unit 1 hello ct bộ gdđt 3 nguyễn thị tâm thư viện giáo án điện tử

- By the end of this lesson the SS will be able to listen and tick to the correct picture, fill in the gap with correct words and sing the song: the alphabet well.. Resources:?[r]

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Week: Planning date: 04/9/2015

Period: Teaching date: 07/9/2015 INTRODUCTION

I Objectives: By the end of the lesson, students will be able to get acquaintance with the English book

II Language focus: - Classroom rules - Program of the book III Resources: Textbook IV Teaching Procedure :

Steps Learning activities Language focus Modes

1 Warm up

- Teacher introduces the name and chatting with students about their names and their family

Whole class

2

Classroo m rules

- Teacher talks to students about classroom rules

- Introduce some classroom commands use TPR

-Ask Ss to listen to the T to read commands twice or thee times -Ask Ss to read in chorus then individually

-Asks Ss to take notes in their notebook

Classroom commands: Keep silent, please Open your notebook Close your notebook May I go out May I come in Listen to me Read again Copy down Write down Read after me

Whole class

3

Introduce the

program and text book

- Briefly introduce about

textbook and requirements of the English lesson

- Text book’s name: English - Introduce : English divided into 140 periods per year and

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4periods per week

- There are 20 units in the text book

- Each unit is learnt in 6periods - In this book, 8periods review, tests= periods

4 Home-link

- Prepare next lesson Whole class

Comment the

lesson:

-=  

= -Week: Planning date: 06/9/2015

Period: Teaching date: 08/9/2015 UNIT 1: HELLO

Lesson 1: 1, 2, 3

I Objectives: By the end of this lesson, students will be able to: - Greet and self-introduce

- Educate Ss to say hello when they meet

- Greet other and introduce themselves, using Hello/Hi I’m + ( name) II Languages focus

- Vocabulary : Hello, Hi, I, am, - Structure : Hello, I’m Mai. Hi, Mai I’m Nam

III Resources: CD, cassette, pictures, puppets, poster IV Teaching Procedure :

1 Warm up - Greetings Say Hello ( encourage students to answer with Hello) Hello, class.

- Repeat the procedure several times

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- Introduce yourself to the class by pointing to yourself and say:

+ I’m Miss Sang 2 Look,

listen and repeat

- Teacher has students look at the pictures in number and ask them guess

- Teacher tells students that they are going to practice introducing themselves and responding to the introduction Point the first picture and elicit the answers of who the characters are

- Teacher shows students how to find the answers by reading the text in the speech bubbles Teacher explains what happens in the first picture: Mai introduces herself to Nam, and Nam introduces himself to Mai, then give new words and strructure

- Teacher has students repeat the text in the bubbles a few times Have students repeat the procedure with the second picture

- Teacher plays the recording for students to listen and say along

Whole class

3 Point and say

- Teacher has students look at number and tell students that they are going to practice saying Hello/ Hi I’m + name and responding to the greeting Point to each

character in the picture and elicit his/ her name and the wordsto fill the gaps

- Teacher writes the whole

sentences on the board and has ss repeat the sentences a few times , then repeat the procedure with the second picture

- Vocabulary: Miss Hien, Nam, Mai, Quan - Sentence patterns: Hello I'm +name Nice to meet you

- Note: +Hi is very informal Sts can use with friends

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- Teacher has ss chorus and individually using the characters’ names as prompts,until students feel confident to say the sentences without their books

-Teacher calls a pair to the front of class to give a model practice for the class to watch

- Teacher gets ss work in pairs - Check as a class

but not with an adult

+ Hello is also informal and friendly but more formal than Hi It can be used with teachers and other adults.

Pairs

4 Let's talk - Teacher has students look at No at page and tell students that they are going to practice more with their friends Point to each

character eliciting the name Ask students to guess what the children say

-Teacher has ss fill the gaps then has ss repeat a few times

- Teacher has ss work in pairs - Teacher calls some pairs to act before class

Groups

Individu als 5 Home-link - Ask Ss revise introduction at

home

- Tell ps to say Hello to their teachers or adults and Hi to their peers

- Be ready Unit – Lesson 1(4.5.6) - Comment the lesson

Whole class

Comment the

lesson:

-=  

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Lesson 1: 4, 5, 6 I Objective s:

By the end of the lesson, Ss will be able to listen to dialogue about introduction and tick

II Language focus:

- Vocabulary: review: hi, hello, Mai, Nam, Quan, Miss Hien

- Sentence patterns: Hello I’m + name I am = I’m

III Resources: Ss’ book, recording, sub board IV Teaching procedures:

1 Warm - up

- Spend a few times revising

Hello/ Hi I’m + name Individuals/Pairs

2 Listen and tick

- Teacher has students look at No on page and ask them describe the pictures

- Teacher tells the class that they are going to listen and tick the correct boxes under the pictures Show students how to carry out the task Draw their attention to the pictures.Elicit the names of the characters.Have students repeat them once or twice - Teacher plays the recording two times for students to listen and tick Teacher tells students not to worry if they cannot understand every word and that they should focus on the names of the characters while they are listening

-Teacher calls some students give the answer

Whole class

Individuals

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- Teacher plays again for checking

- Teacher gives the key: 1.b 2.a Audio script

1. Nam: Hello I’m Nam. Quan: Hello, Nam I’m Quan Nice to meet you.

2. Miss Hien : Hello I’m Miss Hien.

Class: Hello, Miss Hien Nice to meet you.

3 Let’s write

- Teacher has students look at No on page and tell the that they are going to fill the gaps with I’m and Hello Have ss a few second to read the text in silence

- Allow students time to the task Go around to offer help, if necessary

- Get students to swap and check their answers before writing the correct answer on the board for students to copy down into their notebooks

- Have students exchange their answer with each other

- Call students go to the board and write

- Teacher check with students Key: Hello, I’m I’m , hello

* Revision of sentence patterns and vocabulary: - Vocabulary: Miss Hien, Nam, Mai, Quan - Sentence patterns: Hello I'm +name Nice to meet you

* Note:

Say Hello to the teacher or adults Say Hi to friends

Whole class Individuals

Groups

Pairs

4. Let’s sing

- Teacher has students look at No on page and tell them that they are going to sing the “hello” song

- Teacher play the recording

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- Have students repeat the song after each line When they are familiar with the tune , ask a group of three to front of the class Each of them sings hello I’ + name twice Then the class sings Nice to meet you twice, waving their hands to the three singers

- Have the class sing the song again

Individuals

Whole class/ Individuals

Groups

5 Home- link

- Consolidate the lesson - Ask students to prepare for next lesson

Whole class

Comment the lesson:

……… ……… ………

-=  

= -Week: Planning date:7/9/2015

Lesson 2: 1, 2, 3

I Objectives: By the end of this lesson Ss will be able to: - greet others about the health and response

- Say goodbye II Language focus

- Vocabulary: fine, thanks, bye - Sentence patterns: How are you?

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III Resources: Ss' book, recording, pictures. IV Teaching Procedure:

Steps Learning Activities Language focus Modes

1 Warm up

- Teacher spends minutes for students on revising the previous lesson by calling some individuals to come to the front to greet the class Then have students sing the Hello song

Hello song Whole class

2 Look, listen and repeat

- Teacher tells Ss that they are going to listen to some people They are greeting each other - Teacher has Ss look at the 1st picture and recognize the characters

- Teacher sets up the context - Teacher has Ss listen and repeat the text in the bubbles a few times

- Elicit some words

- Do that procedure with the 2nd picture

Whole class

3 Point and say

- Teacher asks Ss look at the pictures in part

- Teach some words

- Present the new structure

- Teacher has Ss read the name of each person in each picture

- Teacher asks Ss to fill the names into gaps

- Write the whole sentences on the board

- Have Ss read the sentences three times

- Have Ss practice the pictures in pairs

- Call on some pairs to the front of the class to give a model

- Vocabulary: + how

+ fine + thank

+ bye = goodbye - Sentence patterns:

+ How are you? I'm fine, thank you And you? + Goodbye/ bye - Example: How are you, Mai? Fine, thank you

Groups

Whole class

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practice 4 Let's

talk

- Ask Ss to open their Student’s book on page Stick the large- sized sheet of paper with the sing on page on the board Tell them that they are going to sing the Hello song.

