unit 1 hello ct bộ gdđt 3 trịnh lê hồng nhung thư viện giáo án điện tử

- Play the recording three times for Ss to listen, tick and check their answers.. - Get Ss to swap their answers in pairs for correction.[r]

(1)

1st SEMESTERDate of teaching: WEEK: Unit 1: Hello.

PERIOD: Lesson (part 1, 2, 3)

I Objective:By the end of the lesson, students will be able to greet and self-introduce

II Language focus:

1 Vocabulary :hello, hi, Miss, I’m, Nice to meet you

2 Patterns : Hello I’m Mai Hi, Mai I’m Nam Nice to meet you

III Methods: PPP

IV Skills:Listening and Speaking

V Teaching aids: Pictures, recording and Student’s Book

VI Time: 35 minutes

VII Procedure:

Steps Teacher’s activities Students’ activities

I Warm up: Sing the song.

(5’) II New lesson.

Activity 1: Look, listen and

repeat. (10’)

- Have Ss sing the song “Welcome teacher”

- Teach new words “Hello, Hi, Miss, I’m” by translating

Hello = Hi: xinchào Miss : cô I’m = I am: Tôilà

Nice to meet you: Rấtvuiđượcgặpbạn

(Lầnđầutiêngặpmặt)

- Get Ss to read all words in chorus, in groups, then individual

- Ask ss to look at the book and identify the name of the characters and what they say

- Sing the song

- Read all words

(2)

Activity 2: Point and say.

(10’)

Activity 3: Let’s talk.

(8’)

- Tell them that they are going to hear Mai and Nam to greet each other - Play the recording a few time for Ss to listen and repeat

- Play roles: A half – Mai

A half – Nam T – Miss Hien - Have Ss practice the dialogue in pairs

- Call some pairs to perform in front of the class

- Ask other pairs to observe and give comments

- Ask ss to look at the picture and identify the characters in the picture - Point to the first picture and ask Ss to guess what the characters would say to greet each other

- Fill the empty bubbles as an example

- Get Ss to repeat the example a few times

- Ask ss to practice talking in pairs - Correct pronunciation

- Call on some volunteers to perform the task

- Ask a few questions

- Have the whole class repeat

- Have Ss look at the pictures and call the names of characters

- Make a model with Miss Hien and Hoa: Hello I’m Miss Hien.

Hello, Miss Hien I’m Hoa.

- Get Ss to repeat the example a few

- Listen and repeat - Play roles

- Practice in pairs - Perform their task - Observe and comment

- Look and identify the characters

- Guess what they would say

- Listen - Repeat

- Work in pairs

- Act out in front of the class

- Answer questions - Repeat

- Look at the pictures and call the names

- Look and listen

(3)

III Home link. (2’)

times before let them practice freely - Have Ss practice in groups of - Call some volunteers to perform in front of the class

- Give comments

- Ask class to repeat all the phrases to reinforce their pronunciation

- Write each new word lines - Practice the sentence pattern

- Practice in groups of - Perform in front of the class

- Repeat

VIII Comments:

(4)

WEEK: Unit 1: Hello.

I Objective:By the end of the lesson, students will be able to tick the correct pictures by listening and write the missing words

II Language: Review

1 Vocabulary: Hello, Hi, Miss, I’m, Nice to meet you

2 Patterns : Hello, I’m Mai Hi, Mai I’m Nam Nice to meet you

III Skills: Listening and Writing

IV Teaching aids: Pictures, word squares, recording and Student’s book

V Time: 35 minutes

VI Procedure:

I Warm up: Word Square.

(7’)

T H E L L O M

X R O B N E E

N I C E Y M E

R G E N C I T

O M I S S A O

Z N B P G S R

Y O U H I O L

- Divide class into groups (A and B) to find out the words they learnt (Hello, Hi, Miss, Nice, Meet, You) - The winner is the group who has correct answers and is quicker

- Have class clap their hands to praise the winner

- Get the Ss to write the words on the board

- Ask Ss to read aloud the words they have found

- Play game

(5)

II New lesson. Activity 1: Listen and tick.

(10’)

Activity 2: Let’s write.

(10’)

Activity 3: Let’s sing.

(7’)

- Have Ss look at the pictures and identify the names of the characters - Tell Ss that they are going to listen and tick the correct boxes

- Play the recording three times for Ss to listen, tick and check the answers

- Ask Ss to trade their answers in pairs to compare

- Call some Ss to give their answers - Check the answers with the class Key: 1.b 2.a

- Replay the recording and get Ss to repeat each sentence in the dialogue - Ask Ss to read the text in silence - Tell Ss that they are going to fill the

gaps with I’m and Hello

- Have Ss the task in pairs - Get Ss to swap their answers for correction

- Call some Ss to write their answers on the board and check them

- Call a few Ss in open pairs to the dialogue

- Tell Ss that they are going to sing the Hello song

- Read the text twice

- Ask Ss to repeat two times - Have Ss read the text by themselves

- Play the recording a few times for Ss to listen

- Identify the characters

- Listen, tick and check their answers

- Trade their answers - Give their answers - Check the answers - Listen and repeat

- Read the text in silence

- Do the task in pairs - Swap their answers for correction

- Write their answers on the board

- Do the dialogue

- Listen - Repeat

- Read the text by themselves

(6)

- Get Ss to listen and sing along - Have Ss choral and individual repetition of the song line after line - Sing and actions as a model - Ask Ss to work in groups of to sing and actions, using their real names

- Call some groups to perform in front of the class

- Give praises and comments - Prepare Lesson (part 1, 2, 3)

- Listen and sing along - Do choral and individual repetition

- Look

- Work in groups of

- Perform in front of the class

VII Comments:

(7)

WEEK: Unit 1: Hello.

I Objective:By the end of the lesson, students will be able to greet and respond to the greeting

1 Vocabulary: fine, thank you, thanks, How are you?

2 Patterns : How are you? I’m fine, thanks/ thank you

IV Skills: Listening and Speaking

V Teaching aids: Pictures, recording and Student’s book

VII Procedure:

I Warm up: Smiley face.

(8’)

II New lesson.

- Draw short lines on the board - Ask Ss to guess the letters that are in the secret word

- If they guess a letter correctly, write the letter on the correct line

- If they guess incorrectly, write the letter on the board with a cross through it, and draw a large circle to represent a face

- Add a feature to the face (two eyes, a nose, a smile, two ears and hair) when Ss guess a letter incorrectly - If the word is completed, Ss have won If the face is completed, T has won

HELLO NICE

* Pre – teach new vocabulary:

(8)

repeat. (10’)

(10’)

- Teach new vocabulary by translating the meaning

How are you?:Bạncókhỏekhơng? Fine : khỏe

Thanks = thank you: cảmơn

- Ask Ss to repeat each word a few times

- Have class read all words - Play game: Matching

- Have Ss look at the picture and identify the characters

- Set the context: Mai and Nam are greeting each other

- Play the recording twice for Ss to listen and repeat

- Play role: T – Mai Ss – Nam A half – Mai A half – Nam - Get Ss to work in pairs to practice the dialogue

- Call some pairs to perform their practice in front of the class - Have other Ss comment

- Elicit the model sentence from Ss: How are you?

I’m fine, thanks/ thank you * Note: Tell Ss that they say

“Goodbye” to their teachers or adults and “Bye” to their friends or peers - Stick the pictures in part on the board

- Have Ss identify the characters - Make a model with Mai and Nam, using the puppets :

+ Mai: “How are you, Nam?”

- Repeat each word a few times

- Read all words - Play game

- Work in pairs

- Comment

(9)

(5’)

+ Nam: “I’m fine, thanks And you?”

+ Mai: “Fine, thank you.”

+ Have Ss repeat the examples a few times

- Get Ss to work in groups of to practice greeting

- Call some groups to perform their practice in front of the class

- Ask other groups to observe and give comments

- Divide class into halves to ask and answer again

- Tell Ss that they are going to practice more with their friends, using their own names

- Draw Ss’ attention to the pictures and elicit the language that the characters might use

- Put the sentences on the board and choral and individual repetition - Get Ss to work in pairs

- Call a few pairs to act out the dialogue in front of the class

- Practice more the sentence patterns - Prepare Lesson (part 4, 5, 6)

- Work in groups of - Perform in front of the class

- Observe and give comments

- Ask and answer

- Look at the pictures

- Repeat the sentences - Work in pairs

- Act out the dialogue in front of the class

VIII Comments:

(10)

I Objective:By the end of the lesson, students will be able to number the pictures by listening, complete the text by reading and write the missing words

II Language focus: Review

1 Vocabulary: fine, thanks, thank you, How are you?

2 Patterns : How are you? I’m fine, thanks/ thank you

III Skills: Listening, Reading and Writing

IV Teaching aids: Pictures, pieces of paper, recording and Student’s book

VI Procedure:

I Warm up: Bingo.

(7’)

- Draw a word grid of squares on the board and ask Ss to copy it into their paper

- Have Ss recall all the words they have learnt and list them on the board

- Ask each student to choose nine words from the list to copy into their grid

- Write the words onto pieces of paper and put them into a box

- Select a student to pick out a piece

(11)

II New lesson. Activity 1: Listen and number.

(10’)

Activity 2: Read and complete.

(10’)

of paper and call out the word

- Have Ss with that word in their grid cross it out and say “Bingo” when they have a line of cross

- The winners are the first five Ss who have a line of cross

- Give praises by clapping hands

- Ask Ss to look at the pictures and identify the characters and guess what they are talking

- Tell Ss that they are going to listen and number the correct boxes

- Play the recording and the first number as an example for Ss

- Play the recording three times for Ss to listen and number

- Have Ss compare their answers with their partners

- Ask Ss to give their answers

- Replay the recording and check the answers with the class

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

- Tell Ss that they are going to read and fill the gaps with the appropriate words

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

- Check Ss’ comprehension - Get Ss to work in pairs

- Have Ss trade their answers with other pairs for correction

- Identify the characters and guess what they are talking

- Listen and number the pictures

- Compare answers with partners

- Give the answers - Listen and check

- Work in pairs

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(7’)

- Call some Ss to give their answers - Check and write the answers on the board

- Ask class to play roles to act out the dialogues

- Tell Ss that they are going to write the missing words in the gaps

- Draw Ss’ attention to the picture and identify the characters and guess what they are talking about

- Have Ss read the dialogue in silence and elicit the words to fill the gaps - Give Ss time to their writing - Ask Ss to swap and check their answers in pairs

- Call different pairs to read aloud the sentences and check them

- Call a few open pairs to act out the dialogue

- Prepare Lesson (part 1, 2, 3)

- Give their answers - Check and write the correct answers if wrong - Act out the dialogues

- Identify characters and guess what they are talking

- Read in silence

- Do their task individually - Swap and check their answers in pairs

- Read their answers aloud - Act out the dialogue

VII Comments:

(13)

I Objective:By the end of the lesson, students will be able to pronounce correctly the sounds of the letters “b” and “h” in the words like “bye” and “hello”

1 Vocabulary: Hello, hi, Miss, Nice to meet you, fine, thanks, thank you

2 Patterns : How are you?

I’m fine, thanks/ thank you

3 Phonics :bye hello

IV Teaching aids: letter cards, word cards, recording and Student’s Book

(14)

VI Procedure:

Activity 1: Listen and

repeat. (10’)

Activity 2: Listen and write.

