GIAO AN TIENG ANH 3 MOI

The others clap the syllables - Make a few questions to check Ss’ comprehension of language - Have the whole class recite the chant to reinforce their.. pronunciation.[r]

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Week : Period :

Pre.date: 17/8/2013

Tea.date: 19/8/2013-4B,4C 23/8/2013-4A

The method of learning English and the book map

A Aim :

- To help Ss grasp at the lesson - To help Ss learning English easily - To help Ss know about the book map B Aids : books, notebooks

C Procedure :

THE METHOD OF LEARNING ENGLISH 1 At school :

- Listen to the teacher carefully

- Ask the teacher if you don't know anything - Do actively what the teacher ask ss to - Be ready to speak to your partners

- Be helpful to your partners

- Don't make too much noise while you are playing games - Write the lesson fully

At home:

- Learn the lesson combine the books and notebooks

- Learning the vocabulary: Write the vocab until you learn them by heart - Listen to the stereo and practise speaking correctly

- Apply your knowledge into real situation - Do more exercises if you can

- Practise translating your lesson into Vietnamese - Keep writing vocab into your vocab records - Do homework carefully and fully

- Rewrite what you learned in your notebooks - Consult many books and other materials

Organize to learn in groups, pairs or have exchanges with classmates THE BOOK MAP

BOOK

Me and My friends Me and My school

Unit Hello (P.6) Unit My school (P.42)

Unit My name is… (P.12) Unit Places in My School (P.48) Unit How are you ? (P.18) Unit School Things (P.54)

Unit What’s your name ? (P.24) Unit In My Classroom (P.60) Unit Our friends (P.30) Unit 10 Our Break Time(P.66)

Review (P.36) Review (P 72)

Glossary (P.78)

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Me And My Family Me And The World Around Us Unit 11 My family (P.6) Unit 16 The weather (P.42)

Unit 12 How old are you? (P.12) Unit 17 Outdoor activities (P.48) Unit 13 My house (P.18) Unit 18 Colours (P.54)

Unit 14 Our room (P.24) Unit 19 Our pets (P.60) Unit 15 At home (P.30) Unit 20 Our toys (P.66)

Review (P.36) Review (P 72)

Glossary (P.78)

Week :

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Pre.date: 17/8/2013

Tea.date: 19/8/2013-4B,4C

23/8/2013-4A Lesson 1

A Objectives :

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

B Teaching aids :

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

- Students’ aids: books, notebooks, workbooks C Procedures :

1 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 Presentation :

* Pre- teach: Teaching vocabulary + I (translate)

+ Hello/Hi (translate) + am = ’m (translate)

- Get Ss to read all the new words in chorus, in groups, then individual * Checking vocabulary : Slap the board.

- 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 * Presenting new structure:

- 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

3 Practice :

- 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

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- 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 language

- Have the whole class repeat all the phrases to reinforce their pronunciation 4 Production :

- 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 *Other activities:

Consolidate the content of the lesson 4 Home- link:

- Learn and write new words and structures - Prepare for the next lesson

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Week : Period :

Pre.date: 25/8/2013

Tea.date: 26/8/2013-4B,4C

UNIT 1: HELLO

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30/8/2013-4A A Objectives :

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

- Develop listening, reading and writing skill B Teaching aids :

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

C Procedures:

 Warm up : Noughts and crosses

 Listen and repeat

- Have Ss open the book page 8, look at the words hello, hi and notice the letter coloured differently in both words

- Produce the sound of the letter h in the word hello and that in the word hi hello hi

Hello I’m Mai Hi, Mai

I’m Nam Hello, Nam

- 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

- 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

 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

I Nga Hello

Nam am Mai

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- 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.

 Read and match.  Pre-reading :

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”

 While-reading :

- 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

 Post-reading :

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

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

Answers: 1 – d; – c; – b; – a

 Other activities

- Consolidate the content of lesson

 Home- link :

- 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

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Week : Period :

Pre.date: 25/8/2013

Tea.date: 26/8/2013-4B,4C 30/8/2013-4A

UNIT 1: HELLO

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

B. Teaching aids :

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

C. Procedures:

I. Warm up : Chatting

- T asks Ss to repeat the greeting and introducing oneself - T sets the scene

II New lesson:

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

- Elecit the structures

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 helf Correct pronunciation errors (stress,

assimilation of sounds, Intonation) when necssesary

- 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 gooing to read and get information to write the missing words in dialogue and

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- Ss read silently and complete the dialogues

- Ss trade their answers within pairs or groups for corection

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

Answers:

1. Hi, I’m

2. boy; girl

- Make somes 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 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,

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Week : Period :

Pre.date: 1/9/2013

Tea.date: 3/9/2013-4B,4C 6/9/2013-4A

UNIT MY NAME IS …

Lesson 1

A. Objectives :

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

- Develop writing, reading skill

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- Students’ aids: book, notebook, workbook

C. Procedures :

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 scence “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

- Have the whole class repeat all the phrases to reinforce their pronunciation 3 Talk

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

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

- Fill in the speech bubbleswith the correct phrases promted by Ss

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

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- Have Ss to work in pairs to practice acting the greeting

- Have the whole class repeat all the phrases to reinforce their pronunciation III Home- link:

- Encourage Ss to for Unit 2- Section

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Week : Period :

Pre.date: 1/9/2013

Tea.date: 3/9/2013-4B,4C 6/9/2013-4A

Lesson 2

A Objectives :

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

B Teaching aids :

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

- Phonics: Linda Nam C Procedures:

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II New lesson:

1 Listen and repeat

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

- Set the scence: “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.

- Have the whole class recite the chant to reinforce their pronunciation 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 scence: “you are going to listen to the recording, match the information they hear to the pictures and tick the box in the appropriate picture.

- 2nd: play the recording for Ss to listen and tick the correct pictures. - 3rd: play the recording for Ss to check their answers.

- Have Ss trade their answers in pairs for correction

Transcrip

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

Mai: Sorry?

Tony: Tony T – O – N – Y. Answers: – a: – b.

I Nga Hello

Nam am Goodbye

Hi Bye Mai

I’m Nam.

How you spell Nam? N – A – M

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

Phong: Sorry?

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3 Read and match.

Ask Ss to identify the characters in the pictures on page 15

Set the scence: “ you are going to read the dialoguesto get the information in order to match the pictures to the appropriate dialogues.”

Have a revisionof 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 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

Answers: 1 – b; – a Summary

- 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 Home- link:

- Sing The ABC Song at home

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Week : Period :

Pre.date: 7/9/2013

Tea.date: 9/9/2013-4B,4C 13/9/2013-4A

Lesson 3

A. 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

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I. Warm up: Chatting

- T asks Ss to repeat the greeting and introducing oneself - T sets the scene

II. New lesson:

- 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

2 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 scence “ 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

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

3 Write.

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

- Tell Ss that they are gooing 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

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comments Answers:

1. Mai; Tony

2. L – I – N – D – A

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

4 Summary

- Ss have learnt to ask and answer about names and to spell simple names, using

How you spell your name?

5 Homelink

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

Week : Period :

Pre.date: 7/9/2013

Tea.date: 9/9/2013-4B,4C 13/9/2013-4A

UNIT HOW ARE YOU?

Lesson 1 A. Objectives :

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

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

C. Procedures:

I. Warm up :

- Have Ss to find out the names of the Ss

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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 scence “you are going to review some phrases of 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 linein the dialouge

- 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

do 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 b on 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

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

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and comment

- Recall the titles Mr., Mrs., Miss

- Point to Picture a, ask Ss to guess what the characters should say - Fill in the speech bubbleswith the correct phrases promted 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

- Encourage Ss to prepare for Unit - Lesson

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Week : Period :

Pre.date: 14/9/2013

Tea.date: 16/9/2013-4B,4C 20/9/2013-4A

UNIT HOW ARE YOU?

Lesson 2

A. Objectives :

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

C. Procedures:

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

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

Hello thanks Hello, Mr Loc

How are you? Hello, Tony I’m fine, thanks How are you? I’m fine, thank you

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 20 - Identify the characters and their relationship

- Set the scence: “you are going to listen to the recording, match the information they hear to the pictures and tick the box in the corner of the correct picture

Transcrip

1 Nam: Hello, Mr Loc How are you?

Mr Loc: I’m fine, thank you And you, Nam? Nam: I’m fine Thank you, Mr Loc.

2 Tom: Hi, Mary How are you? Mary: Hi, Tom I’m fine, thanks. Answers: – b: – a.

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Ask Ss to identify the characters in the pictures on page 21 and identify the characters in the pictures

Set the scence: “ you are going to read the dialogues to match each of them with the right picture ”

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

Answers: 1 – b; – a III. Summary

- Ss have learn how to greet and express greeting phrases, using How are you?/ fine/ thank you/ thanks/ and you?

- Produce the sound of the letter l in hello and a in thanks

IV. Home- link :

- Ss recite the chant and clap the syllables on page 20 of the Student Book at home

Week : Period : 10

Pre.date: 14/9/2013

Tea.date: 16/9/2013-4B,4C 20/9/2013-4A

UNIT HOW ARE YOU? Lesson 3

A. Objectives :

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

- Develop speaking and listening skill

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

C. Procedures:

I. Warm up

Let’s Ss chant in two groups Which is more correct is the winner II. New lesson.

