unit 6 stand up ct bộ gdđt 3 nguyễn thị kim liên thư viện giáo án điện tử

Steps / Time Learning activities Language focus Modes 1.Warm - up:.. (5 minutes).[r]

(1)

WEEK: 10 Teaching date: 9/11/2015

Unit 6: STAND UP!

Lesson 1: Part 1, 2,3

I.Objectives : Students will be able to give and respond to classroom instructions II Language focus: Newwords: be quiet, boy, sir, sorry, please, class

Sentence patterns: be quiet, don’t talk, come here, open your book, close your book, sit down, stand up

III Resources: Ss’ book, recordings, pictures, puppets, flash cards. IV Procedure:

Steps / Time Learning activities Language focus Modes 1.Warm - up:

(5 minutes)

Sing “Hello”song Hello, Hi Whole class 2.Look, listen

and repeat: (15 minutes)

- Ss look at two pictures to discuss the contexts in which the langusge is used

- Ask and answer the questions such as: Who are they? Where are they? What are they talking about? And When? (In picture a, class greet Mr Loc Good morning, Mr Loc And Mr Loc respond class

In picture b, Miss Hien give boys a request and boys respond “ Sorry, Sir”.)

- T plays the recording a few times for Ss to listen and repeat in chorally and individually, pointing to the characters speaking - Plays the recording again for Ss to listen and say along (Pause after each line for Ss to repeat) - Ss practise the dialogue in minutes

- T calls some pairs or groups practise in front of

Whole class

Work in pairs

Listen and repeat

(2)

the class 3.Point and

say:

(10 minutes)

- Ss look at the pictures to understand how the

language is used in different contexts

- T guides the first picture (teacher give the boy a instruction)

- Ss say the phrase

chorally and individually - Ss practise instruction in pairs, using the prompts in the bubbles

- Repeat the same

procedure with the second picture

- Calls a few pairs to act out in front of the class, check as a class and correct pronunciation, if necessary

Come here! Don’t talk Open your book Close your book

Whole class

Individual Work in pairs

4.Let’s talk: (7 minutes)

5.Homelink: (3 minutes)

- Ss revise what they have learn in Exercise and in real contexts

- One S to act out as Miss Hien and Mr Loc and give some instructions

- Ss practise greeting and responding to greetings everyday

- Do exercises in

workbook, learn by heart the new words

- Don’t ! - here, please!

Whole class

Unit 6: STAND UP!

(3)

I Objectives: Students will be able to listen to dialogues about making and responding to instructions

II Language focus: Sentence Patterns: be quiet, don’t talk, come here, open your book, close your book, sit down, stand up

III Resources: Ss’ book, recordings, pictures, flash cards. IV Procedure:

(5 minutes)

Greet and give some instructions

be quiet , don’t talk come here, open your

book, close your book, sit down, stand up

Whole class

2.Listen and tick:

(15 minutes)

- Have Ss look at pictures 1, and on page 41 of the Student Book

- Elicit the identification of the characters in the

pictures and the

characters’ words

- Tell Ss that they are going to listen to the recording and tick the pictures they hear Guess the answer

- Play the recording times pupils to listen and tick the boxes Check their guess Compare the answer with the partner - Play the recording again pupils check their answers T give the answer:

- Ask some questions to

ensure pupils’

comprehension of the listening text

Answers: - a , – c, 3-c

Whole class

Individually

3.Look and write:

(10 minutes)

- Have Ss look at the picture - - Get Ss to identify the characters in

(4)

the pictures and what they are saying

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

- Ss read silently and complete the dialogues - Ss trade their answers

within pairs or groups for correction

- Ask Ss to read the answers aloud to the class The others listen and give comments Answers: Open Quiet Close Sit 5 Come

5 Stand

- Make some questions to check Ss’

comprehension of the reading text

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

pronunciation

Individually

Work in pairs

4.Let’s play: (7 minutes)

5.Homelink:

Simon says…… - T gives rules and instruction of the game and Ss to look at book - Divides the class into three groups Each group has a leader act Simon - Ss hear instruction of leader in groups and doing actions

- A few groups to actions in front of the class The rest of the class claps observe and

comment

Whole class

(5)

(3 minutes)

WEEK: 10 Teaching date: 12/11/2015

Unit 6: STAND UP!

I.Objectives : Students will be able to ask for and give permission.

II Language focus: New words: how are you, fine, thanks, thank you, and you? Sentence patterns: - May I come in, Mr Loc? – Yes, you can

May I go out, Mr Loc? – No you can’t

III Resources: Ss’ book, recording, pictures, puppets, flash cards. IV Procedure:

(5 minutes)

Play game “Simon say” be quiet , don’t talk come here, open your

book, close your book, sit down, stand up

Whole class

2.Look, listen and repeat: (15 minutes)

- Ss look at two pictures to discuss the contexts in which the langusge is use - Ask and answer the questions such as: Who are they? Where are they? What are they talking about? And When?