(8’)

- Ask Ss to sing and actions for the song “Hello”

- Tell Ss that they are going to learn how to produce sounds “b” and “h” - Draw Ss’ attention to the letters colored differently in the words “bye” and “hello”

- Stick the letter “b” and produce the

sound a few times and get Ss to repeat the sound times

- Stick the word “bye” on the board,

read it and ask Ss to repeat the word twice

- Stick the sentence “Bye, Nam” read

it and ask Ss to repeat twice

- Have Ss find more words that have the sound “b”

- Call some Ss to read the letter, the word and the sentence again

- Do the same procedure for the letter “h”

- Play game: Phonics matching - Ask Ss to read the sentences in silence and guess what they are going to write

- Play the recording three times for Ss to listen, write the missing words and check their answers

- Sing and actions

- Draw attention to the letters

- Listen and repeat

- Listen and repeat - Find more words

- Read the letter, the word and the sentence again - Do the same procedure for the letter “s”

- Play game

- Guess what they are going to write

(15)

Activity 3: Let’s chant.

(10’)

- Have Ss swap their answers in pairs for correction

- Call some Ss to give their answers - Play the recording to check the answers with the class

- Get Ss to read the sentences aloud - Tell Ss that they are going to chant the text “Hello”

- Read the chant and ask Ss to repeat - Play the recording a few times for Ss to listen and chant along

- Show Ss how to say the chant and the actions

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

- Call some groups to perform in front of the class and comments - Prepare Lesson (part 4, 5, 6) - Do exercise in the Workbook

- Swap their answers in pairs for correction - Give their answers - Listen and check their answers

- Read the sentences aloud

- Listen and repeat

-Listen and say the chant

- Chant and actions in groups

VII Comments:

(16)

1 Vocabulary: Hello, hi, Miss, Nice to meet you,fine, thanks, thank you

2 Patterns :Hello I’m Mai

How are you? I’m fine, thanks/ thank you

III Skills: Reading and Writing

IV Teaching aids: Name cards and Student’s Book

VI Procedure:

I Warm up: Board racing.

(8’)

II New lesson. Activity 1: Read and match.

(8’)

- Show a lot of sentences which contains words in incorrect order - Divide class into halves (A and B) and ask them to take turn to rewrite the words in correct order in order to make the sentences

- Play music while Ss the task - Have Ss stop their work when the music is paused

- Check the answers with the class - The winner is the group who has more correct sentences

- Give praise and get Ss to read the sentences aloud

- Tell Ss that they are going to read all the sentences on the left and pair them with those on the right

- Ask Ss to read the the sentences two times

- Give Ss time to the task

- Get Ss to compare their answers in pairs

- Call some Ss to give their answers - Check the answers with the class

- Play game

- Read the sentences two times

- Do the task

- Compare their answers in pairs

(17)

Activity 2: Read and write.

(10’)

Activity 3: Project.

(8’)

- Divide class into halves to read the sentences

- Tell Ss that they are going to read the text and fill the gaps

- Give Ss a few seconds to read the text in silence and then check comprehension

- Ask Ss to the task in pairs - Get Ss to swap and check their answers before writing the correct answers on the board

- Have Ss read the text in whole class and then individually

- Tell Ss that they are going to make their name cards and present them to the class

- Give Ss time to the project in groups of

- Call several individuals to the front of the class to present their cards, using their name cards and saying

Hello I’m + (name)

- Have Ss stick their cards on the tables in the classroom

- Practice more the model sentences - Prepare Unit

- Read the sentences

- Do the task in pairs - Swap and check their answers

- Read the text

- Do the project in groups - Present their name cards

and say: Hello I’m _

VII Comments:

(18)

1st SEMESTERDate of teaching:

WEEK: Unit 2: What’s your name? PERIOD: Lesson (part 1, 2, 3)

I Objective:By the end of the lesson, students will be able to ask and answer questions about one’s name

1 Vocabulary: What’s, your, my, name and proper names

2 Patterns : What’s your name? My name’s Peter

V Teaching aids: Pictures, word cards, recording and Student’s Book

VII Procedure:

I Warm up: Slap the board.

(8’)

- Show a lot of word cards they have learnt

- Ask Ss to recall the words again, then stick them on the board - Divide class into groups and choose a member from each group to play in each round

- Call a word aloud

- Get Ss to slap the word they hear as quickly as possible

- A correct word will be one point - Continue the game with other Ss - The group who has more points will be the winner

(19)

II New lesson. Activity 1: Look, listen and

repeat. (10’)

* Pre – teach vocabulary:

- Teach new words by translating and demonstrating

- Ask Ss to repeat each word a few times

- Have Ss read all and give Vietnamese meanings What’s = What is

My name’s = My name is my: củatơi, củamình your: củabạn

name: tên

- Play game: What and Where - Introduce some new characters by using puppets

- Have Ss repeat the names of characters

- Ask Ss to look at the pictures

- Set the context: Peter and Linda are new pupils in the class Mai and Nam are greeting them

- Play the recording twice for Ss to listen and repeat the dialogue

- Divide class into groups and play roles: Peter, Linda, Mai and Nam - Have Ss work in groups of to practice the dialogue

- Get other Ss to observe and comment

- Elicit the model sentence: “What’s your name?” “My name’s .”

- Listen and repeat - Give Vietnamese meanings

- Play game

- Repeat the names of characters

- Look at the pictures

- Listen and repeat the dialogue

- Play roles

(20)

(10’)

(6’)

- Tell Ss that they are going to

practice asking and answering about one’s name

- Have Ss look at the pictures and call the names of characters

- Make a model with Peter and Phong:

Peter: “What’s your name?” Phong: “My name’s Phong.”

- Ask Ss to repeat the example twice - Get Ss to work in groups of to the task

- Call some groups to use the puppets to perform their task in front of the class

- Give comments

- Ask class to play roles to ask and answer about the pictures again - Tell Ss that they are going to practice more with their friends - Point to Nam and Quan and elicit what they say

- Fill in the gaps and put the sentences on the board

- Get Ss to choral and individual repetition a few times

- Get a pair to the dialogue Correct the pronunciation if necessary

- Ask Ss to work in groups of to ask and answer about their own names - Call some groups to act out their dialogue in front of the class

- Call the names of characters

- Repeat the example twice - Work in groups of - Perform in front of the class

- Play roles to ask and answer again

- Do choral and individual repetition

- Work in groups

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- Give comments

- Practice more the sentence pattern - Prepare Lesson part (4, 5, 6)

VIII Comments:

I Objective:By the end of the lesson, students will be able to tick the correct pictures by listening and write the missing words

1 Vocabulary: What’s, name, your, my and proper names

IV Teaching aids: Pictures, recording and Student’s Book

VI Procedure:

I Warm up: Review.

(5’)

- Have the class say the Hello chant - Spend a few minutes to revise

(22)

(10’)

Activity 2: Look and write.

(10’)

What’s your name?andMy name’s - Get some pairs to act out the

dialogue using their name in front of the class

- Ask Ss to look at the pictures and identify characters

- Tell Ss that they are going to listen and tick the correct boxes

- Play the recording twice for Ss to listen and their task

- Have Ss compare their answers in pairs

- Call Ss to give their answers - Check the answers with the class Key: 1.a 2.b

- Replay the recording and ask Ss to repeat sentences in the dialogues - Tell Ss that they are going to look at the pictures and fill the gaps

- Draw Ss’ attention to the pictures and the text

- Have Ss read the text in silence, then elicit the words to fill the gaps - Get Ss to the task individually - Ask Ss to trade their answers in pairs for correction

- Call some Ss to give their answers - Check the answers with the class - Play game: Ding Dong

- Tell Ss that they are going to sing the Alphabet song

- Ask and answer about their names

- Look at the pictures and identify characters

- Listen and the task - Compare their answers - Give their answers

- Listen and repeat

- Read the text in silence - Do the task in pairs - Trade their answers for correction

(23)

(8’)

III Home link (2’)

- Read the lyrics and ask Ss to repeat - Play the recording a few times for Ss to listen and sing along

- Have Ss choral and individual repetition of the song line after line - Sing and actions as a model - Ask Ss to work in groups of to sing and actions

- Give comments and praise - Do exercise in the Workbook - Prepare Lesson (part 1, 2, 3)

- Listen and repeat - Listen and sing along - Do choral and individual repetition

VII Comments:

I Objective:By the end of the lesson, students will be able to ask and answer questions about how to spell one’s name

II Language focus: 1 Vocabulary: spell

(24)

V Teaching aids:Pictures, word cards, recording and Student’s Book

VII Procedure:

(5’)

repeat (10’)

- Ask Ss to sing the Alphabet song again

- Call some groups to sing in front of the class

- Teach new word “spell” by defining and demonstrating

- Ask Ss to repeat the word a few times

- Ask Ss to look at the pictures and identify the characters

- Set the context: Linda and Nam are asking and answering their names and how to spell their names

- Play the recording twice for Ss to listen and repeat the dialogues - Play roles: T – Nam Ss – Linda - Have Ss practice dialogues in pairs - Call some pairs to perform the task - Get other Ss to observe and give comments

- Elicit the model sentence: How you spell your name? L-I-N-D-A

- Show the pictures on the board and have Ss call the names of characters

- Sing the song

- Repeat the words a few times

- Look at the picture and identify the characters

- Practice the dialogues - Perform in front of class - Observe and comment

(25)

(10’)

(8’)

- Tell Ss that they are going to practice asking and answering questions about how to spell names - Make a model with Nam and Linda: + Nam: “How you spell your name?”

+ Linda: “L-I-N-D-A”

+ Have Ss repeat the example - Get Ss to work in groups of to the task

- Call some Ss to perform their task in front of the class

- Give comments and praise if they well

- Tell Ss that they are going to practice more with their friends - Get Ss to work in groups of 4, using their own names

- Give help if necessary

- Call a few groups to act out the dialogue in front of the class - Give comments and praise

- Practice more the model sentence - Prepare Lesson (part 4, 5, 6)

- Repeat the example - Work in groups of - Perform in front of the class

- Work in groups of

VIII Comments:

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I Objective:By the end of the lesson, students will be able to number the correct pictures by listening, match the text with the correct pictures by reading the text and write the missing words in the gaps

II Language focus: Review 1 Vocabulary: spell

2 Patterns : How you spell your name? P-E-T-E-R

VI Procedure:

(7’)

(10’)

- Show the pictures of characters and ask Ss to call their names

- Divide the class into groups - Call Ss from groups to play a round

- Show a puppet and have class ask “How you spell your name?” - Answer by spelling that name of the character, for example “P-E-T-E-R” - Ask Ss to slap the character they have heard as quickly as possible - A quicker player will get point - The winner is the group who has more points

- Ask Ss to look at the pictures and call the names of characters

- Tell Ss that they are going to listen and number the pictures

- Play game

(27)

Activity 2: Read and match.

