Unit 1: Good morning. How are you?

Then put the words sing and swim on the board, play the recording and ask pupils to repeat a few more times. After that, write the sentences I can sing and I can’t swim on the board[r]

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Date: 13/09/2015

PERIOD : Prepare for the academic year I Mục đích, yêu cầu:

- Giới thiệu chương trình tiếng Anh tự chọn bậc tiểu học Hướng dẫn chuẩn bị sách giáo khoa, viết đồ dùng cho môn học

- Giúp học sinh nhận thức rõ yêu cầu tầm quan trọng việc học môn tiếng Anh

- Giúp học sinh biết cách sử dụng sách đồ dùng hiệu II Chuẩn bị.

- Giáo viên chuẩn bị sách tiếng Anh tự chọn dành cho học sinh khối lớp + Dành cho học sinh lớp 4: Sách Tiếng Anh 4( sách học sinh)

Sách Tiếng Anh (sách tập) + Băng, đài cát xét, chữ, băng keo dán, tranh ảnh, rối, - Học sinh chuẩn bị theo hướng dẫn giáo viên

III Tiến trình:

1 Giới thiệu mơn học:

- Mơn tiếng Anh tự chọn bậc tiểu học đưa vào dạy học trường ta dành cho tất học sinh từ khối lớp đến lớp

- Là môn tự chọn, thực dạy học tiết tuần/ khối Có kiểm tra, đánh giá thường xun định kì khơng đưa kết vào việc xét lên lớp cuối năm học

2 Giới thiệu sách:

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+ Theme one: Me and my friends ( Chủ đề 1: Bạn tôi)

+ Theme two: Me and my school ( Chủ đề 2: Tôi Trường tôi) + Theme three: Me and My family( Chủ đề 3: Tơi Gia đình tơi)

+ Theme four: Me and the world around ( Chủ đề 4: Tôi giới quanh ta) - Mỗi chủ đề lớn chia chủ đề nhỏ, chủ đề nhỏ tiêu đề học, gồm 20 đơn vị

- Mỗi đơn vị chia làm phần lớn: Lesson 1, Lesson Lesson - Mỗi phần lớn lại chia thành tiết học

- Kèm theo sách có rối người, chữ, tranh ảnh, băng, đài casste phục vụ dạy học Những thiết bị giáo viên chuẩn bị cho tiết học

- Mỗi Tiếng Anh 4( sách tập) theo đơn vị học 3 Hướng dẫn học sinh chuẩn bị sách, :

- Mỗi học sinh chuẩn bị hai sách tuỳ theo khối lớp gồm: Tiếng anh ( sách học sinh)

Tiếng anh ( sách tập)

- Mỗi học sinh chuẩn bị tập viết loại dành cho học sinh tiểu học Bút mực 4 Hướng dẫn số cách học môn:

- Rèn luyện kĩ việc học ngoại ngữ: nghe, nói, đọc, viết đồng thời theo yêu cầu cụ thể đầu mục học

- Hoạt động nhóm, cặp tích cực theo u cầu luyện tập

- Chuẩn bị nhà chu đáo trước đến lớp, đặc biệt việc rốn từ vựng theo đơn vị học

5 Tổng hợp ý kiến thắc mắc học sinh giải đáp: 6 Bổ sung:

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Date: 13/09/2015 PERIOD : UNIT 1: NICE TO SEE YOU AGAIN

Lesson 1: , 2

A Aims: By the end of the lesson students can greet and respond to greetings formally

*Teaching aids:

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

B Procedure:

I Warm-up:

- Say hello all ss and ask them about their personal information II New lesson:

1 Look, listen and repeat.

- Ask students to look at the picture in the book and ask: Who are they in the picture?

Where are they?

- Tell Ps that they are going to practice greeting and responding to greetings formally

- Point the first picture elicit the names of characters and what are they saying: Miss Hien is greeting her students

- Have Ps repeat the text a few times

- Repeat the procedure with the second picture

- Do choral and individual repetition, pointing to the characters speaking - Play the recording for Ps to listen and say along

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a New words:

Good morning : Chào buổi sáng Good afternoon : chào buổi chiều Good evening : Chào buổi tối Late: muộn

Nice to see you again: vui gặp bạn Miss: cô (chưa chồng)

Very well: khỏe Check vocab: R.O.R

b New sentence pattern: Good …… , + name.

Chào ………một người

Tell Ps that they are going to practice saying Good …… , + name 3 Let’s talk.

Reorder the letters + mrnogin 

+ atonorfe 

+ engnevi 

III Consolidation:

- Call ss go to the board and practice the way to introduce yourself IV Home link:

- Ask Ss to practice greeting self introducing at home - Be ready Unit – Lesson 1(4.5.6)

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Date: 13/09/2015

PERIOD 3: UNIT 1: NICE TO SEE YOU AGAIN Lesson 1: 3,4,5

A Aims: By the end of the lesson students can greet and respond to greetings formally

*Teaching aids:

B Procedure: I Warm up:

- Greeting and respondingto greetings formally II New lesson:

4 Listen and tick.

- Tell Ps that they are going to listen and tick the correct boxes - Give a few seconds for Ps to look at the pictures

- Check comprehension and give feedback

- Play the recording three times for Ps to listen, the task and check their answers

- Get Ps to swap and check their answers before checking as class Answer: 1.b 2.a 3.

5 Look and write.

- Tell Ps that they are going fill the gaps with moring, afternoon, and bye - Give Ps a few seconds to look the pictures read the text in silence

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

- Write the correct answers on the board for Ps to copy down their notebooks - Call some pairs to read the text aloud

Answer: morning afternoon bye 6 Let’s sing.