(In picture a, a student is asking Mr Loc for

permission May I come in, Mr Loc And he say “Yes, you can” In picture b, a student is asking Mr Loc for permission “ May I go out, Mr Loc? “ and he responds “ No, you can’t”

- T plays the recording a

Whole class

Work in pairs

(6)

few times for Ss to listen and repeat in chorally and individually, pointing to the characters speaking - Plays the recording again for Ss to listen and say along (Pause after each line for Ss to repeat) - Ss practise the dialogue in minutes

- T calls some pairs or groups practise in front of the class

Pairs Groups

3.Point and say:

(10 minutes)

- T guides the first picture (Nam asks for permission and Miss Hien responds ) - Ss say the phrase chorally and invidually

- Ss practise asking for and giving permission in pairs, using the prompts in the bubbles

- Repeat the same

Newwords: - come in: vào

- go out: - speak: nói - write: viết

Sentence patterns:

- May I ? -Yes, you can/ No, you can’t

Whole class

Work in pairs

- Ss to act out as Mai and Mr Loc, they ask for and give permission

- Ss practise asking for and giving permission

Whole class

Work in pairs

(7)

class

WEEK: 10 Teaching date: 12/11/2015

Unit 6: STAND UP!

Lesson 2: Part 4.5.6

I Objectives: Students will be able to listen to the dialogues about asking for and giving permission and number Match the dialogues with appropriate picture Fill a suitable word in the blanks

II Language focus: Sentence Patterns: - - May I ?

-Yes, you can/ No, you can’t

(5 minutes)

Work in pairs 2.Listen and

number: (15 minutes)

- Ss look at four pictures to identify the similarities and differences between pictures

- Ss listen to four dialogues about how people greet and respond to greet and number the correct pictures

- Ss can guess the answer - T checks Ss’

understanding

- T plays the recording a few times Ss listen to the recording and number the correct pictures

- Ss swap their answers before check as a class - Reads out the correct answers to the class

Answers: a - , b - c - , d - - T corrects and gives feedback Maybe T tells Ss say what they can hear

Whole class

Work in pairs

(8)

3.Read and match:

(10 minutes)

- Ss look at the sentences picture in a few seconds and guess the picture to match

- Ss the task

independently, T goes around and offers help, if necessary

- Exchange their answers before check as a class - T corrects and gives feedbacks Call some Ss to read the answer if there is enough time

Whole class

Individually

Work in pairs

Individually

4.Let’s write: (7 minutes)

- Ss look at the sentences in a few seconds and guess the words to fill in the blanks

- Ss the task

- Ss practise the sentence patterns at home and exercises on page

Whole class

Individually Work in pairs

Individually

(9)

Unit 6: STAND UP!

I Objectives: Students will be able to listen to practise saying the sounds of the letter c as in comeand those of the letter d as in down

II Language focus: Phonics: c, d

Sentence patterns: - May I come in? - May I sit down?

III Resources: Ss’ book, recording, pictures, flash cards, large-sized sheets of paper

IV Procedure:

(5 minutes)

- May I ? -Yes, you can/ No, you can’t

repeat:

- T sticks the large-sized sheet of paper with the letters c and d on

(10)

(15 minutes) the board

- Ss practise saying the sounds of the letters c and d in the words come and down respectively. - T plays the recording and Ss repeat a few times

- Some Ss stand up and say the letters

- T writes the words come and down and the phrases May I come in? and May I sit down? on the board

- T plays the recording a few times and Ss repeat (Pay attention to the target letters.)

- Ss repeat the sounds, words and the phrases individualy and chorally until they feel confident - Some Ss perform in front of the class T checks as the class and correct the pronunciation, if necessary

Words: come, down.

Sentences:

May I come in? May I sit

down?.

Whole class

Listen and repeat

Individually

Whole class

Individually

3.Listen and write:

(10 minutes)

- Ss read the sentences in silence in a few seconds and guess the words to fill in the blanks - Ss listen to the recording and write the appropriate options ( More than one time.)

- Ss the task independently - Ss write the words in the blanks T goes around and helps them if necessary

- Ss can check the answers with each other

Answer: 1.May I come in? Sit down, please

Individually

Whole class

Individually

Pairs

4.Let’s sing: (7 minutes)

- Ss ask and answer questions: Who, What, Where.

- T sticks the sing on the board with some missing words, Ss listen and complete - T plays the recording, Ss repeat in choral (two times)

- Call some Ss to sing in front of class

Whole class Whole class

(11)

- Ss practise the sounds b and h, and the chant at home

Individually

Whole class

Unit 6: STAND UP!

I Objectives: Students will be able to read and match the sentences Fill a suitable word in the blanks

II Language focus: Sentence patterns: - May I ?

III Resources: Ss’ book, recording, pictures, flash cards. IV Procedure:

(5 minutes)

- Three pairs go to the front of the class to sing “Come in and sit down” and actions.

