Unit 6: A visit to the zoo

- By the end of this lesson, Students will be able to pronounce correctly to the sound(s) of the letters ou in the words count and that of the letters ow as in how - Listen and number t[r]

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Date of teaching: 2/11/2015 period: 33rd UNIT 6: A VISIT TO THE ZOO

Lesson 1: parts 1, 2 I. Objectives :

- By the end of this lesson, students will be able to ask and answer the questions about what people did at the zoo

- Develop listening, reading and speaking skill II. Teaching methods :

- Communicative approach - Techniques:

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

+ Discuss III. Teaching aids :

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

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

* Vocabularies:

Took at the zoo, walked around, anything special, had a picnic lunch, animal show * Sentence partern: A: What did you at ……….?

B: We +V-ed ………. V. Procedures :

T’s activities P’s activities

* Warm- up: Chatting *New lesson

* New words (pictures):  took us to the zoo  walked around  anything special  had a picnic lunch  animal show

- Write the new words on the board and get Ss to repeat in group, individual

1.Look, listen and repeat.

- Focus Ss’ attention on the title of the unit, situations of the lesson by pictures and the texts in the book

- Ask Ss to identify the characters in the pictures

- Set the scene: “Nam’s class had a visit to the zoo in the morning Now Nga is asking him about the trip”

- Play the recording for Sts to listen

- Play the recording again for Sts to repeat sentence by sentence

T – w class T – W class repeat and copy

Whole class

Individually Write the phrase on

the board

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- Divide the class into groups to take turns, then opened pairs and close pairs practice

- Tell Ps to find out the new structure: 1, A: What did you at the zoo?

B: We walked around to see the animals 2, A: What did you at the zoo?

B: We had a picnic lunch at the zoo

 form : A: What did you at ……….? B: We +V-ed ………. 2 Point, ask and answer.

- Set the context: “Imagine you went to the zoo yesterday We’re going to practice asking and answering questions about your visit to the zoo”

- Group the verbs into two columns on the board: one column is the base form of the verbs and the other is the past form Get Ss to pay attention to the difference between the verb form

- Model the task with the whole class  Point to the girl in P.a and ask: What did you at the zoo?

Class: We took pictures

 Repeat the step a few times

- Write the model on the board & get Ss to repeat - Go through the task with the other pictures (focus on

pronunciation and fluency)

- Ask Sts to work in pair, asking and answering the questions Monitor the activity, check pronunciation and offer Sts help when necessary

- Ask some pairs to ask and answer in front of the class while others observe and give comments (using the character flashcards)

* Summary and Home- link:

- Consolidate the content of the lesson

- Ask Ss to select and draw one of the animals they like for the class display in the next lesson

Groups

T – whole class

Pair – work T – whole class

T – whole class

Individually Pair – work/ Group work

Whole class

T – whole class

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UNIT 6: A VISIT TO THE ZOO Lesson 1: parts 3, 4

I Objectives:

- By the end of this lesson, students will be able to ask and answer the questions about what people did at the zoo

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

- Communicative approach - Techniques:

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

+ Discuss III.

Teaching aids :

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

* Vocabularies:

Took at the zoo, walked around, anything special, had a picnic lunch, animal show * Sentence partern: A: What did you at ……….?

B: We +V-ed ………. V Procedures :

* Warm- up: Chatting *New lesson

3, Listen and tick

- Get Ss to look at the picture and tell them the purpose of

listening : You are going to listen and tick the correct picture in each number

- Ask Ss to look at the pictures and guess what they indicate - Run through all the pictures (using elicit qs)

- What’s this/ Who’s this/ … Note:

1 a two children at the zoo entrance b a girl watching a giraffe

c a family at the lion enclosure 2 a two children playing with a ball

b two children walking around the zoo to see the animals c two children going downtown

3 a a sandwich and a loaf of bread b a sandwich and a sausage

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c a loaf of bread and sausage 4 a a girl singing

b a girl watching an elephant show c a girl watching TV

- Do the first example with Ss

- Play the recording 1st time for Ss to listen all the way through - Play the recording 2nd time, pause after each part for Ss to have

sufficient time to select and tick the picture - Play it again for Ss to check their answer

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

and give comments - Give feedback:

– a – b – c - b - Make some questions to check Ss’ comprehension 4 Talk.

- Ask Ps to open their book on page 49 and look at the pictures - Get them to read the instructions and make sure they understand the requests Point to the picture to elicit P’s answers Use the guiding questions in the student’s book to help them talk freely - Do the first example with the whole classin order to give them a clear idea of how the activities works.( Eg: Picture a)

T: What animal is it? P: It’s a monkey. What colour is it? It’s brown.

Where is it from? It’s from the jungle. What does it eat? It eats banana. Did you see it in the zoo? Yes, I did.

What did you at the zoo? I saw the monkey.

- For slowwer Ps, you can write an open dialogue for them to complete and practse as the following:

- Ask Ps to work in pairs Ps take turns to role-play the dialogue * check some pairs

- Ask Ss to select and draw one of the animals they like for the class display in the next lesson

Individually Pair – work/ Group work Whole class

T – whole class

T- a good P

Pairs work

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Lesson 2: parts 1, 2, 3 I Objectives:

- By the end of this lesson, Students will be able to pronounce correctly the verb – ending with ed as in played, visited, watched; listen and number the pictures in the order they hear

- Develop listening, speaking and reading skills II Teaching methods:

- Communicative method

- Techniques: + Work in pairs + Work in groups, discuss III Teaching aids:

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

IV Languages focus:

* Phonics: played visited watched V Procedures:

* Warm up:

- Ss display their home-link drawings on the board - Ss play Slap the animals, using the pictures displayed * New lesson

1 Listen and repeat

- Have Ss open the book page 50, draw their attention to the sound(s) of the letters ed in the words played , visited, watched

- Set the scene: “We are going to learn how to produce the sound of letters ed in the word played , visited, watched Pronounce the sound of the letters ed a few times

- Get Ss to repeat the words a few times 2 Listen and read together.

- Have Ss look at Picture on Page 50 and elicit their answers to identify the animals in this section

- Pre-teach the new vocabularies (write new words on the board and get Ss to repeat them a few times)

 bent low  goose  moose  stairs

T – whole class

T – Whole class

Individually Pair – work

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- Set the context: A student went to an animal show at the zoo He wrote this poem at home after his visit to the zoo You’re going to listen and clap the verbs ending with “ed”: one clap for “ed” pronounced as in “played”, two s for “ed” pronounced as in “visited” and three clasp for “ed” pronounced as in “watched”

- Play recording; stop at times to check Ss’ comprehension - Have Ss repeat each line in the dialogues

- Model and get Ss to clap in the same way then repeat each line of the dialogues

- Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words - Device the class into four groups for competition

3 Group and say aloud.

- Make sure Ss understand the instruction - Ask Ss to guess all the complete words - Do the first e.g with them

- Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words - Replay the disc for Ss to check their answers in pairs - Call some Ss to report their answers to the class

- Have the whole class read in chorus all the words in each column

Key:

 Watched: danced, looked, walked  Visited: painted, pointed, needed  Played: stayed, climbed, numbered * Summary and Home- link:

- Consolidate the content of the lesson - Ss learn to spell the animal words at home

T – whole class

Individually Group T – whole class

T – whole class

Individually Pair- work T – whole class

T – whole class

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Lesson 2: parts 4, 5 I Objectives:

- Develop listening, speaking and guessing words skills II Teaching methods:

IV Languages focus: V Procedures:

* Warm up:

- Ss display their home-link drawings on the board - Ss play Slap the animals, using the pictures displayed * New lesson

4 Listen and number.

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

- Set the scene: “you are going to hear a St talking about his visit to the zoo You should number the pictures in the order they hear”

- Point to each picture and elicit the answer What you see in the Picture a/ b/ c/ d/ e?

