, speaking and listening skills
3 Attitudes:
- Ss like studying English
* Disability student: Listen, repeat and copy down B Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette
2 Students’: books, notebooks, workbooks
C Teaching methods: Find someone who, rub out and remember, role play
D Teaching processes: I Class organization:
Class Date of teaching Absent Students
4A 1/3/2017
4B 1/3/2017
4C 3/3/2017
II Warm up: Find someone who.(5')
- Ask ps to play into two teams - Tell the rules
- Praise ss
- Lead in the new lesson
- Ss listen, repeat then write down the title III New lesson
Teacher’s activities Students’ activities
(14)1.Vocabulary: (7') - tall- taller
- short- shorter - big- bigger - small- smaller - old- older
- young- younger
* Checking meaning: Rub out and remember Look, listen and repeat (5')
* Set the sence:
- Have Ss to look at the book page 26 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
* Teacher models twice then check intonation * Form:
Who's ? - is
*Meaning: Make comparisons
Step 2: Practice
* Point and say: (10')
- Have ss look at the pictures and runs through them
- Teacher models all the pictures Example: a
Who's taller?
- My sister is taller than my brother - 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
- Ask Ss to talk about their classmates by answering following questions
+ What does he/ she look like? + Who's taller/ shorter/ older ?
- Have Ss to work in pairs to practicing
- Ss listen then answer the teacher
- Ss listen then repeat after the teacher in WC, individually - Copy down the newwords - Rub out and remember
- 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
- Answer qs - Listen
- Practice: T- WC, half- half, open/close pairs
(15)- Monitor the activity and offer help when necessary/ correct typical pronunciation errors - Call on some pairs to demonstrate at the front of the class
- Pairs work
IV.Consolidation (3’)
- Summary the lesson
V.Homework (2’)
- Do exercises in workbook - Prepare the new lesson
Period 89
UNIT 14: ARE THERE ANY POSTERS IN THE ROOM? Lesson 1: Part 1, 2, 3
I Objectives:
- By the end of the lesson Ps will be able to:
1 Knowledge:
- Ask and answer questions about things in the room - Language focus:
+ Sentence Partners: Are there any posters in the room?- Yes, there are/ No, there aren’t
+ Vocabulary: any, map, sofa, wardrobe, cupboard
2 Skills:
- Develop Ss speaking 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: Chant, rub out and remember, role play
IV Teaching processes: Class organization:
Class Date of teaching Absent Students
3D 1/3/2017
2 Warm up: Read the chant “Where's the book?” (5') - Ask ps to practice in chorus
- Call some volunteer ss stand up then read along - Praise ss
- Lead in the new lesson
- Ss listen, repeat then write down the title
3 New lesson
(16)Step 1: Presentation
1.Vocabulary: (7')
- any: (translation) - a map: đồ (real)
- a sofa: ghế tràng kỷ (explaination) - a wardrobe: tủ quần áo (situation) - a cupboard: tủ trà (explaination)
* Checking meaning: Rub out and remember Look, listen and repeat (5')
* Set the sence:
- Have Ss to look at the book page 24 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
* Teacher models twice then check intonation * Form:
Are there any _ in the room? - Yes, there are/ No, there aren’t. *Meaning: Talk about the things in the room
Step 2: Practice
* Point and say: (10')
- Have ss look at the pictures and runs through them
- Teacher models all the pictures Example: a
Are there any maps in the room? Yes, there are
- 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 24 and identify the things in the pictures
- Fill in the speech bubbles with the correct phrases promted by Ss
- Ss listen then answer the teacher
- Ss listen then repeat after the teacher in WC, individually - Copy down the newwords - Rub out and remember
- 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 - Answer qs
- Listen
- Practice: T- WC, half- half, open/close pairs
(17)- Example:
Are there any beds in the room? Yes, there are
- 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
- Repeat - Pairs work
IV.Summary: (2’) - Summary the lesson
V Homework: (3’) - Learn model sentence - Prepare for new lesson - Do exercises in WB
********************************************** Period 90
UNIT 14: ARE THERE ANY POSTERS IN THE ROOM? Lesson 1: Part 4, 5, 6
I Objectives:
- By the end of the lesson Ps will be able to:
1 Knowledge:
- Ask and answer questions about things in the room - Language focus:
+ Sentence Partners: Are there any posters in the room?- Yes, there are/ No, there aren’t
+ Vocabulary: any, map, sofa, wardrobe, cupboard
2 Skills:
- Develop Ss speaking 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: Nought and cross, guess
IV Teaching processes: Class organization:
Class Date of teaching Absent Students
3D 2/3/2017
(18)- Organize a small game “Nought and cross” - Show the chart on the board
posters wardrobes coats
boats beds chairs
cupboard bags balls
- Divide the class into big groups and choose each word - Ask them to make a sentence with the word they chosen, eg: - Let’s play
- Find the winner
- Lead in the new lesson
- Ss listen, repeat then write down the title New lesson
Teacher’s activities Students’ activities 1 Listen and tick (10')
- Have pupils look at pictures a, b, c and d on page of the Student Book Elicit the identification pictures - Set the scence: “You are are going to listen to the recording and tick the pictures they hear” They should number the boxes
Picture Guess Listen
1
Play the recording again pupils check their answers - 1st:Play the recording all the way through
- 2nd: play the recording for Ss to listen and tick the
correct pictures
- 3rd: play the recording for Ss to check their answers.