- Play the recording all the way through for Ss to get familiarized with the pronunciation, the stress, the rhythm and the intonation of the song

- Play the recording again, pausing after each line for Ss to repeat - Play the recording once more for Ss to repeat the whole song

- Call on some Ss to sing the song in front of the class The rest of the class clap their hands at rhythms

Groups

Pairs

5 Home-link

- Ask Ss practice ask and answer the structure at home

- Whole class

Comment the

lesson:

Ngày 05 tháng 09 năm 2015 Kí duyệt

-=  

(10)

I Objective s

By the end of the lesson, Ss will be able to listen to dialogue about introduction and number

- Vocabulary: Hi/ Hello - Sentence pattern: Hello I’m……

How are you? - Fine, thanks III Resources: Ss’ book, recording, sub board IV Teaching procedure:

1 Warm – up

- Teacher calls some pairs to ask and

answer about the health Pairwork

2 Listen and number

- Have pupils look at Pictures a, b, c and d on Page of the Student Book Elicit the characters in the pictures and the characters’ words Tell pupils that they are going to listen to the recording and match the information they hear to the pictures They should number the boxes

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

- Play the recording again for pupils to listen, select, 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

Answers: d 2.c 3.b 4.a Transcript

1. Miss Hien: Hello, I’m miss Hien.

Class: Hello, Miss Hien Bice to meet you.

2. Nam: How are you, Miss

Whole class

Individuals

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Hien?

Miss Hien: I’m fine, thanks And you?

Nam: I’m fine, thank you.

3. Miss Hien: goodbye, class Class: goodbye, Miss Hien

4. Nam: Bye, Mai. Mai: Bye, Nam.

- Teacher tell ss that they are going to read and fill the gaps.Draw ps’

attention to the picture and text - Give ps time to their writing - Tell them to swap and check their answers before calling different pairs to read aloud the sentences

- Write the correct sentences on the board for ps to copy down into their noterbooks

- Call a few open pairs to act out the dialogue

Key: How Fine, thanks

* Revision: - Vocabulary: + how

+ fine + thank

+ How are you? I'm fine, thank you And you? + Goodbye/ bye

Whole class Individuals Whole class/ Individuals Groups 4 Read and complete

- Turn to Page of the Student Book - Tell ps that they are going to read ad fill the graps with the appropriate words

- Give ps few seconds to read the text in silence

- Give ps time to the task and go around and offer help if necessary - Monitor the activity and offer help when necessary

-Pupils trade their answers in pairs for the correction

- Call on some pupils to report their answers

- Get ps to swap and check their answers before checking as a class

* Revision: - Vocabulary: + how

+ fine + thank

+ How are you? I'm fine, thank you And you? + Goodbye/ bye

Pairs

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- Divide the class into two groups and get them to read aloud each character’s lines respectively

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

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

Answers: goodbye, bye, 3 fine, thank you

- Have Ss review the way to greet and introduce their names

- Sing the song Hello

Whole class

Comment the lesson:

……… ……… ………

-=  

Lesson 3: 1, 2, 3

I Objectives: By the end of this lesson, students will be able to: - Practice sounds / b/ and /h/

- Develop listening, writing skills - Know how to read the chant “ Hello” II Languages focus

+ Vocabulary: Review : Bye / Hello, fine Thanks, thank + Grammar: review

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III Resources: textbook, pictures, cassette player, chart IV Teaching Procedure :

Steps Learning activities Language

focus

Modes 1

Warm – up

Some pupils make two lines Two first ones from each team hold hands Some others go through the hands when the music plays As the music stops, the ones who are the rainbow must ask: How are you? The one who is caught must answer :“I’m fine, thank you./ thanks”.

Groups

2 Listen and repeat

- Teacher has Ss open the book page 10, draw their attention to the letters colored differently in the words Bye and Hello - Teacher produces the sound of the letter b and h

- Have Ss repeat the focused sounds a few times

- Play the recording twice and ask Ss to repeat

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

- Call on someone to pronounce

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

Phonic: /h/,/b/

Whole class

Individua ls

Pairs

3 Listen and write

- Whole class Books open Turn to Page 10 of the Student Book

- Ask Ss what they have to in this task - Play the tape twice

- Ask them to listen and write the answers

Whole class Individua

ls

Groups Whole

class  _, Nam

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- Call someone to write on the board, check Ss’ notebook

- Check and correct mistakes - Ask Ss to read aloud sentences 4 Let’s

chant

- Show the chart of the chant “ Hello”

(Hello I’m Mai ) (Hello How are you?) 2

( Hi, Mai) 2 ( Fine, thank you.) 2

(I’m Nam) 2 ( And you?) 2

(Nice to meet you) 2( Fine, thank you.) 2 - Play the tape a few times

- Ask Ss to read aloud each line in the song and clap their hands

- Ask them to listen again and repeat - Have Ss practice the chant in pairs - Call each group, then pairs to perform - Correct and comment

- Play the tape once to reinforce their pronunciation

* Revision: -

Vocabulary :

+ how + fine + thank + bye = goodbye - Sentence patterns: + How are you?

I'm fine, thank you And you?

Whole class

Pairs

5 Home- link

- Consolidate the lesson

- Ask students to prepare for next lesson Comment the lesson:

……… ……… ………

-=  

= -Week: Date of planning: 11/9/2015 Period: Date of teaching: 16/9/2015

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Lesson :4,5,6

I Objectives :By the end of the lesson, Ss will be able to - Review the greetings they’ve learnt

- Develop reading and writing skills

- Know how to read the chant “ Hello” and make a name card II Languages focus

- Vocabulary: how, you, fine, thank, goodbye - Structure: review

+ Hello, I’m _

+ How are you? I’m fine, thank you. + Nice to meet you.

III Resources: pictures, cassette, puppets,CD… IV Teaching Procedure :

Steps Learning activities Language

focus

Modes 1

Warm – up

- Teacher has students read the chant in No3 on page 10 and call some student read again

Whole class 2 Read

and match

- Show the chart and ask Ss to look

 Hel

lo I’m Miss Hien

 Hi

I’m Nam

 By

e, Mai

 Ho

w are you?



Hello, Nam I’m Mai



Bye, Nam 

I’m fine, thanks 

Hello, Miss Hien Nice to meet you - Whole class Books open Turn to Page 11 of the Student Book

- Tell them that they are going to read the sentences of two columns and to match each of them with the right one

- Pupils read the sentences individually and the task

- Monitor the activity and offer help when necessary

- Pairwork Pupils trade their answers in pairs

Review vocabulary , sentence patterns: + Hello, I’m _

+ How are you? I’m fine, thank you.

+ Nice to meet you.

Whole class

Individual

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for the correction

- Call on some pupils to report their answers - Make a few questions to check pupils’ comprehension of the dialogue

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

Answers: d a 3.b c 3 Read

and write

- Whole class Books open Turn to Page 11 of the Student Book

- Show the chart and have Ss look

- Ask Ss about the task

- Ask them to complete the sentences - Get Ss to write their answer on the chart - Check and correct mistakes

- Ask Ss to read aloud all sentences 1. Keys: Hello

2. I’m 3. Nice 4. How Fine

Review vocabulary , sentence patterns: + Hello, I’m _

+ How are you? I’m fine, thank you.

+ Nice to meet you.

Whole class Individual

s

Groups Whole

class

4 Project

- Instruct Ss how to make a name card by themselves

School: Class:

Whole

class Individual

Whole class 1. _ I’m Mai.

2.Hi, Mai. _ Nam. 3. to meet you, Miss Hien. 4. are you?