- Tell Ps that they are going to sing the Good morning to you song

- Read each line and check comprehension Sing each line and have Ps repeat it - When Ps are familiar with the tune, ask them to sing and the actions

- Ask groups of Ps to sit face to face and practice singing and doing the actions - Call a group of five to sing the song and the actions

- Have the whole sing the song and the actions III Consolidation:

- Consolidate the content of the lesson IV Home link:

- Ask Ss to recite the song and further practice at home - Be ready Unit – Lesson 2(1.2.3)

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Date: 13/09/2015

PERIOD 4: UNIT 1: NICE TO SEE YOU AGAIN Lesson2: 1,2,3

A Aims: By the end of this lesson, students can say and respond to good bye * Language contents:

- Sentence Partners: good night

- Vocabulary: bye, see, meet, again, tommorow, later *Teaching aids:

- Sing Good morning to you song II New lesson:

1 Look, listen and repeat

- Tell Ps that they are going to practice saying and responding good bye - Check understanding

- Elicit the names of characters in each picture and explain what they say - Have Ps repeat the text a few times

- Repeat the procedure with the second picture - Play the recording for Ps to listen and say along

- Have Ps to find out the new structure Whole class repeat it for several times 2 Point and say.

a New words

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See = meet : gặp Again: lại, llần nữa

tommorow : ngày mai later : sau

- Check vocab: R.O.R

b Tell Ps that they are going to practice saying and responding to good bye Point to each picture and elicit his/her name Point to the first picture and elicit the word to fill the gap Put the sentence on the board and have Ps repeat them a few times Do choral and individual repetition, using the pictures in the book

Get Ps to work in pairs Check as a class 3 Let’s talk:

- Tell the class that they are going to practice more with their friends - Draw Ps’ attention to the sentences and elicit the language that might use - Elicit the words to fill in the gaps

- Put the sentences on the board and choral and individual repetition - Have Ps work in pair to greet and respond to greeting

- Display the dialogue in front of the class, others comment III Consolidation:

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Date: 20/09/2015

PERIOD 5: UNIT 1: NICE TO SEE YOU AGAIN Lesson2: 4-5-6

A Aims: By the end of this lesson, students can say and respond to good bye *Teaching aids:

B Procedure:

I Warm up: Chatting

- T asks Ss to repeat the saying and responding to goodbye oneself II New lesson:

4 Listen and number:

- Have pupils look at pictures a, b, c and d on page of the Student Book Give the identification of the characters in the pictures and the characters’ words

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

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

- Play the recording again pupils check their answers T gives the answer: - Ask some questions to ensure pupils’ comprehension of the listening text Answer:1 4.

5 Look and write:

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- Tell them that they are going to complete the blank basing on looking at the pictures in each sentences

- Have pupils work in pairs to complete the dialogue by looking at the pictures to fill in the blanks

- Call on a pupil to write on the board and other pupils write in the notebooks in individuals

- Have pupils trade their answers within in pairs for correction - Have pupils comment the answer on the board

- Call some pupils read aloud their work in front of the class - Have the class chorally read each line

6 Let’s play: (Bingo)

- Ask pupils what they this part

- Put the poster of game from Page on the board

- Have pupils identify the words by the questions: What does it mean ? - Ask pupils to guess what they are doing

- Divide the class into two teams. - Have the students play the game III Consolidation:

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Date: 20/09/2015

PERIOD 6: UNIT 1: NICE TO SEE YOU AGAIN Lesson 3: 1-2-3

A Aims: By the end of this lesson, students will be able to practice sounds / l / and / n/ and practice listening, writing skills

* Language contents:

- Sentence Partners: revision - Vocabulary: revision

*Teaching aids:

B Procedure: I Warm up: - Who is quicker?

•Rules: Pupils write the words have the sound l and n in the piece of paper Then give it to the teacher and read them aloud If pupil has many correct words, he will get 10 marks Notice the teacher only getting five pieces of paper

II New lesson:

1 Listen and repeat:

• Whole class Have pupils turn to Page 10 of their Student Books

- Tell them they are going to learn how to produce the sound of the letter

l in the word Linda and that of the letter n in the word night

l Linda Hello, Linda

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-Produce the sounds l and n a few times Ask pupils to say what they think about when they hear these sounds

-Teach the word Linda in the sentence Hello, Linda and the word night in the sentence Good night

2 Listen and circle Then write and say aloud. - Have pupils look the missing sentences.

- Tell the pupils that they are going to listen four dialogues and circle the correct answer in the blanks

- Play the recording times pupils to listen and choose the correct

- Play the recording again pupils check their answers T gives the answer: - Have pupils act out the dialogue in pairs or groups for correction

- Ask some questions to ensure pupils’ comprehension of the listening text Answer: Bye 2.hello

3 Let’s chant: Hello, friend!

- Put the piece of paper with the chant from Page 10 written on it on the board - Tell pupils that they are going to chant

- Play the recording all the way through for pupils to listen as they read Clap the syllables

- Play the recording again for pupils to repeat each line of the chant and clap the syllables

- Call on some pupils to perform the chant at the front of the class The rest of the class observe and give comments if possible

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Date: 20/09/2015 PERIOD 7: UNIT 1: NICE TO SEE YOU AGAIN

Lesson 3: 4-5-6

A Aims: By the end of this lesson, students will be able to develop reading and writing skills and write about greeting

2 Skills:

- Develop Ss writing and reading skills * Language contents:

- Sentence Partners: revision - Vocabulary: revision

*Teaching aids:

- Recite the chant: Hello, friend! II New lesson:

4 Read and answer:

- Have pupils turn their books to Page 11

- Have pupils trade their answers in pairs for the correction - Call on some pupils to report their answers

- Make a few questions to check pupils' about the dialogue - Give feedback:

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4 He’s from Australia 5 Write about you:

- Have pupils look at the table in their books Tell pupils that they are going to write about their name, hometown and their school

- Pupils write individually the dialogues

- Monitor the activity, and offer help when necessary

- Call on some pupils to write on the board and other pupils write in the notebooks in individuals

- Have pupils comment the answer on the board

- Call some pupils read aloud their work in front of the class 6 Project:

Make a card about yourself Then look at your classmate’s card and tell the teacher about him/her.