(10’)

(7’)

- Play the recording twice for Ss to listen and the task

- Replay the recording and have Ss check their answers

- Get Ss to compare their answers - Call some Ss to give their answers and check them with the class

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

- Tell Ss that they are going to read and match the text with the pictures - Read the text and ask Ss to repeat - Have class read the text, then call some individual Ss again

- Get Ss to underline the names of the characters

- Ask Ss to work in pairs

- Have Ss swap and check their answers before checking as a class - Call some Ss to write their answers - Call some pairs to ask and answer the questions

- Tell Ss that they are going to read and fill the gaps

- Give Ss time to read the text in silence and check comprehension - Ask Ss to the task individually, using their own names

- Have Ss compare their answers - Call a pair to act out the dialogue - Do the exercise in Workbook (p 8, 9)

- Listen and the task - Listen and check their answers

- Compare their answers - Give their answers

- Repeat the text

- Read the text again in the class, then individually - Underline the names - Do the task in pairs - Swap and check their answers

- Write the correct answers - Ask and answer the questions

(28)

VII Comments:

I Objective:By the end of the lesson, students will be able to pronounce correctly

the sound of the letters “m” as in Mai and that of the letters “p” as in Peter; listen

and write the missing words

1 Vocabulary: What’s, name, your, my, spell

2 Patterns : What’s your name? My name’s Peter How you spell your name? P-E-T-E-R

3 Phonics :Mai Peter

IV Teaching aids: letter cards, word cards, recording and Student’s Book

VI Procedure:

repeat. (10’)

- Ask Ss to sing and act out the song “The Alphabet song”

- Tell Ss that they are going to learn how to produce sounds “m” and “p” - Draw Ss’ attention to the letters colored differently in the words “Mai” and “Peter”

- Stick the letter “m” and produce the

- Sing and act out the song

(29)

(8’)

(10’)

sound a few times and get Ss to repeat the sound times

- Stick the word “Mai” on the board,

read it and ask Ss to repeat the word twice

- Stick the sentence “My name’s

Mai” read it and asks Ss to repeat

twice

- Have Ss find more words that have the sound “m”

- Do the same procedure for the letter “p”

- Tell Ss that they are going to listen and write the missing words

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

- Play the recording twice for Ss to listen and the task

- Have Ss compare their answers with their friends in pairs

- Call some Ss to write their answers on the board

- Replay the recording and check the answers with the class

- Ask Ss to say the sentences aloud - Tell Ss that they are going to chant “What’s your name?”

- Read the text and ask Ss to repeat - Have Ss read the chant again - Show them how to say the chant and the actions

- Listen and repeat

- Find more words

- Read the letter, the word and the sentence again - Do the same procedure for the letter “p”

- Read the text in silence - Listen and write

- Listen and check the answers

- Say the sentences aloud

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- Divide class into groups: A group chants the questions, another one chants the answers

- Get Ss to practice in groups of and perform in front of the class - Prepare Lesson (part 4, 5, 6)

- Chant

- Practice in groups and perform

VII

Comments:

I Objective:By the end of the lesson, students will be able to match the sentences and complete the text by reading and interview their classmates

1 Vocabulary: What’s, name, your, my, spell

How you spell your name? P-E-T-E-R

III Skills: Reading

IV Teaching aids: sentence cards, pieces of paper, a box and Student’s book

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Steps Teacher’s activities Students’ activities I Warm up:

Let’s chant. (4’)

(10’)

- Ask Ss to chant and the actions for the text “What’s your name?” - Give comments

- Tell Ss that they are going to read the sentences on the left and pair them with those on the right by drawing a line between them

- Divide class into groups: A group read the questions, a group reads the answers

- Ask Ss to work in pairs to the task

- Call some Ss to give their answers - Check the answers with the class - Do choral and individual repetition - Play game: Find your pairs

- Tell Ss that they are going to read and fill the gaps with the appropriate words

- Give a few seconds for Ss to read the texts in silence, then check comprehension

- Ask Ss to the task in pairs - Get Ss to swap and check their answers before checking as a class - Call some Ss to give their answers and check them

- Have class play roles to read the

- Chant and the actions

- Read the questions and the answers

- Work in pairs

- Trade their answers for correction

- Give their answers - Check the answers - Repeat

- Play game

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(10’)

dialogues

- Call some pairs to read the dialogues again

- Play game: Ding Dong

- Tell Ss that they are going to collect the names of their classmates and write them on a sheet of paper - Allow Ss time to carry out the project in class

- Call individual Ss to the front of the class to present the collected names and spell them

- Have other Ss observe and give comments

- Do exercise in the Workbook - Prepare Unit

dialogues

- Play game

- Carry out the project - Present in front of the class

VII Comments:

1st SEMESTERDate of teaching: WEEK: Unit 3: This is Tony

(33)

I Objective:By the end of the lesson, students will be able to introduce someone

II Language focus: 1 Vocabulary: this

2 Patterns : This is Tony Hello, Tony.Nice to meet you

III Methods: PPP (Listen and repeat, dialogue, drills)

IV Skills: Listening, Speaking and Reading

V Teaching aids: Pictures, posters

VII Procedure:

I Warm up. Sing the song.

repeat. (10’)

- Have ss sing the alphabet song

- Ask Ss to look at the book and ask the names of the characters and what they say

- Set the context: They are going to hear Mai and Nam greet each other - Use the poster or two characters bubbles to present situation

- Play the recording one time

- Play the recording again and ask Ss repeat after the tape

- Explain: This (singular) is used to

introduce someone - Play role: T- Miss Hien Class – Class Then change the role

- Divide class into halves to play roles: Miss Hien and Class

- Have Ss work in pairs to practice

-Sing the song

-Volunteer to sing the song

-Look at the book and say the names of the

characters

- Look and listen - Listen and repeat

- Play roles

(34)

(10’)

(8’)

the dialogue

- Call some pairs to perform in front of class

- Give comments and praises - Have Ss speak out the sentence pattern: This is _

Hello, _ Nice to meet you - Ask Ss to look at the pictures and identify the characters in the pictures - Use flashcards to practice

- Make a model with Peter

This is Peter.

Hello, Peter Nice to meet you.

- Have Ss repeat the phrase a few times

- Ask Ss to practice in groups of - Call some groups to act out their practice

- Get Ss to give comments

- Ask Ss to look at the picture and identify the characters

- Point to Linda and say:

This is Linda.

Hello, Linda Nice to meet you.

- Have Ss repeat the sentences a few times before they practice freely - Tell Ss that they are going to practice more with their friends - Get Ss to work in groups of 4, using their own names

- Correct the pronunciation if necessary

- Call some groups to the front of

- Perform in front of class

- Look at the picture and identify the characters - Look and listen

- Repeat

- Work in groups

- Give comments - Look and identify the characters

- Repeat the sentences a few times

- Work in groups of to practice

(35)

class to act out the introduction - Give comments and praise if they have a good performance of

pronunciation and language usage - Practice the sentence pattern - Prepare Lesson parts 4,5,6

in front of the class

VIII Comments:

(36)

1st SEMESTERDate of teaching: WEEK: Unit 3: This is Tony.

I Objective: By the end of the lesson, students will be able to tick the correct pictures by listening and write the introduction about someone

II Language focus: Review 1 Vocabulary: this

2 Patterns : This is Tony Hello, Tony Nice to meet you

IV Teaching aids: Pictures, posters, the large sheet of paper and Student’s Book

VI Procedure:

I Warm up. (5’)

- Play roles:

+ Choose pupils to be new friends in the class and one pupil to be teacher

+ Ask the pupil to introduce pupils to the class by using: This is + Have the whole class greet new friends by saying: Hello, _ Nice to meet you

- Have Sslook at the book and ask the names of the characters and guess

- Play roles

(37)

(10’)

(8’)

what they say

- Ask them some questions:

“How many questions are there?” “Do you tick or number the pictures?”

- Tell Ss that they are going to listen to the recording and tick the pictures - Play the recording time for Ss to their exercise

- Play the recording again for them to check their answer (1- a, 2-b)

- Have Ss compare their answers - Call some Ss to give their answers and check the answers with whole class

- Write the correct answers on the board

- Have Ss look at the pictures and identify the characters

- Ask them to fill the missing words in the dialogue and individually - Ask them to compare their answers with their friends

- Call Ss to write their answers on the board and ask class to check - Have whole class read the dialogue again

- Stick the large sheet of the song on the board and read it for the first time - Have Ss repeat each line times - Play the recording for Ss to listen the rhythm

- Play it again for Ss to sing along

guess what they say - Answer the questions

- Listen and tick - Check answers

- Compare their answers - Give their answers - Check

- Write down correct answers in their book - Identify the characters - Fill in the gaps

- Compare the answers - Write their answers on the board

- Read the dialogue again

- Listen - Repeat

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- Divide class into groups and sing along with music

- Ask groups to sing the song without music

- Give comments and praises - Sing the song again

- Sing in groups - Sing in groups

VII

Comments:

I Objective: By the end of the lesson, students will be able to ask and answer questions about someone

II Language focus: Vocabulary: that, yes, no

Patterns : Is that Tony? Yes, it is

No, it isn’t It’s Peter

III Method: PPP

V Teaching aids: Pictures, posters, word cards and Student’s Book

VII Procedure:

I Warm up:

(39)

(8’)

repeat. (10’)

in each round

- Whisper a word or a sentence to first students of lines

- Ask them to whisper to the next one in their line

- Get the second Ss to whisper to the third until the last ones

- Have the last students of lines run quickly to the board and write the word or the sentence they hear on the board

- The group who has the correct answer and is quicker is the winner - Praise the winner by clapping - Play the game with other lines of table

- Teach new words by explaining: + That (singular): is used to talk about thing or someone that is not near us

Take an example: That is Quan (point to the student that is far away the teacher)

+ Yes: is used to talk about the agreement

+ No: is used to talk about the disagreement

- Have class repeat times each word

- Get Ss to repeat in lines of table - Ask Ss to identify characters and what are they talking about

- Set the context: Nam, Mai, Linda

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(10’)

and Tom are asking and answering about their friends

- Read the dialogue and have Ss listen

- Ask Ss to repeat each sentence twice

- Play roles:

Picture a: T – Mai Class – Nam Picture b: T – Linda Class – Tom

- Divide class into groups (A and B), ask groups to play roles (Nam, Mai, Linda, Tom)

- Get Ss to work in pairs to practice the dialogue

- Call some pairs to perform the dialogue in front of the class - Give comments and praise

- Ask Ss to speak out the sentence

pattern: Is that _ ?