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Name:

- Ask Ss to prepare some school things - Ask Ss to finish at home and show them on front of the class next lesson

- In this lesson, Ss have reviewed about greetings

- Educate Ss about greetings

- Have Ss to further practice at home and be ready next lesson: Unit – lesson 1(1.2.3)

- Comment the lesson

Whole class

Comment the lesson:

……… ……… ………

-=  

= -Week: Date of planning: 11/9/2015 Period: Date of teaching: 17/9/2015

UNIT 2: WHAT’S YOUR NAME? Lesson 1:1-2-3

I Objectives - After the lesson, pupils wil be able to: + Ask and answer questions about one’s name + Develop speaking skill, listening skill

+ Pupils know how to play White and Black rabbits game II Language focus:

- The vocabulary: What, name, my, your, is - The structure:

+ What is your name? -> my name’s + name.

III Resources: Record, cassette, students’ book and workbook, puppet, poster IV Teaching Procedure

Warm up

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How fine

Thank you nice Groups 2 Look,

listen and repeat

- Ask ss look at the picture and listen to the dialogue in their books

- Tell them that they are going to practise introducing themselves and responding to the

introduction( vietnamese)

- Point to the P1 and Ask ps look at the text in speech bubbles.Use a poster or two character puppets to present the situation

- Play the recording all the way through for pupils to listen, and point to the appropriate line in their books - Play the recording again for pupils to repeat the lines in the speech bubbles Repeat the step a few times - Practice with ps

- Devide the class into groups Ask Ss practice in pairs

- Call on some pairs to practice in front of the whole class

- Go round and check ps can repeat and understand the dialogue

- Whole

class

Pairs

Individuals

3 Point and say

- Have pupils look at Pictures Ask them to identify the characters in the pictures Use flashcards to teach the question and answer in the speech bubbles

- Explain the meaning of the language practised

Name: tên What: gì Is: là

My: tơi Your: bạn

Note: Name’s = name is

- New words: Name: tên

What: gì Is: là

My: tôi Your: bạn Note:

Name’s = name is What’s= What is

- Sentence pattern:

What’s your

name?

-> My name’s +

Whole class

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What’s= What is

- Teach the model sentence: What’s your name?

-> My name’s + name

- Have pupils repeat the phrases a few times

Peter: What’s your name? Phong: My name’s Phong - Tell ps that they are going to practise asking and answering questions about one’s name

- Point to each character in the picture and elicit his/her name and the words to fill the gaps

- Have ps repeat the sentences a few times

- Repeat the procedure with the second picture

- Ask ps work in pairs

- Call some pairs practice in front of the class

- Check ss’ mistake when necessary

name.

Groups Whole

class 4 Let’s

talk

- Tell ps that they are going to practice more with their friends - Point to each character eliciting the name

- Ask ps to guess what the children say

- Fill the graps and write the sentences on the board

- Get ps to repeat the sentences a few times

- Get ps work in pair of three to interact

- Call a few pairs practise in front of the class

- Check ss’ pronounciation

- Review sentence pattern:

What’s your

name?

-> My name’s + name.

Whole class

Pairs

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- Ask students to prepare for next lesson

Remember

Comment the lesson:

……… ……… ………

Ngày 12 tháng năm 2015 Kí duyệt

-=  

= -Week: Date of planning: 18/9/2015

Period: Date of teaching: 21/9/2015 UNIT 2: WHAT’S YOUR NAME?

Lesson :4, 5, 6 I Objectives

- Ask Ss to open their Student’s book on page 13 Stick the large- sized sheet of paper with the sing on page on the board Tell them that they are going to listen The alphabet song

II Language focus

- Vocabulary: review: alphabet song - - structure: - What is your name?

- my name’s + name. III Resources:

- Record, cassette, plan, teacher’s book, students’ book and workbook IV Teaching Procedure

1

Warm –

- Ask Ss to open their Student’s

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up sized sheet of paper with the sing on page on the board Have students listen The alphabet song

- Ask Ss to look at the pictures: What are they doing?

- Tell ps that they are going to listen and tick the correct boxes under the pictures

- Draw their attention to the pictures

- Elicit the name of the characters Have ps repeat them once or twice

- Play the recording through for Ss to listen

- Play the recording again for Ss to listen and tick the correct answers - Ask Ss to exchange their

answers with their partners before reporting them to the class

- Correct, remark

- Play the recording again to Ss repeat follow

- The vocabulary: What, name, my, your, is

- The structure: + What is your name?

-> my name’s + name.

Whole class

Individuals

Pairs

3 Look and write

- Have Ss to look at the pictures - T says Ss what they are going to fill the grap folowing the pictures - Ask Ss to read individually silently and complete the dialogues

- Check comprehension and give feedback

- Elicit the words filling the gaps Remind ps to write the intial letter of the word at the beginning of each sentences in capital lettters - Allow ps time to the task Go around to offer help if necessary - Ask Ss to read their answers

* Revision of sentence patterns and vocabulary: - Vocabulary: what,is, your, name

- Sentence patterns:

What’s your

name?

-> My name’s + name.

Whole class

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aloud to the class

- Correct, remark and give keys 1 A: What’s your name?

B: My name’s Peter 2 A: I’m Mai.

What’s your name? B: My name’s Linda.

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

Whole class

4 Let’s sing.

5 Home-link

-Ask students looat at No and learn the Alphabet song

- Play the recording for listening - Play the recording again, pausing after each line for Ss to repeat - Play the recording once more for Ss to repeat the whole song

- Call on some Ss to sing the song in front of the class The rest of the class clap their hands at rhythms.- Sing the song in the prepared clip

Whole class

Comment the lesson:

……… ……… ………

-=  

(23)

UNIT 2: WHAT’S YOUR NAME? Lesson 2:1, 2, 3

I.Objectives:

- After the lesson, pupils wil be able to ask and respond to the question: what´s your name?

- The vocabulary: Peter, Phong, Linda, - The structure:

+What is your name? - my name’s + name.

III Resources:

- Record, cassette, plan, teacher’s book, students’ book and workbook IV Teaching Procedure:

1

Warm – up

- Have students play the game Jumble words

Mnae ………… Tahw ………… Ryou ………… Ym …………

Whole class Groups

2 Look, listen and repeat

- Ask ss look at the picture and listen to the dialogue in their books

- Tell them that they are going to practise introducing themselves and responding to the

introduction( vietnamese)

- Point to the P1 and Ask ps look at the text in speech bubbles.Use a poster or two character puppets to present the situation

- Play the recording all the way through for pupils to listen, and point to the appropriate line in their books

- Play the recording again for pupils to repeat the lines in the speech bubbles Repeat the step a few times

Whole class

Individuals

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- Practice with ps

- Divide the class into groups Ask ps practice in pairs

- Go round and check ps can repeat and understand the dialogue

- Have pupils look at Pictures Ask them to identify the characters in the pictures Use flashcards to teach the question and answer in the speech bubbles Have pupils repeat the phrases a few times Peter: What’s your name? Phong: My name’s Phong - Tell ps that they are going to practise asking and answering questions about one’s name - Point to each character in the picture and elicit his/her name and the words to fill the gaps

- Have ps repeat the sentences a few times

- Repeat the procedure with the second picture

- Ask ps work in pairs

- Call some pairs practice in front of the class

- Check ss’ mistake when necessary

- Model: Call on a pair and ask them to pretend to be the characters to act out the exchange Repeat the step but this time have the pair swap their parts Call on one more pair to act out as Nga and Phong, following the same way with Nam and Mai

- Vocabulary: spell

- Sentence pattern: How you spell your name?

Whole class

Individuals Groups

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Have the class repeat all the phrases in this section

- Pairwork Pupils practise in pairs Monitor the activity, check the pronunciation (stress, assimilation of sounds and intonation), and offer help 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 if possible

- Make a few questions to check pupils’ comprehension of the language

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

4 Let’s talk

- Tell ps that they are going to practise more with their friends - Point to each character eliciting the name

- Ask ps to guess what the children say

- Fill the graps and write the sentences on the board

- Get ps to repeat the sentences a few times

- Get ps work in pair of three to interact

- Call a few pairs practise in front of the class

Review vocabulay and sentence patterns

Whole class

Pairs Whole class 5

Home- link

Whole class

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……… ……… ………

-=  

= -Week: Date of planning: 18/9/2015 Period: 11 Date of teaching: 23/9/2015

UNIT 2: WHAT’S YOUR NAME? Lesson 2: 4, 5, 6

I Objectives:

- By the end of this lesson the SS will be able to listen and tick to the correct picture, fill in the gap with correct words and sing the song: the alphabet well II Language focus:

- The vocabulary: alphabet - The structure: review

+ What is your name? - My name’s + name.