- Tell pupils that they are going to make a card about yourself Show them to your friends

- Ss make their cards

- Monitor the activity, check the pronunciation (stress, assimilation of sounds and intonation), and offer help when necessary

- Give mark for their work(who has the best result - Introduce the name card

- Ss Present them to class The rest listen to and give the remark Correct the pronunciation

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Date: 20/09/2015 PERIOD 8: UNIT2: I’M FROM JAPAN

Lesson 1:

1-2-A Aims: By the end of this lesson, students will be able to: - Asking where someone is from.

- Respond to the question Listen for specific information 2 Skills:

- Skills: Listening, writing, reading and speaking. * Language contents:

- Vocabulary: England; America; Australia; Vietnam; Malaysia; Japan - Grammar : Where are you from? - I’m from

*Teaching aids:

B Procedure:

I Warm up: Noughts and Crosses - Play the game in groups

nice evening ok

how again well

It’s later goodbye II New lesson:

1 Look, listen and repeat:

- Have ss look at the picture and identify the characters and what they are doing - Introduce the dialogue: They are going to listen to Nam and Akido talking about where they are from

- Play the recording for the ss

- Play again , have ss listen and repeat

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2 Point and say:

- Give the meaning of some words England; America; Australia Vietnam; Japan: Malaysia

- Ask Ss to imagine they are Hakim, Akio They introduce themselves and ask where their partner is from

a Hi I’m

Where are you from? b Hi, I’m I’m from

- Call on some pairs to perform their task at the front of the class 3 Listen and tick:

- Play the recording times

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

Answer: 1.b 2.a 3.c III Consolidation:

- Be ready Unit – Lesson 1(4.5.6) 2 Listen and number

- Call some students say their answer T corrects Keys: a b c d

3 Look and write

- T asks students to look at the pictures and then fill in the blank with suitable words in pairs

4 Let’s play: Bingo

- Teacher has students play the game: bingo

5 Homework: - Do the exercise in work book; prepare the next lesson.

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Period Unit 2: I’M FROM JAPAN. Lesson (3-5)

I Aim By the end of the lesson ss will be able to

- use the words and phrases related to the topic Countries and Nationalities - talk about where someone is from, using

I’m from…

* Structure: Where are you from?

I’m from…

* Vocabulary: Malaysia, America, Autralia, England, Japan

II Teaching aids: Text book, Picture, cassette, CD, workbook, puppets…… III Procedures.

* Warm up:

- Spend a few minutes revising the previous lesson by getting Ps to play Bingo, using the name of countries and characters (Malaysia, America, Autralia, England, Japan, Viet Nam, Tom, Linda, Tony, Akiko, Hakim, Nam

Listen and tick

- Tel Ss that they are going to listen to the three conversations and tick the correct pictures

- Point to each picture and ask Ss questions to check their comprehension - Play the recording (x3) for Ss to listen and tick

- Have Ss to trade their answers in pairs

- Ask a few questions to ensure their comprehension for the listening text Key: 1c 2b 3c

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- Ask Ss fill the speech bubbles - Check Ss’ result and give feedback

1- Australia 2- Malaysia 3- America 4- Japan

- Get Ss to math each character with the corresponding lines before they listen to the song

- Get Ss to read line of the lyrics

- Play the recording all the way through

- Ask Ss to choral and individual repetition of the song line by line

- Have the class sing the song again and clap their hands to reinforce the activity 3 Consolidation:

- Ask and answer the Qs by using the following of Where are you from?

I’m from…… 4 Homework:

- Learn by heart the new words and structures Prepare for new lesson

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Period 10 Unit 2: I’M FROM JAPAN. Lesson (1-3)

- Use the words and phrases related to the topic Countries and Nationalities

- Ask and answer question about one’s nationality, using what is from, usin” What nationality are you?

I’m … ”

* Structure: review: (What’s your name, please? My name’s ……)

+ What nationality are you? / What’s your nationality? I’m …

* Vocabulary:Malaysia->Malaysian, America ->American, Autralia -> Autralian, England->English, Japan->Japanese, Viet Nam->Vietnamese

* Warm up:

- T spends a few minutes revising the previous lesson by having the class sing the song where are you from? Then explain the words nationality in Vnese before intrducing the new lesson

- Tell Ps that they are going to read a story in which the character ask and answer Qs about one’s nationality

Ask students to look at the picture in the book and ask: + Who are they in the picture?

+ Where is she? Register desk

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Repeat and read in pairs 2 Point and say

- Tell Ps that they are going to pratise the question and answer What nationality are you? I’m (nationality)

- Have them read the reminder box at the bottom of the page

- Point the first picture and get one Ps to ask What nationality are you? And other answer “I’m Vietnamese”

- Work in pairs, then act out the dialogue in front of the class 3 Let’s talk

- Tell Ps that they are going to practise more with their friends. What’s your name?

Where are you from? What nationality are you?

- Have Ps repeat each sentence a few times Correct the pronunciation - Get Ps to work in pairs Check as a class

4 Consolidation:

- Asking std to focus on the structure once again - Retell the content of the lesson

What nationality are you? / What’s your nationality? 5 Homework:

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Date: 28/09/2015

+ Use the words and phrases related to the topic Countries and Nationalities

+ Ask and answer question about one’s nationality, using What nationality are you?

I’m … * Structure: review:

+ What’s your name, please? + My name’s ……

+ What nationality are you? / What’s your nationality? I’m …

* Vocabulary: review

* Oral test:

What’s your name, please? What nationality are you? What’s your nationality? * Warm up:

- Spend a few minutes revising the previous leson by having the class play “Tic – Tac – Toe”

- Using the questions:

What is this? Who is this? What’s your name? Where are you from?

What nationality are you? 1 Listen and number.