Yes, it is. No, it isn’t It’s .

- Ask Ss to identify the characters in pictures and “yes” or “no” in each character

- Stick the bubbles of sentence patterns, pictures and word cards of names on the board

- Set the context: Mai and Nam are asking and answering about their friends

- Make a model with picture a(Peter):

- Listen - Repeat - Play roles

- Play roles in groups

- Work in pairs - Perform their task

- Identify characters

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(6’)

+ Stand far away the board and point to Peter and say: “Is that Peter?” Ask Ss to repeat

+ Answer: “Yes, it is.” Then ask Ss to repeat

- Make a model with picture c (Mai): + Stand far away the board and point to Mai and say: “Is this Mai?” then ask Ss to repeat

+Answer: “No, it isn’t It’s Hoa” then have Ss repeat

- Ask Ss to work in groups of to practice with pictures

- Give help if necessary

- Give comments and praise

- Have class practice with pictures again (a half asks and a half

answers)

- Ask Ss to look at the picture and identify characters

- Stick the character “Mai” on the board and make a model:

+ Point to Mai and ask “Is that Hoa?”

+ Have class answer

- Tell Ss that they are going to practice more with their friends - Ask Ss to work in pairs, using their friends’ names in the class

- Call some pairs to point, ask and answer

- Ask class to listen and give

- Listen and repeat

- Listen and repeat - Work in groups of

- Perform their task

- Practice in whole class

- Identify characters - Look and answer

- Work in pairs - Ask and answer

(42)

comments

- Learn new words

- Practice the sentence patterns - Prepare Lesson 2, part 4,5,6

VIII Comments:

(43)

I Objective: By the end of the lesson, students will be able to number the pictures by listening and answer the questions by reading

II Language focus: Review 1 Vocabulary: that, yes, no

2 Patterns : Is that Tony? Yes, it is / No, it isn’t It’s Peter

III Skills: Listening andReading

IV Teaching aids: Pictures, posters and recording

VI Procedure:

Activity 1: Listen and number.

(10’)

Activity 2: Look, read and

- Have class sing the song “How are you?” with clapping their hands

- Ask Ss to look at pictures and ask them some questions:

+ Who’s that?

+ How many pictures are there? + Do you tick or write numbers? - Tell Ss that they are going to listen and number the pictures

- Play the tape times for Ss to listen and number

- Ask Ss to compare their answers with their friends

- Call some Ss to give their answers and write them on the board

- Play the tape again and check the answers, then correct if necessary Key: a.3 b.2 c.1 d.4

- Ask Ss to write answers down - Stick pictures on the board and ask Ss to identify characters

- Sing the song and clap

- Look at pictures and answer the questions

- Listen and number - Compare their answers - Write the answers on the board

- Listen again and check

(44)

answer. (10’)

Activity 3: Let’s play. “Line-up”

(8’)

- Tell Ss that they are going to look at the pictures, read and answer the questions

- Have Ss work in groups of - Call some Ss to ask and answer about the pictures

- Call Ss to write the answers on the board

- Divide class into halves to look at the pictures on the board, ask and answer about the pictures again - Show papers of words (this, that, is, Lan), the sentence stop and the question mark

- Call Ss to stand in front of the class and deliver each student a paper

- Call out a sentence, for example: “This is Lan.”

- Ask Ss to line up to make the sentence in the right order with the word they have

- Have class check and give praise - Play game with other Ss and other sentences

- Do exercise in Workbook p 12, 13 - Prepare Lesson 3, part 1, 2,

- Work in groups of - Ask and answer about the pictures

- Write the answers on the board

- Ask and answer the pictures again

- Play game

VII Comments:

(45)

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

- Pronounce the sound of the letter “t” and that of the letter “y” correctly - Complete the gaps by listening

II Language focus: Review 1 Vocabulary: this, that, yes, no

2 Patterns : This is Tony Is that Tony?

Yes, it is / No, it isn’t It’s Peter

3 Phonics: Tony Yes

III Skills: Listening, Speaking and Writing

IV Teaching aids: Pictures, letters, word cards and Student’s Book

VI Procedure:

I Warm up. (5’) II New lesson.

repeat. (10’)

- Have Ss sing the song “How are you?” and clap their hands

- Tell Ss that they are going to learn how to produce the sounds “t” and “y’

- Draw Ss’ attention to the letters colored differently in the words “Tony” and “yes”

- Stick the letter “t” and produce the sound a few times

- Sing and clap their hands

(46)

(8’)

(10’)

- Get Ss to repeat the sound times

- Stick the word “Tony” on the board

and ask Ss to repeat the word twice

- Stick the sentence “Is that Tony?”

on the board and ask Ss to repeat twice

- Have Ss find more words that have the sound “t”

- Do the same procedure for the letter “y”

- Set the context: They are going to listen and write the missing words - Play the recording twice for Ss to listen and write

- Have Ss compare their answer with their partner

- Call some Ss to give their answer - Play the recording again and check the answer with whole class

Key: 1- Tony 2- Yes

- Ask whole class to read sentences aloud

- Stick a large sheet of the chant on the board

- Read it and ask Ss to repeat - Have Ss read by themselves - Play the recording twice for Ss to listen repeat

- Make a model: Chant and clap hands in rhythm

- Have Ss repeat the chant and clap

- Repeat

- Look, listen and repeat

- Listen and repeat - Find more words

- Read the letter, the word and the sentence again - Do the same procedure for the letter “y”

- Listen and write - Compare their answer - Give their answer - Check the answer

- Read again

- Look, listen and repeat - Read by themselves - Listen and repeat after the recording

- Look and listen

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their hands in rhythm with T

- Divide class into groups and ask them to chant and clap in groups - Give comments and praise - Prepare Lesson 3, part 3, 4,

- Chant in groups

VII Comments:

I Objective: By the end of the lesson, students will be able complete the dialogues and write sentences by reading

II Language focus: Review 1 Vocabulary: this, that, yes, no

2 Patterns : This is Tony Is that Tony?

Yes, it is / No, it isn’t It’s Peter

IV Teaching aids: Pictures, posters and Student’s Book

VI Procedure:

I Warm up: Let’s chant.

(5’)

- Ask Ss to chant the text “Is that Nam?” and clap their hands in rhythm

(48)

II New lesson. Activity 1:

Read and complete.

(8’)

write. (10’)

- Stick pictures on the board - Ask Ss to look at pictures and identify characters and guess what they are talking about

- Have Ss complete two dialogue with available words (isn’t, that, hello, this)

- Ask Ss to compare their answers - Ask whole class give the answers and write them on the board

- Check the answers

- Have ss play roles to read the dialogues

- Stick pictures of characters on the board

- Ask Ss to look at the pictures and identify names of characters

- Tell Ss that they have to look at the pictures and write the names of characters in the correct number (Note: This and That)

- Have Ss compare their answer with their partners

- Check the answer by asking questions:

Is this _? Is that ?

- Write the answer on the board Mai Nam Phong Linda Peter

- Ask class to read the sentences aloud

- Look and identify the characters and what they are talking about

- Complete dialogues with the words

- Compare their answer

- Check the answer - Read the dialogues

- Identify the characters - Write names

- Compare their answer - Answer T’s questions

- Write down the answers in their notebook

(49)

Activity 3: Project. “Drawing your

best friend” (10’)

- Tell Ss that they are going to draw their best friend and then introduce his/her to your class with the pattern “This is _”

- Ask Ss to draw their friend and write the introduction

- Call some volunteers to show their picture and introduce their friend to class

- Give comments and praise - Review Unit

- Do exercise in Workbook p 14, 15

- Draw and write the introduction about their friend

- Volunteer to introduce their friend

VII Comments:

WEEK: Unit 4: How old are you? PERIOD: Lesson (part 1, 2, 3)

I Objective: By the end of the lesson, students will be able to ask and answer questions about someone

II Language focus: 1 Vocabulary: who

2 Patterns : Who’s that? It’s Tony

III Method: PPP

(50)

VII Procedure:

I Warm up:

“What and where”

(5’)

repeat. (10’)

- Write words (this, that, yes, no, hello, nice to meet you) in the bubbles on the board

- Point to each word and ask Ss to read it

- Have them remember where the words are

- Rub out the words one by one and ask Ss to recall the missing words - Point to the bubbles without words and have Ssrecall them all

- Call some Ss to rewrite the words again in the right bubbles

- Check the answers with the whole class and ask them to read them again

- Give praise by clapping hands - Explain “who” is used to ask about someone we don’t know

- Have Ss repeat the words times - Ask Ss to look at the pictures (a, b), then identify the characters and guess what they are talking about

- Set the context: At the break time, Mai and Linda, the new students, are asking Nam about a friend and a teacher they don’t know

- Play the recording times for Ss to listen

- Play the recording again and pause

- Read the words - Remember where the words are

- Recall each word - Recall all

- Rewrite

- Check and read the words again

- Repeat

- Identify characters and guess what they are talking about

- Listen

(51)

(10’)

in each line for Ss to repeat - Play roles:

+ Picture a: T - Mai, Class - Nam + Picture b: T - Nam, Class - Linda - Divide class into halves and play roles:

+ A half – Mai, a half – Nam + A half – Nam, a half – Linda - Ask Ss to work in pairs to practice the dialogue

- Go around and give help if necessary

- Call some pairs to perform in front of the class (Ask and answer in turn) - Give comments and praise

- Stick pictures of characters on the board and ask Ss to identify them - Set the context: Nam and Peter are asking and answering about

someone

- Stick the sentence pattern on the board

Who’s that? It’s _

- Make a model with picture a: + Ask: “Who’s that?”

+ Class answer: “It’s Mr Loc.” - Have class work in pairs to ask answer with three pictures

- Call some pairs to perform in front of class

- Have class ask and answer about the pictures again (A half asks, a half

- Play roles

- Work in pairs

- Listen and answer

- Work in pairs

- Perform in from of class

(52)

(8’)

answers, the change roles)

- Ask Ss to look at the picture and identify the characters

- Stick the character “Miss Hien” on the board

- Point at Miss Hien and ask class “Who’s that?”

Class answer: “It’s Miss Hien.” - Have class work in pairs to ask and answer about other characters or the real names of their friends

- Call some pairs to practice asking and answering

- Write the new word lines - Practice the sentence pattern: “Who’s that?”

“It’s .”