- May I ? -Yes, you can/ No, you can’t

Pairs

(15 minutes)

- Ss the task independently, T goes around and offers help, if necessary

- Exchange their answers before check as a class

- T corrects and gives feedbacks

Whole class

Individually

(12)

Call some Ss to read the answer if there is enough time

Answers: - c , - e - b , – d , 5-a

3.Look, read and write: (10 minutes)

- Ss read the sentences in silence in a few seconds and guess the words to fill in the blanks - Ss work in pairs or groups to discuss about what they are going to write, focus on asking for and giving permission - T checks Ss’ comprehension - Ss the task independently, T goes around and offers help, if necessary

- T corrects and gives feedbacks Call some Ss to read the answer if there is enough time

Answer: sit talk Go out/ you can

go out/ you can’t

Whole class

Pairs Groups

Individually

Pairs

4.Project: (7 minutes)

- Ss are going to a project, T explains the activities and check Ss’ understanding

- T gives each S a small card, Ss write the information about themselves

- Ss work in pairs, wrap their own cards, look at their partners’ cards and descibe each other - T calls some Ss to the front of the class and tell about them and their friends (Maybe without looking at the cards.)

Example: Open your book!

- Ss continue practising talking about asking for and giving

Whole class

Individually

Pairs

Individually

(13)

permission

Unit 7: THAT’S MY SCHOOL

II. Objectives : Students will be able to and respond to classroom instructions II Language focus: Newwords: school, gym, library, computer room,

playground

Sentence patterns: That’s the gym

(5 minutes)

Sing “Come and sit down ”song

Whole

class 2.Look, listen

- Ask and answer the questions such as: Who are they? Where are they? What are they talking about? And When?

- T plays the recording a few times for Ss to listen and repeat in chorally and individually, pointing to the characters speaking - Plays the recording again for Ss to listen and

Whole class

Work in pairs

(14)

say along (Pause after each line for Ss to repeat) - Ss practise the dialogue in minutes

Pairs Groups

(10 minutes)

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

- T guides the first picture (teacher give the boy a instruction)

- Ss say the phrase

- Repeat the same procedure with the second picture

That’s the gym That’s the library That’s the computer room

That’s the playground

Whole class

- Ss practise to use the structure

- Do exercises in

- Learn by heart the newwords

That’s the _

Whole class

(15)

Unit 7: THAT’S MY SCHOOL

I Objectives: Students will be able to listen, read and write about school. II Language focus: Sentence Patterns: That’s the _.

(5 minutes)

Ask sts about some newwords

school, gym, library,

computer room, playground

Whole class

(15 minutes)

- Have Ss look at pictures a, b and c on page 47 of the Student Book

pictures and the

characters’ words

ensure pupils’

comprehension of the

Whole class

(16)

listening text

Answers: - b, – c, 3-a

(10 minutes)

- Have Ss look at the picture - - Get Ss to identify the characters in the pictures and what they are saying

- Ask Ss to read the answers aloud to the class The others listen and give comments Answers: Classroom 2 Library Computer room Gym

- Make some questions to check Ss’

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

pronunciation

Whole class

Individually

Work in pairs

4.Let’sing: (7 minutes)

This is the way we go to school.

- Ss ask and answer questions: Who, What, Where.

- T sticks the sing on the board with some missing words, Ss listen and

complete - T plays the recording, Ss

Whole class

(17)

repeat in choral

- Call some Ss to sing in front of class

-Learn by heart the newwords

- Whole class

Unit 7: THAT’S MY SCHOOL

II. Objectives : Students will be able to ask for and give permission.

II Language focus: New words: big, small, old , large

Sentence patterns: - Is your school big? – Yes, it is

- No you can’t

III Resources: Ss’ book, recording, pictures, puppets, flash cards. IV Procedure:

(5 minutes)

Let’s sing :

This is the way we go to school

Whole

- Ss look at two pictures to discuss the contexts in which the langusge is use - Ask and answer the questions such as: Who are they? Where are they? What are they talking about? And When?

- T plays the recording a few times for Ss to listen and repeat in chorally and individually, pointing to the characters speaking

Whole class Work in pairs

(18)

- Plays the recording again for Ss to listen and say along (Pause after each line for Ss to repeat) - Ss practise the dialogue in minutes

Pairs Groups

(10 minutes)

- T guides the first picture - Ss say the phrase

chorally and invidually - Ss practise asking in pairs, using the prompts in the bubbles

- Repeat the same

Newwords: - New:

- Old: - Big: - Large:

Sentence patterns:

-Is your school _?

-Yes, it is/ No, it isn’t

Whole class

Work in pairs

- Ss practise asking for their school

- Do homework in workbook

- Is your school ?

-Yes, it is/ No, it isn’t

Whole class

Work in pairs

Whole class

(19)

I Objectives: Students will be able to listen to the dialogues and number.Read and cirle.Write about their school

II Language focus: Sentence Patterns: - Is your school _? -Yes, it is/ No, it isn’t

(5 minutes)

- Ss practise asking for their school

- Is your school _? -Yes, it is/ No, it isn’t

Work in pairs

2.Listen and number: (15 minutes)

- Ss listen to four

dialogues and number the correct pictures

understanding

- T plays the recording a few times Ss listen to the recording and number the correct pictures

Answers: a - , b - 1 d - , c - - T corrects and gives feedback Maybe T tells Ss say what they can hear

Whole class

Work in pairs

Individually

3.Read and circle :

(10 minutes)

- Ss look at the passage in a few seconds and cirle the right word

- Ss the task

independently, T goes around and offers help, if

Whole class

(20)

necessary

Keys: big small new big

Work in pairs

Individually

- Ss look at the sentences in a few seconds and answer about their school - Ss the task