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- Look at the pictures and check comprehension by eliciting the answers to the questions + What is this? Who is this?

- Ask them to say where the children are from and their nationalities Then play the recording for Ps to the task

a.3 b.1 c.4 d.2 2 Look and write.

- Tell Ps that they are going to read the dialougs and fill the gap, using the picture cues

- Aks them to look at three dialouges and explain them Use the first picture as an example and check thei comprehension by asking: Who’s in this picture? Where is she from? What nationality is she?

- Then guide Ps to fill the gaps before asking them to the task individually - Check answers as a class call three Ps to read aloud the complated sentences America, American England, English Japan, Japanese

3.Let’s play

- Prepare equal numbers of cards with the following words: America, Australia, England, Malaysia, Viet Nam and Japan The total number of cards should be equal to or more than the number of Ps Then mix the cards up and deliver one to every individual in the class The cards represent where the Ps are from

- Tell Ps to choose a country They should talk to their classmates and try to find one who is from the country they have chosen

When everyone has found a classmate from the country of their choice, call a few to introduce themselves and their partners, by saying the countries they are from and their nationalities

Ex I’m Ha I’m from England I’m English Linh is from America She’s American

- Asking std to focus on the structure once again - Retell the content of the lesson

What nationality are you? / What’s your nationality? 5 Homework:

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I Aim : By the end of the lesson ss will be able to

- Pronounce the sounds of the letters j and v in the words Japan and Vietnamese respectively

+ Structure:

+ Vocabulary: Revision

* Oral test:

- Answer teacher’s questions + What’s your name?

+ Where are you from? * Warm up

- Spend a few minutes revising the previous lesson by asking six Ps point and introduce Mai, Linda, Tony, Peter, Hakim and akiko This is Mai She’s from Viet Nam She’s Vietnamese Use flash of the characters if possible

1 Listen and repeat

- Tell Ss that they are going to practise saying the sounds of the letters j and v in the words Japan and Vietnamese respectively

- Put the letters j and v on the board

- Play the recording and ask Ss to repeat a few times

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- Play the recording a few times and let Ss say the words and phrases, paying attention to the target sounds

- Do choral and individual repetition of the sounds - Get some Ps to perform in front of the class 2 Listen and tick Then say aloud.

- Tell Ss that they are going to listen to the recording and tick the correct words have them read the words before playing the recording

- Ask Ps to say the words aloud To extend this activity, ask Ps to say the sentences with four words

Key: 1b 2a 3 Let’s chant

- Ask Ps to mach each character with the corresponding lines then play the recording for Ps to theline twice

- Play the recording again for Ss to repeat each line and clap the syllables - Divide the class into two One chant the question and the other the chant the answer Swap the role after one round

- Tell Ss that they are going to practise saying the sounds of the letters j and V in the words Japan and Vietnamese

5 Homework:

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I Aim : By the end of the lesson ss will be able to

- Use the words and phrases related to the topic Countries and Nationalities - Ask and answer question about one’s nationality, using

“What nationality are you? I’m….” + Structure:

+ Vocabulary: Revision

* Oral test:

- Answer some questions

What is your name? Where are you from? What’s your nationality? * Warm up

- spend a few minutes revising the previous lesson by asking the class to say the chant “What nationality are you?” Divide the class into groups each group saying one verse of the chant

1 Read and complete.

- Tell Ps that they are going to read the text and and complete the table

- Give Ps a few seconds to look at the picture Point to the puicture and ask: Who are in the picture? Where are they? Where’s he/she from? What’s his/her nationality?

- Set a time limit for Ps to the task indipendently Walk aroud monitoring and offering help, if necessary

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Tony Sydney Australia Australian

Linda London England English

Tom New York America American

2 Let’s write.

- Tell Ps that they are going to write the answer to Quan’s question

- Set a time limit for Ps to the task indipendently Remind Ps to give genuine facts about themselves

- Get Ps to swap their writing, then read aloud their work 3 Project.

- Tell Ps that about the project Ps should select a country and make a name card for themselves

- They should also draw a small flag of the country Prepare resouurces like scissors, cards, rulers, pens, crayons

- Have a display of the name cardsand select a few Ps to pesent to their orally before removing all the cards to keep in Ps’ portfolios

- You may also select the three best cards and award the Ps with small prize That way, - - Ps will be motivated to the project

- Tell Ss that they are going to tell the teacher about your name, country and nationality

5 Homework:

Date: 04/10/2015

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Lesson (1-2)

I Aim : By the end of the lesson ss will be able to + ask and answer questions about days of the week * Structure: What day is it today? It’s………

* Vocabulary: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, what day,…

* Warm up:

- Ask pls to chant “What nationality are you?” 1 Look, listen and repeat

- Introduce the dialogue of Miss Hien and Class and ask pls to listen and repeat - Ask pls to give model sentences:

Miss Hien: What day is it today, class? Class: It’s Monday

What day is it today? It’s + day of week. Use: Ask and answer about days of week.

- Check meaning, intination from pls 2 Point and say.

* Vocabulary: - Monday: Thứ hai - Tuesday: Thứ ba - Wednesday: Thứ tư - Thursday: Thứ năm - Friday: Thứ sáu - Saturday: Thứ bảy - Sunday: Chủ nhật - What day?: thứ mấy? - today: hôm

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- Ask pls to look at the pictures on page 18 and identify the day of the week in each picture

- Help pls say days of week in the pictures - Ask pls to practise the pictures in chorus

- Tell pls to work in pairs to ask and answer using: What day is it today?- It’s………

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

3 Let’s play a game: Bingo

- Ask pls to work individually to choose three days a week they like and write them on their mini - boards

- Tell them that they are going to listen to T’s reading about what days the

T likes They have to put the ticks beside the days are the same with the days they have chosen Who have three days the same with T’s days, say Bingo aloud

- Ask pls to read the days they have ticked - Give the help when necessary

4 Homework

- Write days of week in the notebooks - Prepare: Unit 3.Lesson 1(3-5)

Date: 04/10/2015

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Lesson (3-5)

I Aim : By the end of the lesson ss will be able to + Listen for specific information

+ get further practice about days of the week + sing the song “ We have English today.” * Structure:

* Vocabulary: Review

* Warm up: Matching 1 Listen and tick.