+ How you spell your name? III Resources:

- Record, cassette, plan, teacher’s book, students’ book and workbook IV Teaching Procedure:

1

Warm – up

- Have students sing the alphabet song Then ask students to spell

their names Whole classindividual

- Ask Ss look at pictures a, b, c and d and guess the situations in these pictures

- T says: “you are going to listen to the recording about situations and number the correct pictures.

- 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books

Whole class

Individuals

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- 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

- Have Ss exchange their answers in pairs for correction

- Comment and give feedback

Keys: 1a, 2b 3 Read

and match

- Ask Ss to read the task

- Teacher tell ps that they are going to read and match to the suitable pictures

- Draw ps’ attention to the picture andd text

- Give ps time to their writing - Tell them to swap and check their answers before calling different pairs to read aloud the sentences - Write the correct sentences on the board foe ps to copy down into their noterbooks

- Call a few open pairs to act out the dialogue

Answer: 1c, 2b, 3a

- The vocabulary: What, name, my, your, is,spell

- The structure: + What is your name?

-> my name’s + name.

Groups Whole class

-T say the SS that they are going to read and fill in the gaps

-T explains the requirement of the task

- Go through the pictures to identify the characters

- Ask the SS to write individually - Tell the SS to swap their book to check their anwers

- Correct on the board

- Ask the SS to correct and read

- Review

vocabulary and sentence patterns: + Vocabulary: what, your ,name, spell

+Sentence patterns: - What is your name?

->My name’s +

Whole class

Pairs

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- Keys: up to the students name.

- How you spell your name? 5

Home- link

Whole class

Comment the lesson:

……… ……… ………

-=  

UNIT 2: WHAT’S YOUR NAME? Lesson : 1, 2, 3

I Objectives

By the end of this leSSon the SS will be able to pronouce the sound: /m/ and /p/ in the words: Mai, Peter well, listen and write the correct words, and say the chant beatifully

II Language focus: - The vocabulary: review - The structure: review: + What’s your name?

+ How you spell your name? - Phonics: /m/, /p/

III Resources:

- CD, cassette, poster, puppets IV Teaching Procedure

1

Warm - up

- Have students play the game: Slap the board

(29)

- Tell the rules

- In the end, declare the winner 2 Listen

and repeat

- Have Ss open the book page 14, draw their attention to the letters colored differently in the words

- Produce the sound /m/ , /p/ in the letter

- Call on someone to pronounce Have the whole class recite the chant to reinforce their

pronunciation

- phonic: /m/, /p/ Whole class

Pairs Individuals

Whole class

- Tell the SS that they are

going to a dictation by listening to the Cd and fill in the gap with the words that they listened

- Give the claSS few minute

to read the text before starting the dictation

- Play the Cd:

- 1st:Play the recording all the way through for Ss to listen while they are write in their books

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

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

Groups Whole class

(30)

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

- Have Ss trade their answers in pairs for correction

- Comment and give feedback

- Keys: Peter, Mai

Get the SS to work in pair and practise saying the sentences 4 Let’s

chant

- Tel the SS that they are

going to say the what´s your name chant

- Read the chant and check

comprehension

- Show the SS how to chant

and the action

- Call groups of four to give

a demonstration

- Get SS to work in group of

four to practise saying the chant and doing the action

- Call some pair to perform

Check and correct mistakes

Whole class

Pairs

Whole class

Comment the lesson:

……… ……… ………

-=  

= -Week: Date of planning: 25/9/2015 Period: 13 Date of teaching: 28/9/2015 UNIT 2: WHAT’S YOUR NAME?

(31)

I Objectives

-After learning this lesson the SS will be able to match, write correctly by reading and interview their classmate’s name

skill: listening, reading and writing - The vocabulary: review

- The structure: review

- What is your name? - >My name’s + name.

- How you spell your name? III Resources: CD, cassette, poster, puppet IV Teaching Procedure

1 Warm - up

- Ask students the question: - How you spell your

name?

- Students spell their names

Individual

2 Read and match

Say the task Students have to do: Read the sentences on the left and pair them with the sentences on the right by drawing a line

- Give the SS a few seconds

to read in silence

- Use the first pair of

sentences as an example to make the task clear

- Ask the SS to the task in

pair Go round to offer help

- Get SS to swap and correct

their answer before checking as a class

- Keys: 1b, 2d, a, c

Call some pair to read the pair of the sentences

Whole class

Individuals

Pairs

3 Read and

Teacher tells the SS the task they

(32)

complet e

and fill in the gap with the words given

Give the SS a few seconds to read the text, the words in silence Teacher checks comprehension Ask the SS to the task Go round to offer help

Get SS to swap and correct their answer before checking as a class

Write the correct answer on the board

Keys:

1 my, hi, How, What’s, name’s

Ask the SS to choral and individual repetition of the sentences

Individual Pair work T-whole class

Whole class, individual

4 Project

- Teacher tells the SS that they are going to collect their friend’s name and write them on the sheet of paper

Check their understanding Give the SS time to prepare school thing to carry out the project (pen +paper)

- Give the SS time to the project in class

- gets SS to work in groups - Go round to offer help

- Call several SS to the front of the class to present their cards using their name cards and saying hello, I’m

Have the SS stick their cards on the wall of the classroom

Whole class Individual Group work Individual

Individual

(33)

Whole class

Comment the lesson:

……… ……… ………

-=  

UNIT 3: THIS IS TONY Lesson 1: 1, 2, 3 I Objectives

After learning this lesson the SS will be able to introduce someone by using: This is

II Language focus: - Vocabulary: Tony, This - The structure: This is + name III Resources :

CD, cassette, colour chalk, poster, puppet IV Teaching Procedures:

1

Warm - up

- T have the monitor ask the members of class the question : What’s your name? by going round the class Each student answers the question

Groups

- Teacher asks Ps to look at the picture at the top of page 18 and describe it

- T explains the requirement of the task tell SS that they are going to practice introducing some one by using: this is+ name

- Play the recording through for Ps to listen as they follow the

(34)

dialogue

- Listen and repeat line by line - Ps practice in groups

- Call on some groups to perform in front of the class

- Gives comment 3 Point

and say

- Tell SS that they are going

to practise introducing some one by using: This is+ name

- Asking the SS to point to

the character in part and say the name and the word to fill in the gap

- Present new words: Tony,

this

- Write the whole sentence on

the board

- Have the SS to repeat the

sentences a few times

- Repeat the steps with the

second character

- Ask the SS to work with

whole class, pair

- Call some pairs to practice

Listen and correct

- Vocabulary: Tony, This - The structure: This is + name

T- Student

Whole class,

Pair work

- Tell the SS that they are going to

practise more with their friends

- Point to each character iliciting

the name

- ask SS to guess what the

children say

- Fill the gap and write on the

board

- Ask the SS to repeat the

sentences afew times

- Call the SS to work in group of

three to interact

- Call some groups to act out

Listen and correct

Review

vocabulary and sentence patterns: - Vocabulary: Tony, This - The structure: This is + name

Whole class

Pairs

(35)

Whole class

Comment the lesson:

……… ……… ………

-=  

= -Week: Date of planning: 25/9/2015 Period: 15 Date of teaching: 30/9)1/10/2015 UNIT 3: THIS IS TONY

Lesson 1:4, 5, 6 I Objectives

At the end of this lesson the SS will be able to: - Listen and tick to the correct picture

- Fill in the gap with correct words - Sing the song: How are you well

II Language focus: skill listening, writing - Vocabulary: Tony, This

- The structure: This is + name III Resources :

CD, cassette, coloured chalk, poster, puppet IV Teaching Procedures:

1

Warm - up

- Teacher have a student go around the class to ask the

members to introduce the pictures

individual 2 Listen

and tick

- Teacher tells the class that they

are going to listen and tick the correct boxes under the pictures

- Ask the SS to look at the picture

on page 19 and describe them

- Check comprehension - Play the the cd times

+ 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in

Review

Whole class

Individuals

(36)

their books

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

- Ask the SS to swap their book to

check their answer before checking as a class

- Choose one or two Ss to share

their answers with their classmates

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

- Tell the SS not to worry if they

can not understand every word and that they should pay

attention to the name of the characters while they are listening

Keys: 1a, 2b 3 Look

and write

look at the picture and fill in the gaps

- Ask the SS to look at the picture

and the text

- Ask them to read the text in

silent

- Check the SS´ understanding - Elicit the words filling the gaps - Remind the SS to write the

initial letter of the word at the beginning of each sentence in capital letter

- Allow the SS time to write - Go round for help

- Ask the SS to change their book

to correct for their friend

- Write the correct answer on the

board

- Ask the SS to copy if necessary

Review

Individual

Pair work

(37)

- Keys:

This is, hello, Nam 2 This is, Hello, Phong

Call some pairs to read the exchanges aloud

4 Let’s sing

- Teacher tells the SS that they are

going to sing the “How are you” song

- Hang the poster with the song on

the board

- Teaching the song: read the

lyrics and check comprehension Play the recording all the way through

- Have the SS choral and

individual repetition of the song line after line

- Teach the SS the action of the

song using the fingers to make the letter

- Have the class to sing the song

How are you song Whole class

Pairs

Whole class

Comment the lesson:

……… ……… ………

-=  

= -Week: Date of planning: 25/9/2015 Period: 16 Date of teaching: 02/10/2015 UNIT 3: THIS IS TONY

Lesson 2: 1, 2, 3 I Objectives

- After this lesson the SS will be able to ask and answer the yes/ no questions about someone using: Is this / Is that + name?

(38)

- The structure: Is this / Is that + name? -> Yes, it is/ No, it isn´t III Resources :

1

Warm - up

Have Ss to play game: “Jumble words”

Nuqa ………… Hatt ……… Shti ………… Eemt ………… Neci ………… Who ………… Fnei …………

Groups

- T asks Ps to look at the pictures at the top of page 20 and describe them

- Use the puppets to present the

situation

- T explains the requirement of the

task

- Do choral and individual

repetition

- Play the CD for the SS to listen

and say along

+ 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books

+ 2nd: play the recording for Ss to listen and repeat each sentence

- Ask the SS to work in pair

+ 3rd: play the recording for Ss to check their answers and

remember

- Call some pairs to read before the whole class

Whole class

Individuals

(39)

- Check and comment 3 Point

and say

- Ask Ss to observe the pictures

page 20

- Introduce new words: This, that,

yes, no, it

practice asking and answering questions about someone using: Is this / Is that + name?

- By answering: yes it is or No, it

isn´t

- Use the puppet to present the

sentence on the first picture Put the sentence on the board ask the SS to repeat

- T explains the requirement of the

task

- Ask SS to practice as the model

in group of

Call out some group to say aloud

- Vocabulary: This, that, yes, no, it - The structure: Is this / Is that + name -> Yes, it is/ No, it isn´t

Groups Whole class

- Tell the class that they are going

to practice more with their friends, using the picture on the book

- Draw the SS attention to the

pictures and elicit the language that the characters might use

- Model: - S1: Is this ? - S2: Yes, ist is - S2: No, it isn´t

- Ask Ps to practice as the model in

pairs

Call some pair to perform

Review vocabulary and sentence patterns: -

Vocabulary: This, that, yes, no, it - The structure: Is this / Is that + name?

-> Yes, it is/ No, it isn´t

Whole class

Pairs

Whole class

(40)

Comment the lesson:

……… ……… ………

Ngày 26 tháng năm 2015 Kí duyệt

-=  

= -Week: Date of planning:02/10/2015 Period: 17 Date of teaching: 05/10/2015

By the end of this lesson the SS will be able to number the right pictures by listening, look, read and give the correct answer base on the picture and they can play the game ”line up” well

II Language focus: skill: listening, reading and writing. - Vocabulary: review: This, that, yes, no, it

- The structure: Is this / Is that + name? Yes, it is/ No, it isn´t III Resources :

1

Warm - up

- Have Ss to play game: Rub out and remember This gặp That đánh vần Fine đây Name kia Spell tên Meet khỏe - Tell the rules

- In the end, declare the winner

Team work

(41)

and number

of the task

Ask the students to look at the book page 21 and describe the pictures

- Run through the pictures to identify the characters

Play the CD times

Ask the SS to listen and number Ask the SS to change the book to correct

Keys: a3, b2, c1, d4

and sentence

patterns Individuals

Pairs

3 Look, read and answer

- Ask Ps to look at their books on page 21

- Tell them what they are going to

- Ask Ps to look at the pictures, read the question and write down the answers

- Give sts time to the task - Go round to offer help if neceSSary

- Tell the SS to swap their book to check their anwer

Correct on the board ask the sts to copy down into their notebooks Answer:

1 yes, It is No, It isn´t, 3 Yes, It is No it isn´t

Review vocabulary and sentence patterns:

- Vocabulary: This, that, yes, no, it - The structure: Is this / Is that + name? -> Yes, it is/ No, it isn´t

Groups Whole class

4 Let’s play

-Tell the SS that they are going to play line up game

-T explains the rule of the game, check comprehension

- Ask group of the SS to play as demonstration

- Control the game and praise the winner by saying: congretulation

Line up game Whole class

Pairs

Pairs 5

Home- link

(42)

Comment the lesson:

……… ……… ……

-=  

= -Week: Date of planning:2/10/2015 Period: 18 Date of teaching: 06/10/2015

UNIT 3: THIS IS TONY Lesson : 1, 2, 3 I Objectives

By the end of this lesson the SS will be able to pronounce the

sound: /t/ and /y/ in the words: Tony, Yes well, listen and write the correct words, and say the chant : Is that Nam? beautifully

- The structure: review: Is this / Is that + name? Yes, it is/ No, it isn’t

- Phonics: /t/, /y/ III Resources :

1

Warm - up

- Use the pictures and point, then ask students about the characters by using the question: Is this…? Is that….?

Individual 2 Listen

and repeat

- Have Ss open the book page 22, draw their attention to the letters colored differently in the words

- Produce the sound /y/ , /t/ in the letter

- Phonics: /t/, /y/ Whole class

(43)

- Call on someone to pronounce Have the whole class recite the chant to reinforce their

pronunciation

Pairs

- Tell the SS that they are going

to a dictation by listening to the Cd and fill in the gap with the words that they listened

- Give the class few minutes to

read the text before starting the dictation

- Play the Cd

- Ask the SS to swap their book

to check their answer before cheching as a class

- Keys: Tony yes

Get the SS to work in pair and practise saying the sentences

- Vocabulary: review: This, that, yes, no, it

- The structure: review: Is this / Is that + name? Yes, it is/ No, it isn ´t

- Phonics: /t/, /y/

Groups Whole class

4 Let’s chant

- Tell the SS that they are going

to say the “Is that Nam?” chant

- Read the chant and check

comprehension

- Show the SS how to chant and

do the action

- Call groups of four to give a

demonstration

Get SS to work in group of four to practise saying the chant and doing the action

Whole class

Pairs

Pairs 5

Home- link

Whole class

(44)

……… ……… ………

-=  

= -Week: Date of planning:2/10/2015 Period: 19 Date of teaching: 07/10/2015

By the end of this lesson the SS will be able to read and complete the sentence with the words given , write correctly by reading and looking at the picture

- The structure: review: Is this / Is that + name? Yes, it is/ No, it isn´t

III Resources :

1 Warm - up

- Have Ss read the chant in No3 on page 22

- Divide class into groups, then

call each group to read the chant Whole class

2 Read and complet e

- Tell the SS the task they have to do: Read the text and complete the sentences Give the SS a few seconds to read the text and look at the pictures Check comprehension and elicit the word to fill in the gaps