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- 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

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

- Play the recording all the way through for Ssto 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

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

Answers:

1 Hi 2 How 3 thank 4 thanks

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

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pronunciation III. Summary

- Ss have learnt to ask and answer about names and to spell simple names, using

How you spell your name?

IV. Homelink

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

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Week : Period : 11

Pre.date: 21/9/2013

Tea.date: 23/9/2013-4B,4C 27/9/2013-4A

UNIT WHAT’ S YOUR NAME? Lesson 1

A Objectives :

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

- Develop speaking skill B Teaching aids :

- Students’ aids: books, notebooks, workbooks C Procedures :

I. Warm up :

- Help Ss listen and sing the song How are you on page 23 II. New lesson

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- Set the scence “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 typicl pronunciation error(s) when necessary)

- Ask a few questions to ensure Ss’ comprehension of the text 2 Look and say

- 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 - 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

- Have Ss look at the pictures on page 25 and identify the characters in the pictures - 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 promted by Ss

A: What’s your name? B: My name’s Hoa.

- Repeat the step swith 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

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

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

IV. Home- link:

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Week : Period : 12

Pre.date: 21/9/2013

Tea.date: 23/9/2013-4B,4C 27/9/2013-4A

A. Objectives :

- By the end of this lesson, students will be able to introduce someone, using

This is + name.

- Develop listening, reading and writing skill B. Teaching aids :

C. Procedures:

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

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- Set the scene: “We are going tolearn 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 this Tom

This is Tom This is Tony This is Linda This is Peter

- 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 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 scence: “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

- 2nd: play the recording for Ss to listen and tick the correct pictures. - Choose one or two Ss to share their answers with their classmates - 3rd: play the recording for Ss to check their answers.

Transcrip

1 Girl: Hi, Nam This is Peter.

Boy: Peter? How you spell that? Girl: Peter P – E – T – E – R. Answers: – b: – a.

Set the scence: “ 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 2 Boy: Hi, Linda This is Mai.

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

Answers: 1 – b; – a III. Summary.

- 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

IV. Home- link :

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

- Recite the chant on page

**************************

Week : Period : 13

Pre.date: 28/9/2013

Tea.date: 30/9/2013-4B,4C 4/10/2013-4A

A. Objectives :

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

- Develop speaking and listening skill

C. Procedures :

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

(25)

- 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 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.

- 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

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.”

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

1 this 2 What 3 spell

III. Summary

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

IV. Homelink

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*******************************

Week : Period : 14

Pre.date: 28/9/2013

Tea.date: 30/9/2013-4B,4C 4/10/2013-4A

UNIT OUR FRIENDS Lesson 1

A Objectives:

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

B Teaching aids:

- Students’ aids: books, notebooks, workbooks C Procedures:

I.Warm up:

- Ss sing the song What is your name? on page 25 II.New lesson.

1.Listen and repeat.

- Have Ss to look at the book at page 30 and identify the characters - Tell them that they are going to hear Mai and Phong talk about Tony - 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 dialogue - Play the recording again for Ss to repeat the lines in the speech bubbles two

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

2.Look and say.

- Ask them to identify the characters in the pictures Point to picture a Ask Who’s that ? Wait for them to answer

- Have Ss repeat the question and the anwer

3 Talk.

- Point to Picture a, ask Ss Who’s that?

- Fill in the speech bubble with the answer promted by Ss

A: Who’s that? B: That’s Nam.

- Repeat the step swith 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

- Have the whole class repeat all the phrases to reinforce their pronunciation 4 Let’s chant:

- Put the piece of paper with the chant page 31 written on it on the board Tell Ss they are going to chant Aks Ss to talt about the characters and the language Review the pronunciation of this, that, Tom and Tony Play the recording all the way

through for Ss to listen as they read Clap the syllables - Ss listen and repeat each line of the chant

- Play the recording again for pupils to listen and repeat each line of the chant, clapping the syllables Correct typical pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary

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Groupwork, Pupils practise reciting the chant and clapping the syllables in groups Monitor the activity and offer help when necessary

- Call on some volunteers to recite and clap the chant The rest of the class observe and gives comments

- Ask some questions about the chant to ensure pupils' comprehension of the chant Follow-up

• Have pupils write a dictation of the chant Summary

In this lesson, pupils have learnt to identify somebody, using questions with who to ask about names

Homelink

Pupils recite the chant on Page 31 at home that?

*****************************

Week : Period : 15

Pre.date: 05/10/2013

Tea.date: 07/10/2013-4B,4C 11/10/2013-4A

UNIT OUR FRIENDS? Lesson 2

A Objectives:

- By the end of this lesson, students will be able to greet and respond to greeting (Review)

Develop listening, reading and writing skill B Teaching aids:

C Procedures:

I.Warm up:

- Pupils recite the chant of Lesson on Page 31 of the Student Book II New lesson:

- Whole class Books open Turn to Page 32 Have pupils look at the words Tony and yeah: and draw their attention to the letters coloured differently in both words Tell them they are going to learn how to produce the sound of the letter t in the word

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Tony yeah

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

-Call on a group of six to the front of the class Have three of them repeat each line of the chant, and the other three clap the rhythm Repeat the step but this time have the pupils swap their parts

-Groupwork Pupils practise reciting and clapping the chant in groups Monitor the activity and offer help Correct typical pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary

-Call on a group of six to recite the chant The rest of the class clap the rhythm -Ask some questions about the chant to ensure pupils' comprehension of the chant -Have the whole class recite the chant to reinforce their pronunciation

2.Listen and tick.

-Have pupils look at each pair of the pictures on Page 32 of the Student Book Ask them to identify the characters in the pictures Tell them that they are going to listen to the recording, match the information they hear to the pictures and tick the box in the correct picture Draw pupils' attention to the pointing hands

-Play the recording all the way through for pupils to listen as they look closely at the pictures in their books

-Play the recording again for pupils to listen and tick the correct pictures -Replay the recording for pupils to check their answers

-Have pupils trade their answers in pairs or groups for correction -Ask some questions to ensure pupils' comprehension of the recording Transcript

1

A: Hi, Mai Who’s this? B: It’t Nga

A: Is Nga your friend? B: 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 3 Read and match.

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-Review the language learnt in the previous section

-Pupils read the dialogues individually and the task Monitor the activity and offer help when necessary

-Pairwork Have pupils trade their answers in pairs for correction

-Call on some pupils to share their answers with their classmates Have the whole class read each dialogue chorally to reinforce their pronunciation

Answers: b 2 a Follow-up

-Have pupils produce the sound of the letter t in Tony and that of y in yeah Then get them to circle other words in the chant having the focused sounds

Summary

• In this lesson, pupils have learnt to ask and answer about someone, using Is this/that ? and produce the sound of the letter t in Tony and that of the letter y in

yeah

Homelink

• Pupils practise singing the song on Page 33 at home Week :

Period : 16

Pre.date: 05/10/2013

Tea.date: 07/10/2013-4B,4C 11/10/2013-4A

UNIT OUR FRIENDS? Lesson 3

A Objectives:

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

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

C Procedures:

I.Warm up

Pupils sing the song on Page 33, Lesson II.New lesson.

-Whole class Books open Turn to Page 34 of the Student Book Ask pupils to identify the characters in the picture Tell them that they are going to hear Tony and Tom ask and answer about Linda, using Is he/she + name? Explain the situation

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

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

-Divide the class-into two Have one group repeat Tony's part and the other Peter's Repeat the step, but this time have the groups swap their parts

-Ask a few questions to check pupils' comprehension of the language

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to reinforce their pronunciation 2.Look and say

-Have pupils look at the speech bubbles on Page 34 Ask pupils to guess and say the lines in the bubbles Then tell pupils that they are going to practise asking and answering, using these sentence patterns Have pupils repeat each line in the bubbles a few times Have pupils to identify the characters in Pictures a, b, c and d

-Model: Point to Picture a Explain the situation Ask pupils what Mai should say to ask about the girl in front of her, and what Nam should answer Fill the bubbles with the phrases prompted by the pupils Repeat the step with the other pictures Then have pupils repeat all the phrases a few times

-Pairwork Pupils practise asking and answering, using the pictures in their books Monitor the activity and offer help Correct typical pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary

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

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

3.Write.

-Have pupils turn their books to Page 35 Get them to identify the characters in the pictures Ask them to talk about the dialogue Tell pupils that they are going to read and get the information to complete the missing word(s) in the dialogue

-Pupils read individually and the task

-Pairwork or groupwork Pupils trade their answers in pairs or groups for correction

-Ask some pupils to read their work aloud to the class Have the rest of the class listen and give comments

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

Answers: 1 He 2.Is 3 I

III.Summary

- In this lesson, pupils have learnt how to ask and answer about someone's name, using:

Is he/she + name?

IV.Homelink

-Pupils tell their parents the names of their friends

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Week : Period : 17

Pre.date: 12/10/2013

Tea.date: 14/10/2013-4B,4C 18/10/2013-4A

REVIEW 1 A.Objectives:

Pupils Review in class B.Teaching methods:

- Communicative approach - Techniques:

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

+ Discuss C.Teaching aids:

- Teacher’s aids: student’s and teacher’s book - Students’ aids: books, notebooks

D Procedure (Parts I - V)

 Have pupils turn to Page 36 in the Student Book

 Pupils work individually to complete Parts 1- 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 pupils' work on Parts I-V

I Complete each word Say it aloud Key

1 hi goodbye friend Spell name thanks that this How 10 hello II Write the Inissing letters

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1 HellQ name friend Goodbye III Listen and tick

Play the recording twice Transcript

1. Girl: Hi, I'm Mai

Boy: Hello, Mai I'm Nom Girl: Hi, Nom

2. Boy: What5 your name?

Girl: My name's Mary Boy: Your name's Mary? Girl: Yes My name's Mary

3. Girl 7: This is my friend Shes Linda

Boy: Hi, Linda How you spell your name? Girl 2: L-I-N-O-A

Boy: L-I-N-O-A?