- Ask sts to identify the character of the pictures (part on page 19) a Monday b Thursday c Tuesday

2 a Tuesday b Thursday c Friday a Saturday b Friday c Wednesday - Ask sts to guess what pictures these people mention - Ask Ss to listen in order to tick the correct frames in the grid - Play the recording and asks Sts to listen and tick

- Have Sts to answer, other give ideas - Listen one more time for checking

- Ask Ss some questions to check their comprehention - Give feed back: a a b

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- Ask Ss to look at the time table about Nam’s activities carefully in order to complete the sentences given individually first

- Ask Ss to share their answers with the partners before report them to the class - Have Ss write the completed sentences on the board

- Have Ss read the completed sentences - T and the whole class listen and comment * Keys:

1 Monday Tuesday Saturday Sunday 3 Let’s sing.

- - Put the large piece of paper with the rhyme of the song “ We have English today” on page 19 written on it on the board and tell pls that they are going to listen to a rhyme

- Play the recording and let pls to listen to all the song

- Play the recording again for pls to repeat each line of the rhyme and clap the rhyme

- Ask pls to work in their groups and sing the song again - Call some groups to sing the song in front of the class - Check their understanding about the song

- Offer help when necessary 4 Home work.

- Redo on P 19

- Practise singing the song on P 19 - Prepare: Unit 3: Lesson 2(1-3)

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Period 16 Unit 3: WHAT DAY IS IT TODAY? Lesson (1-3)

I Aim : By the end of the lesson ss will be able to + ask and answer questions about weekly activities

* Structure: What you on + ( name of the day)? I in the morning/ afternoon/ evening

* Warm up: Play a game: Bingo T gives the instructions

2 Vocabulay

- go to school: di hoc - help: giup

- play the guitar: chơi đàn ghi ta * Checking vocab: R O R

Set the scene: - Who are they?

- What are they doing? - T plays the cassette

4 Point and say.

- T runs through the cues

Ex: S1: What you on Monday? S2: I go to school in the morning

- Calls some pairs to demonstrate in front of the class

5 Homewok.

Do exercises in th workbook

Read and write the new words again

Date: 11/10/2015

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A.Aims

By the end of the lesson SS will be able to write about their daily activities Aids: Textbook, cassette,tape

B Procedure. 1.Warm up:

SS ask and answer in pairs: S1: What you on Monday? S2: I go to school

2.Listen and number

T runs through the pictures, explains what SS are going to - Play the cassette

- Play the cassette again and check the answer * Key:

3.Look and write

- Ask SS to look at schedule and read aloud the activities T asks: What day is it today?

So what day will it be tomorrow? What you on Friday morning? What you on Friday afternoon? Write the name of the activities

' - T checks

4.Let’s play.

Slap the board? Guide SS how to play the game

5 Homewok.

Do exercises in th workbook

Read and write the new words again

Date: 11/10/2015

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A.Aims

By the end of the lesson SS will be able to pronounce the sounds: “ ir, ur, er” and a listening task

Aids: Textbook, tape, cassette

B.Procedure

1 Warm up: Jumbled words

Omdnya > Monday ; Yaunsd > Sunday Fyaird > Friday ; Urdayhts > thursday

1.Listen and repeat.

- Ask Ss to pay attention to the letters coloured differently

- Have Ss learn to produce the sound of the letters “ ir,ur,er ” in the words first; Thursday; her

- Play the tape and ask Ss to listen

- Play the tape again and ask Ss to repeat each line of the text in chorus - Have Ss read in groups/ in pairs

2 Listen and tick

- Have Ss look at part (p 22) and read the sentences

- Play the recording times for pupils to listen and tick the boxes - Play the recording again pupils check their answers

- Check and correct - Have some ss retell

3 Let s chant’

Ask SS to read the chant first

- play the tape and ask SS to listen to the rythem - Guide SS to chant

5 Homework.

- Do exercises in the workbook - Learn the new words

Date: 11/10/2015

Period 19 Unit 3: What day is it today? Lesson 3: 4,5,6

A.Aims

By the end of the lesson SS will be able to learn more about date and daily activites by doing a reading and a writing task

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B.Procedure 1 Warm up:

- T asks SS to look at the cahnt at page 22 ( let’s chant) and chant 2.Vocabulary

- weekend: cuoi tuan - report: thong bao - result: ket qua

* Checking vocab: ROR 3 Read and answer.

T guides Ss how to the exercise

-Ask students to read the text and answer the questions Correct the pronunciation

Answerkey:

1.Her name is Mai it’s Monday 3.no, she doesn’t

4 she goes swimming and visits her grandparents 4 Let’s write.

- T asks SS the questions

- Ask SS to write down the answers Ask SS to role play and talk 5 Project.

S1: What you on Saturday? S2: I go swimming

4 Homework.

- Do exercises in the workbook - Learn the new words

Period 20: UNIT 4: WHEN’S YOUR BIRTHDAY? Lesson (3-4-5)

I Objectives:

By the end of the lesson, students will have been able to ask and answer questions about the dates

II Language focus:

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- Teacher’s: Pictures, recording - Students’: Book, notebook IV Procedure:

1 Warm up.

- Spend a few minutes revising the previous lesson Call a few pairs to the front of the class to ask and answer the question What is the date today?

2 Listen and tick.

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5 Reinforcement:- Recall the main content. 6 Homelink:- Prepare the next period.