- Ask the SS to the task in pair Go round to offer help

- Get SS to swap and correct their answer before checking as a class

- Keys: this, Hello, that,

Whole class

Individual

(45)

4 isn’t

Do choral and individual repetition

3 Look, read and write

- Tell the SS the task they

have to : they are going to look the pictures, read and fill in the gaps

- Give the SS time to the

task.Ask the SS to the task Go round to offer help

- Get SS to swap and correct

their answer before checking as a class

- Write the correct answer on

the board ask the sis to copy on the notebook

- Keys:

- Mai, Nam, Phong,

Linda, Peter

Ask the SS to choral and individual repetition of the sentences

Groups Whole class

4 Project

- Tell the SS that they are going to choose a friend and draw a

picture of her/ him Check their understanding Give the SS time to prepare school thing to carry out the project (pen +paper) - Give the SS time to the project in class

- gets SS to work individually - Go round to offer help

- Call several SS to the front of the class to present their drawing Have the Ps to work in pair to ask and answer using Is that name? Yes, it is/ No, It isn´t It´s Have the SS stick their drawing on the wall of the classroom

Whole class

Pairs

(46)

Whole class

Comment the lesson:

……… ……… ………

-=  

UNIT 4: HOW OLD ARE YOU ? Lesson 1: 1, 2, 3

I Objectives

By the end of this lesson the SS will be able to ask and answer questions about someone, using Who’s that ? It’s…

II Language focus: skill: listening, speaking - Vocabulary: Who, is, that, this

- The structure: Who’s that ? It’s Tony ? III Resources :

CD, cassette, chalk, poster, puppet IV Teaching Procedures:

1

Warm - up

- Have Ss read again No on page 23 by calling some pairs

Whole class 2 Look,

listen and repeat

- Tell the SS the task they have to do: Look at the pictures then guess Picture a: Tony, Mai, Nam Picture b: Mr Loc, Linda and Nam Point the first picture and elicit names of the characters and explain what they say Have students repeat the text.Repeat with the second picture

- Do choral and individual

Whole class

Individual

(47)

repetition

- Play the recording for students to listen and say along

individual Pair work 3 Point

and say

Tell the SS the task they have to : practice asking and answering question using : Who’s that? Point to each character and elicit his/ her name Point the first picture and elicit the words to fill the gaps Write the question and the answer on the board Repeat with other picture

Groups Whole class

- Tell the SS that they are going to practice more their friends Point to each character to elicit his/ her name and the words to fill the gaps Put the question and the answer on the board Have students repeat them a few times -Get students to work in pairs to act out the dialogue

-Call a few pairs to the dialogue in front of the class Correct the pronunciation, if necessary

Whole class

Pairs

Whole class

Comment the lesson

……… ……… ……… ………

Ngày 03 tháng 10 năm2015 Kí duyệt

(48)

-=  

I Objective s:

By the end of the lesson, Ss will be able to listen to dialogue about asking and answering questions about someone and tick

- Vocabulary: Mr Loc, Miss Hien, Mary, who, that - Sentence patterns: Who’s that ?

It’s + name. III Resources: Ss' book, CD, CD player. IV Teaching procedures:

1

Warm - up

- Have ss ask and answer about a character in the pictures from the teacher

- Using questions : + Who’s that ? It’s……

-In groups

- Tell the class that they are going to listen and tick the correct boxes under the pictures - Have Ss look at the pictures and identify Ask Ss to guess what the characters say Eg : A : Quan B: Tony 2 A : Mr Loc B: a teacher - Have Ss listen three times to the task and check their answers - Get Ss to swap and check their answers before checking as a

Audio script: 1 Nam: Who’s that?

Mai: It’s Tony. 2 Nam: And who’s that? Mai: It’s Mr Loc.

Whole class

(49)

class

- Key: 1-b, 2-a 3 Read

and write

- Tell Ss that they are going to look at the pictures and fill the gaps

- Give Ss a few seconds to read the text in silence Check

comprehension and give feedback

Eg : Pict a : Two students and Tony.

Pict b : Two students and Mr Loc.

- Elicit the words to fill the gaps - Remind Ss to write the initial letter of the word at the

beginning of each sentence in capital letters

- Have Ss the task individually

- Get Ss to swap and check their answers before writing the correct answers on the board for Ss to copy down into their notebooks

- Key : A: Who’s that? B : It’s Tony.

2 A: And who’s that? B: It’s Mr Loc.

- Call on some pairs to read the dialogues aloud

- Revision of sentence patterns and vocabulary

Groups

Pairs

- Tell Ss that they are going to write the introduction about someone

- Show ss pictures of part and have ss read aloud name of characters in each of picture

(50)

- Eg : Tony, Mary, Peter 4 Linda

- Introduce the pict as an example : It’s Tony - Guide ss as example - Call some ss to check their answers

- Key :

It’s Mary It’s Peter It’s Linda.

- Have Ss work in groups of four, sit face to face and practice ask and answer about characters in each of picture, use the

question Who’s that?

Whole class

Groups

- Consolidate the lesson - Ask students to prepare for next lesson

Whole class

Comment the lesson:

……… ……… ……… ………

-=  

I Objectives:

After this lesson Ss will be able to ask and answer question about someone’s age

(51)

- Sentence patterns: How are you? III Resources:

Ss' book, CD, CD player IV Teaching Procedure:

Steps Learning Activities Language

focus

Modes 1

Warm-up

- Have students play a game: Slap the board

Who That This

is

Whole class

2 Look, listen and repeat

- Tell Ss that they are going to ask and answer question about

someone’s age

- Have Ss look at the 1st picture, elicit the names of the characters and what they say

- Have Ss listen and repeat the text in the bubbles a few times - Do that procedure with the 2nd picture

- Explain how to ask someone’s age

E.g: How old are you? I’m + age

- Have Ss repeat the dialogues individually and chorally

- Ask Ss to listen the dialogues again and say along

Whole class

Individuals/ Whole class

3 Point and say

- Tell Ss that they are going to practise ask and answer question about someone’s age

- Have Ss look at the first picture, elicit the name of the characters and what each one say

- Vocabulary: + how

+ old + you - Sentence patterns:

(52)

- Tell Ss to fill the bubble

- Write the whole sentences on the board, have Ss repeat a few times - Repeat the procedure with the second picture

- Teach ss to count from to 10 - Have Ss work in pairs, using the names and ages

+ How old are you?

- Example: How old are you ?

I’m years old

Whole class

Pairs 4 Let's

talk

- Tell Ss that they are going to practise more with their friends - Have Ss look at the picture and elicit the words to fill the gaps Write them on the board and have Ss repeat a few times

- Get Ss to work in groups of four to practice

- Call some groups to act out the task in front of the class

Groups

5 Home-link

Whole class

Comment the

lesson:

-=  

I Objective s : By the end of the lesson, Ss will be able to listen to dialogues about someone’s age

(53)

- Vocabulary: how, old, you

- Sentence patterns: How old are you? I’m + age years old III Resources:

Ss' book, CD, CD player IV Teaching Procedures:

1 Warm - up

- Have Ss play a game :‘Rub out

and remember’ About the age -Groups

2 Listen and write

-T explains the requirement of the task

Ask the students to look at the book page 27 and describe the pictures Eg : Pict 1&3 are girls

Pict 2&4 are boys.

- Give ss a few second to look at the pictures and read the text

- Ask ss to guess the age of each character and check

- Play the CD times

- Ask the SS to listen and write the numbers under the pictures

- Play the tape the third time to check ss’answer

Keys: Six Seven Eight ten

Review vocabulary and sentence

patterns

-Whole class

-Individual

s

- Pairs

-Whole class

3 Read and tick

- Ask ss to look at their books on page 27

Review vocabulary and sentence

patterns:

(54)

- Tell them that they are going to read and tick the correct boxe - Ask ss to look at the pictures, read the text in silence

- Give ss time to the task - Go round to offer help if necessary

- Tell the SS to swap their book to check their answer

- Correct on the board ask the sts to copy down into their notebooks Answer:

1.6 10 10

- Vocabulary: how, old, six, eight , ten. - The structure: My name is…

I am…

I am years old.