- Prepare Lesson 1, part 3,4,5

- Look, listen and answer

- Work in pairs - Ask and answer - Perform their practice

VIII Comments:

(53)

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

- Tick correct pictures by listening

- Write the questions and answers about someone

II Language focus: Review 1 Vocabulary: who

2 Patterns : Who’s that? It’s Tony

III Skills: Listening, Reading, and Writing

IV Teaching aids: Pictures, word cards, recording and Student’s Book

VI Procedure:

I Warm up: “Lucky number”

(8’)

- Divide class into groups and show a sheet of numbers (with number and are lucky

numbers)

- Tell Ss that each number has a picture and they have to answer the question related to that picture - A correct answer will be point - If a group chooses a lucky number, they will get points - Choose Ss from groups to play “Scissors- Paper- Rock” - The winner chooses any number first

- The group who has more point is the winner

- Have Ss look at the pictures and

- Play game

(54)

(8’)

ask them some questions: “Who’s that?”

“How many pictures are there?” “Do you tick or number the pictures?”

- Tell Ss that they are going to listen whom the speakers talk about, and they have to tick the pictures matching what they hear - Play the recording twice for Ss to listen and tick

- Have Ss compare their answer with their friends

- Ask class to give their answer - Play the recording again to check the answer

Key: b a

- Play the recording again and have Ss repeat each lines - Stick pictures (a, b) on the board and then ask Ss to identify the characters

- Tell them that they have to read the dialogues and get information to write the missing words in pictures

- Write the dialogues on the board

- Have them the exercise individually in their book

- Ask Ss to compare their answer with their friends

- Call Ss to write their answer on the board

- Listen and tick

- Compare their answer with their friends

- Give their answer - Check

- Repeat after the recording

- Write the missing words - Compare their answer - Write their answer on the board

(55)

(5’)

III Consolidation “A magic box”

(5’)

IV Home link. (1’)

- Check the answers with whole class

- Stick pictures on the board and ask Ss to identify the characters - Have them write the answers for the questions “Who’s that?” under each picture in their book

- Call Ss to write their answers on the board and ask class to check

- Divide class into halves to ask and answer about pictures again - Show a box of pictures of

characters and introduce it is the magic box

- Turn on the music and ask Ss to move the box from one to one - Pause the music and have the student who holds the box at that time open it and pick up a picture - Get class to ask “Who’s that?” and the student to answer “It’s .”

- Play the music and continue the game

- Prepare Lesson 2, part 1, 2,

- Identify the characters - Write in their book

- Write on the board - Ask and answer

- Play game

VII Comments:

(56)

I Objective: By the end of the lesson, students will be able to ask answer questions about someone’s age

II Language focus: 1 Vocabulary: How old

2 Patterns : How old are you? I’m eight years old

III Method: PPP

V Teaching aids: Picture, word cards and Student’s Book

VII Procedure:

(57)

Whisper. (8’)

repeat. (10’)

in each round

- Whisper a word or a sentence to first students of lines and ask them to whisper to the next one in their line

- Have the last students of lines run quickly to the board and write the word or the sentence they hear on the board

- The group who has the correct answer and is quicker is the winner - Praise the winner by clapping - Play the game with other lines of table

- Explain: “How old” is used to ask about someone’s age

- Have Ss repeat the word times - Ask Ss to identify characters in the pictures and guess what they are talking about

- Set the context: Miss Hien asks Nam and Mai about their age - Read the dialogue times - Ask Ss to repeat after T - Play roles: T- Miss Hien Class – Mai, Nam Then change the roles

- Divide class into groups to play roles: A half – Miss Hien

A half – Mai, Nam Then change the roles

- Have Ss work in pairs to practice the dialogue

- Call some pairs to perform in front

- Repeat the word - Identify the characters and guess what they are talking about

- Listen - Repeat - Play roles

- Play roles

- Work in pairs

(58)

(10’)

(6’)

of class

- Ask Ss to speak out the sentence

pattern: How old are you, ?

I’m .

- Stick characters and their ages on the board

- Ask Ss to identify their name and age

- Stick the word cards of sentence patterns on the board:

How old are you, ? I’m _

- Set a context: Miss Hien want to know her students’ age She asks them about their age

- Make a model with Tom: Ask: How old are you, Tom? Answer: I’m years old - Ask Ss to repeat after T the example

- Have them work in groups of to ask and answer about characters’ age - Give help if necessary

- Call some groups to perform their task

- Ask whole class the question and have them answer with pictures on the board again

- Tell Ss that they are going to practice more with their friends - Show papers of age and ask a

- Identify names and ages

- Look and listen

- Repeat

- Work in groups of

- Ask and answer again

(59)

student to pick up any age

- Have class ask “How old are you?” and the student answer the age they have picked

- Continue with other Ss

- Have Ss ask members’ age in their family

- Prepare Lesson 2, part 4, 5,

- Class asks the student answers

VIII Comments:

(60)

+ Write the ages by listening + Tick correct ages by reading

II Language focus: Review 1 Vocabulary: How old

III Skills: Listening and Reading

IV Teaching aids: Pictures, the word sheet and Student’s Book

VI Procedure:

(5’)

II New lesson Activity 1: Listen and write.

(10’)

- Divide class into groups

- Stick the numbers (6, 7, 8, 9, 10) on the board and ask class to read the numbers aloud

- Choose Ss from groups to stand in front of the board

- Have class ask: “How old are you?” - Show a number and answer:

“I’m _.”

- Ask Ss to slap the number they hear from T as quickly as possible - A correct number is point - The winner is the group who has more point

- Give praise by clapping hands - Ask Ss to look at pictures and tell them that they are going to listen about characters’ age

- Have them write numbers of age in the gaps

- Play the recording times for Ss to listen and write

- Ask them to compare their answers

- Play the game

- Listen and write

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(10’)

with their friends

- Have class give their answers and write them on the board

- Play the recording again to check the answers

(1- 6, 2- 7, 3- 8, 4- 10)

- Ask Ss to listen and repeat after the recording

- Stick characters on the board and have Ss identify them

- Read texts and ask Ss to listen - Have Ss repeat after T twice - Divide class into groups and ask each group to read each text

- Tell Ss that they have to read the texts again by their eyes, then tick the correct numbers that are the age of characters

- Ask class give their answer and tick it on the board

- Check the answer by reading the texts again

- Have Ss close their book and play game “Ding Dong”

- Tell Ss that I’m tired so I can read the texts incorrectly

- Ask them to listen carefully, find out T’s mistakes by saying “Ding Dong” and correct them

- Check the answer

- Repeat after the recording

- Identify the characters - Listen

- Repeat

- Read in groups - Tick the number

- Compare their answer - Give the answer - Check the answer

(62)

(8’)

- Stick the sheet of the song “Let’s count from one to ten” on the board - Read it one time

- Ask Ss to repeat after T one time - Have them read by themselves - Play the recording for Ss to listen - Play the recording again and ask Ss to sing along with music

- Sing the song and act “jump” - Ask Ss to sing and jump with music

- Sing the song

- Do exercise in Workbook - Prepare Lesson 3, part 1, 2,

- Listen - Repeat

- Read by themselves - Listen

- Sing along with music

- Sing and act out

VII Comments:

(63)

I Objective: By the end of the lesson, students will be able to produce the sound “f” and “s” correctly and write the ages by listening

II Language focus: Review 1 Vocabulary: How old

3 Phonics : five six

III Skills: Listening, Speaking and Writing

IV Teaching aids: recording, word sheet, letter and word cards

VI Procedure:

Activity 1: Listen and repeat

(8’)

- Ask Ss to sing the song “Let’s count from one to ten” and act out

- Tell Ss that they are going to learn how to produce the sounds “f” and “s’

- Draw Ss’ attention to the letters colored differently in the words “five” and “six”

- Let’s sing

(64)

(8’)

(10’)

- Stick the letter “f” and produce the sound a few times

- Stick the word “five” on the board

and read it

- Ask Ss to repeat the word twice

- Stick the sentence “I’m five years

old” on the board and read it - Ask Ss to repeat times

- Have Ss find more words that have the sound “f”

- Do the same procedure for the letter “s”

- Set the context: They are going to listen and write the numbers of age - Play the recording twice for Ss to listen and write

- Call some Ss to give their answer - Play the recording again and check the answer with whole class

Key:

- Ask whole class to read sentences aloud

- Stick a large sheet of the chant on the board

- Read it and ask Ss to repeat - Have Ss read by themselves - Play the recording twice for Ss to listen and repeat

- Listen - Repeat - Listen - Repeat - Listen - Repeat

- Find more words

- Listen and write - Compare their answer - Give their answer - Listen and check

- Read the sentences again

(65)

- Make a model: Chant and clap hands in rhythm

- Have Ss repeat the chant and clap their hands in rhythm with T

- Divide class into groups and ask them to chant and clap in groups - Give comments and praise - Practice the chant

- Prepare Lesson 3, part 4, 5, - Do exercise in Workbook

- Look

- Repeat and clap hands in rhythm

- Chant and clap hands in groups

VII Comments:

(66)

I Objective: By the end of the lesson, students will be able to match the questions and answer and write the missing words by reading

II Language focus: Review 1 Vocabulary: Who, How old

2 Patterns : Who’s that? It’s Tony How old are you? I’m eight years old

III Skills: Speaking, Reading and Writing

IV Teaching aids: Pictures, survey tables

VI Procedure:

(67)

I Warm up: Chant.

(10’)

- Have Ss chant “How old are you?” and clap their hands

- Stick word cards (questions and answers) on the board

- Divide class into groups and ask each group to read the sentences (A group reads questions and a group reads answers)

- Tell Ss that they are going to match questions (1, 2, 3) with answers (a, b, c)

- Go around and give help if necessary

- Call Ss to match the questions and answers on the board

- Have class check the answers Key: 1-c 2-a 3-b

- Ask class to read questions and answer again

- Stick pictures on the board and ask Ss to identify the characters - Tell Ss that Hoa, Nam, Tony and Quan are asking and answering about their age

- Have Sswork in pairs to read the dialogues and then write the missing words in the gaps

- Write dialogues with the gaps on the board

- Call some Ss to write the answers on the board

- Check the answers with whole

- Chant and clap their hands

- Read questions and answers in group

- Match questions and answers in their book

-Match the questions and answers on the board - Check the answers - Read questions and answers again

- Work in pairs to write the missing words

- Write the answers on the board

(68)

Activity 3: Project. “Interview”

(10’)

III Homework. (2’)

class

Key: How old / I’m

How old / I’m / years old - Divide class into halves and have each half play roles to read dialogues - Deliver each student a survey table and tell them that they will be

interviewers

- Ask Ss to use sentence patterns “What’s your name?” and “How old are you?” to ask their friends’ names and ages

- Call some volunteers to talk about their friends’ information using the sentences: She’s/He’s _ She’s/ He’s years old

- Give comments and praise - Review sentence patterns

- Prepare Unit 5, lesson 1, part 1,2,3

- Read the dialogues in groups

-Receive survey tables

- Ask and answer the questions

- Volunteer to talk about their friends by using sentences: She’s/He’s _ She’s/ He’s years old

VII Comments:

WEEK: Unit 5: Are they your friends? PERIOD: Lesson (part 1, 2, 3)

I Objective:By the end of the lesson, students will be able to introduce one’s friend and respond to the introduction

(69)

1 Vocabulary: friend

2 Patterns : This is my friend Mary Hello, Mary.Nice to meet you

V Teaching aids: Pictures, large sheet of paper and Student’s Book

VII Procedure:

I Warm up: Find out names.