- Have pupils look at the pictures to identify that the month is the same but the dates are different Revise the ordinal numbers 1st to 31st with them Then ask them to say the nine dates shown in the pictures Remind them the differences between cardinal and ordinal numbers Check understanding

- Play the recording a few times Ask pupils to listen to the recording and tick the correct pictures Tell them to focus on the dates

- Get pupils to swap their answers before you check as a class Monitor the activity and offer help, if necessary

Key: b c a 3 Look and write.

-Tell pupils that they are going fill the gaps of the sentences with different dates suggested in the pictures

- Give a few seconds for pupils to look at the pictures and find appropriate words to complete the sentences each picture Remind them to write the words for the numbers, instead of digits Ask them to pay attention to the spelling of 12th – the twelfth If necessary, get them to work in pairs Go around and offer help, if necessary

- Get pupils to swap their answers before checking as a class If there is enough time, call a few pupils to read aloud complete sentences

Key: the twelfth of October the fourteenth of October the thirty- first of October

4 Let’s sing.

- Tell pupils that they are going to sing the song What ‘s the date today? Read the song and check comprehension Give the meaning of unfamiliar vocabulary Play the recording or sing the song all the way through

- Have choral and individual repetition of each line of the lyrics When pupils are familiar with the tune, give a demonstration of the song and actions Get groups of pupils to sit face to face and practise singing and doing the actions

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Date: 18/10/2015

A.Aims

By the end of the lesson, students will have been able to ask and answer questions about someone’s birthday

- Vocabulary: January, February, March, April, May, June - Structures: When’s your birthday? – It’s on the…

- Teacher’s: Pictures, recording - Students’: Book, notebook B Procedure:

1 Warm up.

Spend a few minutes revising the previous lesson by asking some pupils to the front of the class to sing the song What’s the date today?

-Tell pupils that they are going to read a story in which pupils ask and answer questions about birthdays, using When’s your birthday? – It’s on…

- Have them look at the three pictures and ask some questions such as Who are they? Where are they? and What are they saying? Check comprehension.

- Play the recording a few times for pupils to listen and repeat Do choral and individual repetition, pointing to the characters speaking

- Play the recording again for them to listen and repeat 3 Point and say

-Tell pupils that they are going to practice asking and answering questions about someone’s birthday

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- Point to the pictures and ask pupils to say the date Then an example with a pupil: When’s your birthday? It’s on the first of January… Put the question and the answer on the board

- Do choral and individual repetition and then practice asking and answering the questions in pairs

5 Reinforcement:

- Repeat the way to ask and answer questions about someone’s birthday 6 Homelink:

- Prepare the next period

- Call a few pairs to act out the dialogue in front of the class Check as a class and correct pronunciation, if necessary

4 Let’s talk.

- Tell pupils that they are going to revise what they have learnt in Lessons and Remind pupils of the questions What’s the date today? and When’s your birthday?, and how to respond to them.

- Ask them to work in pairs and ask and answer the above two questions Remind them to use the real dates of their birthdays Go around offering help and correcting pronunciation, if necessary

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Date: 18/10/2015

A.Aims

By the end of the lesson, students will have been able to ask and answer questions about someone’s birthday

- Vocabulary: July, August, September, November, December - Structures: Review

- Teacher’s: Pictures, recording - Students’: Book, notebook B Procedure:

Warm up.

Spend a few minutes revising the previous lesson by asking one pupil to write today’s date on the board

2 Listen and number

-Tell pupils that they are going to listen to four dialogues about children’s birthdays and number the pictures

Give them a few seconds to look at the pictures Ask them to say the dates aloud - Play the recording more than once, if necessary, for pupils to listen and number the pictures

- Get pupils to swap their answers before you check as a class Key: a3 b1 c4 d2

-Tell pupils that they are going to write the answers to the questions, using the picture cues

- Have them read the questions about Tony’s, Mai’s and Phong’s birthdays first Then tell them to look at the pictures to find the dates of the children’s birthdays Ask them to write the words for the dates Check understanding

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- Tell pupils that they are going to say the chant Months of the year - Have pupils read each line of the chant and check comprehension

- Play the recording more than once, if necessary, for pupils to choral and individual repetition Show them how to chant

- Put them into groups of four Get pairs or groups to sit opposite of each other and practice chanting and doing actions Go around offering help, if necessary

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

5 Reinforcement: - Recall the main content. 6 Homelink: - Prepare the next period.

Give them a few seconds to look at the pictures Ask them to say the dates aloud - Play the recording more than once, if necessary, for pupils to listen and number the pictures

- Get pupils to swap their answers before you check as a class Key: a3 b1 c4 d2

-Tell pupils that they are going to write the answers to the questions, using the picture cues

- Have them read the questions about Tony’s, Mai’s and Phong’s birthdays first Then tell them to look at the pictures to find the dates of the children’s birthdays Ask them to write the words for the dates Check understanding

- Set a time limit for pupils to the task independently Go around offering help, if necessary

- Get pupils to swap their answers before checking as a class Key: on the fourth of February on the fifth of March on the twenty-third of June

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Date: 18/10/2015

A.Aims

By the end of the lesson, students will have been able to pronounce the sounds of the letters th and ch in the words fourth and March respectively

- Vocabulary and structures: Review - Phonics: fourth and March

- Teacher’s: picture, recording - Students’: Book, notebook B Procedure:

1 Warm up.

Spend a few minutes revising the previous lesson by calling some pupils to the front of the class to sing the chant Months of the year Ask the class to chant and clap their hands or actions

2 Listen and repeat.

-Tell pupils that they are going to practise saying the sounds of the letters th and ch in the words fourth and March respectively.