Individual s

Groups Whole

class

-Tell the SS that they are going to sing the “ Let’s count from one to ten” song

-Hang the poster with the song on the board

-Teaching the song: read the lyrics and check comprehension Play the recording all the way through -Have the ss choral and

individual repetition of the song line after line

-Teach the SS the action of the song : sing the last word “jump” and jumping on the spot.

 Have the class to sing the song and clap the tune

- The lyrics : - One, two, three, four, five, jump. - Six, seven, eight, nine ten, jump. - One, two, three, four, five, jump. - Six, seven, eight, nine ten, jump.

-Whole class

-Individual

s

-Individual

s

Whole class

(55)

……… ……… ……… ………

-=  

= -Week: Date of planning: 13/10/2015

Period: 24 Date of teaching: 16/10/2015

I.Objectives:

After this lesson Ss will be able to pronounce the sound of the letter f and s II.Language focus:

Phonics: f five I’m five years old s six I’m six years old III Resourses

Ss' book, CD, CD player IV Teaching Procedure:

focus

Modes

1 Warm up

- Have sing the song : ‘ Let’s count from one to ten’

Groups 2 Listen

and repeat

- Tell Ss that they are going to practice saying the letters, words, sentences with the phonic letters f and s

- Have Ss read aloud the phonic letters f and s a few times

- Prompt Ss to say the words and sentences, paying attention to the

- Phonics f five I’m five years old.

s six I’m six years old.

Whole class

Groups

(56)

target phonics letters

-Do choral repetition of the words and sentences until Ss feel

confident

Pairs Whole class

- Have Ss to look at the part and tell that they are going to the dictation

- Have Ss to read the text in silence before starting the dictation

- Have Ss listen the tape times and fill in the blanks

- Let Ss listen the third time to check their answers

Answer keys 1 five.

2 six

- Write the correct answers on the board for Ss to copy down into their notebooks

- Get Ss to practice saying the sentences in pairs

Audio script:

1 I’m five years old.

2 I’m six years old.

Whole class

Individuals

Pairs

4 Let's chant

- Tell Ss that they are going to say the How old are you? chant - Have Ss read in silence chant and check comprehension - Play the recording a few times for Ss to chorally and

- Review structure: How old are you?

I’m …

Whole class

(57)

individually repetition Show Ss how to chant and the actions Call two groups of four to give a demonstration

- Get groups of Ss sit face to face and practise chanting and doing the actions

- Call some groups to the front of the class to chant and the actions The rest of the class claps along the rhythm

Groups

5 Home-link

Whole class

Comment the

lesson:

Ngày tháng 10 năm 2015 Kí duyệt

-=   =

-Week: Date of planning: 16/10/2015 Period: 25 Date of teaching: 19 /10/2015

I.Objectives:

(58)

II Language focus: - Vocabulary: review - Structure: review

III Resourses

Textbook, chalk, suboard IV Teaching procedure

focus

Modes 1 Warm

up

- Have students read the chant in No3 on page 28

Whole class

-T introduces the topic “you are going to read the questions to get the information in order to match the answers”

-Teach vocabulary: Friend

Ss read the sentences individually and check their prediction Ss the task (match the sentence with a appropriate picture.)

Monitor the activity and offer help when necessary

-Have Ss trade the answers in pairs for correction

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

Make a few questions to check Ss’ comprehension of the sentences - Have the whole class read each sentence in chorus to reinforce their pronunciation

Answers: – c; – a; – b.

Whole class

3 Read and write

- Ask Ps to observe and identify the characters in pictures

(59)

-Ask students to read the

dialogues in the book and fill the words given to complete the dialogue

Work in pairs to the exercise then practice in pairs in front of the whole class The rest listen to and give the remark

Correct the pronunciation Answer: How old/I’m How old/I’m/years old

Whole class

Pairs 4

Project

- Introduce the situation

- Explain how to the exercise: Talk to your friends Write their names and ages

-Ss act out in front of the class The others listen to and give the

comment, correct the mistakes Groups

5 Home-link

Whole class

Comment the

lesson:

-=  

= -Week: Date of planning: 16/10/2015 Period: 26 Date of teaching: 20 /10/2015

UNIT 5: ARE THEY YOUR FRIENDS? Lesson 1: 1, 2, 3

(60)

By the end of the lesson Ps will be able to: introduce one’s friend and respond to the introduction

II Language focus: - Vocabulary: friend

- Sentence Partners: this is my friend Mary III Resourses:

- student’s and teacher’s book, pictures , radio, CD IV Teaching procedure

focus

up

- Have students sing the song: Let’s count from one to ten

Whole class

-Ask Ss to identify the characters in the pictures on page 30 and what they are saying

-Set the scene “you are going to listen to Mai, Linda and Mary greet and introduce one’s friend and respond to the introduction -Play the recording and asks Ss to listen to the tape

-T asks Ss to listen and repeat in chorus two times

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

-Have whole class repeat all the phrases a few times to reinforce their pronunciation And the same with the dialogue between Linda and Mai

Whole class

- Have pupils look at pictures on Page 30 Elicit the characters in the pictures and their names Teach vocabulary:

(61)

Model sentence: Mai, this is my friend, Mary

– Hello, Mary Nice to meet you

Ask pupils to guess and complete the speech bubbles - Model: Call on a pair Allocate the parts of the characters Mai and Nam to the pupils Ask them to point the pictures and act out the dialogues Using the pictures in their books Monitor the activity and offer help Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary

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

Whole class

Pairs

Ask students to look at the pictures in the book Ask them to identify the characters in the pictures

Ask Ss work in pairs to introduce one’s friend and respond to the introduction Call some pairs to act out

Correct their pronunciation 5

Home-link

(62)

Comment the

lesson:

-=  

I Objectives:

By the end of the lesson Ps will be able to introduce one’s friend and respond to introduction

II Language focus: - Vocabulary: friend

- Sentence Partners: this is my friend Mary III Resourses:

focus

up

- T use the pictures and ask ss introduce their friends by role play

groups

2 Listen and tick.

- Have pupils look at pictures a, b, c and d on page 31 of the Student Book Give the identification of the characters in the pictures and the characters’ words Tell pupils that they are going to listen to the recording and tick the pictures they hear Guess the answer

- Play the recording times pupils to listen and tick the boxes Check their guess Compare the answer with the partner

(63)

- Play the recording again pupils check their answers T give the answer:

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

Answer: 1.b 2.a

3 Read and write

- Have pupils open their books to Page 31 Get Ss to identify the characters in the pictures and what they are saying

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

- Ss read silently and complete the dialogues

- Ss trade their answers within pairs or groups for correction

- Ask Ss to read the answers aloud to the class The others listen and give comments Answers: This is / Hello my friend/ Hello

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

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

Whole class

Pairs

- Introduce The more we are together, Page 31

- Play the recording and listen The more we are together song

- Play the recording again for pupils to sing each line of the rhythm

(64)

front of the class and the actions The others clap their hands after the song

- Group work Pupils practise singing and doing the actions in groups Monitor the activity and help them when necessary Correct pronunciation Ss’ errors - Call on one group to perform the song at the front of the class The rest of the class sing the song and clap the rhythm

- Have class sing the song again to reinforce their pronunciation 5

Home-link

Whole class

Comment the

lesson:

-=  

I Objectives:

- After this lesson, Students will be able to ask and answer questions about friends. II Language focus:

- Vocabulary: friend

- Sentence Partners: Are they your friends? –Yes, they are/No, they aren’t they, they are=they’re, are not=aren’t

(65)

focus

up

- T has students sing the song How are you?