Call some Ss go to the board then write the answer Aswer: 1-b, 2-a
2 Look, read and write (10')
- Ask students to look the pictures.Get Ss to identify the characters in the pictures and what are there in the picture
- T introduces the topic “you are going to read the sentences and write the missing words to fill in the blanks.”
- 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 Answer:
2 Cupboard Map chairs
3 Let’s write (10’)
- Have pupils open their books to Page 25 Get Ss to read the questions and use the real things in their
Look at the picture
Guess picture is correct Listen then check their guessing
Give the answer
Ss listen and look at the pics
Ss to work in pairs to the exercise
Some Ss read alound the answer
(19)houses to answer them
- Tell Ss that they are going to read and answer the questions
- Ss read silently and answer questions
- Ss trade their answers within pairs for correction - Ask Ss to read the answers aloud to the class The others listen and give comments
Answer the questions
V.Summary: (2’) - Summary the lesson
VI Homework: (3’) - Learn model sentence - Prepare for new lesson - Do exercises in WB
********************************************** Period 46
Unit 9: LETTER V - Part 4, Class Date of teaching Absent students
2A 2B 2C
2/3/2017 3/3/2017 2/3/2017
……… ………
I Objectives:
By the end of the lesson Ps will be able to: Recognize and say the three Vv words correctly Do the corresponding actions
Practice reading skills Sing letter Vv song II Language focus: Sight words
This, is, my, pretty, there, a, in III Resources:
1 Teacher’s: student’s and teacher’s book, pictures, cassette
2 Students’: books, notebooks, workbooks
IV Procedure:
(20)I Warm up (5’)
- Have students listen to the chant in lesson and sing along Repeat the chant without the CD, keep the rhythm by clapping their hands or snapping their fingers
Listen and chant
II New lesson
1 Listen Read Along (Track 58) (10’) - Ask: Can you see /v/- van? Point to it
- Encourage the students to point to the picture of the word that the teacher says
- Play the CD Have the students listen to the story once
- Play the CD again The students listen and point to the pictures of the key words when they hear them in the story
- Read the story The students follow in their books - Teacher reads the printed words then let the
students look at the pictures and say the words - Ask students work in pairs One reads while the other checks, then they swap roles Or one reads the printed words while the other looks at the pictures and says the words
- Go around the classroom to provide any necessary help
* Say the Sight Words (5’)
- Point to and say the sight words: this, is, my, pretty, there, a, in
- Have students repeat
- Have some students read them aloud * Draw it (5’)
- Divide the class into teams, A and B Ask two students from each team to come to the board - Teacher names a vocabulary item In 30 seconds, the students have to finish drawing it
- The student who finishes first wins a point for his/ her team
- The team with more points wins 2 Song (Track 59) (5’)
- Put up the van, vase, violet phonics cards up on the board
- Point to the van and say: There is a vase in the van The students repeat
- Follow the same procedure and present the rest of the song
- Play the CD The students listen and sing along
Listen
Listen and point
Read
Work in pair
Listen and repeat
Listen Draw
Read the word
(21)- Play the CD again The pupils sing and
corresponding actions OR ask the students to take out their own van, vase, violet picture cards and place them on their desks Play the CD again The students listen and hold up the corresponding picture cards
III Production (5’) Pass the phonics card
- Line up the students in two teams
- Give the first student of each team a phonics card - Say: ‘Go!” then the students say the words in the card and pass it over their head to the student behind them, who continues saying the word and passing the card to the behind one
- The last student in each line races to hand their phonics card to the teacher and says the word
- The first team to so wins (or wins a point- then continue the game)
While the students are passing the cards, teacher can say: “Stop” and ask the students holding the cards say the word loudly
Play game
IV Homelink: (5)
Do the exercise in the Activity book
Whole class
********************************************** Period 91
UNIT 14: ARE THERE ANY POSTERS IN THE ROOM? 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 quantity of things - Language focus:
+ Sentence Partners: How many chairs are there? - There are six + Vocabulary: How many, cup, fan, mirror, door, window, count
2 Skills:
(22)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: Chatting, matching, role play
IV Teaching processes: Class organization:
Class Date of teaching Absent Students
3D 3/3/2017
2 Warm up: Chatting(5')
- Ask ps to go to the boad and don't show their picture a bout their room in front of the class
- Call some ss in WC use some questions then ask, such as: Are there any maps in your room?