Girl 2: Yeah Tnat's my name

4. Girl: Tiiars my friend Boy: What5 his name? Girl: Tony

Boy: How you spell Tony? Girl: T-O-N-Y

5. Girl: Is the boy new?

Boy: No, he isn't Girl: What5 his name? Boy: Tony

Girl: How you spell that? Boy: T-O-N-Y

Key

1 a b a b B IV Read and tick

Key: a a a b a V Look, read and number Key :1 2

VI Look and talk

(Notes: This section should be done separately if there is enough time or it could be integrated into the process of teaching each unit) Procedure

- Ask pupils to look at each picture to speak as required

- Have pupils work in pairs or in groups Remind pupils to use the sentence patterns provided in Units -

- Call on some volunteers to speak aloud Elicit comments from the rest of the class - Correct pupils' answers when necessary

(34)

2 B: Hello I'm Linda B: Hi, Phong.l'm Linda C: Hi, Linda

4 B: Goodbye, Tom C: Bye, Tony * Homework

- Revision the lessons from unit to - Do all exercises again

- Prepare Written Test

*************************************** Week :

Period : 18

Pre.date: 12/10/2013

Tea.date: 14/10/2013-4B,4C 18/10/2013-4A

Revision for the Mid-first-term test. A.Objectives:

By the end of this lesson, students will be able to review the phonics, the vocabulary and the sentence patterns from Units 1-

B.Teaching methods:

D.Procedures:

Unit Hello ,

~ Competences Sentence Patterns Vocabulary Phonics

• Greeting and self- • Hello I'm Mai hi, hello, hello • Greeting and

self-introducing • Hi, Mai goodbye/bye hi

(Review) • Bye (Goodbye),

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Competences Sentence Patterns Vocabulary Phonics • Making and responding to • Hello I'm Mai how, spell, Linda

introductions - Hi, Mai I'm Nam name, Nam

• Greeting and saying

goodbye • How you spell Linda? alphabet

(Review) - L-I-N-D-A

• Spelling simple names Unit How Are You?

Competences Sentence Patterns Vocabulary Phonics • Saying goodbye (Review) • How are you? how, thank, hello • Greeting -I'm fine, thank you And

you? thanks, fine, and thanks

• Greeting (Review) -I'm fine, thanks

Unit What's Your Name?

Competences Sentence Patterns Vocabulary Phonics • Asking and answering

about • What's your name? what, my, your, this someone's name - My name's Linda this, friend Tom • Introducing others • This is Linda

• Spelling someone's name • How you spell your name?

(Review) - L-I-N-D-A

Unit Our Friends

Competences Sentence Patterns Vocabulary Phonics • Identifying someone • Who is that? yes, no, he, she Tony • Greeting and responding

to -It's new, that yeah

greeting (Review) • Is that Tony? • Asking and answering

about - Yes, he is.! No, he isn't someone's name (Review) • Is he/she ?

- Yes, he/she is.! No, he/she isn't

I Phonics

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Pairwork Pupils practise reading the words aloud 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 comments

II Vocabulary

Whole class Put the vocabulary sheet of paper on the board Pupils recall the meanings of the words by reading aloud or playing a game (Name Cards, Stand up When You Hear, Physical Line-up, ) using flashcards

Pair/Groupwork Pupils say the words aloud again Encourage them to group the words into categories: words to indicate greeting, names, friends, such as hello, hi; bye, goodbye; this, that

Have pupils make sentences with some of the words they have learnt III Sentence patterns

Whole class Put the sheet of paper which contains the sentence patterns on the board

Pupils repeat the patterns aloud as they follow the text on the board

Pair/Groupwork Pupils make short dialogues with the sentence patterns Have some pairs act out their dialoques at the front of the class The rest of the class listen and comment

* Homework:

- Learn by heart the phonics, the vocabulary and the sentence patterns from Units 1-

- Be ready for Review (workbook- page 36-41)

*************************************** Week :

Period : 26

Pre.date: 16/10/2012 Tea.date: 18/10/2012- 3Đ 20/10/2012- 3D

Mid-first-term test. I Objectives :

Testing students’ result after the theme “Me and my friends” (Unit  3) II Test:

1.Khoanh trịn từ khác nhóm

1 Hello how what you fine I are you am this that Tony thanks good bye bye 2 Viết thành câu hoàn chỉnh

1.fine /thank/ I/ you/ am

(37)

2 do/ spell/ name/ how/ your / you? -……… 3.Alan /is /name /My

-……… Mai / am / I /

-……… are / How / you /?

3 Hoàn thành hội thoại

1 A: Hi, Linda … are you? A:What’s your…….?

B: I’m fine…… you, and you? B: My name’s Quan.That’s Q U A N A: …., thanks

4 Viết câu trả lời 1.What is your name?

……… 2.How are you?

……… Đọc ghép cột A với cột B

A B

1.What’ your name? a.I’m fine,thank you

2.How are you? b.Hello.My name’s Mai

3.Hi.I’m Minh c My name is Linda

****************************** Week :

Period : 27

Pre.date: 16/10/2012 Tea.date: 18/10/2012- 3Đ 20/10/2012- 3D

First-Mid-Term Test Correction I Objective

By the end of the lesson, students can know mistakes about phonic, grammar and vocabulary they've made in their written test to learn new lesson better

Practising skill in doing exercises and tests for the students Educating the students to take care of their studying

II Language content

Phonic, vocabulary and grammar in the test III Teaching method

Individual work, teacher - whole class IV Teaching aids

Students' written test V Procedure

1 Correcting the test (30ms)

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- Correct mistakes they've made in the written tests.( T asks ss to explain about difficult vocabulary and structures)

1.Khoanh tròn từ khác nhóm Hello

2 fine you

4 Tony

5 thanks 2 Viết thành câu hoàn chỉnh

1 I am fine, thank you

2 How you spell your name ? 3.My name is Alan

4 I am Mai How are you ?

3 Hoàn thành hồi thoại

2 A: Hi, Linda How are you? A:What’s your name ?

B: I’m fine Thank you, and you? B: My name’s Quan.That’s Q U A N A: Fine, thanks

4 Viết câu trả lời 1.My name is (Hoa) 2.I’m fine Thank you

Đọc ghép cột A với cột B

1.c 2.a 3.b

************************ Week : 10

Period : 28,29 Pre.date: 21/10/2012 Tea.date: 23,25/10/2012

UNIT My school

Lesson 1

A Objectives:

- Develop writing, reading skill B Teaching aids:

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

I Warm up:

- T asks some pairs to greet and introduce oneself - S1: This is my school ?

(39)

1 Look, listen and repeat.

- Set the scence “you are going to listen to hear Tony and Mai greet each other - Play the recording and asks Ss to listen to the tape twice

2 Look and say

- Have Ss look at the pictures a ,b.c and d

◦ Assign a pair to pretend to be school in picture a ◦ 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

- Fill in the speech bubbleswith the correct phrases promted by Ss - This is my school ?

- It’s Thang Long primary school

- 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

(40)

Week : 10 Period : 30

Pre.date: 23/10/2012 Tea.date: 25/10/2012 - 3Đ 27/10/2012 - 3D

UNIT My school

Lesson 2

A Objectives:

- By the end of this lesson, students will be able to ask and answer about schools

- Which is…… ?

- Develop listening, reading and writing skill B Teaching aids:

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

C Procedures: I Warm up:

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

II New lesson: 1 Listen and repeat

- Have Ss open the book page 44, draw their attention to the letters coloured diferrently in the words Which and School

- Set the scene: “We are going tolearn how to produce the sound of letters in the word Which and School of the letter ch and oo”

- Produce the sound of the letter th and t a few times

- Show the poster of the chant

(41)

- Set the scence: “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

Transcrip

1 A: this is my chool? B: Which one.

A: that one Thang long primary school B:Thang Long?

A: Yes Thang Long Primry 2 A: this is my chool?

B: Which one.

A: this one Hoa sen primary school B:Hoa sen?

A: Yes Hoa sen Primry Answers: – b: – a.

Set the scence: “ 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 differrences between these two pictures

(42)

III Summary.

- Ss have learnt to introduce someone, using Which is your school? – This one./That one.

- Produce the sounds of the letters Wh in Which and that of oo in School

IV Home- link:

- Ss recite the rhyme This is the Way We Go to School on page 45

******************************** Week : 10

Period : 31

Pre.date: 28/10/2012 Tea.date: 30/10/2012

UNIT My school

Lesson 3

A Objectives:

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

Teacher’s aids: Tape cassette, pictures, poster, word cards Students’ aids: book, notebook, workbook

- Ss recite the rhyme This is the Way We Go to School on page 45 II New lesson.

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

times

- Divide the class into two groups

2 Look and say.

- Elicit the characters in the pictures and spell the name in each picture Recall sentence patterns “What school is it?”

