unit 1 hello ct bộ gdđt 3 vũ thị thu thảo thư viện giáo án điện tử

- Sing in a group of 6 and do action. The others clap their hands after the song.. Pupils practise singing and doing the actions in groups. Monitor the activity and help them when n[r]

(1)

Theme 1: ME AND MY FRIENDS

Week 5

Date of preparing:15/09/2015.

Period 1

UNIT 1: HELLO Lesson 1: P1,2,3(P.6) A Objectives:

By the end of the lesson Ss will be able to greet and self- introduce themselves, in order to greet and respond to greeting and self- introducing themselves

B Language focus:

- Grammar in: - Hello/ Hi I’m + name

- Vocabulary: hello, hi, I, am, nice to meet you

C Resources

a Teacher’s: student’s and teacher’s book, pictures, cassette

b Students’: books, notebooks, workbooks

D.Procedure:

I Class organization:

Class Date of teaching Absent Ss

3A 17/09/2015

3Đ7 16/09/2015

3BM + 3TH 17/09/2015

3ĐM 14/10/2015

3C13 12/10/2015

II Warm up:

- T teaches Ss greet and respond to greeting - T checks pupils’ books, note books ……

III.New lesson:

Steps Teacher’s activities Ss’ activities Contents

Step 1.Look, listen and

repeat

*/T tells Ss to greet and self-introduce

themselves

- T has Ss look at pictures to discuss the contexts in which the language is used: + T asks Ss about Pa: Who are they?

Where are they? What are they doing?

+They are Mai and Nam + They are in the class + They are greeting and self-introducing

themselves

(2)

+ T asks Ss about Pb: Who are they?

Where are they? What are they doing? - Play the recording a few times

- Play the recording again

and the pupils

+ They are in the class + Miss Hien is greeting self-introducing herself to her pupils and they

responds to her greeting

using Niceto meet you

- Listen and repeat - Read choral and individual, pointing to the characters speaking - Listen and say along

Step 2.Point and say

*/ T tells Ss to practise greeting and self- introducing themslves

by using Hello/ Hi,

I’m+ tên

- T has Ss look at the pictures to understand how the language is used in different contexts

- T points to the first picture and elitcits the formal greeting and self-introducing used in the school

- T asks Ss to say sentences chorally and individually

- T tells Ss to practise greeting and self- introducing in pairs by using the prompts in the bubbles

- T calls some pairs to act out in front of the class

- T checks as a class and correct pronunciation

+ They are Mai and Nam + They are on the street + They are greeting and responding each other

+ Ss repeat + Ss act out

+ Ss in half – half, open pairs, close pairs

*/ New words: - hi/ hello: xin chào - I’m = I am: - Nice to meet you: Rất vui gặp cô(bạn)

*/ Structure:

Hello, I’m + tên.

*/ Funcion: Chào giới thiệu tên

Step 3.Let’s talk

(3)

1 and in real context - Remind Ss how to use

Hi/ Hello, I’m + tên to greet and self –

introduce formally and

how to use Nice to meet

you

- First, get one St to act as Nam and get he/ she greets and self-

introduces the others

formally using Hello,

I’m

- T puts the sentences on the board and lets Ss in choral and individual repetition

- Ss work in groups of 3, acting out how to greet and self – introduce themselves

-Tcorrects the pronunciation if necessary

- T calls some groups to act out in front of the class

- Repeat the structure:

*/ Ex 1:

Nam: Hello, I’m Nam

Quan: Hello, I’m Quan

Phong:

Hello, I’m Phong

*/ Ex 2: Miss Hien:

Hello,I’m MissHien

Mai/Hoa:

Hello, Miss Hien Nice to meet you

- Act out in front of the class

*/ Modal sentences :

-

Hello/Hi.I’m - Hello,

Nice to meet you

IV.Consolidation

- T summaries the lesson: + Hello/ Hi I’m + tên - Ss listen and remember

V Home work

- Do exercises in the workbook

- Practice with “ Hello/ Hi I’m + tên.”

E Evaluation

Date of preparing: 08/10/2015

Period

(4)

1 Knowledge: By the end of the lesson Ps will be able to: greet and self-introduce

2 Skills:

- Develop Ss writing and listening skills

- Sentence Partners - Vocabulary:

C Resource:

1 Teacher’s: student’s and teacher’s book, pictures, cassette

2 Students’: books, notebooks, workbooks

D Procedure:

- Greeting

- Checking for the students' attendance

3ĐM 14/10/2015

3C13 12/10/2015

II Warm up:

- Have pupils greet and introduce their names

III New lesson:

Steps Teacher’s activities Students’activities Contents

Step 4 Listen and tick

- 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 tick the pictures they hear

- Have Ss to guess the answer

- Play the recording times pupils to listen and tick the boxes

- Have Ss to compare the answer with the partner - Play the recording again pupils check their answers

- Look and listen

- Listen and remember

- Guess the answer - Listen and tick - Compare with the partner

- Listen again and check answer

*/ Answer:

(5)

- Have Ss give the answer

- Ask some questions to ensure pupils’

comprehension of the listening text

- Give answers

- Give comprehension of the listening text to ensure the answers

Step 5 Let’s write

- Have pupils open their books to Page

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

dialogue and

- Focus Ss on the words to greet and

self-introduce are used and the people who use to greet and self-introduce in dialogue and - Have Pp fid appropriate words to complete the phrases in pairs

- Give Pp time to the task independently And go round and offer them - Get Pp to swap their answers before checking as a class

- Ask some pupils to read their answers aloud to the class

- Look and read

- Look and remember

- Complete the phrases in pairs

- Do the task independently

- Swap their answers - The rest of the class listen and give

comments

*/ Answer:

1 Hello, I’m 2 I’m, Hello.

Step 6 Let’s sing

- Introduce the Hello

song, Page

- Play the recording and

listen the Hello Song

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

- Call on a group of six to the front of the class and the actions The others clap their hands after the

- Look and read first

- Listen the “Hello” song

- Pupils sing each line of the rhythm

(6)

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

- Pupils practise singing and doing the actions in groups

- Listen and remember - Correct themselves - Perform the song at the front of the class in group The rest of the class sing the song and clap the rhythm

- Sing the song again

- T summaries the lesson:

+ Practice listening and writing with the way to greet and self- introduce + practice singing the song “Hello”

- Ss listen and remember

V Home work

- Do exercises in the workbook - Sing the song again

- Prepare P1,2,3 on Lesson 2p.8

E Evaluation

Date of preparing: 18/09/2015

Period 3

(7)

By the end of the lesson Ss will be able to greet and respond to greeting, in order to greet and respond to greeting by using question “ How are you?” and answer “I’m fine, thanks/ I’m fine, thank you).”

- Grammar in: - How are you? – I’m fine, thanks/ I’m fine, thank you - Vocabulary: how, fine, thanks/ thank you

C Resources

D.Procedure:

3A 21/09/2015

3Đ7 22/09/2015

3BM + 3TH 21/09/2015

3ĐM 16/10/2015

3C13 15/10/2015

II Warm up:

- T and Ss greet and respond to greeting - T checks pupils’ books, note books ……

III New lesson

Step 1 Look, listen and

repeat:

*/Tell Ss to greet and respond to greeting formally

-Have Ss look at pictures to discuss the contexts in which the language is used:

+ Ask Ss about Pa: Who are they? Where are they? What are they doing? + Ask Ss about Pb: Who are they? Where are they? What are they doing? - Play the recording a few

-Answer:

+ They are Mai and Nam

+ They are in the front of the class

+They are greeting and responding each other - Answer:

+ They are in the front of the class

+They are greeting and responding each other -Listen and repeat in choral and individual,

(8)

times

pointing to the characters speaking - Listen and say along

Step 2 Point and say:

*/Tell Ss to practise greeting and responding to each other formally by

using: “How are you? –

I’m fine, thanks/ I’m fine, thank you.”

-Have Ss look at the pictures to understand how the language is used in different contexts: + Who are they? + Where are they? + What are they doing? + Do as with P2:

- Point to two pictures: + T modals

+ Teacher act out

- Tell Ss to practise greeting and responding in pairs by using the prompts in the bubbles - Go round collects Ss’ mistakes

- Have Ss to correct their mistakes

- Check as a class and correct pronunciation - Call some pairs to act out in front of the class

+ They are on the street

+They are greeting and responding each other - Repeat

- Act out

+ Half – half, open pairs, close pairs

*/ Ex:

a Mai: How are you, Nam?

Nam:Fine,thanks.An d you?

Mai: Fine, thank you

b.Quan: How are you? Phong:

Fine,thanks.And you? Quan : Fine, thank you - Act in front of the class

*/ New words: + how: + fine: tốt, khoẻ + thanks/ thank you: cảm ơn

+ goodbye: tạm biệt */ Structure:

- How are you? + I’m thanks/

I’m fine thank you

*/Function: Chào hỏi thăm sức khoẻ người khác

Step 3 Let’s talk:

*/ Tell Ss revise what they have learnt in Part and in real context

- Remind Ss how to use - Repeat the structure:

*/ Modal sentences 1: S1: Hello/Hi How are you?