- Praise ss
- Lead in the new lesson
- Ss listen, repeat then write down the title
3 New lesson
Teacher’s activities Students’ activities
Step 1: Presentation
1.Vocabulary: (7')
- how many: có bao nhiêu… (translation) - a cup: cốc (real) - a fan : quạt (real) - a mirror: gương (situation) - a door: cửa vào (real) - a window: cửa sổ (real)
- count: đếm
- Ss listen then answer the teacher
(23)(explaination)
* Checking meaning: Matching Look, listen and repeat (5') * Set the sence:
- Have Ss to look at the book page 26 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
* Teacher models twice then check intonation * Form:
How many chairs are there? - There are eight.
*Meaning: Talk about quantity of things
Step 2: Practice
* Point and say: (10')
- Have ss look at the pictures and runs through them
- Teacher models all the pictures Example: a
How many fans are there? - There are two
- Matching
- 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
(24)- 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 26 and identify the things in the pictures
- Fill in the speech bubbles with the correct phrases promted by Ss
- Example:
How many bed are there? - There are two
- 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’) - Summary the lesson
VI Homework: (3’) - Learn model sentence - Prepare for new lesson - Do exercises in WB
********************************************** Period 92
(25)A Objectives:
- By the end of the lesson Ps will be able to:
1 Knowledge:
- Make comparisons - Language focus: + Sentence Partners: + Vocabulary:
2 Skills:
- Develop Ss reading, speaking and listening skills
3 Attitudes:
- Ss like studying English
* Disability student: Listen, repeat and copy down B Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette
2 Students’: books, notebooks, workbooks
C Teaching methods: Find someone who, rub out and remember, role play
D Teaching processes: I Class organization:
Class Date of teaching Absent Students
4A 3/3/2017
4B 3/3/2017
4C 6/3/2017
II Warm up: Nought and crosses.(5')
- Ask ps to play into two teams
shorter bigger stronger
slimmer smaller weaker
taller younger older
(26)- Lead in the new lesson
- Ss listen, repeat then write down the title III New lesson
Teacher’s activities Students’ activities 4 Listen and circle (10')
- Have pupils look at task on page 27 of the Student Book
- Set the scence: “You are are going to listen to the recording and circle the pictures you hear” They should choose the boxes
Picture Guess Listen
1
Play the recording again pupils check their answers - 1st:Play the recording all the way through
- 2nd: play the recording for Ss to listen and tick the
correct pictures
- 3rd: play the recording for Ss to check their answers.
Call some Ss go to the board then write the answer
Aswer: c a 3.b d Look and write (10')
* Pre- writing
- Ask students to look at the picture and say what they see
- Have Ss guess the missing words * While- writing
- Ask students to look at the pictures and write the correct words
- Calls students to write the answers on the board Teacher corrects
* Post- writing
Look at the picture
Guess answer is correct Listen then check their guessing
Give the answer
Ss listen and look at the pics
Ss to work in pairs to the exercise
(27)- Ask Ss to read aloud the sentences they have done
6 Let’s sing (10’) - Introduce the song - Turn on the tape
- Ps listen to the tape and repeat the song - Ps sing the song in group and individual -The Ps sing and the action
- Teacher reinforce their pronunciation
Some Ss sing alound the answer
Play game in WC
IV.Consolidation (3’)
- Summary the lesson
V.Homework (2’)