◦ Assign a pair to pretend to be Mary Point to P.a and ask What school

(43)

◦ Have Ss repeat the answer primary school ◦ Tell them to repeat the question and the answer ◦ Repeat the step with the other names

3 Write.

- Set the scene: “We are going to choose the right word from the frame to complete the missing words.”

Answers:

1 Which 2 one 3 School

III Summary

- Ss have learnt how to ask and answer about the name of a school IV Homelink

- Practice singing the rhyme This is the Way We Go to School on page 45 at home

(44)

Week : 11 Period : 32,33 Pre.date: 29/10/2012 Tea.date: 01/11/2012 - 3Đ 03/11/2012 - 3D

UNIT Pleces in my school

Lesson 1

A Objectives:

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

- Teacher’s aids: audio, stickers

- Students’ aids: book, notebook, workbook C Procedures:

I Warm up:

- Have Ps Listen to the song This is the Way We Go to school.

II New lesson.

- Set the scence “you are going to listen to hear Tom and Mai greet each other - Play the recording and asks Ss to listen to the tape twice

2 Look and say

(45)

- Fill in the speech bubbles with the correct phrases promted by Ss - Is this a classroom ?

- Yes , it is - No, it isn’t

- Is that a classroom ? - Yes , it is

- No, it isn’t

(46)

Pre.date: 04/11/2012 Tea.date: 06/11/2012

Lesson 2

A Objectives:

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

C Procedures:

I Class organization. II.New lesson:

Listen and repeat

- Have Ss open the book page 50, look at the words small and big and notice the letter coloured differently in both words

- Set the scence: “you are going to learn how to produce the sound of the letter

sm in the word small and b in the word big

- Produce the sound sm and b a few times

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

Big and small together

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

- Have the whole class recite the chant to reinforce their pronunciation Listen and number.

- Have Ss look at Pictures a, b, c, d on Page 50

- Identify the characters and guess what they are saying

- Set the scence: “you are going to listen to the recording, match the information they hear to the pictures and tick the box in the appropriate picture.

-4 Read and match.

Set the scence: “ you are going to read the dialogues to get the information in order to match the pictures to the appropriate dialogues.”

- 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

Answers: 1-c; 2-a ; 3-d ; 4-b III Home- link:

- Sing Small and big on page 51 at home

(48)

Week : 12 Period : 35,36 Pre.date: 06/11/2012 Tea.date: 08/11/2012 - 3Đ 10/11/2012 - 3D

Lesson 3

A Objectives:

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

(49)

I Warm up:

- Ss recite the rhyme Is this your classroom ? on page 52 II New lesson.

- 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 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) Look and say.

Elicit the characters in the pictures and spell the name in each picture Recall sentence patterns Is this your classroom ?

Yes , it is No, it isn’t

Assign a pair to pretend Point to P.a and ask Is this your classroom ?

Yes , it is No, it isn’t

◦ Have Ss repeat the answer

◦ Tell them to repeat the question and the answer ◦ Repeat the step with the other names

(50)

Pre.date: 13/11/2012 Tea.date: 15/11/2012 - 3D 17/11/2012 - 3Đ

UNIT School things

Lesson 1

A Objectives:

- Develop writing, reading skill B.Teaching aids:

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

- T asks some pairs to greet and introduce oneself - S1: What’s this ?

- S2: It’s a table - S1: What’s that ? - S2: It’s a pen II New lesson.

- Set the scence “you are going to listen to hear Linda and robot greet each other - Play the recording and asks Ss to listen to the tape twice

2 Look and say

- Have Ss look at the pictures a,b,c,d,e and f

◦ Assign a pair to pretend to be in picture a

Linda: What’s this ? Tom: It’s a ruler

- Ask Ss to practice making and responding to introductions using picture - Monitor the activity, check the pronunciation ( sound, assimilation of sound

and intonation) and offer help when necessary

(51)

3 Talk

- Fill in the speech bubbleswith the correct phrases promted by Ss - S1: What’s this ?

- S2: It’s a table - S1: What’s that ? - S2: It’s a pen

- 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

(52)

Lesson 2

I Objectives:

By the end of this lesson, students will be able to introduce someone, using: -What’s this ?

-It’s a book -What’s that ? -It’s a ruler

Develop listening, reading and writing skill B Teaching aids:

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

C Procedures:

I. Warm up :

- Greet Ss and have them reply Walk around the class to ask the names of some Ss II. New lesson :

- Have Ss open the book page 56, draw their attention to the letters coloured diferrently in the words Pens and Pencils

- Set the scene: “We are going to learn how to produce the sound of letters in the words pens and pencils of the letter ns and ls”

- Produce the sound of the letter ns and ls a few times

- Show the poster of the chant

- 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

(53)

picture

Transcrip

A: What’s this ? B: It’s a pen

1 A: What’s that ? B: It’s a ruler

Answers: – a: – a.

5 Read and match.

Set the scence: “ 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 differrences between these two pictures

- Call on one student to report their answer Others listen and comment - Make a few questions to check Ss’ comprehension of the sentences

III.Summary.

- Ss have learnt to introduce someone, using What is +

- Produce the sounds of the letters ns in pens and that of ls in pencil

IV.Home- link:

- Ss recite the rhyme What is this? at home

******************************

Pre.date: 20/11/2012

(54)

Tea.date: 22/11/2012 - 3D 24/11/2012 - 3Đ A Objectives:

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

- Develop speaking and listening skill B Teaching aids:

C Procedures:

I.Warm up:

- Ss recite the rhyme Is this your classroom ?on page 58 II.New lesson.

- Have Ss to look at the book at page 58 and identify the characters - Set the scene:

times

6 Look and say.

Elicit the characters in the pictures and spell the name in each picture Recall sentence patterns

 What’s this ?  It’s a book  What’s that ?  It’s a ruler

Assign a pair to pretend Point to P.a and ask

(55)

- Set the scene: “We are going to choose the right word from the frame to complete the missing words.”

III.Summary

- Ss have learnt how to spell someone’s name, using What school is it? IV.Homelink

Practice singing the rhyme

 What’s this ?  It’s a book  What’s that ?  It’s a ruler

**********************

Pre.date: 20/11/2012 Tea.date: 22/11/2012 - 3D

UNIT In My Classroom.

(56)

24/11/2012 - 3Đ A Objectives:

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

(57)

I Warm up:

- Pupils sing the rhyme, Page 57 of the Student Book II New lesson.

- Ask Ss to identify the people in the picture on page 60 Tell them that they are going to hear Miss Hien and the pupils in her class say Explain when to use Good morning.

- Use a poster to present the situation Play the recording all the way through for pupils to listen as they read the dialouge

- Devide the class into two Have one group repeat the teacher’s part and the other the pupils’ Repeat the step a second round but have the groups swap their parts Correct pypical pronunciation error(s) (stress, assimilation of sound, intonation)

2 Look and say

- 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

- Fill in the speech bubbleswith the correct phrases promted by Ss - This is my school ?

(58)

*****************************

Lesson 2

A Objectives:

- By the end of this lesson, students will be able to ask for permission B Teaching aids:

I Warm up: Let Ss chant Page 61-lesson in the Student Book. II New lesson:

- Have Ss open the book page 62, look at the words can and school and notice the letter coloured differently in both words

- Set the scence: “you are going to learn how to produce the sound of the letter c

in the word can and sc in the word school

(59)

can school

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

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

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 62 - Identify the characters and their relationship

- Set the scence: “you are going to listen to the recording, match the information they hear to the pictures and tick the box in the corner of the correct picture

Transcrip

1 Boy: Can I open my book, Miss?

Lady: Open your book ? Sorry You can’t. Boy: You can’t open your book now. 2 Boy: Can I sit down, Sir?

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

Answers: – b: – a. 3. Read and match.

Ask Ss to identify the characters in the pictures on page 21 and identify the characters in the pictures

Set the scence: “ you are going to read the dialogues to match each of them with the right picture ”

(60)

- Call on some Ss to report their answers Others listen and comment - Make a few questions to check Ss’ comprehension of the sentences

Answers: 1 – d; – a; – c; – b III. Summary

- Ss have learn how to greet and express greeting phrases, using How are you?/ fine/ thank you/ thanks/ and you?

- Produce the sound of cin the word can and sc in the word school

IV. Home- link :

- Ss recite the chant and clap the syllables on page 62 of the Student Book at home

****************************

Lesson 3

A Objectives:

- By the end of this lesson, Students will be able to give some specific permission

C Procedures:

I.Warm up:

- Ss recite the chant on page 61, Lesson II.New lesson.

- Have Ss to look at the book at page 64 and identify the characters - Set the scene:

times

(61)

2 Look and say.

Elicit the characters in the pictures and spell the name in each picture Recall sentence patterns

Assign a pair to pretend Point to P.a and ask

2.Write.

- Set the scene: “We are going to choose the right word from the frame to complete the missing words.”

III.Summary

- Ss have learnt how to spell someone’s name, using What school is it? IV.Homelink

Practice singing the rhyme Come in and sit down at home

(62)

UNIT 10 Our Break Time

Lesson 1

A Objectives:

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

I Warm up:

Have Ps Play a game of charade (guessing the words from actions or miming) Ex: c - ess, - lay, h – de and s - ek

II New lesson.