(9)

How are you?- I’m fine, thanks And you? to greet and respond formally

- First, get one St to act as Nam and get he/ she greets and responds to the others formally using

Hello How are you?-Fine, thanks And you?

- Put the sentences on the board and lets Ss in choral and individual repetition

- T corrects the

pronunciation if

necessary

- Act out: + Ex 1:

S1: Hi, Phong.How are you?

S2: Fine, thank you.And you?

S1: Fine, thank you + Ex 2:

S1: Bye, Phong S2: Bye, Quan + Ex 3:

Ss: Goodbye, teacher Teacher: Goodbye See you later

S1: Fine, thank you */ Modal sentences 2: S1: Bye, S2: Bye,

*/ Modal sentences 3: Ss: Goodbye, teacher T : Goodbye, class See you later

+ How are you? – I’m fine, thanks./ I’m fine, thank you + Say “Goodbye/ Bye.”

V Home work

- Practice with “ How are you? – I’m fine, thanks./ I’m fine, thank you

E Evaluation:

Period 4

UNIT 1: HELLO Lesson 2: Part 4,5,6(p.9) A Objectives:

(10)

2 Skills:

- Develop Ss reading, writing and listening skills

B.Language focus:

- Sentence Partners: - Vocabulary:

C Resources:

D Procedure:

- Greeting

Class Date of teaching Absent Ss 3ĐM 16/10/2015

3C13 15/10/2015

II Warm up

III.New lesson

Step 4 Listen and number

- Have pupils look at pictures a, b, c and d on page 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 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 - Play the recording again pupils check their answers T give the answer:

- Ask some questions to

- Look at the pictures in the book

- Listen and number

(11)

ensure pupils’ comprehension of the listening text

Step 5.Read and complete

-T explains the situation and how to the

exercise

-Ask students to read the dialogue 1, 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

- Read in pairs

*/ Answer: 1.Goodbye 2 Bye 3 Fine 4 thank you

- Have pupils open their books to Page Get Ss to identify the characters in the pictures and what they are saying Tell pupils that they are going to read and get the information to write the missing words in dialogue

- Pupils read individually silently and complete the dialogues

- Pair works Pupils give their answers for correction

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

- Make a few questions to

check pupils’

comprehension of the

- Write the suitable words to fill in the blank

*/ Answer:

1 How

(12)

reading text

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

reinforce their

pronunciation

+ Practice listening and writing with “ How are you? – I’m fine, thanks./ I’m fine, thank you

V Home work

E Evaluation:

Week 6

Date of preparing:20/09/2015

Period 5

UNIT 1: HELLO Lesson 3: P1,2,3(p.10) A Objectives:

By the end of the lesson Ss will be able to practice the phonics with the

sounds of the letters b and h in the words bye and hello respectively in the

sentences Bye, Nam and Hello, Nam.

- Phonics: b and h C Resources

D.Procedure:

3A 24/09/2015

3Đ7 23/09/ 2015

3BM + 3TH 24/09/2015

3ĐM 21/10/2015 3C13 19/10/2015

II Warm up:

(13)

- Ss greet and respond each other

III New lesson

Step

1 Listen and repeat:

*/Tell Ss to practice saying the sounds of the letters b and h in

the words bye and

hello respectively in

the sentences: Bye,

Nam/ Hello, Nam.

- Put the letters b and

h on the board

- Play the recording a few times

- Put the words bye/

hello and the phares

Bye, Nam/ Hello,

Namon the board

- Check and correct the pronunciation

- Repeat in choral, Individual

- Perform in front of the class

+ / b / + / h /

+ bye – Bye, Nam

+ hello – Hello, Nam

Step

2 Listen and write:

*/ Tell Ss to listen to the recording and then write the words in the blanks

- Let Ss to guess the words to fill in the gaps

- Have Ss listen to the recording and write the words which they have listened to fill in the gaps

- Have Ss swap their answers

- Check as a class

- Guess the words to fill in the gaps

- Listen and write the words which have listened to fill in the gaps

- Swap the answers together

- Copy down

*/ Anwer key: Bye, Nam Hello, Mai

Step

3 Let’s chant

- Introduce the chant:“ Hello”

(14)

- Let Ss chant and the action

-Teacher reinforce their pronunciation

- Individual - Open pairs

- Chant and action in groups

+ practice the pnonics: /b/ and /h/ in the words /bye/ and /hello/ and in the phrases: Bye, Nam/ Hello,Mai

+ practice in listening and writing - Ss listen and remember

V Home work

- Do exercises in the workbook - Practice the phonics

E Evaluation:

Date of preparing:

Period

UNIT 1: HELLO Lesson 3: Part 4,5,6(p.11) A Objectives:

1 Knowledge: By the end of the lesson Ps will be able to: greet and self-introduce, greet and respond to greeting, and self-introduction

2 Skills:

C Resources:

D Procedure

- Greeting

(15)

II Warm up:

- Ss greet and introduce their names - Ss read the chant Hello

III New lesson

Step 4 Read and match:

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

- Have Ss read the sentences individually

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

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

- Listen and look at the sentences in the book

- Read

- Ss answer to check prediction and the task individually

Work in pairs - Others listen and comment

- Answer to check comprehension of the sentences

- Read sentences aloud

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

Step 5 Read and write

- Have pupils open their books to Page 11 Tell pupils that they are going to read and get the

information to write the missing words in

sentences

necessary

- Ss read individually silently and complete the dialogues

*/ Answer: 1 Hello 2 I’m

3 Nice

(16)

- Work in pairs - Others listen and comment

Step 6 Project

- Introduce the name card

- Explain how to the exercise: Make name cards about themselves and others

- Have Ss present them to class and the rest listen to and give the remark - Correct the

pronunciation

- Work individually - Work in group

+ practice greeting and self-introduce, greeting and responding to greeting, and self-introduction

+ practice in reading and writing - Ss listen and remember

V Home work

- Do exercises in the workbook - Prepare Unit

E Evaluation:

Period 7

UNIT 2: WHAT’S YOUR NAME? Lesson 1: P1,2,3(p.12)

(17)

A Objectives:

By the end of the lesson Ss will be able ask and answer with question “ What’s your name?” and answer with “My name is ” about one’s name

- Grammar in: What’s your name? – My name’s + name - Vocabulary: what’s = what is, your, name, Peter

C Resources

D.Procedure:

3A 28/09/2015

3Đ7 29/09/2015 3BM + 3TH 28/09/2015

3ĐM 23/10/2015

3C13 22/10/2015

II Warm up:

- T lets Ss greet and self - introduction

- Ss greet and self – introduce themselves in front of the class

III New lesson:

repeat:

*/Tell Ss to ask and answer questions about one’s name formally -Have Ss look at pictures to discuss the contexts in which the language is used:

+ Ask Ss about Pa: Who are they? Where are they? What are they doing? + Ask Ss about Pb: Who are they? Where are they? What are they doing?

-Answer:

+ They are Peter and Nam

+ They are in the stadium

+They are greeting and introducing their names - Answer:

+ They are Linda and Mai

+ They are in the canteen of the school

+They are greeting, introducing, asking and answering about their

a.Peter: Hi My name’s Peter

Nam: Hello, Peter My name’s Nam

b Linda: I’m Linda What’s your name?

(18)

name

-Listen and repeat in choral and individual, pointing to the characters speaking

- Listen and say along

*/Tell Ss to practise asking and answering to each other formally by

using: “What’s your

name?- My name’s + name.”

-Have Ss look at the pictures to understand how the language is used in different contexts: + Who are they? + Where are they? + What are they doing? - Do as with P2:

+ Teacher act out

+ They are Peter

+ They are on the street +They are asking and answering about one’s name

- Repeat - Act out

- Act in front of the class

*/ New words: - what’s = what is: (cái)gì

- your: bạn - name: tên */ Structure: - What’s your name?

+ My name’s + name

*/Function: Cách hỏi trả lời tên gọi

*/ Ex:

a Peter: What’s your name?

Phong: My name’s Phong

b.Linda: What’s your name?

Quan: My name’s Quan

*/ Tell Ss revise what they have learnt in Part and in real context - Remind Ss how to use

What’s your name? –

- Repeat the structure: */ Modal sentences :

(19)

My name’s + name. to ask and answer about one’s name formally - First, get one St to act as Nam and get he/ she ask to the others formally

using What’s your

name? and get other St to act as Quan and get he/ she answer formally

using My name’s +

name.

- T corrects the

pronunciation if

necessary

- Act out: + Ex 1:

S1: What’s your name? S2: My name’s Quan + Ex 2:

S1: What’s your name? S2: My name’s Phong + Ex 3:

S1: What’s your name? S2: My name’s Linda

name?