P a: a group of children at the elephant enclosure P b: children at a gorilla show

P c: children at a lion show P d: children at a tiger show P e: two bears on the bikes

- Play the recording twice: once for Ss to listen all the way through, once for them to the task (notice Ss to focus on the order of the text and the contextual information of each picture)

- Have Ss trade their answers in pairs for correction - Play it again for Ss to check their answers

- Call some to report their answer to the class Key: – a; – e; – b; – c; – d

5 Funtime: Do the crossword puzzle

T – w class

Individually

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- Ask Ps to look at the book on page 51 and look at the board with the crossword puzzle

- Make sure Ps understand how to play game

- They should relate the base form of the verb phrase to the corresponding pictures.( look at the pictures and cues letters in the crossword puzzle to correct the words)

- T guide Ps to correct this part through a game * Summary and Home- link:

- Consolidate the content of the lesson - Ss learn to spell the animal words at home

T- w.class T- w.class Individually

2 groups

T – w class

Date of teaching: 9/11/2015 period: 37th UNIT 6: A VISIT TO THE ZOO

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I. Objectives :

- By the end of this lesson, Students will be able to:

 Ask and answer question about what one saw at an animal show;  Read an animal story and write in the speed bubbles

 Develop speaking and listening skill II. Teaching methods :

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

III. Teaching aids :

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

IV. Language focus :

 Vocabulary : burning hoop, trick, through, snake, seal

 Sentence Patterns : A: What did you see at the animal show? B: I saw ………. V. Procedures :

* Warm up: Ps play the game * New lesson

* New words:

+ burning hoop: vòng lửa + trick: trò diễn + through: qua + snake: rắn + seal: hải cẩu

(write new words on the board and get Ss to repeat them a few times)

1 Look, listen and repeat.

- Have Ss to look at the book at page 52 and draw their attention on the pictures and the text

- Get Ss to identify the characters in each pictures and read the context sentence

- Set the context: Mai’s class had a visit to the zoo in the morning Now her brother Phong is asking her about the animal show.

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

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

T – w.class

W.class s

Individually Groups

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- Divide the class into groups to take turns to make the conversation

- Tell Ps to find out the new structure: 1, A: What did you see at the animal show?

B: I saw two tigers jumping through the burning hoop 2, A: What did you see at the animal show?

B: I saw elephants dancing

=> form : A: What did you see at the animal show? B: I saw ………. 2 Point, ask and answer.

- Set the scene: Imagine you went to see an animal show yesterday You saw many animal tricks.

- Ask Ss to read the example and elicit their prompts to complete the speech bubbles

- Write the question and answer on the board and get Ss to repeat a few times

- Ask Ss to read the example and elicit their prompts to

complete the speech bubbles (write the question and answer on the board and ask Ss to repeat a few times)

- Model the task with a good P:

T: What did you see at the animal show? Class: I saw a monkey riding a horse - Repeat the step with picture b, c, d, e and f.

- Have Ss to practice in pairs pointing, asking and answering - 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

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

* Summary and Home link.

- Consolidate the content of this lesson

- Ss collect the name of animals they leant in the previous units

T – whole class

Pair – work

T – whole class

Date of teaching: 9/11/2015 period: 38th UNIT 6: A VISIT TO THE ZOO

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I Objectives:

- By the end of this lesson, Students will be able to:

 Ask and answer question about what one saw at an animal show;  Read an animal story and write in the speed bubbles

 Develop speaking and listening skill II Teaching methods:

III Teaching aids:

IV Language focus:

* Vocabulary: wake somebody up, catch, beg, too small,never,forget, net , jungle * Sentence Patterns:

V Procedures:

* Warm up: Ss play the game * New lesson:

Elicit and recall any vocabulary that Ss will need to understand the text(Write the words on the board and Ss repeat a few times)

+ wake somebody up: đánh thức dậy + catch: bắt

+ beg: năn nỉ

+ too smal: nhỏ + never: không + forget: quên

+ net: lưới + jungle: rừng

Read and number the pictures - Ask Ss to look at the picture on P.53

- Set the context: you’re going to read an animal story Can you guess what the story about?

- Read the passage, check Ss’ comprehension

- Tell them that they should scan the information in the passage that related to the picture and number the pictures in the order of the events in the story

T – w class T – w class

Works in groups, individually and copy

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- Ss read and number the pictures

- Check if Ss understand the task Do the first for example - Give Ss sufficient time to the task and move around to

monitor the activity

- Have Ss to check their answers in pairs before call some Ss to report the answer to the class

4 Read the passage again Write in the speech bubbles. - Ask Ss to look at the pictures and guess what each animal

would say

- Have Ss read the passage again and underline each saying in the story After that they relate each saying to the

corresponding picture

- Do the first example with the Ss

- Set the time and let Ss the task individually Move around the class to monitor the activity

- Get a few Ss to complete the bubbles on the large – sized sheet of paper Others check the lines and get Ss to repeat each line in the speech bubbles

* key: 1, The lion caught the mouse

2, He opened his mouth to eat the mouse 3, Thank you, Mr lion

4, The mouse bit the net and the lion was free 5 Fun time Guessing Game

- Tell Ps to look at the book page 54 Get them to look at the picture and read the dialogue

- Guide the Ps to play game Make sure that Ps understand the language and how to play

- Do the first example with a good P and then with w.class - Tell Ps to work in pairs Then some pairs act out the game * Summary and Home link.

- Ps collect the name of animals they leant in the previous units

Group work Whole class T – w class T – w class T – w class

W class Individually T – w class

T- w.class

Practise in pairs

Date of teaching: 10/11/2015 period: 39th UNIT 7: MY FAVOURITE SPORTS AND GAMES

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I Objectives:By the end of the lesson, pls will be able to: - ask and answer the questions about sports and games - Ps know how to talk about their hobbies

II Teaching methods:

III Language focus:

* Sentence patterns: What’s your favourite + N? It’s

* Vocabulary: Blind man’s bluff, roller skating, karate, basketball, shuttlecock sport, table tennis, skate, rollerskate

* Phonics: game, skate IV Teaching aids:

1.Teacher: fresh cards, CD player,… 2.Pupils: Mini-boards, Student’s book,… IV

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T’s activities P’s activities * Warm up : chatting

use structure:

what did you see at the animal show? * New lesson:

* New words: (write new words on the board and get Ss to repeat them a few times)

+ blind man’s bluff: bịt mắt bắt dê + roller skating: trượt patin

+ karate: võ karate + basketball: bóng rổ + shuttlecock sport: đá cầu + table tennis: bóng bàn + prefer: thích + favourite: yêu thích

- Have Sts to look at the picture on page 55 in part and ask them some questions to identify the

characters in the picture:

Who are they? (Tom and Quan)

What are they talking about? (They are talking about their favourite sports and games)

- Tell pls that they are going to listen and repeat (Two times)

- Ask pls to work in groups to take turns to say the lines from the dialogue

- Ask pls to give the model sentences:

1, Tom: What’s your favourite sport, Quan?

Quan: It’s table tennis

2, Mai: What’s your favourite game, Quan?

T- some Ps

Whole class listen and comment

Whole class

Whole class Group work Whole class

Whole class Whole class

Whole class/ T- w.c Pair work

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Date of teaching: 10/11/2015 period: 40th UNIT MY FAVOURITE SPORTS AND GAMES

Lesson 1: Parts 3, 4 I Objectives:

By the end of the lesson, pls will be able to ask and answer questions about one’s favourite sports and games

Pupils know how to talk about their hobbies II Teaching methods:

III Language focus:

+ Sentence patterns: A: What’s your favourite + N? B: It’s

+ Vocabulary: Blind man’s bluff, roller skating, karate, basketball, shuttlecock sport, table tennis, skate, rollerskate

+ Phonics: game, skate IV Teaching aids:

1.Teacher: fresh cards, CD player,… 2.Pupils: Mini-boards, Student’s book,… IV

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T’s activities P’s activities * Warm up (3’) chatting

use structure:

what did you see at the animal show? 3.

Listen and tick

- Get Ss to look at the picture and tell them the purpose of listening : You are going to listen and tick the correct picture in each number

T- some Ps

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Date of teaching: 16/11/2015 period: 41st UNIT 7: MY FAVOURITE SPORTS AND GAMES

Lesson Parts 1, 2, 3 I AIMS AND OBJECTIVES

By the end of the lesson, pls will be able to pronouce correctly the sounds of the letters ame as in game and those of the letters ate as in skate to listen and number the pictures in the order they hear

Pupils know how to talk about their hobbies II LANGUAGE FOCUS

*Sentence patterns: A:What’s your favourite + N,… ? B:It’s

* Vocabulary: Review: Blind man’s bluff, roller skating, karate, basketball, shuttlecock sport, table tennis, skate, rollerskate

* Phonics: game, skate III RESOURSE

1.Teacher: poster, recording…

2.Pupils: Mini-boards, Student’s book,… IV Procedures

* Warm up (3’)

- Pls display their homelink writing and read the

sentences aloud to their classmates as the teacher assigns them to so

* New lesson

Listen and repeat.

- Have Ss open the book page 57, draw their attention to the letters colored differently in the words game and skate

- Set the scene: “We are going to learn how to

produce the sound of letters ame in the word game and that of the letter ate in the word skate

- Produce the sound of the letter ame and ate a few times

- Get Ss to repeat the words a few times

Whole class

Whole class/ Individually

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- Help Ps practising the phonics 2

Group and say it aloud

- Ask Ss to look at the chart and the word box in page 57 - Check if they understand the activity and the meaning of the focused words

- Say each word and get Ss to repeat a few times - Set the time and let Ss the task

- Ss check their answer in pairs

- Call some Ss to report their answers to the class - Have the whole class read in chorus all the words in each column

3 Listen and read together (10’)

- Have Sts to look at the picture on page 57 in part and ask them some questions to identify the characters in the picture:

What are they doing? (rollerskating and playing chess)

- Ask pls to listen and repeat each line in the dialogue - Call some pairs to roleplay the dialogue

- Ask pls to change the pairs * Summary and Home- link: Consolidate the content of the lesson

Individually

Whole class Pairs work Opened pairs Whole class Pairs work Whole class

Whole class

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Date of teaching: 16/11/2015 period: 42nd UNIT 7: MY FAVOURITE SPORTS AND GAMES

Lesson Parts 4, 5 I AIMS AND OBJECTIVES

- By the end of the lesson, pls will be able to listen and number the pictures in the order they hear

- Pupils know how to talk about their hobbies II LANGUAGE FOCUS

Sentence patterns: A: What’s your favourite + N,… ? B: It’s

Vocabulary: Blind man’s bluff, roller skating, karate, basketball, shuttlecock sport, table tennis, skate, rollerskate

Phonics: game, skate III RESOURSE

1.Teacher: poster, recording…

* Warm up (3’)

- Pls display their homelink writing and read the

sentences aloud to their classmates as the teacher assigns them to so

* New lesson

4 Listen and number (10’)

- Ask pls to look at the pictures a, b, c, d, e and f on page 58 and identify the activities in the pictures

a playing chess

b playing shuttlecock sport c playing video games d playing blind man’s bluff e watching a football match f playing badminton

- Ask pls to guess the orders of the pictures - Let Ps share their predictions

- Ask pls to listen to the tape and check their predictions

Whole class

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(2 times) - Get feedback

- Ask pls to listen and repeat all the sentences in the tape - Check pls’ pronunciation and offer them when

necessary

* Answer key: 1- d; 2- e; 3- b; 4- c; 5- f; 6- a 5 Fun time Hokey - Pokey

- Ask Ps to look at the page 58 stick the large- size sheet of paper with the song on the board

- Discuss the picture with Ps

- Point to each child and ask Ps to identify him/ her - Play the recorrding twice for Ps to listen all the way through

- Play the recording again for w.class to sing along - Divide the class into groups Each group sings a line without music

- Call a group to sing the song in front of the class The class claps to the beat

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

Whole class Whole class

T – whole class

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Date of teaching: 17/11/2015 period: 43rd UNIT 7: FAVOURITE SPORTS AND GAMES

Lesson 3: Parts 1, 2 I AIMS AND OBJECTIVES

- By the end of the lesson, pls will be able to ask and answer questions about how often one plays a sport or a game

- Pupils know how to keep fit and stay healthy II LANGUAGE FOCUS

- Sentence patterns: A: How often _? B:

- Vocabulary: once, twice a week, never, sometimes, always, rarely III RESOURSE

1.Teacher: poster, flashcards

* Warm up: Ps display their homelink pictures on the board. * New words:

(Write the words on the board and Ss repeat a few timesin chorus and individually)

+ once: lần + twice: hai lần

+ twice a week: hai lần tuần + never: không

+ sometimes: đôi khi, thỉnh thoản + always: luôn

+ rarely:

Who are they? (Mai - Tom)

What are they doing? (Tom is doing a class survey on favourite sports and games)

- Tell pls that they are going to listen and repeat (Two times) - Ask pls to work in groups to take turns to say the lines from the

Whole class Whole class And

individually

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dialogue

- Ask pls to give the model sentences: Tom: How often you play table tennis? Mai: Twice a week

=> form: A: How often _? B:

- Ask Ps to give other examples to get the form, meaning, intonation,…

2 Point, ask and answer.

- Ask pls to look at the pictures a, b, c and d on page 59 and identify the activities in the pictures

a blind man’s bluff/ sometimes b karate/ often

c rollerskate/ fourtimes a week d basketball/ twice a week - Ask Ps to practise in chorus - Tell Ps to practise in pairs

- Call some pairs to demonstrate the task in front of the class - Check Ps’ pronunciation and offer them when necessary * Summary and Home- link:

Consolidate the content of the lesson

Whole class

Whole class/ T-w.c

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Date of teaching: 17/11/2015 period: 44th UNIT 7: FAVOURITE SPORTS AND GAMES

Lesson 3: Parts 3, 4 I AIMS AND OBJECTIVES

- By the end of the lesson, pls will be able to ask and answer questions about how often one plays a sport or a game

- Pupils know how to keep fit and stay healthy II LANGUAGE FOCUS

- Sentence patterns: A: How often _? B:

- Vocabulary: indoor, outdoor, However, hide - and – seek, seeker, count, win, looking for, one by one

III RESOURSE

1.Teacher: poster, flashcards

* Warm up: Chatting with structure: A: How often _? B:

3 Read and the tasks. a.Tick T (True) or F (False)

- Ask Ss to look at the picture on P.60 - Set the context:

+ Who are they?

+ What are they doing??

* Elicit and recall any vocabulary that Ss will need to understand the text(Write the words on the board and Ss repeat a few times) + indoor: nhà

+ outdoor: trời + However:

+ hide - and – seek: trị chơi trốn tìm + seeker: người tìm

+ count: đếm

T- W.class

T – w class

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+ win: chiến thắng + looking for: tìm kiếm

+ one by one: người một, - Read the passage, check Ss’ comprehension.

- Check if Ss understand the task Do the first for example - After that Tell Ps to correct Yes or No inpairs

* Key: 1- No, 2- Yes, 3- Yes, 4- No, 5- No 4.Choose the right words to write:

-T guides Ps to read and choose the right words to corect the Ex - Tells Ps to work in group and find the best answer to corect - Call in each group one P to give the answwer

Key: play seeker five places players

5 Fun time Charades

- Tell Ps that they are going to play charades: a guesing game: Ps look at and guess what he/ she doing Then divide the class into groups of 6-8 ps to play the game

- Explain the game: each group discusses to select a leader and a performer Then they disscuss in secret in their group a sports/ game wordsto mime ( actions describing the word.) Eg: in the picture

- The perfomer mimes in front of the opponent group for them to make a guess

- Then the leader of the miming group points at a P in the other group and ask: What is he/ she doing? If the pointed P gives a corect answer, his/ her group scores a point and replaces the perform to mime If he/ she gives a wrong answer, their group scores nothing and remains the guesers The group with the most points wins the game

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

Whole class

Whole class Group work

Whole class

Groups work

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Date of teaching: 23/11/2015 period: 45th UNIT 8: MY FAVOURITE BOOKS

Lesson 1: Part 1, 2 I AIMS AND OBJECTIVES

By the end of the lesson, pls will be able to ask and answer questions about what book one is reading

Pupils know how to love reading books II LANGUAGE FOCUS

- Sentence patterns: A: What book are you reading? B:I’m reading _

- Vocabulary: legend, character, thief (thieves), starfruit, magic lamp, dwarf, dragon, watermelon, …

Phonics: watermelon, dragon III RESOURSE

1.Teacher: fresh cards, CD player,… 2.Pupils: Mini-boards, Student’s book,… IV Procedures

* Warm up:

- Do the fun time in front of the class

* New words: (write new words on the board and get Ss to repeat them a few times)

+ legend: truyền thuyết, tích + character: nhân vật

+ thief (thieves): kẻ trộm + starfruit: khế

+ magic lamp: đèn thần + dwarf: lùn

+ dragon: rồng + watermelon: dưa hấu 1 Look, listen and repeat.

Who are they? (Tom and Nam)

Whole class

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What are they talking about? (Tom is talking to Nam on the phone)

- Tell pls that they are going to listen and repeat (Two times) - Ask pls to work in groups to take turns to say the lines from the dialogue

- Ask pls to give the model sentences: Tom: What book are you reading?

Nam: I’m reading The legend of Hoan Kiem Lake =>form: A:What book are you reading?

B:I’m reading

- Ask pls to give other examples to get the form, meaning, intonation,…

2 Point, ask and answer (10’)

- Ask pls to look at the pictures a, b, c and d on page 62 and identify the activities in the pictures

a The Starfruit Tree

b Aladdin and the Magic Lamp c Dragon Balls

d The Legend of Watermelon e Ali Baba and forty thieves

f Snow White and the Seven Dwarfs - Ask pls to practise in chorus

- Tell pls to practise in pairs

- Call some pairs to demonstrate the task in front of the class - Check pls’ pronunciation and offer them when necessary *Homelink(2’)

- Sing the We will go over the mountain song at home

Whole class

Whole class/ T- w.c

Pair work Pair work Whole class

Whole class

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Lesson 1: Part 3,4 I AIMS AND OBJECTIVES

By the end of the lesson, pls will be able to ask and answer questions about what book one is reading

Pupils know how to love reading books II LANGUAGE FOCUS

- Sentence patterns: A: What book are you reading? B:I’m reading _

- Vocabulary: legend, character, thief (thieves), starfruit, magic lamp, dwarf, dragon, watermelon, …

Phonics: watermelon, dragon III RESOURSE

1.Teacher: fresh cards, CD player,… 2.Pupils: Mini-boards, Student’s book,… IV Procedures

* Warm up:

- Do the fun time in front of the class 3.

Listen and tick

- Get Ss to look at the picture and tell them the purpose of

listening : You are going to listen and tick the correct picture in each number

- Ask Ss to look at the pictures and guess what they indicate - Run through all the pictures (using elicit qs)

- What’s this/ Who’s this/ … - Do the first example with Ss

Whole class

W.class listen and comment

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- Ss trade their answers within pairs or groups for correction

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

- Give feedback:

* Key: – Aladin and the Magic lamp

– Snow white and the seven Dwarfs – Dragon Balls

- The Starfruit Tree.

- Make some questions to check Ss’ comprehension 4 Talk

- Ask Ps to call the titlle of the story

- Ask Ps to work in pairs to ask and anser the qs on page 63 *Homelink(2’)

- Use structure to ask and answer at home

A: What book are you reading? B:I’m reading _

W class

T- w.c

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Date of teaching: 24/11/2015 period: 47th UNIT 8: MY FAVOURITE BOOKs

Lesson 2: part 1, 2, 3 I Objectives:

- By the end of this lesson, Students will be able to pronounce correctly to the sound(s) of the letters a in the words watermelon and that of the letters a as in dragon

- Listen and number the pictures in the order they hear - Develop listening, speaking and reading skills

II Teaching methods:

* Phonics: watermelon dragon V Procedures:

*Warm up:

- Ss display their home-link on the board

- Ss ask and answer questions about the books displayed, using the questions they have learnt so far

*New lesson

1. Listen and repeat

- Have Ss open the book page 64, draw their attention to the sound(s) of the letters a in the words watermelon and that of the letters a as in dragon

T – w class

T – W class, group,

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- check some Ps

2. Listen and read together.

- Have Ss look at Picture on Page 64 and elicit the names of the characters in each picture and guess what the dialogues are about

- Set the context: You are going to listen two dialogues Clap the words in focus: one clap for the word with a as in the words watermelon and two claps for the word with a as in dragon

- Play recording; stop at times to check Ss’ comprehension - Have Ss repeat each line in the dialogues

3 Group and say aloud

- Ask Ss to look at the book at P.64 Get Ss to look at the chart and the word box

- Check if they understand the activity and the meaning of the focused words

- Get Ss to guess all the complete words and the first example

- Set the time and let Ss the task - Ss check their answer in pairs

- Call some Ss to report their answers to the class

*Summary and Home- link:

- Ss draw a table with two columns: one for the title of the stories they have read and one for the main character’ s name in each book for the class display in the next lesson

T – W class

Individually Pair – work T – whole class

T – whole class

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Date of teaching: 24/11/2015 period: 48th UNIT 8: MY FAVOURITE BOOKs

Lesson 2: part 4, 5

I Objectives: By the end of this lesson, Students will be able to: - Listen and number the pictures in the order they hear - Develop listening, speaking and reading skills

- - Talk about their hobbies II Teaching methods:

IV Languages focus: * Phonics:

V Procedures:

*Warm up:

*New lesson

- Ask Ss to look at Picture a, b, c and d on page 65

- Set the scene: “This is an interview with four Ss at Binh Minh Primary School The interviewer wants to know the books that these Ss often read in their free time You are going to listen to listen and number the books.”

- Point to each picture and elicit the answer What you see in the Picture a/ b/ c/ d

T – w class

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P i: Aladdin and the Magic Lamp P b:The Legend of Watermelon P c: The Starfruit Tree

P d: Ali Baba and The Forty Thieves

- Play the recording twice: once for Ss to listen all the way through, once for them to the task (notice Ss to focus on the order of the text and the contextual information of each picture)

- Call some to report their answer to the class Key: – b – d – a – c 5 Fun time:

What are not their hobbies?

- Ask Ps to look at the page 65 stick the large- size sheet of paper with the games on it on the board

- Discuss the picture with Ps

- Point to each child and ask Ps to identify him/ her

- Play the recorrding twice for Ps to listen all the way through - Play the recording again for w.class to listen and find out the hobbies which not belong to each chracter

- Divide the class into groups Each group sings a passage without music and actions following the song

- Ps spot the hobbies on the board as they observe the pictures and listen to the four Ps reading inturn

- Monitor the activity and offer help as nescessary * Key:

+ 1st character on the left: cycling, reading a book, watching TV + 2nd character: playing on the computer, playing football, playing table tennis

+ 3rd character: reading Harry Potter, flying a kite, playing computer games

+ 4th character: plaing badminton, playing table tennis, reading a book

* Tapescripe :

1 At the weekend I like playing badminton I like listenning to pop music in my free time I like reading Doraemon on Sundays

4 I like playing computer games in my free time

Individually Pair- work

T – w class individually

T – w class

Individually T- w.class

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- Ss draw a table with two columns: one for the title of the stories they have read and one for the main character’ s name in each book for the class display in the next lesson

Lesson 3: Parts 1, 2

I Objectives: By the end of this lesson, Students will be able to:  Ask and answer question about what a story character is like

 Read a comprehension text on a favourite character and write about a favourite book

- Techniques: Work in pairs , Work in groups, discuss, Ask and answer III Teaching aids:

- Vocabulary: intelligent, brave, patriotic, clever, brilliant, good-natured, miserable - Sentence Patterns: A: What is + N(character’s name) + like?

B: He’s/ She’s + adj. V Procedures:

*Warm up: Ss ask and answer questions about the books and characters they like

*New lesson

+ intelligent = clever: thông minh + brave: dũng cảm

+ patriotic: lòng yêu nước + brilliant: lỗi lạc

+ good-natured: tử tế, đôn hậu

+ miserable:đáng thương, tồi tàn, khốn khổ

* teach the new word (write the words on the board and explain them).

- Have Ss to look at the pictures on page 66 and read the lines in

T – whole class

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each picture

- Point to each picture and elicit the names of characters and the location

- Set the context: Mai and Tony are in the library They are looking for some story books You are going to hear them talking about these books.

- Play the recording all the way through for Ss to listen the text - Play the recording again for Ss to repeat each line a few times - Divide the class into groups to take turns to make the

conversation

- Ask Ps to find out the new structure: 1, A: What is Son Goku like?

B: He’s intelligent and brave 2, A: What is Bach Tuyet like? B: She’s beautiful and gently

=> form: A: What is + N(character’s name) + like? B: He’s/ She’s + adj.

2.Point, ask and answer.

- Draw Ss’ attention to the picture on the right of the example Point to the picture of Son Goku and ask Ss to read the example - Set the scene: Imagine you are reading this book Let’s

practice talking about the character in this book

- Write the question and answer on the board and get Ss to repeat a few times

- Ask Ss to read the example and elicit their prompts to complete the speech bubbles (write the question and answer on the board and ask Ss to repeat a few times)

- Model the task with a good P T: What’s Thanh Giong like? P: He’s brave and patriotic

- Repeat the step with picture a, b, c, d and e in pairs

- Have Ss to practice in pairs pointing, asking and answering - Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary

Individually

Groups

T – w class Find out and copy

T help if necessary

T – w class

T – whole class

Individually Pair – work/ Group work w class listen

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*Summary and Home link.

- Ss practice miming their favourite sports and games at home for the class performance in the next lesson

Lesson 3: Parts 3, 4, 5

I Objectives: By the end of this lesson, Students will be able to:

 Ask and answer question about what a story character is like

 Read a comprehension text on a favourite character and write about a favourite book character

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

- Vocabulary: intelligent, brave, patriotic, clever, brilliant, good-natured, miserable - Sentence Patterns: A: What is + N(character’s name) + like?

B: He’s/ She’s + adj. V Procedures:

*Warm up:

Ss ask and answer questions about the books and characters *New lesson

3.

Read and the task (Choose one of or ) - Ask Ss to look at the picture on P.67

- Set the context: you’re going to a passage and the task that follow.

- Recall the familiar vocabulary and teach the key words to understand the passage: (Write the words on the board and Ss repeat a few times)

+ free: rảnh rỗi + e – book: sách điện tử + case: trường hợp + detective: thám tử + series: chuỗi, dãy + change: thay đổi

T – w class

T – whole class

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+ fight: chiến đấu + organization: tổ chức - Read the passage, check Ss’ comprehension

- Tell them that they should scan the information in the passage to the task

Answers: Yes No Yes Yes No 4 Write about your favourite book.

- Ask Ss to open the book on P 68 and draw their attention to the passage Tell Ss the writing purpose: You are going to read and complete a passage about your favourite book with support from the guide.

- Do the first example with the class Write the wrting frame on the board and elicit Ss’ answer to complete the passage - Set the time and let Ss the task individually Move around

the class to monitor the activity

- Get a few Ss to complete the bubbles on the large – sized sheet of paper Others check the lines and get Ss to repeat each line in the speech bubbles

5 Fun time Do the Crossword puzzle

- Ask Ps to open their book on P68 stick the large sized sheet of paper with the puzzle on the board

- gets Ps to look at the crossword puzzle Poit to each picture to elicit P’s answers:

Eg: Picture 1: What word is it? How you spell the word? - repeat the step with the rest of the pictures

- Make sure Ps understand how to playthe game

- Ps can play in pairs or in group Mornitor the activities and offer help when necessary

- Call out some PPs to complete the puzzle on the large –size sheet Get the class to check the words

* Answers: 1, patriotic 2, miserable 3, beautiful 4,intelligent 5, brilliant 6, brave 7, gentle *Summary and Home link.

Individually

Groups

Pair – work

T – whole class T – whole class

Individually Pair – work/ Group work Whole class

T – w class

Group work

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- Ss practice miming their favourite sports and games at home for the class performance in the next lesson

Date of teaching: 1/12/2015 period: 51st UNIT 9: OUR TEACHER’S DAY

I Objectives: By the end of this lesson, students will be able to:

- ask and answer the questions about the date of Teacher’s Day in some countries. - Develop listening, reading and speaking skill

II Teaching methods: - Communicative approach

- Techniques: Ask and answer (say individually), Work in pairs/ groups, Discuss III Teaching aids :

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

+ Vocabularies: Wear, celebrate, special event, celebration + Sentence patterns: A: When is Teacher’s Day in …….?

B: It’s on + date and month. V Procedures:

*Warm- up : - Ss display their home-link pictures from Unit 8. - Ss play the game “Slap the board”, using the displayed pictures *New lesson:

*New words:

(Write the words on the board and Ss repeat a few times) + Wear: mặc (quần áo

+ celebrate: làm lễ kỉ niệm + special event: kiện đặc biệt + celebration:sự tán dương, ca tụng *Checking: ROR

- Focus Ss’ attention on the title of the unit and the pictures - Ask Ss to identify the characters in the pictures

- Set the context: “you are going to hear Zack, Mai and Mei Mei talking about Teacher’s Day in some countries.”

- Recall how to say the date: November 20th, May 16th and

T – whole class

T – w class Individually/ W class Copy in the book

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September 10th.

- Play the recording for Ss to listen

- Play the recording again for Sts to repeat sentence by sentence - Divide the class into groups to take turns, then opened pairs and close pair practice

- Tells Ps to find out the new structure: 1, A: When is Teacher’s Day in Malaysia? B: It’s on May 16th.

2, A: When’s teacher’s Day in Việt Nam? B: It’s in November 20th.

=> form: A: When is Teacher’s Day in ……? B: It’s on + date and month.

2 Point, ask and answer

- Draw Ss’ attention to the world map and the date chart in this section

- Point to the word map and ask Ss to read the name of the countries in focus

- Set the context: “You are going to practice asking and answering questions about the dates of Teacher’s Day in some countries.” - Ask Ss to read example and elicit their prompts to complete the bubbles

- Write the question and answer on the board and get Ss to repeat them a few times

- Point to each row on the date chart and get Ss to repeat the name of the countries and the dates a few times

- Model the task with a good P:

+ Point to Australia on the chart and ask: T:When is Teacher’s Day in Australia? Class: It’s on the last Friday of October + Repeat the step a few times

- Go through the task with the other pictures (focus on pronunciation and fluency)

- Ask Sts to work in pair, asking and answering the questions Monitor the activity, check pronunciation and offer Ss help when necessary

- Ask some pairs to ask and answer in front of the class while others observe and give comments (using the character flashcards)

Groups work Pairs work

T- w.class

T- a good P

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- Ask Ss to select, copy and colour a flag for the class display in the next lesson

T – whole class

Date of teaching: 1/12/2015 period: 52nd UNIT 9: OUR TEACHER’S DAY

I Objectives: By the end of this lesson, students will be able to:

- ask and answer the questions about the date of Teacher’s Day in some countries. - Develop listening, reading and speaking skill

II Teaching methods: - Communicative approach

- Techniques: Ask and answer (say individually), Work in pairs/ groups, Discuss III Teaching aids :

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

+ Vocabularies: Review: Wear, celebrate, special event, celebration + Sentence patterns: A: When is Teacher’s Day in …….?

B: It’s on + date and month. V Procedures:

*Warm- up:

- Ss play the game “Slap the board”, using the displayed pictures *New lesson:

3 Listen and circle

- Get Ss to look at the date provided on P 70 and guess what they are going to hear about

- Set the context: “ You are going to hear a passage about the dates of Teacher’s Day in some countries You should listen and circle the appropriate dates.”

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

listen and give comments

T – whole class

T – w class

Individually/

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- Give feedback: – c – c – a - a - Make some questions to check Ss’ comprehension 4 Talk

- Ask Ps to call the titlle of the name of country through the flags - Ask Ps to work in pairs to ask and answer the qs on page 70 - Then use guiding questions to ask and answer:

+ What country is it?

+ Is there Teacher’s Day in ? + When’s Teacher’s Day in _?

+ How you celebrate Teacher’s day in your country? - T does model with agood P

- Tell Ps to work in pairs

- Check some pairs before class *Summary and Home- link:

- Ask Ss to select, copy and colour a flag for the class display in the next lesson

T -Individually Pairs

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Date of teaching: 7/12/2015 period: 53rd UNIT 9: OUR TEACHER’S DAY

Lesson 2: Part 1, 2, 3

I Objectives: - By the end of this lesson, Students will be able to:

- pronounce correctly to the sound(s) of the letters rd in the words card and that of the letters st as in just

II Teaching methods: - Communicative method

- Techniques: Work in pairs, Work in groups, discuss III Teaching aids:

* Vocabularies: honest, just, look forward, arrive, devoted, helpful * Phonics: card just

V Procedures:

*Warm up: * Chatting:

- Ask Sts to ask and answer questions about the flags, the country names and the dates of Teacher’s Day in some countries

- Listen and correct their mistakes *New lesson * New words:

(Write the words on the board and Ss repeat a few times) + honest: thật thà, chân thật

+ look forward: mong đợi

+ just: cách xác, + arrive: đến

+ devoted: tận tâm, tận tụy + helpful: giúp đỡ

* checking: Slap the board

T – whole class

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1 Listen and repeat

- Have Ss open the book page 71, look at the words card, just and notice the letter colored differently in both words

- Produce the sounds of the letters rd in the word card and the letter st in the word just

- 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 words in their books

- Get Sts to repeat the words a few times 2 Listen and read together.

- Have Ss look at picture on page 71 Ask Sts to read the lines on the cards and the poem Check Sts’ comprehension

- Ask Sts to read the poem

- Set the context: You are going to hear the poem and clap the words: one clap for the words with “rd”pronunced and two claps for the words with “st” pronounced

- Play the recording all the way through for Ss to listen while they are reading

- Have Ss practice the text in groups and clap the syllables - Ask Ss to read each sentence and repeat each line a few times

- Divide class into two groups to take turns to say and clap the lines

- Call on a few groups to perform the task in front of the class 3 Group and say aloud

- Get Sts to look at the chart and the word box Say: You are going to group the words according to the pronunciation of their “rd” and “st” Say each word and get Sts to repeat it a few times

- Do the first example with the class - Set time and let Sts the task in groups - Ask Sts to check their answers in groups - Call on some Sts to report their answers

Card

/kɑ:d/ Just/dʤʌst/

third fist

board honest

forward breakfast

bird August

- Have the whole class read in chorus all the completed words

T – Whole class

Individually Pair – work T – whole class

T – whole class

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- Ss make and decorate a card for Teacher’s Day to display in their classroom in the next lesson

T – w class

Date of teaching: 7/12/2015 period: 54th UNIT 9: OUR TEACHER’S DAY

Lesson 2: Part 4, 5

I Objectives: - By the end of this lesson, Students will be able to:

- pronounce correctly to the sound(s) of the letters rd in the words card and that of the letters st as in just

II Teaching methods: - Communicative method

- Techniques: Work in pairs, Work in groups, discuss III Teaching aids:

* Vocabularies: honest, just, look forward, arrive, devoted, helpful * Phonics: card just

V Procedures:

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*Warm up: * Chatting:

- Ask Sts to ask and answer questions about the flags, the country names and the dates of Teacher’s Day in some countries

- Listen and correct their mistakes *New lesson

- Have Ss look at Pictures on page 72 Ask them to say what they see

- T asks Ss to work in pairs to guess

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

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

- 2nd: play the recording for Ss to listen and number - 3rd: play the recording for Ss to check their answers - Have Ss trade their answers in pairs for correction

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

Answers: – c; – d; – a; – b; 5- e 5 Fun time: Information Gap

- Ps play in pairs Each P’s keep a list 10 countries and dates given of each list

- Ps share the information by asking and answering questions to complete the missing dates on their list Ps will report later when they finish the activity Ps in a pair should keep their list unseen by their partner

- Distribute worksheets Write a list of ten countries on the board with spaces for filling the dates of Teacher’s Day Then the first Example with a P Ask the P:

+ A: How many countries are there on your paper? B: Ten countries

+ A : What countries are they? B: They’re ……

+ A: What countries have the mising dates of the Teacher’s Day?

B: Laos, Singapore, Malaysia, Germany and Thailand + A: When’s Teacher’s Day in India?

B: It’s on September

- ask Ps to repeat it and write the date in the space provided

T – whole class

T – w class Pair – work T – W class individually

Pairs work

Pairs work Pair – work

T – whole class T- a P

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on your paper Then show it to the class Repeat the step and write the question on the board, Ask Ps to repeat them a feww times Make sure Ps understand how to play the game and can make questions to ask for the information

- Gets Ps to say aloud the name of each country and the date of Teacher’s Day in turns

- Ss make and decorate a card for Teacher’s Day to display in their classroom in the next lesson

class

Group

T – whole class

I Objectives: At the end of the period, Students will be able to express and respond to wishes:

- Read a comprehension text on the celebration of Teacher’s Day in a Vietnamese primary school

- Write a card for Teacher’s Day and Develop four skills II Teaching methods:

- Communicative method.

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

 Vocabulary : head teacher, deliver a speech, honour, exciting, memorable  Sentence Patterns : Á: These/ This + N+ are/ is+ for you

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T’s activities P’s activities * Warm up

- Ask Sts to read the poem “ To Our Teacher” together on page71

- Listen and check pronunciation

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Lesson 3: Part 3, 4, 5

I Objectives: At the end of the period, Students will be able to express and respond to wishes:

- Read a comprehension text on the celebration of Teacher’s Day in a Vietnamese primary school

- Write a card for Teacher’s Day and Develop four skills II Teaching methods:

- Communicative method.

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

IV Language focus:  Vocabulary :

 Sentence Patterns : A: These/ This + N+ are/ is+ for you B: Thank you.

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T’s activities P’s activities * Warm up

- Ask Sts to read the poem “ To Our Teacher” together on page71

- Listen and check pronunciation - Introduces the new lesson * New lesson: * New words:

(Write the words on the board and Ss repeat a few times)

+ candle : nến + consume: cháy + others: khác + inspire: truyền cảm hứng + inspirer:người truyền cảm + light : ánh sáng

* cheking: ROR

3 Read and the task

T – whole class

T – w class Individually/ W class

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Date of teaching: 14/12/2015 period: 57th UNIT 10: HOW I LEARN ENGLISH

Lesson 1: Part 1, 2 I Objectives:

- By the end of this lesson, students will be able Ask and answer about one’s favourite school subject

- Listen and tick the correct pictures - Develop listening and speaking skills II Teaching methods:

- Communicative approach

- Techniques: + Ask and answer (say individually), + Work in pairs/ groups, Discuss III Teaching aids:

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

+ Vocabularies: translator, difficult, mathematician, pianist + Sentence patterns: A: What subject you like best? B: môn học/ I like + môn học. V Procedures :

Teacher’s activities P’s activities

* Warm up

-Ask Sts to sing the song My Dear Teacher from Unit on page 75 - Ask Sts to sing in groups

- Call on some groups to sing at the class - Check their pronunciation

* New lesson * New words:

(Write the words on the board and Ss repeat a few times) + translator:người phiên dịch

+ difficult: khó

+ mathematician: nhà toán học + pianist:người chơi đàn piano * checking: Slap the board 1 Look, listen and repeat

- Ask Ss to look at the pictures to identify the characters in each picture on page 76

T – whole class

T – whole class W class

individually groups

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- Set the context: You are going to hear Tony, Phong, Mai and Mei Mei talking about the subjects they like learning

- Play the recording for Sts to read each line in each picture and check Ss’ comprehension at times, using English and

Vietnamese to help Sts understand the context - Play the tapes for Sts to listen and repeat

- Divide the class into groups to take turns to say the lines from Tony, Phong, Mai and Mei Mei

- Call some groups to practice in front of class and check Sts’ pronunciation Then tell them find out the new structure: 1, A: What subject you like best, Phong?

B: Science

2, A: What subject you like best, Mai? B: I like English

=> form: A: What subject you like best? B: môn học/ I like + môn học. 2 Point, ask and answer.

- Point to each cover and ask Sts to read the name of subjects and say: You are going to practice asking and answering questions about the school subjects you like best.

- Ask Sts to read the example

- Elicit their prompt to complete the sentences in the speech bubbles

- Write the question and the answer on the board Get Sts to repeat each sentence a few times Then point to each row on the date chart and get Sts to repeat the name of the countries and the dates a few times

- Ask Sts to ask and answer questions about the titles of the books Have the whole class repeat all the phrases to reinforce their pronunciation

*

Consolidation and Home link.

- Ask Ss prepare a list of their favourite school subjects to display in the next lesson

Group work

T – whole class

Pair – work T – whole class

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Date of teaching: 14/12/2015 period: 58th UNIT 10: HOW I LEARN ENGLISH

Lesson 1: Part 3, I. Objectives :

- By the end of this lesson, students will be able Ask and answer about one’s favourite school subject

- Listen and tick the correct pictures - Develop listening and speaking skills II. Teaching methods :

- Communicative approach

- Techniques: + Ask and answer (say individually), + Work in pairs/ groups, Discuss III. Teaching aids :

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

- Vocabularies: Review: translator, difficult, mathematician, pianist - Sentence patterns: Review: A: What subject you like best? B: môn học/ I like + môn học.

V. Procedures :

Teacher’s activities P’s activities

* Warm up

- Ask Sts to sing the song My Dear Teacher from Unit on page 75

- Ask Sts to sing in groups

- Call on some groups to sing at the class - Check their pronunciation

* New lesson 3 Listen and tick.

- Have Ss open the book on page 77 and get them to elicit each picture

- Ask Sts to guess what they are going to hear about

- Set the context: You are going to four dialogues in which children are talking about their favourite school subjects You should listen and tick the correct pictures

- Have Sts repeat the phrases

- Play the tape twice for Sts to listen all the way through and

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the task

- Do the first example with them

- Replay the recording for Sts to check their answers in pairs Then call on some Sts to report their answers Read out the correct answers to the class

- Ask Sts about the content of the listening Answers: 1- a; 2-c; 3- c; 4- a

4 Talk.

- Ask Ps to call the titlle of the name of country through the flags - Ask Ps to work in pairs to ask and answer the qs on page 70 - Then use guiding questions in the book to ask and answer - T does model with agood P

T: What subject you like best? P: Music

T: Why you like it? P: Because I want to become a musician Or T: Do you like English? P: Yes, I

T: Why you like it?

P: Because I want to become an E translator - Tell Ps to work in pairs

- Check some pairs before class * Consolidation and Home link

- Ask Ss prepare a list of their favourite school subjects and the reason why they like them for the class display in the next lesson

Individually

Pair – work/ Group work Whole class

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Date of teaching:15/12/2015 period: 59th UNIT 10: HOW I LEARN ENGLISH

Lesson 2: Part 1, 2, 3 I Objectives:

- By the end of this lesson, Students will be able to pronounce correctly to the sound(s) of the letters ou in the words count and that of the letters ow as in how - Listen and number the pictures in the order they hear

2 Communicative method

3 Techniques: + Work in pairs + Work in groups, discuss III Teaching aids:

- Vocabulary: count down, downtowwn, towel, tower * Phonics: count how V Procedures:

*Warm up:

*New lesson * New words:

(Write the words on the board and Ss repeat a few times) + count down: đếm lùi

+ downtown: xuống thị trấn + towel: khăn tắm

+ tower: tháp

* checking: Slap the board 1 Listen and repeat

- Have Ss open the book page 64, draw their attention to the sound(s) of the letters ou in the words count and that of the letters ow as in how

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2 Listen and read together.