(63)

2 Look and say

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

- 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

4. Have Ss look at the pictures on page 48 and identify the characters in the pictures

5. Fill in the speech bubbles with the correct phrases promted by Ss

6. Call on a pair to demonstrate at the front of the class

7. Have the whole class repeat all the phrases to reinforce their pronunciation III Home- link:

(64)

Lesson 2

A Objectives:

- 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 B Teaching aids:

(65)

I Warm up:

- Have Ps recite the chant At Break Time on Page 67, Lesson II New lesson.

- Have Ss open the book page 68, look at the words break and play 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 br in the word break and pl in the word play

- Produce the sound br and pl a few times

- Teach the new phrases ; What you at break time ? S + V +O – Then show them how to spell break and play and some other words

(66)

************************ Week : 17

Period : 45

Lesson 3

A Objectives:

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

C Procedures: 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 70; identify the characters in the picture - Make a few questions to check Ss’ comprehension of the dialogue

- Set the scene: “we are going to review 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, d and e on page 70 - Elicit the actives in the pictures and their doing

- 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

Do you like playing badminton ? Yes, I

No, I don’t I like playing chess

◦ Repeat the step but have the pair swap their parts

- Have the whole class repeat all the phrases - Ask Ss to practice in pairs

(67)

3.Write.

(68)

- 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 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:

3 I like playing hide – and – seek 4 I don’t like chatting.

I like doing puzzle

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

- III Summary:

- Ss have learnt how to talk about some games and activities at break time, using DO YOU LIKE …… ?

- IV Homework :

Ss practice singing the rhyme hide - and - seek at home **************************

(69)

A.Objectives:

By the end of this lesson, students will be able to review the phonics, the vocabulary and the sentence patterns from Units 6- 10

B.Teaching methods:

D.Procedures:

I Phonics

 Whole class Put the piece of paper with the phonics written on it on the board and play the recording all the way through Pupils listen to the recording, pointing to the appropriate words on the board Draw pupils' attention to difficult sounds such as whiill pens, pencils, break.

 Pairwork Pupils practise saying the focused words in pairs Monitor the activity Correct their pronunciation as necessary

 Call on some pairs to demonstrate at the front of the class Have the rest of the class

observe and give comments II Vocabulary

 Whole class Put the vocabulary sheet of paper on the board Pupils recall the meanings of the words by reading aloud or playing a game (Pass the Word, Crossword Puzzle, Slap the Board, ) using flashcards

 Pairwork/Groupwork Pupils read the words aloud again Encourage them to

group the

words into categories: words denoting names/greetings/activities

 Have pupils make sentences with some of the words they have learnt III Sentence Patterns

 Whole class Put the sheet of paper which contains sentence patterns on the

board

Play the recording all the way through Pupils listen to the recording as they follow the

appropriate lines on the board Replay the recording for pupils to repeat each line

 Pairwork or groupwork Pupils work in pairs or group to make short

dialogues with the

appropriate sentence patterns on the board Then they rehearse their work

 Have some pairs demonstrate their work at the front of the class

B REVIEW

(70)

Procedure (Parts I - V)

 Have pupils turn to Page 72 in the Student Book  Pupils work individually to complete Parts I-V

 Pupils trade their work in pairs to correct the answers from Parts I-V

 Call on some volunteers to read their answers Elicit comments from the rest

of the class J

 Correct pupils' work on Parts I - V as necessary

I Complete each word Say it aloud Key

1 this thanks big bag 5.pen

6 pencil pens pencils break time 0.library II Write the missing letters

Key

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

Play the recording twice Transcript

1. A: Is that your school?

B: Yes, it is That's Kim Lien Primary School 2. A: Is it the music room? B: No, it isn't It's the library

A: The library? B: Yes The library

3. A: May I go out, Miss? B: Going out?

A: Yes, Miss

B: Of course, you can

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

A: You play chess? B: Yes, I

5. A: What you like doing at break time? B: I like playing hide-and-seek

A: Like playing hide-and-seek? B: Yes,I

Key a A B B a IV Read and tick

Key b a b b 5.a V Look, I'ead and coanplete

Key bag; ruler; rubber; pencils; pencil VI Look and talk

(Notes: This section should be done separately if there is enough time or it could be integrated into the process of teaching each unit)

(71)

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

 Have pupils work in pairs or in groups Remind pupils to use the sentence patterns provided

in Units -10

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

 Correct pupils' answers as necessary Suggested answers

1 a) It's a classroom b) It's a music room c) It's a library

d) It's a computer room a) They're rubbers

b) They're school bags c) They're pencils

d) They're pencil sharpeners a) I chat with friends at break time

b) I play chess at break time c) I puzzles at break time d) I play badminton at break time

(72)

Revision I Objectives:

- By the end of this lesson, Students will be able to use all the knowledge they learnt before

(73)

II Teaching methods: - Communities

- Techniq + Ask and answer

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

III Teaching aids:

- Students’ and teacher’s book - Pictures

- Tape

- Extra-board

IV Languages focus:

Revision: - Hello/ Hi

- What’s your name?

- My name’s + name./ I’m + name. - That’s + spelling name

- Nice to meet you./ Nice to meet you, too - Goodbye – See you later./ Bye

- How are you? – I’m fine, thank you./ Fine, thanks - She/ He is + name./ She/ he is my friend

- This is my schooll

- What’s its name? – It’s + name school - It’s big/ small.

- Is your…….?- Yes, it is./ No, it isn’t - Classroom commands and permissions V Procedures:

A Warm up: Chatting

+ Greeting: Hello/ Hi

+ Introducing oneself : I’m + name

+ Nice to meet you./ Nice to meet you, too

+ How are you? – I’m fine, thank you./ Fine, thanks + Goodbye – See you later./ Bye

+ What’s your name? My name’s + name. That’s + spelling name ……… B Review all the texts( dialogues):

- Ask Ss to read all the dialogues from Unit to Unit in pairs - Ask Ss to write all the part again

C Ask and answer in pairs:

- Ask Ss to ask and answer in pairs following the models from Unit to Unit D.Do exercises:

- Ask Ss to some exercises on the extraboard

I/ Odd one out :

1 this that what

(74)

3 she your he name classroom library

5 stand are sit

II/ Complete the dialogue:

Nam: Hi, (1) name’s Nam What is your name? Alan: My name is Alan _(2)_ to meet you

Nam: Me, too Alan, this is my school Alan : What’s (3) name?

Nam: It’s Nguyen Van Troi (4) Alan : Oh It’s big (5) nice III/ Reorder words to make sentences:

1 Mai/ this/ friend/ is/ my/ , / school/ is /my/ big/ nice/ and

3 my/ that/ classroom/ it/ is/ is/ small your/ what/ name/ is?

5 school/ my / is/ nice/ library IV/ Correct the mistakes:

1 How is you? I’m fine Thanks What’s you name?

3 This is my school It big It’s school Nguyen Van Troi My school library small E Homework:

- Ask Ss to read them again

- Ask Ss to learn them and write them again - Ask Ss to be ready for The first term Test

First Term Test I Objectives

By the end of the lesson, students will be able to a written test to check up students' knowlegde about vocabulary, phonic and the structures which they’ve learnt in the first term

Practising the skills in doing the tests

Educating the students to improve in their studying II Language content

(75)

Câu Gạch chân từ khơng loại với từ cịn lại .(2,5 )đ

1 I You Your

2 school friend classroom

3 and is are

4 pen ruler big

5 How What Name

Câu Đánh vào ô trước chữ A, B, C đáp án (2,5đ) Hi I _ Li Li

£ A are £ B am £ C is

2 He’s my friend £ A too

£ B that £ C thanks up, please

£ A sit £ B meet £ C stand

4 Who’s he?

£ A She’s my friend £ B I’m fine, thank you £ C He’s Peter

What’s your name? £ A Sit down, please £ B That’s N-A-M £ C My name’s Tung

Goodbye, Linda £ A Fine, thanks £ B Bye See you later

£ C Nice to meet you too How are you?

£ A Fine, thanks £ B Nice to meet you £ C My name’s Tuan

Hello My name’s Ba £ A Fine, thanks £ B Bye See you later

£ C Hi I am Linda Is your book big?

£ A Yes, it isn’t £ B Yes, it’s small £ C No, it isn’t

10 What’s name? £ A it

£ B is £ C its Câu Hoàn thành câu sau:(2đ)

Li Li : Hi, Peter

Peter : Hello, How are ? Li Li : I’m , thank you And you? Peter : Fine,

2 This is my……… It is ……… school It is big This is my ………… He is Peter That is my friend, too She ……… Mai

Câu Sắp xếp từ sau để câu hoàn chỉnh (3đ) friend / is / he / my /

(76)

2 school / my / is / this /

your / is / book / big / ?

my / that / computer room / is /

is / what / name / your / ?

meet / nice / you / to /

 The end 

Pre.date: 27/12/2011 Tea.date: 29/12-3D

First Term Test Correction

I Objective

By the end of the lesson, students can know mistakes about phonic, grammar and vocabulary they've made in their written test to learn new lesson better

Practising skill in doing exercises and tests for the students Educating the students to take care of their studying

II Language content

Phonic, vocabulary and grammar in the test III Teaching method

(77)

IV Teaching aids Students' written test V Procedure

Teacher's activities Correcting the test (30ms) - Asks ss to give their written tests before the class

- Correct mistakes they've made in the written tests.( T asks ss to explain about difficult vocabulary and structures) Câu Gạch chân từ khơng loại với từ cịn lại (2,5đ)

Câu Đánh vào ô trước chữ A, B, hoặc C đáp án (2,5đ)

Câu Hoàn thành câu sau:(2đ)

Câu Sắp xếp từ sau để câu hoàn chỉnh (3đ)

Production (7ms)

- Asks ss to repeat some vocabulary, structures and the use of them from unit to unit

- Listen and correct mistakes Home work (3ms)

- Revision vocabulary, phonic and grammar from unit to unit 10

Students' activities Individual work Teacher - whole class

Your friend

and big name

B 6.B A 7.A C 8.C C 9.C C 10.C Li Li: Hi, Peter.