(5’)

repeat. (8’)

- Have ss find out names of characters they have learnt

A L I N D A O

S C N K P X Z

P D H O A I W

F E Q X A T J

R N T M I O L

H A R E Y N V

B M M A R Y T

Key: Linda, Peter, Hoa, Mai, Tony, Mary and Nam

- Teach new word “friend” by demonstration and definition Friend: bạnbè

- Have Ss repeat the word a few times

- Ask Ss to look at the book and identify the characters and guess what they are talking about

- Set the context: Linda introduces her friend Mary to Mai

- Play the recording twice: once for Ss to listen all the way through and

- Find out names of the characters they have learnt

- Repeat the word a few times

- Identify the characters and guess what they are talking about

(70)

(10’)

once for Ss to repeat - Play role: T- Mai

A half- Linda A half- Mary Then change the roles

- Have Ss work in pairs to practice the dialogue

- Call some pairs to perform their practice in front of class

- Give comments and praises - Have Ss speak out the sentence pattern: This is my friend Mary Hi, Mary Nice to meet you - Ask Ss to look at the pictures and call names of the characters

- Stick the pictures of the characters on the board

- Set the scene: Linda introduces her friends (Peter, Tony, Hoa and Mary) to Mai

- Make a model with Peter:

This is my friend Peter.

Hello, Peter Nice to meet you.

- Have Ss repeat the model a few times

- Ask Ss to practice in groups of - Call groups of three to play roles Linda, Mai and one of the four characters in the pictures - Get Ss to give comments

- Praise the groups who perform well - Tell Ss that they are going to

practice more with their friends

- Play roles

- Work in pairs

- Look at the picture and call names of the

characters

- Look and listen

- Repeat

- Work in groups

(71)

(10’)

III Homelink.

- Get Ss to work in groups of 3, using their own names

- Correct the pronunciation if necessary

- Call some groups to the front of class to act out the introduction - Give comments and praise if they have a good performance of

pronunciation and language usage - Practice the sentence pattern - Prepare Lesson parts 4, 5,

- Work in groups of to practice

- Act out the introduction in front of the class

VIII Comments:

(72)

I Objective:By the end of the lesson, students will be able to tick the correct pictures by listening and write the missing words by reading

II Language focus: 1 Vocabulary: friend

2 Patterns : This is my friend Mary Hello, Mary.Nice to meet you

III Skills: Listening, Writing and Reading

IV Teaching aids: Pictures, the large sheet of paper and Student’s Book

VI Procedure:

I Warm up: Quick eyes.

(5’)

- Divide class into groups (A and B) to play game

- Show a picture of the character they have learnt one by one very quickly - Ask Ss to look and guess which character by raising their hand - A correct answer will be one point - The winner is the group who has more points

- Ask Ss to look at the pictures, identify the characters and guess

-Look and guess the characters

(73)

(10’)

Activity 3: Let’s sing. “The more we

are together” (8’)

what they are talking about

- Play the recording three times for Ss to listen, tick and check their answers

- Get Ss to swap their answers in pairs for correction

- Call some Ss to give their answers and check as a class

Key: 1.b 2.a

- Play the recording and ask Ss to repeat each sentence in the dialogues - Have Ss look at pictures and

identify the characters

- Ask Ss to read the information available in silence and write the missing words in the gaps

- Call some Ss write their answers on the board and check them

- Read the dialogues and ask Ss to repeat each sentence

- Have class play roles to read the dialogues again

- Stick the large sheet of paper with the song on the board

- Read the text and ask Ss to repeat each sentence

- Have Ss read the text again

- Play the recording a few times for Ss to listen and sing along

they are talking about

- Listen, tick and check the answers

- Swap their answers in pairs

- Give their answers

- Repeat each sentence in the dialogues

- Look and identify the characters

- Read and the task

- Write their answers on the board and check with T - Repeat each sentence in the dialogues

- Play roles to read the dialogues

- Repeat each sentence in the text

(74)

III Homelink. (2’)

- Do the actions as an example - Get Ss to practice in groups of - Call some groups to perform in front of the class

- Give comments and praise - Practice the sentence pattern - Sing the song again

- Do the actions

- Practice in groups of - Perform in front of the class

VII Comments:

I Objective:By the end of the lesson, students will be able to ask and answer questions about friends

II Language focus: 1 Vocabulary: they, are, aren’t

2 Patterns : Are they your friends? Yes, they are

No, they aren’t

III Methods:PPP

V Teaching aids: Pictures, recording and Student’s Book

VII Procedure:

- Ask Ss to sing and act out the song “The more we are together”

(75)

repeat. (10’)

Activity 2:

* Pre- teach vocabulary:

- Get Ss to identify the difference between “Are they … ?” and “They are ….”; “are” and “aren’t”; “friend” and “friends” by saying the words a few times

- Ask Ss to repeat all the words in groups, then individual

- Play game: Slap the board

- Have Ss identify the characters and guess what they are talking about - Set the scene: Mai and Quan, Tony and Mary are asking and answering about their friends

- Play the recording for Ss to listen - Replay the recording and ask Ss to repeat the dialogues two times - Play roles:

Picture a: A half- Mai A half- Quan Picture b: A half- Tony A half- Linda - Get Ss to work in pairs to practice the dialogues

- Go around to offer help and correct the pronunciation if necessary

- Call some pairs to act out the dialogues in front of the class - Ask other Ss to give comments - Have Ssspeak out the sentence

pattern: Are they your friends?

Yes, they are. No, they aren’t.

- Ask Ss to identify the characters

- Play game

- Identify the characters and guess what they are talking

- Listen

- Repeat the dialogues two times

- Play roles

- Work in pairs

- Act out the dialogues - Give comments

- Speak out the sentence pattern

(76)

Point and say. (5’)

(8’)

Activity 4: Smile or Cry?

(8’)

(Nam, Mai, Hoa, Phong, and Quan) - Tell Ss that Nam are asking Mai and Hoa whether Phong and Quan are their friends

- Have Ss fill in the bubbles, and then read the phrases aloud a few times - Get Ss to work in pairs and take turn to ask and answer

- Stick two characters Phong and Quan on the board

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

- Observe and comment

- Ask whole class to play roles to ask and answer again

- Have Ss identify characters in the picture

- Get Ss to repeat the sentences in the bubbles a few times

- Ask Ss to work in groups of (using the names of the characters in the book or the real names of friends) to ask and answer

- Call some group to perform their task in front of the class

- Have other groups comment - Give praise if they well

- Divide class into groups (A, B) - Show pairs of characters on the board and ask Ss to call the names (Nam and Linda, Peter and Phong, Hoa and Tony, Mary and Mai, Tom and Linh)

- Fill in the bubbles and read the phrases

- Work in pairs

- Ask and answer again

- Identify the characters - Repeat the sentences in the bubbles

- Work in groups of

- Perform their task in front of the class

- Comment

(77)

- Show faces: smile (Yes) and cry (No)

- Have a group ask:

Are your friends? - Ask a representative of another group to choose a smiley or cry face for his or her group to answer “Yes” or “No”

- A correct answer will be one point - The winner is the group who has more point

- Praise the winner

- Practice the dialogue and the sentence pattern

- Write each new word lines - Prepare Lesson (part 4, 5, 6)

- Ask - Answer

VIII Comments:

I Objective:By the end of the lesson, students will be able to number the pictures by listening, complete the passage by reading and write about their friends

(78)

2 Patterns : Are they your friends? Yes, they are

No, they aren’t

VI Procedure:

I Warm up. (5’)

(8’)

(10’)

- Call some pairs to the front of the class to act out the question “Are they your friends?” and answer “Yes” or “No”

- Ask Ss to identify characters in pictures a, b, c and d

- Tell Ss that they are going to listen and number the correct pictures - Play the recording twice for Ss to listen and number the pictures - Replay the recording for Ss to check their answers

- Call some Ss to give their answers - Check the answers with the class Key: a.2 b.3 c.4 d.1

- Ask Ss some questions: Who’s this?

How many blanks have the text got? Can you read the words in the bubble?

- Set the context: You are going to

- Ask and answer

- Listen and number - Listen and check

- Check the answer with T

(79)

Activity 3: Write about you and your friends.

(10’)

read and fill in the gaps with available words

- Have Ss read the text in silence and the task individually

- Get Ss to trade their answers in pairs for correction

- Call some Ss to give their answers - Check the answers with the class - Ask Ss to read the text in whole class, in groups and in individual -Tell Ss that they are going to write about themselves and their friends - Ask Ss to read the text in silence - Check comprehension

- Give Ss time to their writing - Go around to give help if necessary - Get Ss to share their answers with a partner for correction

- Call different Ss to read aloud their answers and Ss to write their

answers on the board

- Check the answers on the board - Do exercise in Workbook

- Read the text in silence and the task

individually

- Check the answers with T - Read the text a few times

- Read the text in silence - Write

- Share the answers for correction

- Some read their answers and Ss write their

answers on the board

VII Comments:

(80)

I Objective:By the end of the lesson, pupils will be able to pronounce the sound of the letters “a” and “e” like the word “that” and “yes”; write the missing words by listening

II Language focus: Review 1 Vocabulary: they, friend, are, aren’t

2 Patterns : This is my friend Mary./ Hello, Marry Nice to meet you Are they your friends? Yes, they are / No, they aren’t

Phonics : that yes

IV Teaching aids: Word cards, letter cards, the large sheet of paper, recording

VI Procedure:

repeat. (8’)

- Ask Ss to sing and act out the song “The more we are together”

- Give comments

- Tell Ss that they are going to learn how to produce the sounds “a” and “e”

- Draw Ss’ attention to the letters colored differently in the words “that” and “yes”

- Stick the letter “a” and produce the

sound a few times

- Stick the word “that” on the board

- Sing the song

(81)

(8’)

(15’)

and read it

- Stick the sentence “Who is that?”

on the board and read it - Ask Ss to repeat times

- Have Ss find more words that have the sound “a”

- Do the same procedure for the letter “e”

- Tell Ss that they are going to a dictation

- Ask Ss to predict what they are going to write in each gap

- Play the recording three times for Ss to listen, write and check the answers

- Have Ss trade their answers in pairs for correction

- Call some Ss to give their answers - Check the answers with the class Key: 1.that 2.yes

- Get Ss to read two sentences a few times

- Tell Ss that they are going to chant the text “Who’s that?”