- Ss practise the sentence patterns at home and exercises on page

Whole class

Individually

Work in pairs

Individually

Whole class

(21)

II Language focus: Phonics: g, l

Sentence patterns: - The gym is old - Look at my school

IV Procedure:

(5 minutes)

- Ss practise asking for their chool

repeat:

(15 minutes)

- T sticks the large-sized sheet of paper with the letters g and l on the board

- Ss practise saying the sounds of the letters g and l in the words gym and look respectively

- T plays the recording and Ss repeat a few times

- T writes the words gym and look

and the phrases The gym is old - Look at my school

- T plays the recording a few times and Ss repeat (Pay attention to the target letters.) - Ss repeat the sounds, words and the phrases individualy and chorally until they feel

confident

- Some Ss perform in front of the class T checks as the class and correct the pronunciation, if necessary

Letters: g and l

Words: gym, look Sentences:

May I come in? The gym is old Look at my school

Whole class

Listen and repeat

Individually

Whole class

Individually

3.Listen and write:

(10 minutes)

- Ss read the sentences in silence in a few seconds and guess the words to fill in the blanks

- Ss listen to the recording and write the appropriate options ( More than one time.)

- Ss the task independently

Individually

Whole class

(22)

- Ss write the words in the blanks T goes around and helps them if necessary

- Ss can check the answers with each other

Answer: gym look

Pairs

4.Let’s chant:

(7 minutes)

- Ss ask and answer questions: Who, What, Where.

- T sticks the sing on the board with some missing words, Ss listen and complete - T plays the recording, Ss repeat in choral (two times) - Call some Ss to sing in front of class

- Ss practise the sounds b and h, and the chant at home.

Individually

Whole class

WEEK: 12 Teaching date: 26/11/2015 Unit 7: THAT’S MY SCHOOL

II Language focus: Sentence patterns: - May I ?

(5 minutes)

- Three pairs go to the front of the class to chant “Is your school

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new? 2.Read and

match:

(15 minutes)

Answers: - d , - c - a , – b

Whole class

Individually

Pairs

Answer: playground it 3.gym classroom

Whole class

Pairs Groups

Individually

Pairs

4.Project: (7 minutes)

- Ss work in pairs, wrap their own cards, look at their partners’ cards and descibe each other - T calls some Ss to the front of the class and tell about them and their friends (Maybe without

Whole class

Individually

Pairs

(24)

looking at the cards.)

Example: This is my classroom - Ss continue practising talking about asking for and giving permission

Whole class

Unit 8: THIS IS MY PEN

III. Objectives : Students will be able to introduce their school things

II Language focus: Newwords: pen, pencil, pencil case, school bag, notebook, pencil sharpener, book

Sentence patterns: This is my _ That is my _

(5 minutes)

Sing “Daily routine ”song Whole class 2.Look, listen

- Ask and answer the questions such as: Who

Whole class

(25)

are they? Where are they? What are they talking about? And When? - T plays the recording a few times for Ss to listen and repeat in chorally and individually, pointing to the characters speaking - Plays the recording again for Ss to listen and say along (Pause after each line for Ss to repeat) - Ss practise the dialogue in minutes

Listen and repeat

Pairs Groups

(10 minutes)

- Ss look at the pictures to elicit to the new words - T guides the first picture - Ss say the phrase

- Repeat the same

Newwords: pen, pencil, pencil case, school bag,

notebook, pencil sharpener, book

This is my _ That is my _

Whole class

- Ss practise to introduce their school thing

- Do exercises in

This is my _ That is my _

Whole class

(26)

Unit 8: THIS IS MY PEN

I.Objectives : Students will be able to listen and tick; Read and write. II. Language focus: Sentence Patterns: This is my _

That is my _ III Resources: Ss’ book, recordings, pictures, flash cards. IV Procedure:

(5 minutes)

Greet and give some instructions

Whole class

(15 minutes)

- Have Ss look at pictures 1, and on page 53 of the Student Book

pictures and the

characters’ words

ensure pupils’

Answers: - b , – b, 3-a

Whole class

Individually

(10 minutes)

- Have Ss look at the picture - - Get Ss to identify the characters in the pictures and what they are saying

Whole class

(27)

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

Individually

Work in pairs

4.Let’s play: (7 minutes)

Slap the board - T gives rules and instruction of the game and Ss to look at book - Divides the class into three groups Each group has a leader act Simon - Ss hear instruction of leader in groups and doing actions

- A few groups to actions in front of the class The rest of the class claps observe and

comment

Learn by heart the newwords

Whole class

Work in groups

Whole class

(28)

II Language focus: Sentence patterns: - Those are my _. -These are my . III Resources: Ss’ book, recording, pictures, puppets, flash cards. IV Procedure:

(5 minutes)

Play game “Slap the board”

Whole

- Ss look at two pictures to discuss the contexts in which the langusge is use - Ask and answer the questions such as: Who are they? Where are they? What are they talking about? And When? - T plays the recording a few times for Ss to listen and repeat in chorally and individually, pointing to the characters speaking - Plays the recording again for Ss to listen and say along (Pause after each line for Ss to repeat)

- Ss practise the dialogue in minutes

Those are These are

Whole class

Work in pairs

Listen and repeat

Pairs Groups 3.Point and

say:

(10 minutes)

- T guides the first picture - Ss say the phrase chorally and invidually

- Ss practise asking for and giving permission in pairs, using the prompts in the bubbles

- Repeat the same

procedure with the second -

Those are my _. -These are

my .