Peter: Hello, Lili How are you? Li Li: I’m fine, thank you And you?

Peter: Fine, thanks

This is my school It is Nguyen Van Troi school It is big

3 This is my friend He is Peter That is my friend, too She is Mai

1 He is my friend This is my school Is your book big ? May I go out ? What is your name ? Nice to meet you

Individual work

Teacher - whole class

(78)

- Do all exercises again

- Prepare next lesson Unit 11 (A1 - 3)

UNIT 11 My Family.

Lesson 1

I Objectives:

By the end of this lesson, students will be able to identify family members - Develop writing, reading skill

II Teaching aids:

(79)

Steps/Activities Work arrangement I Warm up:

Pupils listen to the chant on Page 7, the Student Book II New lesson.

- Ask Ss to identify the characters in the picture on page and

(80)

Lesson 2

I Objectives:

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

III Procedures:

Steps/Activities Work

arrangement I.Class organization.

II.New lesson:

Listen and repeat

 Whole class Books open Turn to Page Have pupils look at

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(81)

the words father and

moine: and focus their attention on the letters coloured differently in both words

Tell them that they are going to learn to produce the sound of the letters th in the word father and that of the letters er in the word

mother Produce the sounds

th and er a few times

 Ask pupils to say what they imagine when they hear these sounds Have pupils repeat the focused words a few times

Chant

father mother

This is my grandfather I call him grandpa. Thars my grandmother. I call her grandma Grandpa and grandma Father and mother Brother and sister Andme

We are a big family

- Have Ss practice the chant in groups and clap the syllables - Monitor the activity and offer help when necessary/ correct

typical pronunciation errors

- Call on a group to recite the chant The others clap the syllables - Make a few questions to check Ss’ comprehension of language - Have the whole class recite the chant to reinforce their

pronunciation

2 Listen and tick

- Have pupils look at the pictures on Page Ask them to talk about the characters

in the pictures and their relationships Tell pupils that they are going to listen to

the recording, match the information they hear to the correct pictures, and tick

the box in the appropriate picture

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

- 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

Whole class, group and individual

Group

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Group work Pair- work

(82)

listening text

3.Read and complete.

- Whole class Have pupils turn their books to Page Ask them to identify the relationship of the people in the picture Tell them that they are going to read the text in the top frame in order to get the information to write the missing words in

Sentences 1,2,3 and

- Explain the use of the titles Mr and Mrs and the meaning of boy, girl, man woman Pupils read the text individually and the task Monitor the activity Offer help if necessary

- Pairwork Have pupils trade their answers in pairs for the correction

- Call on some pupils to report the answers The rest of the class observe and give comments

- Ask pupils a few questions to check their comprehension - Have the whole class read each sentence of the text in chorus to reinforce their pronunciation

Answers: 1 man 2 Mrs Binh; 3 Nam 4 girl I. Home- link :

- Recite the chant on Page at home

T – whole class

Pair- work Individually

T – whole class

Lesson 3

I Objectives:

- By the end of this lesson, Students will be able to ask and answer about names of family members

Teaching methods:

- Communicative method

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

D. Teaching aids :

E. Procedures:

Steps/Activities Work

arrangeme nt I.Warm up

Pupils recite the chant on Page 8, Lesson

(83)

II.New lesson.

Have pupils turn their books to Page 10 Ask them to identify the

characters in the picture of this section, and say what these characters are doing

Tell pupils that they are going to hear Tom and Linda talking about the picture

Use a poster and two puppets to set up the situation Play the recording for pupils to listen and mime the question and the answer

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

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

-Divide the class-into two Have one group repeat Tony's part and the other Peter's Repeat the step, but this time have the groups swap their parts

-Ask a few questions to check pupils' comprehension of the language

-Play the recording again for the whole class to repeat each line of the dialogue to reinforce their pronunciation

2.Look and say

-Have pupils look at the speech bubbles on Page 10 Ask pupils to guess and say the lines in the bubbles Then tell pupils that they are going to practise asking and answering, using these sentence patterns Have pupils repeat each line in the bubbles a few times Have pupils to identify the characters in Pictures a, b, c and d

-Model: Point to Picture a Explain the situation Ask pupils what Mai should say to ask about the girl in front of her, and what Nam should answer Fill the bubbles with the phrases prompted by the pupils Repeat the step with the other pictures Then have pupils repeat all the phrases a few times

-Pairwork Pupils practise asking and answering, using the pictures in their books Monitor the activity and offer help Correct typical pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary

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

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

3.Write.

-Have pupils turn their books to Page 10 Get them to identify the characters in the pictures Ask them to talk about the dialogue

T – whole class

groups

T – whole class

Pair – work

T – whole class

Pair – work

T – whole class

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Tell pupils that they are going to read and get the information to complete the missing word(s) in the dialogue

-Pupils read individually and the task

-Pairwork or groupwork Pupils trade their answers in pairs or groups for correction

-Ask some pupils to read their work aloud to the class Have the rest of the class listen and give comments

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

Answers: 1 He 2.Is 3 I

III.Summary

- In this lesson, pupils have learnt how to ask and answer about someone's name, using:

Whats his/her name? His/Her name is IV.Homelink

-• Pupils sing the rhyme A Happy Family at home

Pair – work whole

class

T – whole class T – whole

class

UNIT 12 How Old Are You ?

Lesson 1

I Objectives:

- By the end of this lesson, studentswill be able to ask and answer about ages - Develop writing, reading skill

II Teaching method:

- Communicative method - Techniques:

- Ask and answer

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

III Teaching aids:

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

(85)

sing the rhyme A Happy Family, Page 11, Unit 11 II New lesson.

- Whole class Have pupils turn their books to Page 12 Ask them to identify the characters and what they are doing in the

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(86)

Lesson 2

I Objectives:

- By the end of this lesson, students will be able to count from - 20

G. Develop listening, reading and writing skill

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

(87)

Steps/Activities Work arrangement I Warm up:

Pupils recite the chant on Page 13, Lesson II New lesson:

 Whole class Books open Turn to Page 14 Focus pupils' attention on the words how and tgn and on the letters coloured differently in both words Tell them that they are going to learn how to produce the sound of the letters ow in the word how and that of the letter e in the word ten Produce the sounds of ow and e a few times Ask pupils to say what they think about when they hear these sounds Give the meaning ofthe vocabulary both and the question How about you?

Chant How ten

How old are you? I'm ten

How about you? I'm ten too We're both ten

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(88)

Lesson 3

I Objectives:

By the end of this lesson, Students will be able to ask and answer about ages of family members Develop speaking and listening skill

II Teaching methods: Communicative method

Techniques: + Work in pairs + Work in groups, discuss

+ Ask and answer III Teaching aids:

(89)

Pupils sing the rhyme Counting to Twenty, Lesson 2, Page 15 II New lesson.

 Whole class Have pupils turn their books to Page 16 Ask them to identify the characters in the top picture Tell pupils that they are going to hearTom and Linda talking about Peter's age Recall numbers - 20 Play the recording all the way through for pupils to listen Mime the dialogue

 Play the recording once again for pupils to repeat each line in

T – whole class

(90)

UNIT 13 My House

Lesson 1

I.Objectives:

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

II.Teaching methods:

+ Discuss III.Teaching aids:

(91)

Steps/Activities Work arrangement I.Warm up:

Pupils sing the song Counting to Twenty on Page 15, Unit 12 II.New lesson.

1.Look, listen and repeat.

- Tell them that they are going to hear Mai and Phong talk about Tony

- 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 dialogue

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

- Ask them to identify the characters in the pictures Point to picture a This is a bedroom Wait for them to answer

- Have Ss repeat the question and the anwer

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

T – whole class

Whole class

Groups individually

(92)

Week : 22 Period :

Lesson

I Objectives:

H. By the end of this lesson, students will be able to talk about rooms in the

house (singular) (Review)

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

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

(93)

III.Teaching aids:

(94)

Steps/Activities Work arrangement I.Warm up:

- Elicit pupils to talk about rooms in their own houses II New lesson:

- Whole class Books open Turn to Page 20 Ask pupils to talk about the top picture on this page Focus pupils' attention on the letters coloured differently in the words kitchen and bedroom Tell pupils that they are going to learn to produce the sound of the letters ch in the word kitchen and that of the letter r in the word bedroom. Produce the sounds ch and r a few times Ask pupils to say what they think about when they hear these sounds Say the specific words a few times and have pupils repeat each word a few times Put the large piece of paper with the chant written on it on the board Give the meaning of the vocabulary teddy bear, chair, cat, running, fast; on the chair, in the kitchen and in the bedroom Play the recording all the way through for pupils to listen and mime the chant

Chant

kichen bedroom There is a teddy bear On the chair

In the kitchen There is a cat Running so fast In the bedroom

- Replay the chant Have pupils repeat each line and point to it in their books Repeat the step a few times for pupils to remember the chant

 Model Ca lion a g rou p of six to the front of the class Have th ree of them repeat each line of the chant, and the other three mime the line Repeat the step but this time have the pupils swap their parts

 Groupwork Have pupils practise saying and miming the chant Monitor the activity, check pupils' pronunciation, and offer help when necessary

 Call on some groups to recite and mime the chant; the rest of the class clap at the words in focus

 Ask pupils a few simple questions to check their comprehension

 Have the whole class recite the chant in chorus to reinforce their pronunciation

T - whole class

T – whole class

Whole class

Group work

(95)

Lesson

I Objectives:

By the end of this lesson, Students will be able to talk about rooms in the house (plural)

Develop speaking and listening skill II Teaching methods:

Communicative method

Techniques: + Work in pairs + Work in groups, discuss

+ Ask and answer III Teaching aids:

(96)

Pupils sing the rhyme The Way I CLean My House II New lesson.