- Put the letters th and ch on the board Play the recording and ask pupils to repeat a few times Then put the words fourth and March, the sentences It’s the fourth of June and My birthday is on the fifth of March on the board Play the recording more than once, if necessary, and let pupils say the words and the sentences, paying attention to the target sounds

- Do choral and individual repetition of the sounds, words and sentences until pupils feel confident

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- Tell pupils that they are going to say the chant When’s your - Have pupils read the chant and

check comprehension

- Play the recording a few times for pupils to choral and individual repetition Show them how to chant and actions

5 Reinforcement:

- Recall the main content 6 Homelink:

3 Listen and circle Then write and say aloud.

- Tell pupils that they are going to listen to the recording and circle the correct answers

- Give pupils a few seconds to read the sentences in silence and guess the words to fill the gaps

- Have pupils listen to the recording and circle the appropriate words

- Give them time to write the words in the gaps independently Have pupils swap their answers before checking as a class Go around offering help, if necessary - Get pupils to read the sentences aloud

Key: b a a a 4 Let’s chant

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Date: 18/10/2015

A.Aims

By the end of the lesson, students will have been able to read for detail information and write an invitation card for the birthday party

- Vocabulary and structures: Review - Teacher’s: Pictures

- Students’: Book, notebook B Procedure:

-Tell pupils that they are going to read Peter’s email to his penfriend and tick the appropriate pictures to answer the questions Get them to look at the questions and guess the answers first Then have them read the email to find the information to answer the questions Tell them to focus on where Peter is from, when his birthday is and what he has

from his friends If necessary, get pupils to work in pairs or groups Check understanding

- Give pupils time to the task Go around to offer help, if necessary - Get pupils to swap and check their answers before checking as a class - If there is enough time, let some pairs ask and answer the questions Key: b a b

3 Write an invitation card.

- Tell pupils that they are going to write an invitation card to invite friends to their birthday parties, using real information about themselves

- Have them work in pairs or groups to discuss what they are going to write Check comprehension and give feedback

1 Warm up.

Spend a few minutes revising the previous lesson by getting two pairs of pupils to go to the front of the class to chant When’s your birthday? The rest of the class claps to the rhythm

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- Give pupils time to the task Go around to offer help, if necessary

- Get pupils to swap and check their answers before checking as a class If there is time, ask one pupil to write the answers on the board

Key: Pupils’ own answers 4 Project

- Tell pupils that they are going to make a birthday card for their friends Set a time limit for them to decorate their cards

- Have pupils write on the cards Put the following on the board as an example.Have pupils tell the class about their birthday cards You may put their cards on the classroom board for display

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Period 25: UNIT 5: CAN YOU SWIM? Lesson (1-2)

I Objectives:

By the end of the lesson, students will have been able to ask and answer questions about what someone can/cannot

- Vocabulary: can, draw, dance, sing, skip, skate, cook, swim - Structures: What can you do? – I can …

III Resources:

1 Warm up

- Revise the verbs/verb phrases to talk about activities pupils learnt in Tieng Anh Look, listen and repeat

-Tell pupils that they are going to read a story in which pupils ask and answer questions about what they can or cannot

- Ask them to look at the four pictures to identify the characters and the context in which the language is used Ask them questions such as Where are they? What are they doing? Explain the meaning of the phrases can dance, can sing and can’t dance Check comprehension.

-Tell pupils that they are going to practice asking and answering questions about what someone can

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the expressions in the bubbles and the words under the picture Ask them to say the phrase chorally and individually

- Repeat the same procedure with the rest of the pictures

- Ask pupils to practice in pairs, using the prompts in the bubbles and the pictures - Call a few pairs to act out the dialogue in front of the class Check as a class and correct pronunciation, if necessary

* Tell your partners what you can do

- Tell pupils that they are going to practice using What can you do? and I can… - Ask them to work in pairs, one pupil asks the question and the other answers with facts about themselves

- Monitor the activity and offer help, if necessary - Call some pairs to practise in front of the class

4 Reinforcement:- Recall the vocabulary and structures. 5 Homelink:- Prepare the next period.

Period 26: UNIT 5: CAN YOU SWIM? Lesson (3-4-5)

I Objectives:

By the end of the lesson, students will have been able to ask and answer questions about what someone can/cannot

II Language focus: - Vocabulary: ride

- Structures: Review III Resources:

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- Give a few seconds for pupils to look at the pictures to identify what the character in each picture can Then have them find appropriate words to complete the sentences If necessary, get them to work in

- Tell pupils that they are going to play Guessing game Follow the procedure in Games in the Introduction

- Stick pictures of a dog, a fish and a parrot on the board Check if pupils can recognize the animals Point to a picture and ask some questions about the animal (e.g What’s this animal? What can it do? Can it swim?)

1 Warm up

- Spend a few minutes revising the question What can you do? and the answer I can… Get pairs to act out the questions and the answers in front of the class. 2 Listen and tick

- Tell pupils that they are going to listen to three dialogues about someone’s abilities and tick the correct pictures

- Have pupils look at the pictures to identify the similarities and differences among them Check understanding

- Play the recording a few times Ask pupils to listen to the recording and tick the correct pictures

Key: a c a 3 Look and write

-Tell pupils that they are going to complete the sentences to express ability, using the picture cues

pairs

- Give pupils time to the task independently Go around and offer help, if necessary

- Get pupils to swap their answers before checking as a class If there is enough time, call some pupils to read the complete sentences aloud

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- Divide pupils into groups of five A pupil in one group says two sentences about one of the animals, using can and can’t, and then asks what it is The pupils of the other groups guess The group that gives the right answer the quickest gets one point

- The groups take turns asking and answering questions The one that gets most points wins

By the end of the lesson, students will have been able to ask and answer questions about whether someone can something, using Can you…? Yes, I can /No, I can’t.

- Vocabulary: play table tennis, play volleyball, play the piano, play the guitar - Structures: Can you…? Yes, I can /No, I can’t

III Resources:

Warm up

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cannot

-Tell pupils that they are going to read a story in which pupils express their ability - Tell them that they are going to look at, listen to and repeat the dialogue between characters in the three pictures

- Ask pupils to look at the pictures to identify the characters and the context in which the language is used Ask them questions such as Who are the boys? Where are they? and What are they doing? Check comprehension.

-Tell pupils that they are going to practice asking and answering questions about someone’s ability

- Have them look at the bubbles to understand how to ask and answer questions about someone’s ability, using Can you…? Yes, I can./No, I can’t Ask pupils to look at four pictures to identify what the boy can in each picture Tell the phrases play table tennis, play volleyball, play the piano, play the guitar

- Point to the first picture and an example with a pupil: Can you play the table tennis? Yes, I can Ask pupils to say the question and answer chorally and individually Repeat the same procedure with the rest of the pictures

- Ask pupil to practise in pairs, one asking the question and the other giving the answer, using the prompts in the bubbles and pictures

- Select some pairs to act out the dialogue in front of the class Check as a class and correct pronunciation, if necessary

Language note: play + the + (musical instrument) 4 Let’s talk

- Tell pupils that they are going to practise asking and answering about ability, using What can you do? I can… and Can you…? Yes, I can./No, I can’t

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- Ask them to work in pairs, one asking the questions and the other

5 Reinforcement

- Repeat the way to ask and answer questions about someone’s ability 6 Homelink

I Objectives:

By the end of the lesson, students will have been able to ask and answer questions about whether someone can something, using Can you…? Yes, I can /No, I can’t.

- Vocabulary and structures: Review III Resources:

giving the answers to talk about their abilities Go around offering help and correcting pronunciation, if necessary

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- Ask them to look at the pictures to identify the character Then ask

- Tell pupils that they are going to sing the song Can you swim?

- Have them read each line of the lyrics aloud Check comprehension - Play the recording Ask pupils to choral and individual repetition of the song Play the recording again and get pupils to sing along with the recording

- Divide the class into two groups: one sings the questions and the other sings the answers

1 Warm up

Spend a few minutes revising the previous lesson by asking some pairs to ask and answer about ability

2 Listen and number

-Tell pupils that they are going to listen to four dialogues about what the four characters can and number the pictures

- Ask them to look at the pictures and identify what the character in each picture can Check understanding Play the recording more than once, if necessary, for pupils to listen and number the pictures

Key: a2 b4 c3 d1 3 Look and write

-Tell pupils that they are going to write the answers to the questions about what the children can do, using the picture cues

them to read the questions and think of possible answers, using the picture cues After that, have them write the appropriate answers Get pupils to work in pairs, if necessary Set a time limit for pupils to the task independently Go around offering help, if necessary Get pupils to swap their answers before checking as a class

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I Objectives:

By the end of the lesson, students will have been able to pronounce the sounds of the letters s and sw in the words sing and swim respectively

II Language focus: - Vocabulary: swing

- Structures: Review - Phonics: sing and swim

III Resources:

- Teacher’s: picture, recording - Students’: Book, notebook IV Procedure:

1 Warm up

Spend a few minutes revising the previous lesson by calling some pupils to the front of the class to sing the song Can you swim? Ask the class to listen and clap their hands

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- Have pupils read the chant and check comprehension

- Play the recording a few times for pupils to choral and individual repetition Show them how to chant and actions

-Tell pupils that they are going to practise saying the sounds of the letters s and sw in the words sing and swim respectively

- Put the letters s and sw on the board Play the recording and ask pupils to repeat a few times Then put the words sing and swim on the board, play the recording and ask pupils to repeat a few more times After that, write the sentences I can sing and I can’t swim on the board Play the recording a few more times and let pupils say the sentences, paying attention to the target sounds

- Do choral and individual repetition of the sounds, words and sentences until pupils feel confident

- Get some pupils to say the sentences in front of the class Correct the pronunciation, if necessary

3 Listen and number Then say aloud

- Tell pupils that they are going to listen to four sentences with the sounds s and sw and number them.

- Give pupils a few seconds to read the sentences in silence and identify the words with the letters s and sw Explain the new word swing Check pupils’ understanding

- Have pupils listen to the recording and number the sentences Remind pupils to focus on the words with the sounds s and sw while listening

- Play the recording again for them to check their answers

- Have pupils swap their answers before checking as a class Go around offering help, if necessary

- Get pupils to say the sentences aloud Key: a b c d 3 4 Let’s chant

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5 Reinforcement

- Recall the main content 6 Homelink

I Objectives:

By the end of the lesson, students will have been able to read for detail information and write about their own ability

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- Teacher’s: Pictures

- Students’: Book, notebook IV Procedure:

- Tell pupils that the given text is an article from a blog Ask pupils to 1 Warm up

Spend a few minutes revising the previous lesson by getting some groups of pupils to go to the front of the class to chant Can you sing? The rest of the class claps to the rhythm

2 Read and complete.

-Tell pupils that they are going to read the text about Mai and her friends Nam and Phong and write their names under the pictures Explain the meaning of and in the pictures Check understanding Have pupils read the first three lines of the passage and explain why we put Mai under the third pair of pictures

- Get them to read the text and focus on the information to complete the blanks If necessary, get pupils to work in pairs or small groups

- Give pupils time to the task independently Go around to offer help, if necessary

- Get them to swap their answers before checking as a class Provide explanations to the answers, if necessary

Key: Nam Phong 3 Write about yourself

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5 Reinforcement

- Recall the main content 6 Homelink

read the blog to understand what Linda writes about herself: her name, what she can and what she cannot

- Have them work in pairs or groups to discuss what they are going to write Then give them time to the task independently Go around to offer help, if necessary - Get pupils to swap and check their answers before checking as a class

- If there is time, ask one pupil to write the answers on the board Key: Pupils’ own answers

4 Project

- Tell pupils that they are going to interview three classmates to get information about their abilities and complete the chart

- Ask pupils to pay attention to the sample sentences in the bubbles Check their understanding of the symbols of the chart

- Get a pair to a demonstration in front of the class as an example before starting the activity

- Give pupils time to the interview in class