Whole class

(29)

picture

- Calls a few pairs to act out in front of the class, check as a class and correct pronunciation, if necessary 4.Let’s talk:

(7 minutes)

- Ss to act out and they introduce their school things

- Do homework in workbook

-Those are my _. These are my _.

Whole class Work in pairs Whole class

I Objectives: Students will be able to listen and number Read and write a suitable word in the blanks

II Language focus: Sentence Patterns: - - Those are my _. -These are my . III Resources: Ss’ book, recordings, pictures, flash cards.

IV Procedure:

(5 minutes)

- Let’s sing” Daily routine”

number: (15 minutes)

- Ss listen to four dialogues about how people greet and respond to greet and number the correct pictures

understanding

- T plays the recording a few times Ss listen to the

Whole class

Work in pairs

(30)

recording and number the correct pictures

Answers: a - , b - 4

c - , d - - T corrects and gives feedback Maybe T tells Ss say what they can hear

(10 minutes)

- Ss look at the sentences picture in a few seconds and guess the picture to write

- Ss the task

Answer: Name Small nice School bag Books and notebooks Pencil cases

and pens

Whole class

Individually

Work in pairs

Individually

- Ss the task

- Ss practise the sentence patterns at home

- Those are my _. -These are my _.

Whole class

Individually Work in pairs

Individually

(31)

I Objectives: Students will be able to listen to practise saying the sounds of the letter r as in ruler and those of the letter th as in these

II Language focus: Phonics: r, th

Sentence patterns: - - Those are my _ -These are my .

IV Procedure:

(5 minutes)

- Ss practise for their school things

Those are my

-These are my _.

Work in pairs

2.Listen and repeat:

(15 minutes)

- T sticks the large-sized sheet of paper with the letters r and th on the board

- Ss practise saying the sounds of the letters r and th in the words ruler and these respectively

- T plays the recording and Ss repeat a few times

- T writes the words ruler and these and the phrases

- Those are my rulers - These are my pens.

- T plays the recording a few times and Ss repeat (Pay attention to the target letters.) - Ss repeat the sounds, words

Letters: r andt h

Words: ruler, these Sentences:

Those are my rulers These are my pens

Whole class

Listen and repeat

Individually

Whole class

(32)

and the phrases individualy and chorally until they feel confident

- Some Ss perform in front of the class T checks as the class and correct the

pronunciation, if necessary 3.Listen and

write: (10 minutes)

- Ss read the sentences in silence in a few seconds and guess the words to fill in the blanks

- Ss listen to the recording and write the appropriate options.( More than one time.)

- Ss the task independently

- Ss write the words in the blanks T goes around and helps them if necessary - Ss can check the answers with each other

Answer:

1.These are my ruler. 2 Are these your books?

Individually

Whole class

Individually

Pairs

4.Let’s chant:

(7 minutes)

- Ss ask and answer questions: Who, What, Where.

- T sticks the sing on the board with some missing words, Ss listen and

complete - T plays the recording, Ss repeat in choral (two times) - Call some Ss to sing in front of class

- Ss practise the sounds r and th, and the chant at home

Whole class Individually

Whole class

(33)

II Language focus: Sentence patterns: Those are my _ - . These are my _.

(5 minutes)

- Three pairs introduce their school things

Those are my _ These are my _.

Pairs

(15 minutes)

Answers: - b , - d - a , – c

Whole class

Individually

Pairs

Answer: name This is Pen and rubber That is

Whole class

Pairs Groups

Individually

(34)

5.Those are 4.Project:

(7 minutes)

- Ss work in pairs, wrap their own cards, look at their partners’ cards and descibe each other - T calls some Ss to the front of the class and tell about them and their friends Example: These are my pens

Do homework in the workbook

Whole class

Individually

Pairs

Individually

Whole classs

Unit 9: WHAT COLOUR IS IT?

I Objectives: By the end of the lesson Ps will be able to: - Ask and answer questions about school things

- Develop Ss speaking and listening skills II.Language focus:

- Sentence Partners: Is this your school bag? – Yes, it is/ No, it isn’t - Vocabulary:

III.Resources:

1 Teacher’s: student’s and teacher’s book, pictures, cassette. 2 Students’: books, notebooks, workbooks.

IV Procedures

Steps Learning activities Language focus Modes Warm-up

(5 minutes)

- Read the chant T-Whole class

1 Look, listen & repeat

-Ask Ss to identify the characters in the picture

Is this your schoolbag?