- Whole class Have pupils turn their books to Page 22 Ask them to identify the

characters and the rooms in the picture that Mai is holding in her

T – whole class

(97)

UNIT 14 Our Room

Lesson

I Objectives:

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

(98)

- Pupils sing the rhyme The Way I Clean My House.

II New lesson.

- Set the scence “you are going to listen to hear Tom and Mai greet each other

2 Look and say

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

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

T-WC

T – whole class

T T-WC

Pair- work

T- whole class

(99)

Lesson

I Objectives:

By the end of this lesson, Students will be able to learnt how to describe things in a room

II Teaching methods:

- Teacher’s aids: books, pictures, poster, word cards Students’ aids: book, notebook, workbook

IV Language focus:

- New words: bag, floor, mirror, door, desk,review - Sentence patterns: Where’s it ?

It’s ………

- Skills: Listening and speaking,reading and playing

V Procedures :

arrangement I Warm up :

- Ss sing “The Bedroom in the House” - Listens and gives comment

(100)

Lesson

I Objectives:

By the end of this lesson, Students will be able to review about many things in the bedroom, using there is/ there are……

describe a bedroom

II Teaching methods: - Communicative method

IV Language focus :

(101)

- Sentence patterns: It’s nice and tidy

(102)

Steps/Activities Work arrangement I Warm up:

- Have Ss drawing that they did at home - Look and gives comment

II.Newlesson: *Listening: Pre – listening:

- Have Ss turn your book to page 28 and asks Ss to indentify the characters, names of the pictures

- Using puppets to present the situation 2 While – listening:

- Play the recording one time

- Play the recording sentence by sentence times - Ask Ss to act out and read

- Go around and help Ss to practice

Present the new words and sentence pattern + A: This is my bedroom

B: Oh, it’s nice and tidy - Have Ss practice in groups - Listen and help Ss to practice Post – listening:

- Call on pairs or groups act out and practice

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

* Speaking

1 Pre – speaking:

- Have Ss look at the pictures and ask them to talk about the rooms

- Call on pairs repeat the sentence patterns Notes: the pronunciation

2 While - speaking

- Have Ss repeat the step with some others pairs for pictures a, b, c and d

- Go around and help Ss to practice Post – speaking:

- Call on pairs to perform and practice

- Calls pairs to perform the task at the front of the class - Listen and give comment

- Have the class repeat all the sentence patterns in chorus to reinforce their pronunciation

4 Follow up

- Have Ss to answer questions about the real things in their

- Ss drawing - Look and talk - Listen

- Listen and repeat

- Work in groups - Ss listen and repeat

- Work in pairs - Others listen and comment - Listen and repeat the pronunciation - pairs act out, standing and practice

- pairs act out, go to the board and practice - Others listen and give comment

- Read in chorus - Look and say - Listen and repeat

- Ss practice - Ss practice asking and answering on pairs

- Others listen and comment - Ss ask and answer

(103)

UNIT 15 At Home

Lesson

I Objectives:

By the end of this lesson, Students will be able to indentify family activities at leisure II Teaching methods:

- New words: read, do, cook, sing, skate, jum, run robot, speak - Sentence patterns: What’s Mai doing?

She’s skipping

What’s he/ she doing ? He/ she is ……

- Skills: Listening and speaking Talking and chant V Procedures :

arrangement I Warm up:

- Have Ss recite the chant in Unit 14 on page 29 + Chant in chorus

(104)

UNIT 15 At Home

Lesson 2

I Objectives:

By the end of this lesson, Students will be able to describe on-going activities II Teaching methods:

- New words: skipping around, skating along, jumping up high, at home, happy family touching the sky

- Sentence patterns: review

- Skills: Listening Reading and singing

V Procedures :

Week : 26 UNIT 15 At Home

arrangement I.Warm up:

- Have Ss revise the chant on page 31 - Chant in chorus

- Chant in groups (group1 chant, group2 clap the hand) - Listens and gives comment

II Newlesson:

* Listening

1 Pre – listening:

- Have Ss turn your book to page 39 and put the large piece of paper with the chant written on it on the board

- Notes: the letters colour different in words sky / skipping ? How to produce the sound of the letters sk / skipping; ng / skipping

- Produce the sounds of the letters While – listening:

- Play the recording one time

- Play the recording sentence by sentence times - Help Ss to clap the syllable

- Ss chant - Chant in gpoups

- Others listen and give comment - Listen - Listen and remark - Listen and repeat

(105)

Period : 63

Lesson 3

I Objectives:

By the end of this lesson, Students will be able to ask and answer about family activities in progress

- New words: review

- Sentence patterns: What are they doing?

- Skills: Listening and speaking Writing and playing - Sentence patterns: What are they doing?

V Procedures :

Week : 26 REVIEW THREE

arrangement I Warm up:

- Have Ss sing “I Love My Mummy” - Listen and gives comment

II.Newlesson: * Listening: Pre – listening:

- Have Ss turn your book to page 34 and asks Ss to indentify the characters, names of the pictures

2 While – listening:

- Play the recording a second time

- Play the recording sentence by sentence times - Ask Ss to act out and read

- Go around and help Ss to practice

Present the new words and sentence pattern + A: What are they doing?

B: They are……… - Have Ss practice in groups - Listen and help Ss to practice Post – listening:

- Call on pairs or groups act out and practice

- Play the recording again for Ss repeat each line in the

- Ss sing - Look and talk

- Listen - Listen and repeat

- Work in groups

- Ss listen and repeat

- Work in pairs

(106)

Period : 64

I Objectives: By the end of the lesson Students will be able to review in class

IV Language focus: - New words: review

- Sentence patterns: review - Skills: Listening and speaking

(107)

- Sing a song II Newlesson:

1 Complete each word Say it aloud Key:

1 mother brother chairs mirrors

5 room ruler

7 kitchen chair

9 skip 10 sky

2 Write the missing letters. Key:

1 seven house computer kitchen skipping

3 Listen and tick Play the recording twice Key:

1.b 2.a 3.b 4.a 4 Read and tick

Key

Sing

Ss look at the pictures to speak as required Then complete each word Say it aloud

Ss look at the picture to write the missing letters

Ss look at the pictures carefully Then listen and tick

(108)

UNIT 16 The Weather

Lesson 1

I Objectives:

By the end of this lesson, Students will be able to ask and answer about the weather in seasons

IV Language focus:

- New words: weather, sunny, rainy, cloudy, windy - Sentence patterns: What’s the weather like?

- Skills: Listening and speaking Writing and playing

V Procedures :

arrangement I Warmup: clap the board

Reading ,speaking, running, cooking jumping,skating II Newlesson:

1 Presentation

Vocabulary: - weather (n): thời tiết

(109)

Week 28: Period 56th :

UNIT17 OUR PETS

Lesson 1

Objectives: - By the end of the lesson, sts will be able to talk about pets. + Structure : I have a dog

+ Vocab: pets: dog, cat, fish, bird II Teaching methods:

IV Language focus : pets, dog, cat, fish,birb… V Procedures :

Organization:

Class Date of preparing Date of teaching Absent Students 3A4

3A

Time Steps/Activities Work

arrangement 5’

10’

I Warm up - Guide to play

- Divide the class into groups - Find the winner

- Ask sts to state the topic of the game II Presentation

- Use the picture - Ask: + Who’s this ? + Where are they ? + What are there pets?

Play a game : Slap the board

- Try to slap the word that the teacher say right and fast

G1: G2:

- Talk about the topic : vật nuôi A1 Look, listen and repeat - Look

- Answer: Mai and LiLi

Nơi bán thú nuôi nhà Chim, cá, chó, mèo

(110)

10’

12’

2’ 1’

- Ask sts to give their photos

- Choose a photo then point it and say aloud: dog/ cat/

- Explain the meaning again

- Guide sts to read the dialogue - Play tape

- Have some sts read again - Explain the structure : III Practice

- Point the Ps ask sts to read the words - Read the model

- Offer to read all the sentences - Check and correct

IV Pre- listening - Use the Ps - Ask:Who?

What animal?

- Get sts to state the task have to V.While- listening

- Play tape - Check

- Ask sts to report

- Play tape once again

- Give the prepared photos and introduce them to the friends

- Guess the meaning - Read the new words dog : chó

cat : mèo

bird : chim

fish : cá

- Listen

- Listen and repeat - Pracice with a partner - Check and correct * Note :

Do you have pets? I have a dog

A2 Look and say

- Look and say the words - Listen

- Say sentences - Work in pairs

A3 Let’s talk

- Practice with the friends A: Do you _?