- Read the text and ask Ss to repeat - Have Ss read the text again

- Give a demonstration of the chant and actions and get Ss to repeat - Ask Ss to practice in groups of - Call some groups to chant and

- Repeat - Listen - Repeat

- Find more words

- Predict what they are going to write

- Listen, write and check

- Check the answers with T - Read sentences aloud a few times

- Repeat the text - Read the text again - Repeat the chant and the actions

(82)

actions in front of the class

- Draw picture of their friends for the next lesson

front of the class

VII

Comments:

I Objective:By the end of the lesson, students will be able to match the questions with the appropriate answers and circle the correct answers by reading

II Language focus: Review 1 Vocabulary: they, friend, are, aren’t

2 Patterns : This is my friend Mary / Hello, Mary Nice to meet you Are they your friends? Yes, they are / No, they aren’t

III Skills: Reading and Speaking

IV Teaching aids: Pictures, the large sheets of paper and Student’s Book

VI Procedure:

I Warm up: Let’s chant.

- Ask Ss to chant and actions for the text “Who’s that?”

- Read the questions and the answers and ask Ss to repeat each sentence - Have a half of class read the

- Chant and actions

- Repeat the questions and answers

(83)

(10’)

Activity 2: Circle the correct

words. (10’)

Activity 3:

questions and a half read the answers - Call some individual Ss to read the questions and answers again

- Tell Ss that they are going to read the questions on the left and pair them with the answers on the right by drawing a line between them

- Ask Ss to read in silence and the task individually

- Call some Ss to give their answers - Check the answers with the class - Read the pairs of questions and answers and have Ss repeat

- Call a few open pairs to read the pairs of questions and answers - Tell Ss that they are going to read and circle the correct answers - Ask Ss to read the sentences in silence in a few seconds

- Check comprehension and give feedback

- Have Ss work in pairs to the task

- Get Ss to swap and check their answers with other pairs

- Call some Ss to give their answers - Check the answers with the class - Ask Ss to repeat each sentence - Call some individual Ss to read the sentences again

- Tell Ss that they are going to talk

answers again

- Read the questions and answers individually

- Read in silence and the task

- Check the answers with T - Repeat

- Read the pairs of questions and answers

- Read the sentences in silence

- Work in pairs to the task

- Swap and check their answers

(84)

Project. (10’)

about their friends

- Ask Ss to stick their friends’ photos or drawings on a large sheet of paper

- Have Ss write This is + name of the

friend under each photo or drawing - Get some Ss to present their friends to their class by saying: This is , and this is They’re my friends - Give comments and praise

- Revise the sentence patterns - Do exercise in Workbook - Prepare Review

- Stick their friends’ photos or drawings on the sheet - Write

- Present their friends to the class

VII Comments:

1st SEMESTERDate of teaching: WEEK:

PERIOD:REVIEW 1

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

+ Listen and identify specific information + Read and identify specific information + Read and identify general ideas

II Language focus: 1 Vocabulary: Unit – Unit

2 Patterns : Unit – Unit

III Skills: Listening, Speaking and Reading

(85)

Steps Teacher’s activities Students’ activities I Summary.

II Review. Activity 1: Listen and tick.

Activity 2: Listen and number.

- Get Ss to look at the book map and

ask them to read it in silent for a few minutes

- Have Ss close their books and ask

Ss some questions about sentence patterns they have learnt from Unit 1-5

- Ask Ss to open their books again and read each word in the Phonics column and notice the underlined letters

- Ask Ss to guess what they are talking about in each question

- Play the recording twice for Ss to listen and tick

- Replay the recording for Ss to check their answers

- Call some Ss to give their answers - Check the answers with the class Key: 1.b 2.a 3.a 4.b 5.b

- Ask some questions to ensure Ss’ comprehension of the listening text - Ask Ss to identify the characters and guess what they are talking about

- Tell Ss that they are going to listen and number the correct boxes

- Look and read

- Answer questions

- Read

- Guess what they are talking about

- Listen and tick - Listen and check - Trade their answers in pairs

- Check the answers with T - Answer some questions

(86)

- Play the recording twice for Ss to listen and number

- Replay the recording for Ss to check their answers

- Have Ss swap their answers in pairs to compare

- Call some Ss to give their answers - Check the answers with the class Key: a.4 b.2 c.1 d.3

- Explain the answers and give further support to Ss who got more than half of the answers wrong - Tell Ss that they are going to read the text and fill the gaps

- Ask Ss to read the text in silence and the task

- Have Ss trade their answers in pairs for correction

- Call some Ss to give their answers - Check the answers

- Read the text and ask Ss to repeat each sentence

- Get Ss to read the text again - Play game: Ding Dong

- Tell Ss that they are going to read and match the sentences in the right column with those in the left one - Have Ss read the sentences aloud - Divide class into groups and ask each group to read a column of sentences

- Get Ss to work in pairs to read and the task

- Have pairs compare their answers

- Listen and number - Listen and check - Swap their answers in pairs

- Read the text in silence and the task

- Trade their answers in pairs for correction - Give their answers - Repeat each sentence - Read the text again - Play game

- Read sentences aloud - Take turn to read sentences

- Work in pairs to the task

(87)

Activity 5: Look and say.

III Home link.

for correction

- Call some Ss to give their answers - Check the answers

- Ask a few pairs to act out the dialogues

- Have Ss identify the characters in the pictures and guess what they are talking about

- Set the context: You are going to some dialogues

- Ask Ss to work in pairs to practice the dialogues

- Monitor the activity and offer help if necessary

- Call some pairs to perform their practice in front of class

- Have other Ss observe and give comments

- Divide class into groups and get them to play roles to practice the dialogue again

- Prepare the story “Cat and Mouse”

- Give their answers - Act out the dialogues

- Identify the characters and what they are talking about

- Work in pairs to practice the dialogues

- Observe and comment - Play roles to practice the dialogues again

VII Comments:

1st SEMESTERDate of teaching: WEEK: Short story

(88)

I Objective:By the end of the lesson, students will be able to read story for specific information and make their own conversation

1 Vocabulary: Pleased to meet you

2 Patterns : Unit – Unit

III Skills: Speaking and Reading

IV Teaching aids: Student’s Book and the tape

VI Procedure:

1 Read and listen to the story.

(12’)

2. Complete the conversation.

- Teach new vocabulary:

Pleased to meet you = Nice to meet you

- Ask Ss to repeat the sentence a few times

- Have Ss look at the pictures and ask Ss some questions:

Where is the cat? What is he doing?

What can you see in the pictures, apart from the cat and mouse?

- Introduce characters in the story - Tell Ss that they are going to listen to a short story “Cat and Mouse” - Play the tape twice for Ss to listen - Replay the tape and get Ss to repeat each sentence in the dialogue

- Play roles: A half – the Cat A half – the Mouse; T – Mimi

- Call a group of to act out the story in front of class

- Tell Ss that they are going to read the dialogue again and fill the gaps

- Repeat a few times - Answer some questions

- Listen

- Repeat the sentences in the dialogue

- Play roles

(89)

(8’)

3 Match the questions with

the answers. (8’)

4 Conversation. (7’)

5 Home link.

- Give time for Ss to read and the task in pairs

- Call some Ss to give their answers - Check the answers with the class - Get Ss to repeat each sentence in the dialogue

- Call some pairs to play roles to act out the dialogue

- Ask Ss to read the questions and answers aloud

- Tell Ss that they are going to read and match the questions with the answers

- Have Ss read in silence and the task individually

- Get Ss to swap and check their answers in pairs

- Call some Ss to give their answers - Tell Ss that they are going to

practice the dialogue, using their own names

- Ask groups of Ss to sit face to face and practice the dialogue in task - Call some pairs to act out the dialogue

- Prepare Unit 6, lesson (part 1,2,3)

- Read and the task in pairs

- Trade their answers with other pairs

- Give their answers - Check the answers - Repeat the sentences - Play roles

- Read the questions and answers aloud

- Read and the task individually

- Swap and check their answers

- Practice the dialogue with their own names

(90)

VII

Comments:

1st SEMESTERDate of teaching: WEEK: Unit 6: Stand up!

I Objective:By the end of the lesson, students will be able to give and respond to classroom instructions

1 Vocabulary: stand up, sit down, be quiet, come here, open your book, close your book, and don’t talk

2 Patterns :Stand up, please!

V Teaching aids: Pictures, word cards, recording and Student’s Book

VII Procedure:

(3’)

repeat. (12’)

- Have Ss sing and act out the song “The more we are together.”

- Draw Ss’ attention to the title of the unit and ask them to repeat it once or twice

* Pre- teach new vocabulary: - Stick the picture of classroom instructions “stand up” on the board and read it a few times

- Ask Ss to repeat the word three

- Sing and act out the song - Repeat the title of the unit once or twice

(91)

times

- Stick the word card “stand up” on the board and get Ss to repeat a few times

- Have Ss give Vietnamese meaning - Do the same procedure with other new words (sit down, be quiet, don’t talk, come here, open your kook and close your book)

- Ask Ss to recall the words again - Demonstrate the actions for classroom instructions

- Have Ss act out each instruction a few times

- Play game: Simon says

- Ask Ss to look at the pictures and identify the characters

- Set the scene: Mr Loc gives

classroom instructions to his students - Play the recording twice for Ss to listen

- Replay the recording for Ss to repeat each sentence two times - Have class play roles:

T – Mr Loc Class – Ss A half – Mr Loc A half – Ss - Get Ss to practice the dialogue in pairs

- Call some pairs to perform their practice in front of the class - Have other Ss observe and give comments

- Ask Ss to read aloud the words in the bubbles

- Repeat the word

- Give Vietnamese meaning

- Recall all the words

-Do the actions - Play game

- Listen

- Practice the dialogue in pairs

- Perform their practice in front of the class

(92)

(6’)

(7’)

Activity 4: Play game.