S2: My

name’s

V Home work

E Evaluation:

Period

UNIT 2: WHAT’S YOUR NAME? Lesson 1: Part 4,5,6(p.13) A Objectives:

(20)

2 Skills:

- Develop Ss writing, reading and listening skills

C Resource:

D Procedure:

- Greeting

3C13 22/10/2015

II Warm up:

III New lesson:

Step 1 Listen and tick:

*/Tell Ss to listen to two dialogues about how people ask and answer about one’s name and then tick the correct pictures

-Have Ss look at pictures to identify the

similarities and

differences between pictures in the part and

- Ask Ss about P1: a,+ Who are they?

+ Are they asking and answering about their name?

b + Who are they?

+ Are they asking and answering about their name?

- Do Part as Part 1: - Play the recording a few

- Identify the similarities and differences between pictures

- Answer a/b in P1:

+ They are Linh and Peter

+ Yes, they are

+ They are Linh and Mai + Yes, they are

- Listen to the recording

*/ Answer: - a - b

(21)

times

- Encourage Ss and tell they should focus on the speaker in each picture - Get Ss to swap their answers

- Check as class

- Monitor the activity and offer help when necessary

and tick correct pictures

- Swap their answers - Corect the wrong answers and copy the right answers

Step 2 Look and write:

*/Tell Ss to fill the gaps with I’m and respond with My name’s

-Give Ss look at the pictures a few seconds to understand how the language is used in each picture

- Focus Ss Who asks/ Who is asked and responds his/her name - Remind Ss that Nam doesn’t know Peter in p1 and Mai doesn’t know Linda in P2

- Have Ss fid appropriate words to complete the phrases individual

- Go around and offer help

- Check as a class

- Get Ss to read aloud the complete sentences

- Look and discuss

+ P1: Peter respond his name with his friend, Nam

+ P2: Mai introduces her name and asks her friend’sname and her friend answer

- Complete the phrases individual then compare with partners

- Corect the wrong answers and copy the right answers

- Act out with the dialouge

*/ Answers:

1 A: What’s your name?

B: My name’s Peter.

My name is Peter

2 A: I’m Mai.

What’s your name? B: My name’s Linda

Step 3 Let’s sing:

(22)

- Introduce the alphabet

song, Page 13

- Play the recording The How are you? Song - Play the recording again

- Call on a group of six to the front of the class and the actions The others clap their hands after the song

- Get they to work in group

- 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

- Listen “The alphabet

song”

- Sing in a group of and action The others clap their hands after the song - Pupils practise singing and doing the actions in groups

- Listen and remember - Correct themselves - Perform the song at the front of the class in group The rest of the class sing the song and clap the rhythm

- T summaries the lesson: Asking Ps to focus on the structure once again - Ss retell the content of the lesson

V Home work

- Do exercises in the workbook - Practice singing the song

E Evaluation:

Week 7

Period 9

(23)

Lesson 2: Part 1,2,3(p.14) A Objectives:

By the end of the lesson Ss will be able ask and answer about how to spell one’s name by using with question “ How you spell your name?”

- Grammar in: How you spell your name? – A-B-C-D-E - Vocabulary: how, ,spell, you

C Resources

D.Procedure:

3A 01/10/2015

3Đ7 30/09/2015

3BM + 3TH 01/10/2015

3ĐM 3C13

II Warm up:

- Ss sing song: “ The alphabet song.”

III New lesson:

repeat:

*/Tell Ss to ask and answer questions about how to spell one’s name formally

+ Ask Ss about Pa: Who are they? Where are they? What are they doing? - Play the recording a few times

-Answer:

+ They are Linda and Nam

+ They are in the canteen of the school

+They are asking, answering and spelling their names

a.Nam: What’s your name?

Linda: My name’s Linda

Nam: How you spell

your name?

Linda: L-I-N-D-A

(24)

*/Tell Ss to practise asking and spelling one’s name formally by using:

“How you spell your name? – A-B- C- D.”

-Have Ss look at the pictures to understand how the language is used in different contexts: + Who are they in Pa? + Where are they? + What are they doing? - Do as with Pb:

+ Teacher act out

- Check as a class and correct pronunciation

- Call some pairs to act out in front of the class

+ They are Nam and Linda

+ They are at the school +They are asking and spelling about their name

- Repeat - Act out

*/ Ex:

a.Nam: How you spell

your name?

Linda: L-I-N-D-A How you spell your name?

Nam: N-A-M

b.Quan: How you spell your name?

Peter:P-E-T-E-R

How you spell your name?

Quan: Q-U-A-N

- how: - do: làm

- spell: đánh vần - you: bạn, */ Structure:

How you spell your name?

+ A-B-C-

*/Function: Cách hỏi đánh vần tên gọi

*/ Tell Ss revise what they have learnt in Part and in real context - Remind Ss how to use

How you spell your name?- A-B-C- to ask and spell one’s name formally

- First, get one St to act

- Act out: + Ex 1:

(25)

as Peter and get he/ she ask to the others formally

using How you spell

your name? and get other St to act as Hoa and get he/ she answer

formally using

A-B-C-

- Correct the

pronunciation if

necessary

S1: What’s your name? S2: My name’s Hoa S1: How you spell your name?

S2: H-O-A + Ex 2:

S1: What’s your name? S2: My name’s Quan S1: How you spell your name?

S2: Q-U-A-N

V Home work

E Evaluation:

Date of preparing:

Period 10

1 Knowledge:

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

about how to spell one’s name

2 Skills:

(26)

- Vocabulary:

C Resource:

D Procedure:

- Greeting

Class Date of teaching Absent Ss 3ĐM

3C13

II Warm up:

- Have pupils greet and introduce, spell their names

III New lesson

- Have pupils look at pictures a, b, c and d on page 15

- 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

- Play the recording times pupils to listen and number the boxes

- Check their guess - Play the recording again - Ask some questions to ensure pupils’

- Identify the the

characters in the pictures and the characters’ words

- Listen and number - Compare the answer with the partner

- Pupils check their answers

- Ps answer

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

Step 5 Read and match

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

- Look at pictures

(27)

- Set the scene: “you are going to read the

dialogues to get the information in order to match the pictures to the appropriate dialogues.”

- Have a revision of the

language: “How you

spell your name?” – “L – I – N – D – A.”

- Ask Ss to read the dialogues and the task (match the sentence with a appropriate picture.) - Monitor the activity and offer help when

necessary

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

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

- Work Individually - Practice the dialogues in pairs

- Others listen and comment

1 – c 2 – b 3 - a

- Have pupils open their books to Page 15

- Get Ss to identify the characters in the pictures and what they are saying - Tell pupils that they are going to read and get the information to write the missing words in

dialogue

- Have Ss give their answers for correction

- Ss practice in pairs and complete the dialogues

*/ Answer:

- What’s your name?

+ My name’s Hoa - How you spell your name?

(28)

- Make a few questions to check pupils’

comprehension of the reading text

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

pronunciation

- The rest of the class listen and give

comments

+ Practice reading, writing and listening skills about how to spell one’s name - Ss listen and remember

V Home work

- Do exercises in the workbook - Prepare U2- lesson 3- part 1,2,3

E Evaluation:

Period 11

By the end of the lesson Ss will be able to practice the phonics with the

sounds of the letters m and p in the words Mai and Peter respectively in the

sentences My name’s Mai and Hello, Peter.

- Phonics: m and p

C Resources

D.Procedure:

3A 05/10/2015

(29)

3BM + 3TH 05/10/2015 3ĐM

3C13

II Warm up:

- Ss ask and answer how spell their name with: “ How you spell your name?

+ Example exchange:

S1: What’s your name? S2: My name’s

S1: How you spell your name? S2: A-B-C-

III New lesson

Step

1 Listen and repeat:

*/Tell Ss to practice saying the sounds of the letters m and p in

the words Mai and

Peter respectively in

the sentences: My

name’s Mai/ Hello, Peter.

- Put the letters m and

p on the board

- Put the words Mai/

Peter and the phares

My name’s Mai/

Hello, Peter on the

board

- Check and correct the pronunciation

- Repeat in choral, Individual

+ / m / + / p /

+ Mai – My name’s

Mai

+ Peter – Hello, Peter

Step

2 Listen and write:

*/ Tell Ss to listen to the recording and then write the words in the blanks

- Let Ss to guess the words to fill in the gaps

- Have Ss listen to the recording and write

- Guess the words to fill in the gaps

- Listen and write the words which have listened to fill in the gaps

(30)

the words which they have listened to fill in the gaps

- Have Ss swap their answers

- Check as a class

- Swap the answers together

- Copy down Step

3

3 Let’s chant

- Introduce the chant:“ Hello”

- Listen to the tape and repeat the chant in choral

- Individual - Open pairs

+ practice the pnonics: /m/ and /p/ in the words /Mai/ and /Peter/ and in the

phrases: My name’s Mai/ Hello, Peter.