B: Yes, I have a What about you?

A: I have a _

+ Ex1: Circle the odd one out pet cat dog he she they cat fish dog have are am many what who

I have a dog.

Mai: Hi, my name’s Mai I have a pet It’s a cat LiLi: My name’s LiLi I have no cats I have a fish What about you, Nam?

Nam: Well, I have no fish I have a bird And you, Alan? Alan: I have no birds I have a dog

(111)

VI.Post- listening

- Write the words in the board

- Pronounce and analyse the way to read /e/ /t/

- Guide sts to read - Check and correct

- Have sts make sentences with the words

- Listen and comment

- Offer sts to complete like the model - Demand two sts to write on board - Comment

VII Production

- Let sts free practice with friends, use the model

A: Do you have pets?

B: Yes, I have a bird What about you?

A: I have a fish VIII.Homework - Complete A6

- Make sentences with the words in A5 ( write)

- Guide sts to Ex in W.B on page 79

+ Ask the meaning of the words + Point the pictures and ask : What pet?

+ Sts state the task have to do( match

A4 Listen and check - Look at the Ps

- Answer: Mai/ LiLi/ Nam/ Alan Cat/ dog/ fish/ bird - State the task have to - Guess

- Listen

- Listen and check - Sharing

- Report

Mai: cat Nam: bird LiLi: fish Alan: dog - Listen and check again

A5 Say it right - Look at the words

cat ten pet

has table yes

- Listen

- Listen and repeat - Work in pairs

- Make sentences with the words school: I have a cat

A6 Let’s write

- Complete the sentences following the model:

A: How many _ you have? B: I have

- Write down

- Write on the board- comment +Ex2: Match

1- c 2- b 3- d

d

We have two birds

c

They have two dogs

b

I have a fish I have a cat

(112)

Evaluation: Week 28: Period 57th :

Lesson 2

Objectives:

- By the end of the lesson, sts will be able to further practice reading about possessive and quantity

+ Structure( Review) : How many cats you have? - I have a cat

+ Vocab: pets: dog, cat, fish, bird II Teaching methods:

Organization:

3A

I Warm up

- Ask two sts to make sentences with the words in A5

- Comment and give marks

- Offer sts to draw about pets you like

- Make sentences with the words in A5 I have a cat

Play a game: Draw Draw

(113)

10’

12’

- Comment and choose the nice picture II Presentation

- Use the picture - Ask: Who? What pets Quantity? - Express in English

- Guide sts to read the dialogue - Check

- Explain the structure again: To ask and express the possessive

III.Practice

- Guide sts to practice speaking like the model

IV Pre- reading

- Use picture

- Offer to talk about the Ps

- Ask sts state the task have to do.

V.While- reading

- Get sts to work in groups of - Observe groups working - Have sts give result + Read

+ Match

VI Post- reading

- Review the sentence learned

I have a dog It s big.’

- Demand sts write, basing on B4 to write about your pets

- Have some sts write on the board - Comment and conclude

* Consolidation

- Offer to look the table

- Repeat the structures learned

B1 Listen and repeat - Look at the picture - Answer: Mai and LiLi Cat, dog …

cats birds, …  I have two cats

… - Listen

- Listen and repeat - Work in pairs Note:

How many + N ( plural) ? There are + N ( plural) There is + N (singular)

Eg: How many pets you have? I have a fish

- Listen and remember B2 Let’s talk

- Work in pairs

- Practice speaking following the model

B3 Listen and number - Look at the Ps

- Answer: dog, cat, …

Pa: two cats and a bird - State the task have to

- Guess - Listen

- Listen and number - Sharing

- Report

1- c 2- b 3- a - Listen and check again

B4 Read and match

- Look at the Ps - Talk about the Ps:

WE ASK WE ANSWER

How many dogs you have? I have one dog/ two dogs Do you have cats? Yes I have a cat

WE SAY

I have a dog/ two dogs I have no cats

(114)

2’ 1’

VII.Production - Hang the Ps - Ask: What pet? How many?

- Get sts to state the task have to - Play tape

- Check

- Play tape once more

VIII Homework

- Review the structures and vocabulary in unit 11

- See the rest of Exs in W.B to correct next period

- State the task have to

- Read and match ( work in groups ) - Discuss

- Report

1- b 2- a

B5 Let s write’ - Look and listen

- Basing on B4 to write about your pets - Write down

- Check across

- Write on the board - Comment - Complete

B7 Summary

- Look

- Review and remember * Note :

Ex3:

1 How many you have?

2 I have a _ and a _

3 I have two _

P.c P.b P.a

(115)

Evaluation: Week 29: Period 58th :

Lesson 3

Objectives: - By the end of the lesson, sts will be able to use the structures and vocab learned to Exs in W.B

+ Structure( Review) : How many cats you have? - I have a cat + Vocab( Review): pets and cadinal numbers

Organization:

3A

I Warm up

- Review sts some words learned

Play a game: Make sentences

there fish Have large

(116)

10’

12’

II Presentation

- Offer sts to repeat structures learned III.Practice

- Guide sts to Exs in W.B - Offer sts to

+ Work in groups + Work in pairs + Individual

+Ex6: Read and complete the table

Names Pets

Mai A dog and a cat

Nam _

LiLi _

Alan _

+ Ex7 : Reorder the words

IV.Homework

book are How dog

do one Eight is

- Repeat the structures learned: + How many cats you have? I have a cat

+ Ex4: Complete and read aloud A: H_w many c_ts d_ you have? B: I h_ve tw_ c_ts

A: D_ you h_ve p_ts? B: Yes I h_ve _en p_ts Ex5: Reorder the sentences

+ Ex8: Write about the pets you have

Questions Answers

1

How many pets you have?

What pets you

have?

Ex9: Write the answers

1 You: How many pets you have? Mai: I have a dog and a cat

2 You: How many pets you have? Nam: I

4 I have two cats and three dogs.What about you? 1 Do you have pets?

1 have/ pets/ how/you/do/many?



How many pets you have? two/ have/ pets/ I

Alan/ what/ about?

_? a/ has/ dog/ a/ and/cat/ he _

2 Yes I have some pets

(117)

2’ 1’

- Review the structures and vocab learned in Unit 11

3 You: How many cats you have? LiLi:

4 You: How many birds you have? Alan: _

Evaluation:

Week 29: Period 59th :

REVIEW

Week 35 period 69 Self- Check Four

Objectives: - - By the end of the lesson, sts will be able to use the structures and vocab from Unit 10 to Unit 12 to Exs

IV Language focus: + Structures: ( Review)

 How’s the weather today? - It’s hot

(118)

 How many dogs you have? - I have three dogs  Do you have cats? - Yes, I have/ No, I haven’t  He has two robots

 Where are the balls? - They’re over there

+ Vocab( Review): weather, pets and toys V Procedures :

Organization:

3A

10’

I Warm up

- Let sts sing a song

- Guide sts to play a game: Slap on the board

+ Write 10 words on the board + Divide the class into groups + Members of the groups try to slap the word that the teacher reads fast and correct

+ Find the winner

II Presentation

- Ask sts to repeat the structures learned from Unit 10 to Unit 12

III.Practice

- Guide sts to Exs in Self- check one - Ask sts:

Sing a song

Play a game: Slap the board

- G1: - G2:

- Try to slap the word that the teacher reads fast and correctfast and correct

How’s the weather today? - It’s hot How many clouds are there? - There

are eight

How many dogs you have? - I

have three dogs

Do you have cats? - Yes, I have/ No, I

haven’t

He has two robots

Where are the balls? - They’re over

there



Check the words you hear

(119)

12’

2’ 1’

+ Work in groups + Individual - Help and correct  Listen and number

 It’s windy today  It’s cloudy today  I have five beds  I have five pets  I have no pets



Complete the sentences

t u s e a o i h r y It is wind_ t_day

2 How m_ny p_ts you have? I have f_ve dog_

4 W_ere are _he balls? The_e are fo_r dolls Key: y a e …



Write the words in the blanks It is (sunny)

2 How many ? (clouds) I have (a ball) She has _ ( a cat)

5 They have _ ( two toys)

IV.Homework

- Review the structures and vocab from Unit 10 to Unit 12

- Review the structures and vocab from Unit to Unit

- Next period is the second- term- test

1 cloud  close 

2 sunny  rainy 

3 has  cat 

4 balls  dolls 

5 pets  beds 



Select and tick the letter A, B, C

1 _ the weather today?

 A What’s

 B Where’s

 C How’s

2 How _ dogs you have?

 A no

 B many

 C Two

3 has one dog and no cat

 A I

 B She

 C We

4 There many clouds in the sky

 A am

 B is

 C are

5 My pet is a _

 A ship

 B bird

 C robot

 Write the questions

1 A: _? ( How’s the weather today?) B: It’s rainy today

2 A: ? B: I have many toys

(120)

Evaluation:

TEST

Week 35 period 70 Written test A Objective

- Check sts structures and vocabulary from Unit7 to Unit12

- Assess sts if understand or not the lesson and sts’ level to find out suit methods when teaching

B Prepration

- Paper- tests ( photocopied ) C Procedure

Deliver students test- papers

- Offer to be serious in the test period Result

Class Total 1- 4 5- 6 Mark 7- 8 9- 10

3A4

(121)

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