(35)

(10 minutes) on page 58 and what they are saying

-Set the scene “you are going to listen to Mai and Nam ask and answer question about school things

-Play the recording and asks Ss to listen to the tape

-Asks Ss to listen and repeat in chorus two times

-Call on one pair One repeats Mai’s part, the other repeats Nam’s part -Have whole class repeat all the phrases a few times to reinforce their pronunciation

-Yes, it is

Work in pairs/groups

Whole class 2 Point & say

(10 minutes)

- Have pupils look at pictures on Page 58 Elicit the characters in the pictures and their names

- Ask pupils to guess and complete the speech bubbles

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

- Call on some Ss to perform their task in

-Is this your school bag? – Yes, it is.

-Is that your pen? – No, it isn’t.

T-Whole class

Pairs or groups

(36)

front of the class The rest of the class observe and give comments - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation

3 Let’s talk (10 minutes)

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

-Ask Ss work in pairs Call some pairs to act out

Correct their

pronunciation

Is this/ that?

-T-Whole class

Work in pairs /groups

Homelink (3 minutes)

Do exercises in the workbook

- Learn by heart the new words and structures

Individual

I Objectives: By the end of the lesson Ps will be able to: - Ask and answer questions about school things

- Develop Ss writing, reading, and listening skills II.Language focus:

- Sentence Partners - Vocabulary: III.Resources:

(37)

IV PROCEDURE

(5 minutes)

Play chain game 4 Listen and tick

(10 minutes)

- Have pupils look at pictures 1, 2, and on page 59 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 Guess the answer

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

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

ensure pupils’

1 a b a

T-Whole class

Whole class

5 Look,read and write

(10 minutes)

- Have pupils open their books to Page 59 Get Ss to identify the characters in the pictures and what they are saying

- Tell Ss that they are going to read and get information to write the missing words in dialogue 1,2,3 and

Answers:

1 pen/ it is 3 School bag/ it is

2 pencil case/ it isn’t

4 Book/ it is

(38)

- Ss read silently and

complete the

dialogues

- Ss trade their answers within pairs or groups for correction - Ask Ss to read the

answers aloud to the class The others listen and give comments

- Make some

questions to check Ss’ comprehension of the reading text

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

Pairs or groups

Whole class

6.Let’s write (10 minutes)

- Have pupils open their books to Page 59 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 sentences

- Pupils read

individually silently and complete the dialogues

- Ask some pupils to read their answers aloud to the class The rest of the class listen and give comments - Have the whole class read each line of the dialogues chorally to reinforce their pronunciation

Answer:

1 School bag 2. school bag / it is 3 pencil case 4. Pencil case/ it isn’t

T-Whole class

Whole class

Work in groups

(39)

(3 minutes) workbook Learn by heart the new words

Unit 9: WHAT COLOUR IS IT?

Lesson 2: Part 1.2.3 I Objectives:

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

- Sentence Partners: What colour is your box? – It’s red

What colour are your pencils? – They’re green - Vocabulary: colour, red, green, blue, white, yellow, brown, orange III.Resources:

I Procedure

(5 minutes)

-Talk about school things

T-Whole class

1 Look, listen & repeat

(10 minutes)

-Have Ss to look at the book at page 60

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

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

-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

What colour is your box? It’s red

(40)

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

Pairs or groups

Whole class

Whole class 2 Point & say

(10 minutes)

-Have Ss look at the pictures on page 60 -Elicit the characters in the pictures and their names Ask Ss to guess and complete the speech bubbles

-Models/ allocates the parts of characters Mai and Nam to Ss

-Ask them to act out the dialogue1 Repeat the step with some other pairs for pictures

-Have Ss practice acting out the dialogue in pairs, using the pictures

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

*Vocabulary:

colour white Red

yellow Green brown Blue orange

*What colour is your box? – It’s red

- What colour are your pencils? -They’re green

T-Whole class

Individual- WC

Work in pairs

Pairs-WC

3 Let’s talk

(10 minutes) -Show picture and givetask. - Have Ps work in pair - Display in class, others comment

What colour

is/are ….?

T-Whole class Pairs or

(41)

- Listen and correct - Have Ps practise Homelink

(3 minutes)

Do exercises in the workbook Learn by heart the new words and structures

Individual

I Objectives:

- By the end of this lesson, Students will be able to make question and answer about how to spell one’s name

- Develop Ss reading, writing and listening skills II.Language focus:

- Sentence Partners: - Vocabulary: III.Resources:

IV Procedure

Steps Learning activities Language focus Modes

Warm-up (5 minutes)

Chatting

- T asks Ss to ask and answer about colour

white

Red yellow Green brown Blue

orange

Work in pairs

4 Listen and number (10 minutes)

- Have pupils look at pictures a, b, c and d on page 61 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

a. b. c. d.