V Home work

E Evaluation:

Date of preparing:

Period 12

1 Knowledge: By the end of the lesson Ps will be able to: ask and answer questions about one’s name, how to spell one’s name

2 Skills:

(31)

C Resource:

D Procedure:

- Greeting

Class Date of teaching Absent Ss 3ĐM

3C13

II Warm upt:

- Have pupils greet and introduce, spell their names

III New lesson

Step 4 Read and match.

- Introduces the topic “you are going to read the questions to get the

information in order to match the answers” - Check Ss’ prediction - Monitor the activity and offer help when

necessary

- Ss read the sentences individually

- Ss the task (match the sentences 1,2,3,4 with a,b,c,d appropriate

sentences.)

- Ss report their answers - Others listen and comment

- Ss check their

comprehension of the sentences

- Ss read each sentence in chorus

*/ Answers:

1 – b – d – a – c

Step 5 Read and complete

-Explains the situation and how to the exercise

-Ask students to read the dialogues in the book and fill the words given

- Listen and remember - Work in pairs to the exercise

- Practice in pairs in front

(32)

to complete the dialogue - Correct the

pronunciation

of the whole class

- The rest listen to and

give the remark

Step 6 Project

- Introduce the situation - Explain how to the exercise

- Correct the pronunciation

- Work in groups to interview their classmates

- The rest listen to and give the remark

+ practice asking and answering questions about one’s name, how to spell one’s name

+ practice in reading and writing - Ss listen and remember

V Home work

E Evaluation:

Week 9

Period 13

UNIT 3: THIS IS TONY. Lesson 1: P1,2,3(p.18) A Objectives:

By the end of the lesson Ss will be able introduce someone using “This is + name.”

- Grammar in: This is + name - Vocabulary: this,

C Resources

D.Procedure:

(33)

3A 08/10/2015

3BM + 3TH 08/10/2015

3Đ7 07/10/2015 3ĐM

3C13

II Warm up:

- T lets Ss greet and self - introduction

- Ss greet and self – introduce themselves in front of the class

III New lesson:

repeat:

*/Tell Ss to introduce someone formally

+ Ask Ss about Pa: Who are they? Where are they? What are they doing? - Play the recording a few times

-Answer:

+ They are Miss Hien and her Ss

+ They are in the class +They are greeting and introducing their names -Listen and repeat in choral and individual, pointing to the characters speaking

*/Tell Ss to introduce some one formally by

using: This is + name.

-Have Ss look at the pictures to understand how the language is used in different contexts: + Who are they? + Where are they? + What are they doing?

+ They are Miss Hien and her Ss

+ They are in the class + Miss Hien is introducing her Ss’ names and Ss are

(34)

- Teach Voc

- Point to picture and give model sentences and write on the board

+ T modals

+ Teacher act out

greeting each others - Copy down

- Repeat - Act out

*/ Ex:

Miss Hien: This is Linda

Ss: Hello, Linda

Nice to meet you

*/ Modal sentences: Miss Hien: This is

Ss: Hello,

Nice to meet you

*/ Tell Ss revise what they have learnt in Part and in real context - Remind Ss how to use “This is + name” to introduce someone

- First, get one St to act as Nam and get he/ she to introduce the others

formally using: This is +

name. and get other St to act as Mai and get he/ she to greet formally using

Hello, Nice to meet you.

- T corrects the pronunciation if necessary

- T calls some groups to act out in front of the

- Repeat the structure: - Act out:

+ Ex 1:

Nam: This is Linda Mai: Hello, Linda Nice to meet you + Ex 2:

Mai: This is Peter Nam: Hello, Peter Nice to meet you

(35)

class

- T summaries the lesson: introduce someone using “This is + name.” - Ss listen and remember

V Home work

E Evaluation:

Period 14

UNIT 3: THIS IS TONY. Lesson 1: P4,5,6(p.19) A Objectives:

By the end of the lesson Ss will be able listen to dialogues about how people introduce someone and respond greeting and then tick the correct pictures And fill the gaps with This is, Hello/ Hi,

B Language focus: Revision of sentence patterns and vocabulary

C Resources

a Teacher’s: books, recording, cassette

b Students’: books, pencils

D.Procedure:

Class Date of teaching Absent S 3ĐM

3C13

II Warm up: */ Role play:

- Ss work in groups of and act in the front of the class + Example:

S1: This is

S2: Hello, Nice to meet you

III New lesson:

*/Tell Ss to listen to two dialogues about about how people introduce someone and respond

(36)

greeting and then tick the correct pictures

similarities and

- Ask Ss about P1: a,+ Who are they?

+ Who introduces Linda with Mai?

b + Who are they?

+ Who introduces Nam with Peter?

- Do P2 as P2:

- Check as class

- Answer a/b in P1:

+ They are Nam, Mai and Linda

+ P1: Nam introduces Linda with Mai

+ They are Linda, Nam and Peter

+ P2: Linda introduces Nam with Peter

- Answer a/b in P2:

+ They are Mai, Quan and Peter

+ P1: Mai introduces Quan with Peter

+ They are Quan, Phong and Peter

+ P2: Quan introduces Phong with Peter

- Listen to the recording and tick correct pictures

*/Tell Ss to fill the gaps

with This is and

respond with

Hello/Hi Nice to meet you.

*/ Answers:

(37)

- Focus Ss Who introduces/ Who is introduced and Who responds greeting

- Remind Ss that Peter doesn’t know Nam in p1 and Linda doesn’t know Phong in P2

- Have Ss fid appropriate words to complete the phrases individual

- Check as a class

- Look and discuss

+ P1: Linda introduces Nam with Peter and he responds greeting

+ P2: Mai introduces Phong with Linda and she responds greeting - Listen and remember

- Complete the phrases individual then compare with partners

Nice to meet you

*/ Give supportive activities to reinforce learning for Ss

- Introduce the How are

you song, Page 19

- Play the recording The How are you? Song - Play the recording again

- Get they to work in group

- Monitor the activity and help them when

necessary

- Listen the “How are

you song”

- Sing in a group of and action The others clap their hands after the song - Pupils practise singing and doing the actions in groups

(38)

- Correct themselves - Perform the song at the front of the class in group The rest of the class sing the song and clap the rhythm

- T summaries the lesson: Asking Ps to focus on the structure once again - Ss retell the content of the lesson

V Home work

- Do exercises in the workbook - Practice singing the song

E Evaluation:

Week 9

Period 15

UNIT 3: THIS IS TONY Lesson 2: Part 1,2,3(p.20) A Objectives:

1 Knowledge:

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

about someone

2 Skills:

- Develop Ss speaking and listening skills

B.Language focus:

- Sentence Partners: Is that Tony?-Yes, it is/No, it isn’t - Vocabulary: that, yes, no, is not = isn’t, it

C Resources

1 Teacher’s: student’s and teacher’s book, pictures, cassette, puppets

D Procedure

- Greeting

(39)

3A 13/10/2015

3BM 12/10/2015

3Đ7 13/10/2015

3ĐM 3C13

II Warm up:

- Ask Ss to make and respond to instruction

III New lesson:

repeat.

- Have Ss to look at the book at page 20

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

- Set the scene: we are going to learn new phrases + Is that Tony? Yes, it is + Is that Quan?

No, it’s isn’t It’s Phong - Have Ss listen to the recording as they read the lines in the speech bubbles - Play the recording again for Ss to repeat the lines in the speech bubbles two times

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

- Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation

- Do the same with the dialogue between Tom and Linda

- Ss guess what they are saying

- Listen and repeat

- Work in group

- Read in pairs

- Teach vocabulary: - Check vob: what and

*/ New words:

(40)

where

- Elicits the structures +Is that Tony?

+ Yes, it is + Is that Quan?

+No, it’s isn’t It’s Phong - Have Ss look at the pictures on page 21 - Elicit the characters in the pictures and their names

- Ask Ss to guess and complete the speech bubbles

- T models/ allocates the parts of characters Mai and Nam

- Ask them to act out the model dialogue Repeat the step with some other pairs for pictures

- Have Ss practice acting out the dialogue point and use the information in picture a, b, c and d to practice in pairs 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

- Observe pictures

Point to the pictures and practise

- Ss use structure: + Is that Tony?

- Yes, it is + Is that Quan?

- No, it’s isn’t It’s Phong

- Practice in pairs

- Play role and speak out

- no: không - is not =isn’t: khơng phải - it: đó,

*/ Modal sentences - Is that ?

+ Yes, it is

+ No, it isn’t.It’s */Function: Hỏi trả lời

(41)

task

- Get Ss to act as Linda and Peter get they ask and answer the others in the picture using:

+ Is that ? Yes, it is/ No, it isn’t.It’s

- Put the sentences on the board

- Have Ps choral and individual repetition - Have Ss work in pairs to ask and answer

questions about someone - Have Ss display in class, others comment - Listen and correct - Have Ps practise

remind how to ask and answer about someone

- Repeat in choral and individual

- Work in pair practice talking

- Display in class - Comment

*/Example:

- Is that Quan?

+ Yes, it is - Is that Linda?

+ No, it isn’t.It’s Nga.

+ Ask and answer question about someone with; + Is that ?-Yes, it is/No, it isn’t - Ss Listen and remember

V Home work

- Do exercises in the workbook - Practice in let’s talk

- Prepare P4,5,6- p.21

E Evaluation:

Period 16

UNIT 3: THIS IS TONY. Lesson 2: Part 4,5,6(p.21) A.Objectives:

1 Knowledge:

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

(42)

2 Skills:

- Develop Ss reading, listening skills

C Resources:

D Procedure:

I.Class organization:

- Greeting

Class Date of teaching Absent Ss 3A 13/10/2015

3BM 12/10/2015 3Đ7 13/10/2015 3ĐM

3C13

II Warm up:

- Have pupils ask and answer questions about someone

III.New lesson

- 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

- Play the recording times pupils to listen and number the boxes

- Check their guess - Play the recording again pupils check their

answers

- Give the answer:

- Listen and number - Ps answer

- Number the boxes

- Compare the answer with the partner

- Write down

(43)

- Ask some questions to ensure pupils’

Step 5.Look, read and answer

- Ask Ss to identify the characters in the pictures a, b, c, d on page 21

- Set the scene: “you are

going to read the questions and find out the answer.”

- Have a revision of the language:

“Is that Linda?” – “Yes, it is.”

- Ask Ss to read the questions and answer (match the sentence with a appropriate picture.) - Monitor the activity and offer help when

necessary

- Look pictures

- Work in pairs

- Read the questions and answers in pairs

- Report their answers - Others listen and comment

*/ Answers:

a Is that Linda? – Yes, it is. b, Is that Peter? – No, it isn’t It is Tom c, Is that Phong? – Yes, it is d, Is that Linda?

– No, it isn’t It is Tom.

Step 6 Let’s play

- Explain how the game is played: pupils play in groups of six Each group has one set of four pieces of paper On each of which one of the four words is written, e.g this, is, and one of the

(44)

character’s names that they have learnt (Linda or Tony or Tom or Mary) - Move around to help with the activity

- When the time is up, call on two groups to demonstrate the game at the front of the class - Have the whole class repeat all the sentences to reinforce their

pronunciation - Follow up:

- Have pupils brainstorm and spell their names of their classmates / friends

sentence, e.g This is my friend Linda

- Ss play the game in groups

- Demonstrate the game at the front of the class - The rest of the class observe and give comments

- Repeat all the sentences

- Brainstorm and spell their names of their classmates / friends

+ Ask and answer question about someone with; + Is that ?-Yes, it is/No, it isn’t - Ss Listen and remember

V Home work

- Do exercises in the workbook - Practice in let’s talk

E Evaluation:

Period 17

UNIT 3: THIS IS TONY. Lesson 3: Part 1,2,3(p.22) A.Objectives:

1 Knowledge: By the end of the lesson Ps will be able to: ask and answer questions about someone, introduce someone Pronounce the sounds in the letters /t/, /j/ correctly

2 Skills:

(45)

C Resources

D Procedure

I.Class organization:

- Greeting

3BM 15/10/2015 3Đ7 14/10/2015 3ĐM

3C13

II.Warm up:

- Have pupils write the new words

III.New lesson

Step 1 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

Tony and yes

-Introduce the sounds /t/

and /j/

-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

(46)

pronunciation

Step 2 Listen and write

- Have pupils look at the sentences and guess the suitable words to fill in the blank

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

answers T give the answer:

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

- Read sentences - Listen and fill in the blanks

*/Answer:

- Tony - Yes

Step 3 Let’s chant

- Introduce the Chant Is that Nam?

- Turn on the tape

- Ps listen to the tape and repeat the chant

- Ps chant in groups and individual

- Ps chant and the action

- Teacher reinforce their pronunciation

- Ps listen to the tape and chant

+ Pronounce the sounds in the letters /t/, /j/ correctly + Practice with writing and listening skills

- Ss Listen and remember

V Home work

- Do exercises in the workbook - Practice in let’s chant

(47)

Date of preparing: Period 18

UNIT 3: THIS IS TONY. Lesson 3: Part 4,5,6(P.23) A Objectives:

1 Knowledge: By the end of the lesson Ps will be able to: ask and answer

questions about someone, introduce someone

2.Skills

- Develop Ss reading, writing skills

C Resource:

D Procedure:

- Greeting

3BM 15/10/2015 3Đ7 14/10/2015 3ĐM

3C13

II Warm up:

- Have pupils ask and answer questions about someone, introduce someone:

III New lesson

Step 4 Read and complete.

-Ask Ps observe the pictures and identify the people in pictures in book on page 23

- Explains the situation and how to the exercise

-Ask students to read the dialogues in the book

- Identify the people in pictures in book on p.23

- Work in pairs to the exercise

*/ Answers:

(48)

and fill the words given to complete the dialogue - Correct the

pronunciation

- Practice in pairs in front of the whole class

Step 5 Look, read and write

- Ask Ps observe the pictures and identify the people in pictures in book on page 23

- Introduces the topic “you are going to read the sentences and find the suitable words to fill in the blanks”

- Monitor the activity and offer help when

necessary

- Identify the people in pictures in book on p.23 - Read the sentences individually and the exercise

- Report their answers - Others listen and comment

- Read each sentence in chorus

*/Answer:

1 Mai Nam Phong Linda 5.Peter

Step 6.Project

- Introduce the situation - Explain how to the exercise: Draw their best friend Then introduce them to class

- Have Ps listen and give the comment and correct Ps’ errors

- Draw their best friend - Introduce him/her to class

- Listen and give the comment and correct

their friends’ errors

+ Practic writing and listening with ask and answer questions about someone,

introduce someone.

- Ss Listen and remember

(49)

- Do exercises in the workbook - Do with Project at home

- Prepare U4- lesson 1- part 1,2,3,4(p.24)

E Evaluation:

Week 10

Date of preparing: 13/10/2015 Period 19

UNIT 4: HOW OLD ARE YOU? Lesson 1: Part 1,2,3(P.24) A Objectives:

1 Knowledge: By the end of the lesson Ps will be able to: ask and answer questions about someone

2 Skills:

- Sentence Partners: Who’s that?- It’s Tony - Vocabulary: who, Mr, Miss, Mrs

C Resourse:

D Procedure:

- Greeting

3BM 19/10/2015 3Đ7 20/10/2015 3ĐM

3C13

II Warm up:

- Have pupils ask and answer questions about someone, introduce someone

III New lesson

repeat:

(50)

+ Ask Ss about Pa: Who are they? Where are they? What are they doing? + Do Pb as Pa

-Answer:

+ They are Mai and Nam + They are at school +They are asking and answering about someone

*/Tell Ss to ask and answer questions about someone by using:

Who’s that? –

It’s

-Have Ss look at the pictures (a,b,c) to understand how the language is used in different contexts:

+ Who’s she/ he? - Teach Voc

+ T modals

+ Teacher act out

- Check as a class and

+ Mr Loc, Miss Hien, Mary

- Copy down

- Repeat - Act out

*/ Ex:

Quan: Who’s that?

Peter: It’s Mr Loc

*/ New words: - who:

- Mr: ông, ngài, thầy, */ Structure:

- Who’s that? + It’s

*/Function: Cách hỏi trả lời người khác

*/ Modal sentences: Miss Hien: This is

Ss: Hello,

(51)

correct pronunciation - Call some pairs to act out in front of the class

*/ Tell Ss revise what they have learnt in Part and in real context - Remind Ss how to use “Who’s that? – It’s ” to ask and answer about someone

- First, get one St to act as Nam and get he/ she to ask the others formally

using: Who’s that? and

get other St to act as Mai and get he/ she to answer formally using: It’s

- Repeat the structure: - Act out:

+ Ex 1:

Nam: Who’s that? Mai: It’s Mr Loc

*/ Modal sentences : S1: Who’s that? S2: It’s

+ Practice asking and answering questions about someone - Ss Listen and remember

V Home work

E Evaluation:

(52)

Lesson 1: Part 4,5,6(P.25) A Objectives:

1 Knowledge: By the end of the lesson Ps will be able to ask and answer questions about someone

2 Skills:

C Resource:

D Procedure:

- Greeting

3BM 19/10/2015 3Đ7 20/10/2015 3ĐM

3C13

II.Warm up :

III New lesson:

*/Tell Ss to listen to two dialogues about about how people introduce someone and respond greeting and then tick the correct pictures

similarities and

- Ask Ss about P1: a, Who’s that? b, Who are they? - Do P2 as P1:

- Play the recording a few

- Answer a/b in P1: + It’s Quan

+ It’s Tony

- Answer a/b in P2: - Listen to the recording

*/ Answer: - b - a

(53)

times

- Check as class

and tick correct pictures

with Who’s that?

- Focus Ss Who asks/ Who answer about Tony - Remind Ss the question is used to ask about someone

- Check as a class

- Look and discuss

- Listen and remember - Complete the question individual then compare with partners

*/ Answers:

1 A: Who’s that?

B: It’s Tony

2 A: And who’s that? B: It’s Mr Loc

Step 6 Let’s write:

- Have pupils open their books to Page 25 Get Ss to identify the characters in the pictures

- Tell pupils that they are going to read the question and give the answer using the information in each picture

- Pupils practice in pairs and complete the answer

- Read the answers aloud to the class

*/ Answer: 1 It’s Tony. 2 It’s Mary.

(54)

- Make a few questions to check pupils’

comprehension of the reading text

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

pronunciation

- The rest of the class listen and give

comments

- Answer to check comprehension of the reading text

- Read each line of the dialogues chorally

+ Practice listening and writing to ask and answer questions about someone - Ss listen and remember

V Home work

- Do exercises in the workbook - Prepare U4- Lesson

E Evaluation:

UNIT 4: HOW OLD ARE YOU? Lesson 2: Part 1,2,3(P.26) A Objectives:

1 Knowledge:

about someone’s age

2 Skills:

- Sentence Partners: How old are you?- I’m eight years old

- Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten, How old, years old

C Resource:

1 Teacher’s: student’s and teacher’s book, pictures, cassette, puppets

D Procedure:

(55)

3BM 22/10/2015 3Đ7 21/10/2015 3ĐM

3C13

II Warm up:

- Ask Ss to ask and answer questions about someone

III New lesson:

repeat.

- Have Ss to look at the book at page 26

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

- Set the scene: we are going to learn new structures:

+ How old are you?

I’m years old - 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 Miss Hien’s part and the other repeat Mai’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 between Miss Hien and Nam

- Ss guess what they are saying

- Listen and repeat

- Work in group

- Read in pairs

(56)

- Teach vocabulary: - Check vob: what and where

- Elicits the structures: + How old are you? I’m years old - Have Ss look at the pictures on page 26 - 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 Miss Hien and Tom/ Phong/ Peter/ Mary

- Ask them to act out the model dialogue Repeat the step with some other pairs for pictures

- Have Ss practice acting out the dialogue point and use the information in picture a, b, c and d to practice in pairs 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

- Copy down

- Observe pictures

- Point to the pictures and practise:

*/ Example: + Miss Hien:

How old are you? + Tom:

I’m nine years old - Practice in pairs

- Play role and speak out

- How old ?: tuổi

- year(s) old: tuổi - one:

- two: hai - three: ba - four: bốn - five: năm - six: sáu - seven: bảy - eight: tám - nine: chín - ten: mười

*/ Modal sentences - How old are you? + I’m years old */Function: Hỏi trả lời tuổi

(57)

- Show picture and give task

- Get Ss to act as Mai, Phong and Tom and get they ask and answer the others in the picture using:

+ How old are you? I’m years old - Put the sentences on the board

- Have Ps choral and individual repetition - Have Ss work in pairs to ask and answer

questions about someone - Have Ss display in class, others comment - Listen and correct - Have Ps practise

- Look, remember and remind how to ask and answer about someone

- Repeat in choral and individual

- Work in pair practice talking

- Display in class - Comment

*/Example:

- Mai: How old are you? + Tom: I’m years old

+ Practice asking and answering questions about someone’s age - Ss listen and remember

V Home work

E Evaluation:

Period 22

UNIT 4: HOW OLD ARE YOU? Lesson 2: Part 4,5,6(p.27) A Objectives:

1 Knowledge:

about someone’s age

2 Skills:

(58)

C Resource:

D Procedure:

- Greeting

3BM 22/10/2015 3Đ7 21/10/2015 3ĐM

3C13

II Warm up:

- Have pupils count from to 10

III New lesson

Step 4 Listen and write:

*/Tell Ss to listen to four dialogues about about how people asks and answer about their age then write the words on each sentence

-Have Ss look at pictures to identify the people in each picture - Ask Ss about P1: a, Who’s that? b, How old is she? - Do P2, P3, P4 as P1: - Play the recording a few times

- Check as class

- Identify the people in each picture

- Answer in P1: + It’s

+ She’s years old - Answer in P2, P3, P4: - Listen to the recording and tick correct pictures

*/ Answer: six seven eight ten

(59)

necessary

Step 5 Read and tick:

- Ask Ss to identify the characters in the pictures on page 27

- Set the scene: “you are

going to read the dialogues to get the information in order to tick the right picture”

- Ask Ss to read the dialogues and the task (tick the square with a suitable column.)

necessary

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

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

- Read the dialogues and the task

- Compare with partners - Report their answers - Others listen and comment

- Read each sentence in chorus

*/ Answers: – – – 10 – 10

- Introduce the Let’s

count from one to ten

song, Page 27

- Play the recording and listen to the song

- Call on a group of six to the front of the class and the actions The others clap their hands after the

- Listen to the song

- Sing each line of the rhythm

(60)

song

- Monitor the activity and help them when necessary

- Perform the song in group

- The rest of the class sing the song and clap the rhythm

- Check pronunciation

+ Practice listening, reading, writing to ask and answer questions about someone’s age

+ Sing the song with Numbers from to 10 - Ss listen and remember

V Home work

E Evaluation:

Week 11

Period 23

1 Knowledge:

- By the end of the lesson Ps will be able to: ask and answer question about

someone and someone’s age Pronounce the sounds in the letters /f/, /s/ correctly

2 Skills:

- Develop Ss’writing and listening skills

C Resource:

(61)

D Procedure:

- Greeting

3BM 26/10/2015 3Đ7 27/10/2015 3ĐM

3C13

II Warm up:

- Have pupils sing the song “ Let’s count from one to ten”

III New lesson

- Tell Ss to practice saying the sounds of the letters /f/ and /s/ in the words five and six

respectively in the

sentences: I’m five years

old/ I’m six years old.

- Put the letters /f/ and /s/

on the board.

- Play the CD and have Ss repeat a few time

- Write the words five

and six and the sentences:

I’m five years old/ I’m six years old on the board

- Play the CD and have Ss repeat a few time - Get Ss to perform in

- Repeat the letters f/s the

words five/ six and

sentences: I’m five years

old/ I’m six years old after the recording in chorally, individual

+ f – five – I’m five years old

+ s – six

(62)

front of the class - Check as a class and correct the pronunciation

- Tell Ss to listen the recording and then write the words in the blanks - Have Ss read the sentences in silence and guess the suitable words to fill in the blank - Have Ss to listen to check their guess and write the absent words in the blanks Check their guess Compare the answer with the partner - Have Ss to listen again to write the words in the gaps independently - Go round and offer help - Have Ss to swap their answers

- Check as a class

- Read sentences and guess the suitable words to fill in the blank

- Listen and check their guess

- Listen again and write the words in the gaps

independently

- Swap their answers - Look, listen and correct

*/Answer: five Six

- Introduce the chant: “How old are you?” - Play the recording a few times

- Listen to the tape and repeat the chant in choral - Individual

- Open pairs

+ practice the phonics: /f/ and /s/ in the words /five/ and /six/ and in the sentences: I’m five years old./ I’m six years old

V Home work

(63)

E Evaluation:

Period 24

1 Knowledge: By the end of the lesson Ps will be able to: ask and answer question about someone and someone’s age

2 Skills:

- Develop Ss’ reading and writing skills

- Sentence patterns: - Vocabulary:

C Resources:

D Procedure

- Greeting

3A 27/10/2015

3BM 26/10/2015

3Đ7 27/10/2015

3ĐM 3C13

II Warm up:

- Have Ss ask and answer question about someone and someone’s age - Have Ss to the chant: “ How old are you?”

III New lesson

- Have Ss read the

- Read

(64)

sentences individually - Check Ss prediction - Monitor the activity and offer help when

necessary

Step 5 Read and write

information to write the missing words in

sentences

necessary

- Ss read individually silently and complete the dialogues

*/ Answer:

1 How old 2 I’m

3 How old I’m 5 years old

(65)

- Introduce the table - Explain how to the exercise: Ask your friends and then write your friends’ name and age on the table

- Modal as a class - Have Ss to go around, ask and write their

friend’s name and age on the table

- Look and listen - Listen and remember

- Look and remember - Go around, ask and write their friend’s name and age on the table */ Example exchange: S1: What’s your name? S2: My name’s S1: How old are you? S2: I’m years old

Name Age

Hung

+ practice asking and answering questions about someone and someone’s age + practice in reading and writing

V Home work

E Evaluation:

Period 25

UNIT 5: ARE THEY YOUR FRIENDS? Lesson 1: Part 1,2,3(p.30)

A Objectives:

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

2 Skills:

- Sentence Partners: this is my friend Mary - Vocabulary: friend

C Resources:

(66)

D Procedure:

- Greeting

3BM 29/10/2015 3Đ7 28/10/2015 3ĐM 3C13

II Warm up:

- Have pupils ask and answer question about someone and someone’s age

III New lesson

repeat:

*/Tell Ss to introduce one’s friend and respond to the introduction

-Have Ss look at pictures to discuss the contexts in which the language is used: + Ask Ss about Pa/ b: Who are they?