- Have Ss look at Picture on Page 78 and elicit the names of the characters in each picture and guess what the dialogues are about

- Set the context: You are going to listen two dialogues Clap the words in focus: one clap for the word with ou as in the words count and two claps for the word with ow as in how - Play recording; stop at times to check Ss’ comprehension - Have Ss repeat each line in the dialogues

3 Group and say aloud

- Ask Ss to look at the book at P.78 Get Ss to look at the chart and the word box

- Check if they understand the activity and the meaning of the focused words

- Get Ss to guess all the complete words and the first example

- Set the time and let Ss the task - Ss check their answer in pairs

- Call some Ss to report their answers to the class

- Ss make sentences with the words from the crossword puzzle to display in the classroom in the next lesson

Individually Pair – work T – whole class T – whole class

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Date of teaching:15/12/2015 period: 60th UNIT 10: HOW I LEARN ENGLISH

Lesson 2: Part 4, 5 I Objectives:

- By the end of this lesson, Students will be able to pronounce correctly to the sound(s) of the letters ou in the words count and that of the letters ow as in how - Listen and number the pictures in the order they hear

4 Communicative method

5 Techniques: + Work in pairs + Work in groups, discuss III Teaching aids:

- Vocabulary: count down, downtowwn, towel, tower * Phonics: count how V Procedures:

*Warm up:

*New lesson:

4 Listen and complete.

- Ask Ss to look at the chart on page 79 Draw their attention to the chart of character names and the school subjects and guess what they are going to hear

- Set the scene: “You are going to hear Alex, Tony, Linda and Lucy talking about their favourite school subjects Listen and complete the chart with the subject corresponding to each speaker.”

- Recall the familiar vocabulary (Maths, Art, Music, Science) and teach the new words:

 Artist  I can see

- Play the recording twice: once for Ss to listen all the way through, once for them to select the words on the top row to

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complete the chart

- Call some to report their answer to the class Key:

Alex Maths Tony Science Linda Art Lucy Music 5 Fun time Do the Crossword puzzle

- Ask Ps to open their book on P79 stick the large sized sheet of paper with the puzzle on the board

- gets Ps to look at the crossword puzzle Poit to each picture to elicit P’s answers( use the cue sentence in this part to correct the crossword puzzle)

Eg: Picture 1: What word is it? How you spell the word? - repeat the step with the rest of the pictures

- Make sure Ps understand how to playthe game

- Ps can play in pairs or in group Mornitor the activities and offer help when necessary

- Call out some PPs to complete the puzzle on the large –size sheet Get the class to check the words

- Ss make sentences with the words from the crossword puzzle to display in the classroom in the next lesson

T – whole class W class T – w class

Group work

Individually

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I. Objectives : By the end of this lesson, Students will be able to: + Ask and answer questions about how one learns English

+ Read a comprehension text on how someone learns English and write a description of how one learns English

+ Develop speaking and listening skill II. Teaching methods :

- Techniques: Work in pairs, Work in groups, discuss, Ask and answer III. Teaching aids :

- Teacher’s aids: audio CD, poster, flashcards - Students’ aids: book, notebook, workbook IV. Language focus :

- Vocabulary: practice + speaking/ writing…, vocabulary, grammar, pen friend, maybe, join

- Sentence Patterns: A: How you learn _? B: I + V .

V. Procedures :

*Warm up:

- Ss display their homelink work

- Ss read, ask and answer questions about the writing *New lesson:

* New words: : (Write the words on the board and Ss repeat a few times)

+ practise speaking: luyện nói + Practice writing: luyện viết + vocabulary: từ vựng

+ grammar: ngữ pháp

+ pen friend: bạn kết qua thư + maybe: có thể

+ join: tham gia, tham dự * checking: Slap the board 1 Look, listen and repeat.

- Have Ss to look at the pictures on page 80 and read the context sentence

- Point to each picture and elicit the names of characters and what they are talking about

- Set the context: You are going to hear Tony asking Mai about her way of learning English.

- Play the tape following the line in each picture, pausing at times to check students’ comprehension

- Play the recording all the way through for Ss to listen the

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Groups

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text

-Play the recording again for Ss to repeat each line a few times - Divide the class into groups to take turns to make the

conversation

- Tell Ps to find out the new structure: 1, A: How you learn to speak E, Mai? B: I practise speaking everyday

2, A: How you learn vocabulary? B: I practise writing new words

=> form: A: How you learn _? B: I + V . 2 Point, ask and answer.

- Draw Ss’ attention to the example and set the context: You are going to practice talking about your way of learning English

- Write the question and answer on the board and get Ss to repeat a few times.(Focus on pronunciation and fluently) - Get Ss to repeat each prompt under each picture

- Model the task with the whole class T: How you learn English? Class: I watch cartoons on TV

- Repeat the step with picture a, b, c and d

- Have Ss to practice in pairs pointing, asking and answering - Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary

* Summary and Home link.

- Ss write sentences, describing how they learn English

(speak, listen, read and write) for the class performance in the next lesson

Pair – work

T – whole class

T – whole

classIndividually Pair – work/ Group work

Whole class

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Lesson 3: Parts 3, 4, 5

I Objectives: By the end of this lesson, Students will be able to: - Ask and answer questions about how one learns English

- Read a comprehension text on how someone learns English and write a description of how one learns English

- Develop speaking and listening skill II Teaching methods:

+ Communicative method

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

Teaching aids :

- Teacher’s aids: audio CD, poster, flashcards - Students’ aids: book, notebook, workbook IV Language focus:

+ Vocabulary: review: practice + speaking/ writing…, vocabulary, grammar, pen friend, maybe, join

+ Sentence Patterns: A: How you learn _? B: I + V . VI. Procedures :

*Warm up:

- Ss display their homelink work

- Ss read, ask and answer questions about the writing *New lesson:

3 Read and the task

- Ask Ss to look at the picture on P.81 Get them to read the title and guess what they are going to read about Point to the pictures and elicit Ss’ answer to identify the characters(Nam, Mai), the location and what they are doing

- Set the context: you’re going to read a passage on some way of learning English and the task that follow.

- Let’s Ss a few seconds to read through the task - Read the passage, check Ss’ comprehension

- Tell them that they should scan the information in the passage to the task

* Answers:

+ Task 1: 1- No; 2- No; 3- No; 4- No; 5- Yes + Task 2: INam; sheMai; them new words;

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They  Tony, Tom, Linda 4 Write about how I learn English.

- Ask Ps to open their book on page 82 Get them to read the guiding questions Check their comprehension Say the writing purpose:

You are going to write about your way of learning English Point to the questions and say:

You should read the guiding question and write your own answers

- Do the first Example with the class: (?) How you learn to speak English? I practise speaking everyday

- Tell Ps to work in pairs

- Monitor the activity and offer help If necessary

- Calls on a few pairs to before class Some Ps to write on the board

5 Fun time How we learn English (charades)

- Draw P’s attention to the picture in this section and ask them to guess what the children are doing Recall how to play the charades Call on a few Ps to Examples Make sure Ps

understand the theme and how to play the game Prepare strips of paper for Ps to draw and actions

- Divide the class into groups Let the groups discuss which group will be the first to mime and each group selects the leader and the doer

- Ps play the game, relying on the content of the strips of paper they draw out of a container or assigned by the teacher

- Call on some pairs to perform the game in front of the class * Summary and Home link.

- Ss write sentences, describing how they learn English (speak, listen, read and write) for the class performance in the next lesson

T –w.class Listen

T- a good P

Pairs work

T – whole class

Groups work

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