T-Whole class

(42)

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:

ensure pupils’

Whole class

5 Read and match

(10 minutes)

Ask Ss to identify the characters in the pictures on page 61

Set the scene: “you are going to read the sentences to get the information in order to match the pictures to the appropriate sentences.” Have a revision of the language:

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

Have Ss trade the answers in pairs for correction

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

Answers: – b; – d; 3-a; 4- e; 5-c

T-Whole class Work in pairs/groups

(43)

Make a few questions to

check Ss’

comprehension of the sentences

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

6.Let’s sing (10 minutes)

- Introduce My new pen, Page 61

- Play the recording and listen to My new pen 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 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

My new pen

T-Whole class

Whole class

Groups

Whole class

Homelink

(3 minutes) -Have Ps a dictation,using the phrases learnt in the previous lessons at home

(44)

- By the end of the lesson Ps will be able to: ask and answer questions about school things and colours Pronounce the sounds in the letters /m/, /p/ correctly - Develop Ss writing and listening skills

II.Language focus: - Sentence Partners: - Vocabulary: III.Resources:

IV Procedure

- T asks Ss to make

question and answer about colours

Whole class

1 Listen & repeat (10 minutes)

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 it and orange

-Introduce the sounds /i/ and /o/ -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

it What colour is it?

orange it’s orange

T-Whole class

(45)

pronunciation 2 Listen and

write

(10 minutes)

- 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

ensure pupils’

comprehension of the listening te

1 …… is my schoolbag 2 My favourite

colour is ……

T-Whole class

Groups or pairs

Whole class

3 Let’s chant (10 minutes)

- Introduce the Chant - Turn on the tape

- Ps listen to the tape and repeat the chant

- Ps chant in group and individual

-The Ps chant and the action

- Teacher reinforce their pronunciation

T-Whole class

Whole class Groups Pairs

Whole class

- Do exercises in workbook, learn by heart the new words

Individual

(46)

I Objectives:

- By the end of the lesson Ps will be able to: ask and answer questions about school things and colours

- Develop Ss reading, writing skills II.Language focus:

IV Procedure

(5 minutes)

read the chant. Work in whole

class 4 Read and

match

(10 minutes)

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

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

Monitor the activity and offer help when necessary

Make a few questions

to check Ss’

Have the whole class read each sentence in

Answers: – c; 2 – d; – a; – b

T-Whole class

Work in pairs

Individual

(47)

chorus to reinforce their pronunciation

5 Read and complete (10 minutes)

-T explains the situation and how to the exercise

-Ask students to read the paragraph in the book and fill the words given to complete the dialogue

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

Correct the

pronunciation

Answer: green desk They pens Colour

T-Whole class

6 Project (10 minutes)

- Introduce the situation

- Explain how to the exercise: color the rainbow Talk about it with classmate

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

Correct the

pronunciation

Colour the rainbow

T-Whole class

Work in pairs

7 Homelink (3 minutes)

- Do tasks in Workbook

Individual

Unit 10: WHAT DO YOU DO AT BREAK TIME?

(48)

- By the end of the lesson Ps will be able to: ask and answer questions about break-time activities

III.Resources:

IV Procedures

Sing My new pen T-Whole class

1 Look, listen & repeat

(10 minutes)

Ask Ss to identify the characters in the picture a, b on page 64 and what they are saying

Set the scene “you are going to listen to Mai and Linda and Phong ask and answer questions about break time activities

Play the recording and asks Ss to listen to the tape

T asks Ss to listen and repeat in chorus two times

Call on one pair One repeats Peter’s part, the other repeats Nam’s part Have whole class repeat all the phrases a few times to reinforce their pronunciation And the same with the dialogue between Linda and Mai

T-Whole class

Whole class

2 Point & say (10 minutes)

- Have pupils look at pictures on Page 12 Elicit the characters in the pictures and their names Teach vocabulary:

What you at break time? I play…

(49)

Play at break time

Badminton football Basketball chess

Table tennis check vocab: what and where

Model sentence: What you at break time? I play football

Ask pupils to guess and complete the speech bubbles

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

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

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

Pairs or groups

Pairs- WC

3 Let’s talk (10 minutes)

Ask students to look at the pictures in the book Ask them to identify the characters in the pictures Ask Ss work in pairs Call some pairs to act out

What you at break time?

T-Whole class

(50)

Correct their pronunciation Homelink

(5 minutes)

- Do exercises in workbook, learn by heart the new words

Individual

Unit 10: WHAT DO YOU DO AT BREAK TIME?

I Objectives:

- By the end of the lesson Ps will be able to ask and answer questions about break time activities

II.Language focus: - Sentence Partners - Vocabulary: III.Resources:

IV Procedure

Ask and answer about Ss’ name

3 Listen and tick

(10 minutes)

- Have pupils look at pictures 1, and on page 65 of the Student Book Elicit the

1

(51)

identification of the characters in the pictures and the characters’ words Tell pupils that they are going to listen to the recording and tick the pictures they hear Guess the answer

ensure pupils’

Whole class

4 Read and write

(10 minutes)

- Have pupils open their books to Page 65 Get Ss to identify the characters in the pictures and what they are saying

- Tell Ss that they are going to read and get information to write the missing words in sentences 1, and - Ss read silently and

complete the sentences - Ss trade their answers

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

- Make some questions

1 Quan and Nam play chess

2 Mai and Phong play table tennis Linda and Tony play badminton

T-Whole class

Pairs or groups

(52)

to check Ss’ comprehension of the reading text

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

reinforce their

pronunciation 5 Write about

you

(10 minutes)

- Have pupils open their books to Page 65

- Pupils write individually and complete the sentences

- 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’

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

reinforce their

pronunciation

T-Whole class

Whole class

Work in groups

Do exercises in the workbook

Individual

Unit 10: WHAT DO YOU DO AT BREAK TIME?