Where are they? What are they doing?

-Answer:

+ They are Linda, Mai and Mary

+ They are at school +Linda introduce her friends, Mai and Mary and they respond to Linda’s introduction - Listen and repeat in choral and individual, pointing to the characters speaking

*/Tell Ss to introduce one’s friend and respond to the introduction by

using: This is my friend

*/ New words: - friend: bạn bè */ Structure:

(67)

+ name.

-Have Ss look at the pictures (a,b,c,d) to understand how the language is used in different contexts: + Who’s she/ he? - Teach Voc

+ T modals

+ Teacher act out - Tell Ss to practise introducing one’s friend and responding to the introduction in pairs by using the prompts in the bubbles

- Go round collects Ss’ mistakes

+ Peter, Tony, Hoa and Mary

- Copy down

- Repeat - Act out

*/ Ex:

Linda: Mai, this is my friend, Peter

Mai: Hello, Peter

Nice to meet you

Peter: Hi, Mai

thiệu mộtngười bạn

*/ Modal sentences: Linda: , this is my friend,

Mai: Hello, Nice to meet you

Peter: Hi,

*/ Tell Ss revise what they have learnt in Part and in real context - Remind Ss how to use “ ,this is my friend, – Hello, Nice to meet you.” to introduce one’s friend and respond to the introduction

- First, get one St to act as Mai and get he/ she to introduce her/ his friend

formally using: “ , this

is my friend, and get other St to act as Peter

- Act out: + Ex 1:

Mai: Peter, this is my

freind, Hoa

Peter: Hi, Hoa Nice to meet you

*/ Modal sentences : S1: , this is my friend, S2: Hi, Nice to meet you

(68)

and get he/ she to respond to the

introduction formally

using: Hi, Nice to meet

you.

- Do in choral and individual repetition

+ Practice introducing one’s friend and responding to the introduction - Ss listen and remember

V Home work

E Evaluation:

UNIT 5: ARE THEY YOUR FRIENDS? Lesson 1: Part 4,5,6(P.25)

A Objectives:

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

2 Skills:

C Resource:

D Procedure:

(69)

- Greeting

3BM 29/10/2015 3Đ7 28/10/2015 3ĐM

3C13

II.Warm up :

III New lesson:

*/Tell Ss to listen to two dialogues about about how people to introduce one’s friend and respond to the introduction, then tick the correct pictures

-Have Ss look at pictures to identify the similarities and differences between pictures in the part and - Ask Ss about p.a in p.1 + Who are they?

+ Does Mai introduce her friend, Linda and Quan respond to her

introduction?

- Ask Ss about pb in p.1: + Do two girls ask and answer about Peter - Ask Ss about p.a in p2 + Who are they?

+ Do they introduce one’s friend and respond to the introduction

- Ask Ss about p.b in p2 + Who are they?

+ Do they introduce one’s friend and respond to the introduction

- Answer a in P1: + They are Mai, Quan and Linda

+ Yes, they are - Answer pb in P1: + Yes, they are - Answer a in P2:

+ They are Nam, Mary and Quan

+ Yes, they are - Answer b in P2: + They are Nam, Mary and Hoa

+ Yes, they are

*/ Answer: - b - a

(70)

- Check as class

necessary

- Listen to the recording and tick correct pictures

Step 5 Read and write:

with This is my friend,

- Focus Ss Who introduce one’s friend Who

respond to the introduction - Remind Ss the sentences is used to introduce one’s friend and respond to the introduction

- Check as a class

- Look and discuss - Listen and remember

- Complete the question individual then compare with partners

*/ Answers: + This + Hello,

2 + my friend + Hello,

- Introduce The more we

are together, Page 31 - Play the recording and

listen The more we are

together song

(71)

- Group work Pupils

(72)

(73)

(74)

(75)

(76)

- Have class sing the song again to reinforce their pronunciation

+ Practice listening, writing and reading to introduce one’s friend and respond to the introduction

V Home work

E Evaluation:

Week 12

Period 27

A Objectives:

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

2 Skills:

- Sentence Partners: they, they are=they’re, are not=aren’t

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

C Resources:

D Procedure:

- Greeting

3BM 02/11/2015 3Đ7 03/11/2015 3ĐM 3C13

II New lesson

(77)

Step Have Ss to sing the song: “ The more we are together”

- Sing the song: “the more we are together”

Step 1 Look, listen and repeat:

*/Tell Ss to ask and answer questions about friends -Have Ss look at pictures to discuss the contexts in which the language is used: + Ask Ss about Pa: Who are they? Where are they? What are they doing? - Pb: the same as Pa - Play the recording a few times - Play the recording again

-Answer:

+ They are Mai and Quan + They are in the park + They are asking and answering about their friends - Listen and repeat in choral and individual, pointing to the characters speaking - Listen and say along

*/Tell Ss to ask and answer about friends -Have Ss look at the picture to understand how the language is used in different contexts: + Who’re they? - Teach Voc

+ T modals

+ Teacher act out

- Tell Ss to practise introducing one’s friend and responding to the introduction in pairs by using the prompts in the bubbles

- Check as a class and

+ Nam, Mai, Hoa, Phong and Quan

- Copy down

- Repeat - Act out

*/ Ex:

Nam: Are they your friends?

Mai: Yes, they are

Hoa: No, they aren’t

*/ New words: - that:

- that’s = that is: - are:

- aren’t = are not: không */ Modal sentences: - Are they your friends? + Yes, they are

+ No, they aren’t

(78)

correct pronunciation - Call some pairs to act out in front of the class

*/ Tell Ss revise what they have learnt in Part and in real context - Remind Ss how to use “Are they your friends? + Yes, they are./ - No they aren’t.” to ask and answer about friends - First, get one St to act as S1 and get he/ she to

ask using: “Are they

your friends?” and get other St to act as S2 and get he/ she to answer

using: Yes, they are./ No,

they aren’t.

- Put the sentences on the board and lets Ss in choral and individual repetition - T corrects the

pronunciation if necessary - T calls some groups to act out in front of the class

- Act out: + Ex 1:

S1: Are they your friends?

S2:Yes, they are./

No, they aren’t

- Do in choral and individual repetition

*/ Modal sentences : S1: Are they your friends? S2: Yes, they are./ No, they aren’t

+ Practice asking and answering about friends - Ss listen and remember

V Home work

E Evaluation:

UNIT 5: ARE THEY YOUR FRIENDS? Lesson 2: Part 4,5,6(P.33)

(79)

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

2 Skills:

C Resource:

D Procedure:

- Greeting

3BM 02/11/2015 3Đ7 03/11/2015 3ĐM

3C13

II New lesson:

Step */Warm up: Jumped

words

- Have Ss to write words in order to find the correct words - Put the jumple words on the board

1 redfnis mena neni

- Check and correct

- Go to the board and write down

*/ Answer: friends name nine

Step 4 Listen and number:

*/Tell Ss to listen to two dialogues about about how people to introduce one’s friend and respond to the introduction, then number pictures from one to four

- Have Ss look at pictures to identify the

(80)

similarities and

- Ask Ss about p.a: + Who are they?

+ Does Linda ask Peter about Mai and Mary and Peter answer about them?

- Ask Ss about pb: + Who are they?

+ Does Peter introduce Hoa with Tony?

- Ask Ss about p.c: + Who are they? + Does Peter introduce his friend, Nam with Quan

- Ask Ss about p.d: + Who are they?

+ Does Quan ask Nam about Tony?

- Encourage Ss and tell they should focus on the speaker in each picture

- Get Ss to swap their answers

- Check as class - Monitor the activity and offer help when necessary

- Answer Pa:

+ They are Linda, Peter, Mai and Mary

+ Yes, they are - Answer pb:

+ They are Tony, Hoa and Peter

+ Yes, he does - Answer Pc:

+ They are Nam, Peter and Quan

+ Yes, he does - Answer b in P2: + They are Nam, Quan and Tony

+ Yes, he does

- Listen to the recording and tick correct pictures - Swap their answers

Step 5 Read and complete:

*/Tell Ss to read the paragraph and

complete the paragraph with the words on the box

-Have Ss to read the words in the box and read the paragraph in

- Read through

(81)

few seconds to

understand which word is used in each gap - Have Ss to read, choose the suitable words to complete the paragraph

- Check as a class - Get Ss to read aloud the complete sentences

- Complete the paragraph individual then compare with partners

Step 6 Write about you and

your friends

- Introduce the grid on page 33

- Have Ss to write individual

- Have Ss to report their writing

- Make a few questions to check Ss’

comprehension of the sentences

- Look, listen and remember

- Write individual - Report the writings - Answer T’s questions

+ Practice listening, writing and reading to ask and answer about friends - Ss listen and remember

V Home work

E Evaluation:

Period 29

A Objectives: 1 Knowledge:

1 Your name:

My name is: Your age:

(82)

By the end of the lesson Ss will be able to practice the phonics with the sounds of the letters a and e in the words that and yes respectively in the

sentences Who is that? and Yes, it is.