Whole class

-Have Ss to look at the book at page 32

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

Set the scene: we are going to learn phrases

Are they your friends? –Yes, they are/No, they aren’t

-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 Quan’s part -Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation Do the same with the dialogue in picture b

- Vocabulary: Are they your friends? –Yes, they are/No, they aren’t - Sentence Partners: they, they

are=they’re, are not=aren’t

Whole class

Have Ss look at the pictures on page 32

- Teach vocabulary:

They they are=they’re

are not=aren’t

- Elicits the structures

(66)

Are they your friends? –Yes, they are

- No, they aren’t 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 Linda and Nam to Ss Ask them to act out the

dialogue1 Repeat the step with some other pairs for pictures Have Ss practice acting out the dialogue in pairs, using the pictures

Monitor the activity and offer held Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary

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

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

Whole class

Pairs

Show picture and give task

Have Ps work in pair to ask and answer questions about friends - Display in class, others comment Listen and correct

Have Ps practise 5

Home-link

(67)

Comment the

lesson:

-=  

I Objectives:

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

II Language focus: - Vocabulary:

- Sentence Partners: Are they your friends?

–Yes, they are/No, they aren’t they, they are=they’re, are not=aren’t

III Resourses:

focus

up

- T has students look at the pictures and work out by asking and answering the question: P1: Are they your friends?

P2: Yes, they are/ No, they aren’t

Whole class

- Have pupils look at pictures a, b, c and d on page of the Student Book Elicit the identification of

the characters in the pictures and Are they your

(68)

the characters’ words Tell pupils that they are going to listen to the recording and match the information they hear to the pictures They should number the boxes

- Play the recording times pupils to listen and number the boxes Check their guess Compare the answer with the partner

Answer: 1.d 2.a 3.b 4.c

friends? –Yes, they are/No, they aren’t they, they

are=they’re,

are not=aren’t Whole class

3 Read and complete

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

Set the scene: “you are going to read the paragraph and use the suitable words given to fill in the blanks.”

-Have a revision of the language Ask Ss to read the paragraph and the task (match the sentence with a appropriate picture.)

-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

Whole class

(69)

sentence in chorus to reinforce their pronunciation

Answers: – name; – nine; - and; - friends

4 Write about your friends

- Have pupils open their books to Page 33 Ask them to read the text T explains how to the exercise

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

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

Whole class

5 Home-link

- Consolidate the lesson, the exercises in workbook

Whole class

Comment the

lesson:

-=  

I Objectives:

By the end of the lesson Ps will be able to: introduce one’s friend and respond to the introduction, ask and answer questions about friends Pronounce the sounds in the letters a / /, e/ / correctly

(70)

- Sentence Partners: Are they your friends? –Yes, they are/No, they aren’t they, they are=they’re, are not=aren’t

III Resources:

focus

up

- T has students play a game: Jumble words

1 dneirf ……… ythe ……… 3.rouy ……… hwta ……… mage ………

Whole class

2 Listen and

repeat

Play the CD and have Ps repeat each line of the chant Then change the role

Focus Ps’ attention on the letters colored differently in the words that and yes

-Introduce the sounds / / and / / -Have Ps practice the sounds carefully

-Play the CD and have Ps read the chant in chorus

-Ask Ps to give which sounds in Vietnamese are similar to, and then have Ps read words after you + Ask some pairs to ask and answer

+ Have Ps recite the chant and clap the syllable to reinforce their pronunciation

Are they your friends? –Yes, they are/No, they aren’t they, they are=they’re, are not=aren’t

Whole class

(71)

- Play the recording times pupils to listen and fill the blanks Check their guess Compare the answer with the partner

- Have pupils act out the dialogue in pairs or groups for correction - Ask some questions to ensure pupils’ comprehension of the listening text

Answer: that yes

Whole class

Pairs

4 Let’s chant

- Introduce the Chant Who’s that? - Turn on the tape

- Ps listen to the tape and repeat the chant

- Ps chant in group and individual - Ps chant and the action

- Teacher reinforce their pronunciation

Whole class

5 Home-link

Whole class

Comment the

lesson:

-=  

(72)

By the end of the lesson Ps will be able to: introduce one’s friend and respond to the introduction, ask and answer questions about friends Pronounce the sounds in the letters a / /, e/ / correctly

II Language focus: - Vocabulary:

- Sentence Partners: Are they your friends? –Yes, they are/No, they aren’t they are=they’re, are not=aren’t

III Resourses:

focus

up

- T has students sing the song The alphabet song

Whole class

2 Read and match.

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

- Teach vocab:

- Who?

- Model sentence: Who is that? – It’s Tony

Who are they? – They’re Peter and Linda

Ss read the sentences individually and check their prediction Ss the task (match the sentence with a appropriate picture.)

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

- Who is that? – It’s Tony Who are they? – They’re Peter and Linda

Whole class

(73)

sentences

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

Answers: – c; – d; – b; – a

3 Circle the correct words

-T explains how to the exercise -Ask students to read the

sentences in the book and choose the best words given to complete the sentences

- the exercise then report in front of the whole class The rest listen to and give the remark Correct the pronunciation

Answer: friend they 3 Peter and Mary

Yes Aren’t

Whole class

Whole class Pairs

4 Project - Introduce the situation

- Explain how to the exercise: present some friends to class -Ss act out in front of the class The rest listen to and give the remark Correct the pronunciation 5

Home-link

Whole class

Comment the

lesson:

(74)

REVIEW 1 I Objectives:

By the end of the lesson Ps will be able to:

- Perform their abilities in listening, speaking and writing related to the topics from units 1-5, using the phonics, vocabulary and sentence patterns they have learnt II Language focus:

- Vocabulary: Review

- Sentence Partners: review III Resourses:

focus

up

- T has students sing the song happy birthday to you

Whole class

- Have pupils look at pictures 1, 2, 3, and on page 36 of the Student Book Give the identification of the characters in the pictures and the characters’ words Tell pupils that they are going to listen to the recording and tick the pictures they hear Guess the answer

- Play the recording times pupils to listen and tick the boxes Check their guess Compare the answer with the partner

- Ask some questions to ensure pupils’ comprehension of the

Review

Whole class

(75)

listening text

Answers: – b; – a; – a; – b; 5- b

- Have pupils look at pictures a, b, c and d on page of the Student Book Elicit the identification of the characters in the pictures and the characters’ words Tell pupils that they are going to listen to the recording and match the information they hear to the pictures They should number the boxes Guess the answer

- Play the recording times pupils to listen and number the boxes Check their guess Compare the answer with the partner

Answer: 1.c 2.b 3.d 4.a

Review

Whole class

4 Read and complete

-T explains the situation and how to the exercise

-Ask students to read the dialogue in the book and fill the words given to complete the dialogue Work in pairs to the exercise then practice in pairs in front of the whole class The rest listen to and give the remark

Correct the pronunciation Answer: Hello name friends nine

Review

Whole class

(76)

*Read and match

*Look and say

- Whole class Have pupils turn their books to page 37 Tell pupils that they are going to read the sentences to get the information in order to match the sentences to the sentences

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

- Pair works Have pupils trade their answers for correction

- Call on some pupils to report their answers The rest of the class listen give comments

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

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

Answer: 1.e d b 4.a c

Have pupils look at pictures a, b, c and d on Page 37 Elicit the characters in the pictures and their names Ask pupils to guess and complete the speech bubbles - Model: Call on a pair Allocate the parts of the characters Mai and Nam to the pupils Ask them to act out the dialogues Using the pictures in their books Monitor the activity and offer help Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary

- Call on some pairs to perform their task in front of the class The

Review

Whole class

Individual

Pairs

Whole class

(77)

rest of the class observe and give comments

5 Home-link

- Consolidate the lesson, have ss the exercises in workbook - Ask students to prepare for next lesson

Whole class

Comment the

lesson:

-=  

= -Week: Date of planning: 25/10/2015 Period: 33 Date of teaching: 02 /11/2015

SHORT STORY I Objectives:

By the end of the lesson Ps will be able to:

- Review the phonics, vocabulary and sentence patterns from units - II Language focus:

- Vocabulary: Review

- Sentence Partners: review III Resourses:

(78)

focus 1 Warm up - T has students play the game simon

says 2 Read and

Listen to the story

This is the first of the four cartoons about Miu and Cat and Chit and Mouse To help Ps get the idea of the story, simply let them read and listen to this episodes, the initial task will be more challenging

review

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