- By the end of this lesson, Students will be able to express likes and dislikes. - Develop Ss speaking and listening skills

(53)

- Sentence Partners: Do you like badminton? – Yes, I do./ No, I don’t

- Vocabulary: like, let’s, now, skipping, skating, hide-and-seek, blind man’s bluff III.Resources:

IV Procedure

Ask and answer questions about break time activities

T-Whole class

1 Look, listen & repeat

(10 minutes)

Have Ss to look at the book at page 66

Elicit the character and have Ss guess what they are saying

Set the scene: we are going to learn new phrases

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 Linda’ 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 Nam’s part and peter’s part

- vocabulary: Like

let’s Skipping skating

Hide-and-seek blind man’s bluff * Do you like badminton? – Yes, I do.

Do you like hide and seek? -No, I don’t

T-Whole class

Pairs or groups

Whole class

2.Point & say (10 minutes)

Have Ss look at the pictures on page 66 Elicit the characters in the pictures and their

Do yoy like….? Yes, I

No, I don’t

(54)

names Ask Ss to guess and complete the speech bubbles

T models/ allocates the parts of characters Mai, Linh and Nam to Ss Ask them to act out the dialogue1 Repeat the step with some other pairs for pictures

Have Ss practice acting out the dialogue in pairs, using the pictures

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

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

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

Individual- WC

Work in pairs

Pairs-WC

3 Let’s talk

(10 minutes) Show picture and givetask. Have Ps work in pair - Display in class, others comment

Listen and correct Have Ps practise

Do you like?

T-Whole class

Pairs or groups

(55)

- By the end of this lesson, Students will be able to express likes and dislikes. - Develop Ss reading, writing and listening skills

II.Language focus: - Sentence Partners: - Vocabulary: III.Resources:

IV Procedure

Chatting

- T asks Ss to make question and answer about how to spell one’s name

Work in pairs

4.Listen and number (10 minutes)

- Have pupils look at pictures a, b, c and d on page 67 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

a. b. c. d.

T-Whole class

(56)

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:

ensure pupils’

Whole class

4.Read and match

(10 minutes)

Ask Ss to identify the characters in the pictures on page 67

Set the scene: “you are going to read the paragraph to get the information in order to write the answer the questions.”

Have a revision of the language

Ask Ss to read the dialogues and the task (match the sentence with a appropriate picture.)

Make a few questions to

check Ss’

Answers: They play table tennis.

1. They like chess.

2. They like badminton.

T-Whole class Work in pairs/groups

(57)

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

6.Let’s sing (10 minutes)

- Tell pupils that they are going to sing the Hide-and-seek Song.

- Play the recording all the way through for pupils to listen while they are reading the song - Play the recording again for pupils to read each line of the rhythm Have pupils point to the corresponding words while they are repeating - Call on a group of six to the front of the class and the actions Repeat the step, but this time have pupils swap their parts - 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

Hide and seek T-Whole class

Whole class

Groups

Whole class

(58)

- By the end of the lesson Ps will be able to: ask and answer questions about break time activities, express likes and dislikes Pronounce the sounds in the letters /bl/, /sk/ correctly

- Develop Ss writing and listening skills II.Language focus:

IV Procedure

sing Hide-and-seek song Whole class

1.Listen & repeat (10 minutes)

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 blind and skating

-Introduce the sounds /bl/ and /sk/ -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

Bl blind Sk Skating

T-Whole class

(59)

+ Ask some pairs to ask and answer

+ Have Ps recite the chant and clap the syllable to

reinforce their

pronunciation 2.Listen and

write

(10 minutes)

- 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

ensure pupils’

- I don’t like

chess. I

like… - They like…

T-Whole class

Groups or pairs

Whole class 3.Let’s chant

(10 minutes)

- Introduce the Chant - Turn on the tape

- Ps listen to the tape and repeat the chant

- Ps chant in group and individual

-The Ps chant and the action

- Teacher reinforce their pronunciation

T-Whole class

Whole class Groups Pairs

Whole class

(60)

By the end of the lesson Ps will be able to: ask and answer questions about break time activities, express likes and dislikes

- Develop Ss reading, writing skills I.Language focus:

IV Procedure:

(3 minutes)

Read the chant Work in whole

class 2.Read and

match

(10 minutes)

T introduces the topic “you are going to read the questions to get the information in order to

match suitable

answers”

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

Make a few questions

Answers: – b; 2 – c; – a; – d

T-Whole class

Work in pairs

Individual

(61)

to check Ss’ comprehension of the sentences

Have the whole class read each sentence in chorus to reinforce their pronunciation 5 Write about

you

(10 minutes)

-T explains the situation and how to the exercise

-Ask students to look at the pictures in the book and fill the suitable words to complete the paragraph about themselves

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

Correct the

pronunciation

Hi, My name is…….I like…… At break time, I play……

T-Whole class

Work individual

6.Project (7 minutes)

- Introduce the game to pupils

- Explain how the game is played

- Group work Pupils play the game in groups Monitor the activity and offer help when necessary

- Have the whole class listen and remark the sentences Ss make reinforce their pronunciation

T-Whole class

Work in pairs

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