2 Skills:

- Phonics: a and e, that and yes, Who is that? and Yes, it is.

C Resource:

D Procedure:

- Greeting

3BM 05/11/2015 3Đ7 04/11/2015 3ĐM

3C13

II New lesson

Step */Warm up:

- Have Ss to report their writings in the last lesson

(83)

- Tell Ss to practice saying the sounds of the letters /a/ and /e/ in the

words that and yes

respectively in the

sentences: Who is that?/

Yes, it is.

- Put the letters /a/ and /e/

on the board.

- Play the CD and have Ss repeat a few time

- Write the words that

and yes and the

sentences: Who is that?/

Yes, it is on the board - Play the CD and have Ss repeat a few time - Get Ss to perform in front of the class - Check as a class and correct the pronunciation

- Repeat the letters a/e the

words that/ yes and

sentences: Who is that?/

Yes, it is after the recording in chorally, individual

+ a – that - Who is that?

+ e – yes – Yes,it is.

- Tell Ss to listen the recording and then write the words in the blanks - Have Ss read the sentences in silence and guess the suitable words to fill in the blank - Have Ss to listen to check their guess and write the absent words in the blanks Check their guess Compare the answer with the partner - Have Ss to listen again to write the words in the gaps independently - Go round and offer help - Have Ss to swap their answers

- Check as a class

- Read sentences and guess the suitable words to fill in the blank

- Listen and check their guess

- Listen again and write the words in the gaps

independently

- Swap their answers - Look, listen and correct

(84)

- Introduce the chant: “Who’s that?”

- Listen to the tape and repeat the chant in choral - Individual

- Open pairs

+ practice the phonics: /a/ and /e/ in the words /that/ and /yes/ and in the sentences: Who is that?/ Yes, it is

V Home work

E Evaluation:

Period 30

A Objectives:

1 Knowledge: By the end of the lesson Ps will be able to will be able to: introduce one’s friend and respond to the introduction, ask and answer questions about friends

2 Skills:

C Resources:

D Procedure

(85)

- Greeting

3A 06/11/2015

3BM 05/11/2015

3Đ7 04/11/2015

3ĐM 3C13

II New lesson

Step1 */ Warm up:

- Have Ss to the chant on page 34

- Do the chant: “ Who’s that?”

necessary

- Read

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

Step 5.Circle the correct words

*/ Answer: 1 friend 2 they

(86)

information to circle the correct word in each sentence

necessary

- Ss read individually silently and circle the correct word in each sentence

5 aren’t

Step 6 Project

- Explain how to the exercise: Put the photos of your friends on a sheet of the paper and present them to your class - Modal as a class - Have Ss to as the intruction

- Look and remember - Stick the photos of friends then present them to class

*Exampleexchange: This is , and this is They are my friends

+ practice asking and answering questions about friends + practice in reading, writing and speaking

V Home work

- Do exercises in the workbook - Prepare Unit – lesson

E Evaluation:

(87)

Week 13

Period 31

REVIEW 1 A Objectives:

1 Knowledge: 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

2 Skills:

- Develop Ss speaking, listening and writing skills

C Resources:

D Procedure

- Greeting

3A 10/11/2015

3BM 09/11/2015

3Đ7 10/11/2015

3ĐM 3C13

II New lesson

Step1 */ Warm up:

- Have Ss to present their friends by using the photos of their friends

- Present their friends by using the photos of their friends

- 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 - Have SS to guess the answers

- Tell pupils that they are

- Listen and look at the pictures in the book - Identify the characters in the pictures and the characters’ words - Guess the answers

*/ Answers:

(88)

going to listen to the recording and check their guess

- Play the recording times pupils to listen and tick the pictures they hear

- Have Ss to compare the answer with the partner - Play the recording again pupils tick the boxes - Give the answer: - Ask some questions to ensure pupils’

- Listen to the recording and check their guess

- Listen to the recording again and tick the right pictures

Step 4 Listen and number:

*/Tell Ss to listen to dialogues about how these Ss to say with their friends and respond to each other, then number pictures from one to four - Have Ss look at and identify pictures - Ask Ss about p.a: + Who are they? - Ask Ss about pb: + Who are they? - Ask Ss about p.c: + Who are they? - Ask Ss about p.d: + Who are they?

- Play the recording a few times - Encourage Ss and tell they should focus on the speaker in each picture - Get Ss to swap their answers - Check as class

- Look and identify the pictures

- Answer Pa:

+ They’re Mai and Tony - Answer pb:

+ They’re Nam and Mary - Answer Pc:

+ They’re Peter and Phong

- Answer Pd:

+ They are Nam, Mai and Linda

- Listen to the recording and tick correct pictures - Swap their answers - Corect the wrong answers and copy the right answers

*/ Answer:

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

Step 3 Read and complete:

*/Tell Ss to read the

(89)

the paragraph with the words on the box -Have Ss to read the words in the box and read the paragraph in few seconds to understand which word is used in each gap

- Have Ss to read, choose the suitable words to complete the paragraph - Go around and offer help

- Check as a class

- Get Ss to read aloud the complete paragraph

- Read through

- Complete the paragraph individual then compare with partners

- Corect the wrong answers and copy the right answers - Read the paragraph aloud

1 Hello name friends nine

necessary

- Read

*/Answer: 1 e

2 d 3 b 4 a 5 c

Step 5.Look and say:

(90)

answer about friends -Have Ss look at the pictures to understand how the language is used in different contexts in Pa,Pb,Pc and Pd

a Who’re they? b Who’re they? c Who’re they? d Do Mai ask Peter about his friends: Mary and Tony?

- Ask Ss to act with these pictures:

+ T modals

+ Teacher act out

- Tell Ss to practise in pairs by using the prompts in the bubbles

+ Mary and Mai + Nam and Tony + Peter and Tony + Yes, she is - Act out + Repeat

*/ Ex:

Mary: Hello, Mai

Mai: Hello, Mary

+ practice asking and answering questions with friends + practice in litening, reading, writing and speaking - Ss listen and remember

V Home work

- Do exercises in the workbook - Prepare the short story

E Evaluation:

Period 32

(91)

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

- Review the phonics, vocabulary and sentence patterns from units -

2 Skills:

- Develop Ss speaking, listening and reading skills

- Sentence Partners: Revisions - Vocabulary: Revisions

- Phonic: Revisions

C Resources:

1 Teacher’s: student’s and teacher’s book, cassette

D Procedure:

- Greeting

3A 10/11/2015

3BM 09/11/2015

3Đ7 10/11/2015

3ĐM 3C13

II New lesson:

Step1 */ Warm up:

- Have Ss to review the model sentences from part on p.37

- Review the model sentences by using the prompts in the bubbles in part on p.37

Step 1 Read and listen to the story:

- Have pupils look at pictures 1, 2, 3, 4, 5, 6, and on page 38 of the Student Book - Give the identification of the characters in the pictures and the

characters’ words - Teach proper names - Have SS to read the story - Play the recording times pupils to listen the story - Have Ss to read the story in groups of - Have Ss to role in the front of the class

- Listen and look at the pictures in the book - Identify the characters in the pictures and the characters’ words - Learn and copy down - Read the story

- Listen to the story - Work in groups of - Role in the front of the class

*/ New words:

- cat: mèo - mouse: chuột - sister: em gái/ chị gái - Miu

(92)

- Have Ss give a comment - Comment

Step 2 Complete the conversation

*/Tell Ss to complete the coversation

- Have Ss look the

conversation and identify the words to complete it -Ask students to read the story in the book and fill the suitable words to complete the dialogue individual - Encourage Ss and tell they should focus on the sentences in each picture - Have Ss to work in pairs to swap their answers - Check as class

- Have Ss to practice in pairs in front of the whole class

- Have other Ss listen to and give the remark - Correct the pronunciation

- Look and identify - Read and fill the conversation by reading the story individual

- Work in pairs to swap the answers

- Corect the wrong answers and copy the right answers - Practice in pairs in front of the whole class

*/ Answer:

I’m are you fine your I’m meet you spell

Step 3 Work in pairs Have a

similar conversation with a partner.Use your name

- Have Ss work in pair by

using the guide in part but using the real information about themselves

- Have Ss display in class and others comment - Listen and correct - Have Ps practise

- Display in class by using the guide in part but using the real information about themselves

*/ Example exchange: S1: Hello, I’m How - you?

S2: I’m , thank you S1: What’s name? S2: I’m S1: Nice to -, S2: How - ? S1:

Step 4 Match the questions

with the answers:

- Introduces the topic - Listen and look at the

*/Answer:

(93)

“you are going to read the sentences to get the information in order to match the questions to the answers”

necessary

sentences in the book

- Read

3 d b

+ practice asking and answering questions with friends + practice in listening, reading, writing and speaking - Ss listen and remember

V Home work

E Evaluation:

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