(6’)

- Tell Ss that they are going to practice giving and responding classroom instructions

- Make a model:

+ T says “Stand up!” and act out + Ss stand up

- Have Ss work in groups of 4, taking turns to say and act out the classroom instructions

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

- Give comments and praise if they well

- Ask Ss to look at the pictures and elicit the words to fill the gaps - Get Ss to repeat the instructions a few times

- Tell Ss that they are going to practice more with their friends - Have a student stand in front of the class and call out an instruction - Ask class to listen and as the student says

- Call other Ss for other instructions - Give comments and praise

- Ask Ss to play game “Do what I say, not Do what I do”

- Say an instruction aloud and a wrong action

- Have Ss listen carefully and as T says

- If they as T does, they are out - Play a trial to check Ss’

- Stand up

- Work in groups of

- Act out their practice

- Elicit the words to fill the gaps

- Repeat

- Call out an instruction - Listen and as the student says

(93)

comprehension - Praise if Ss well - Learn new words

- Practice more the instructions - Prepare Lesson (part 4, 5, 6)

VIII Comments:

I Objective:By the end of the lesson, students will be able to tick the correct pictures by listening and write the classroom instructions

II Language focus: Review 1 Vocabulary: classroom instructions

2 Patterns : Stand up, please!

VI Procedure:

I Warm up:

(94)

“Charade”. (5’)

(8’)

(10’)

instruction in front of class - Have class call the name of the instruction

- Call other Ss for other instructions - Give comments

- Have Ss look at the pictures and identify the instructions

- Set the scene: You are going to listen and tick the correct boxes - Play the recording twice for Ss to listen and tick

- Replay the recording for Ss to listen and check their answers

- Call some Ss to give their answers - Replay the recording to check the answers

Key: 1.a 2.c 3.c

- Ask Ss to look at the pictures and call the names of the instructions - Tell Ss that they are going to complete the sentences

- Have Ss work in pairs to the task

- Get Ss to swap and check their answers with other pairs

- Call some Ss to give their answers - Check the answers with the class - Ask Ss to read aloud the

instructions

- Call individual Ss to read again

- Call the name of the instruction

- Look and identify the instructions

- Listen and tick - Listen and check - Trade their answers in pairs

- Call the names of the instructions

(95)

Activity 3: Let’s play “Simon says”.

(10’)

- Instruct Ss to carry out actions by saying “Simon says….”

- Ask Ss to nothing when they don’t hear “Simon says……” - Play a trial game until Ss understand

- Tell Ss that they are out if they don’t perform the correct actions or perform an action when they have not heard “Simon says….”

- Play the game and praise Ss who correct actions

- Review classroom instructions - Do exercise in the Workbook - Prepare Lesson (part 1, 2, 3)

- Play game

VII Comments:

I Objective:By the end of the lesson, students will be able to ask for and give permission

(96)

2 Patterns : May I come in? Yes, you can No, you can’t

V Teaching aids: Pictures, recording and Student’ Book

VII Procedure:

I Warm up. (3’)

repeat. (12’)

- Revise the previous lesson by calling a group of five to come to the class and act out the instructions they have learnt

- Give comments

* Pre- teach vocabulary:

- Use gestures to teach vocabulary (come in, go out, speak and write) - Ask Ss to repeat the words a few times

- Get Ss to read all words in chorus, in groups, then individual

- Play game: Slap the board - Have Ss look at the pictures and identify the characters

- Set the scene: Nga is asking her teacher Mr Loc for permission - Play the recording twice for Ss to listen and repeat each sentence - Play roles: T – Mr LocSs – Nga - Divide class into groups to play roles: A half – Mr Loc A half –Nga Then change the roles

- Get Ss to work in pairs to practice

- Act out the instructions

- Repeat a few times - Read all words - Play game

- Play roles

(97)

(10’)

(8’)

the dialogue

- Call some pairs to perform in front of the class

- Ask other Ss to observe and comment

- Elicit the structure by asking Ss to speak out the model sentence:

May I come in? Yes, you can. No, you can’t.

- Have Ss look at the pictures and read aloud the words in the bubbles - Tell Ss that they are going to practice asking for and give permission

- Make a model with picture a:

+ Point to picture a and say: “May I come in?”

+ Answer: “Yes, you can.”

- Write the example on the board and ask Ss to repeat a few times

- Get Ss to work in groups of to practice with pictures

- Monitor the activity and offer help if necessary

- Ask other groups to comment - Divide class into groups to take turn asking for and giving

permission

- Tell Ss that they are going to practice more with their friends - Show a lot of pictures of activities

- Observe and comment - Speak out the model sentence

- Read aloud the words

- Look and listen

- Repeat the example a few times

- Work in groups of

- Comment

- Take turn to ask for and give permission

(98)

(stand up, sit down, open the book, close the book, come in, go out, write, speak) and ask Ss to call the names

- Put them into the box and mix them up

- Call Ss to the front of the class: the first student plays role as a teacher, the second one pick up a picture in the box

- Have the second student mime the picture he/ she has picked up

- Get class to ask for permission: “May I _?”

- Ask the first student to give permission “Yes” or “No”

- Continue the activity with other Ssand pictures

- Practice more the sentence pattern : May I _?

Yes, you can No, you can’t - Learn new words

activities

- Mime the picture - Ask for permission - Give permission

VIII Comments:

(99)

I Objective:By the end of the lesson, students will be able to number the pictures by listening; match the pictures and dialogues; write the permission

II Language focus: 1 Vocabulary: ask a question

2 Patterns : May I go out? Yes, you can

No, you can’t

IV Teaching aids: Picture cards, word cards, recording and Student’s Book

VI Procedure:

I Warm up: Find the pairs.

(10’)

- Make a set of 10 pairs of word and picture cards (stand up, sit down, open your book, close your book, don’t talk, come here, go out, come in, speak and write) and ask Ss to call the names of activities

- Divide class into groups and deliver each group a set

- Have groups mix the word and picture cards up and place them face down on the desk

- Get each member in groups to take turns to turn over cards and find the pair (a word and a picture)

- Call the names of activities

- Mix and place the word and pictures cards face down

(100)

(8’)

- If Ss find the pair, they keep it If not, they return the cards face down to the desk

- The winners are the Ss who have the most pairs of cards in the groups - Give praises

- Ask Ss to guess what Ss may say - Tell Ss that they are going to listen and number the pictures

- Play the recording three times for Ss to listen, number and chek

- Have Ss trade their answers in pairs - Call some Ss to give their answers - Check the answers with the class Key: a.4 b.1 c.2 d.3

- Replay the recording for Ss to repeat each sentence in the dialogues - Ask Ss to play roles to read the dialogues in the book

- Explain the new word “ask a question” and get Ss to repeat -Tell Ss that they are going to read and match the dialogues with pictures - Get Ss to work in pairs

- Call some Ss to give their answers - Check the answers with the class - Have Ss read the dialogues again - Tell Ss that they are going to look at pictures and complete the dialogues - Give a few seconds for Ss to read the dialogues in silence

- Ask Ss to the task individually - Get Ss to compare their answers

- Keep the pairs or return the card

- Guess what they may say

- Listen, number and check their answers

- Trade their answers - Give their answers

- Repeat each sentence in the dialogues

- Play roles to read the dialogues

- Work in pairs - Give their answers - Check the answers

- Read the dialogues again

- Read the dialogues in silence

(101)

III Homework. (1’)

- Call some Ss to give their answers and check them with class

- Call some pairs to read dialogues - Prepare Lesson (part 1, 2, 3)

- Give their answers and check them with T - Read the dialogues

VII

Comments:

I Objective:By the end of the lesson, students will be able to pronounce correctly the sounds of the letters “c” and “d” like the words “come” and “down”

1 Vocabulary: come in, go out, speak, write, stand up, sit down, open your book, close your book, don’t talk, come here, ask a question

2 Patterns : Stand up, please! May I come in? Yes, you can No, you can’t

3 Phonics : come down

IV Teaching aids: Word cards, letter cards, recording and Student’s book

VI Procedure:

I Warm up: Fill in the gaps.

- Show a lot of word cards with the gaps (come ; out; stand

(102)

(7’)

II New lesson. Activity 1: Listen and

repeat. (10’)

; down; be _) and stick them on the board

- Divide class into groups (A and B)

- Ask members in groups to take turn to write the missing words on the word cards

- Check the answers with the whole class

- The winner will be the group who has more correct answers and be quicker

- Give praise to the winner by clapping hands

- Tell Ss that they are going to learn how to produce sounds “c” and “d” - Draw Ss’ attention to the letters colored differently in the words “come” and “down”

- Stick the letter “c” and produce the

sound a few times

- Stick the word “come” on the board

and read it

- Stick the sentence “May I come

in?” on the board and read it

- Ask Ss to repeat times

- Have Ss find more words that have the sound “c”

- Do the same procedure for the letter “d”

- Listen - Repeat - Listen - Repeat - Listen - Repeat

- Find more words

(103)

(6’)

(10’)

- Tell Ss that they are going to a dictation

- Give Ss a few seconds to read the sentences in silence

- Play the recording three times for Ss to listen, write the missing words and check their answers

- Have Ss compare their answers - Call some Ss to give their answers and check them with the class

- Ask Ss to read aloud two sentences - Read the song and ask Ss to listen - Have Ss repeat each sentence in the text

- Get Ss to read the song again by themselves

- Play the recording a few times for Ss to listen and sing along

- Do actions and ask Ss to mime - Have Ss to practice in groups

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

- Ask other Ss to give comments - Give comments and praises,

- Practice saying the letters c and d in

the words and sentences - Sing the song again

- Do exercise in the Workbook

- Read in silence

- Listen, write and check their answers

- Compare their answers - Give their answers

- Read the sentences aloud - Listen and repeat

- Read the song again - Listen and sing along - Mime

- Practice in groups - Sing and act out

VII

(104)

I Objective:By the end of the lesson, students will be able to match the sentences and write the missing words by reading

1 Vocabulary: come in, go out, speak, write, stand up, sit down, open your book, close your book, don’t talk, come here, ask a question

(105)

Yes, you can No, you can’t

IV Teaching aids: Pictures, posters

VI Procedure:

(3’)

(8’)

write. (10’)

- Ask Ss to sing and act out the song “Come in and sit down.”

- Tell Ss that they are going to read the sentence halves on the left and pair them with those on the right by drawing a line between them

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

- Do the first sentence with Ss as an example

- Ask Ss to the task individually - Go around to offer help if

necessary

- Get Ss compare their answers in pairs

- Call some Ss to give their answers - Check the answers with the class - Have class read five sentences aloud

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

- Give Ss a few second to look at the pictures and read the text in silence

- Sing and act out the song

- Read in silence - Do the first example - Do the task individually

(106)

(13’)

- Check comprehension - Ask Ss to work in pairs

- Get Ss to trade their answers with other pairs for correction

- Call some Ss to write their answers on the board

- Check the answers with the class - Do choral and individual repetition of the sentences

- Tell Ss that they are going to write the instructions they have learnt and act out them

- Give time for Ss to write instructions on the small papers - Divide class into groups

- Ask members in the groups to put their papers in their box

- Have members one by one in the group to pick the papers and read them aloud and others act them out - Monitor the activity

- Do exercise in the Workbook - Prepare Unit 7, Lesson1

- Work in pairs

- Do repetition

- Write instructions on the papers

- Work in groups

VII Comments: