Unit 1: A summmer camp

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

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ME AND MY FRIENDS

Week: Date of teaching: Tuesday, August 25th , 2015 Period: 1st

UNIT 1: A SUMMER CAMP

Lesson 1 I Objectives :

- By the end of this lesson, students will be able to ask and answer questions about where some is from

- Develop speaking skill II Teaching methods :

- Communicative approach - Techniques:

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

+ Discuss III Teaching aids :

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

IV Languages focus :

- Vocabulary: summer, camp, different, country( countries), Malaysia – Kuala Lumpur , Thailand – Bangkok, the USA – New York, Indonesia - Jakarta

- Structures:

A: Where’s he from? B: He’s from Malaysia

A: Where in Malaysia is he from? B: Kuala Lumpur

V Procedures :

Time Steps/Activities Work

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6’

4’

I. Warm up : Clap the board.

Let Ss play the game with the characters in character gallery on P.2

II. New lesson

1. Look, listen and repeat.

- Have Ss to look at the book at page and get Ss to identify the familiar characters and the new ones

- Have Ss guess what is happening in each picture

- Set the scene: These children are at a summer camp in Vietnam (elicit the word “summer camp”)

- Use the world map to show where each country or city is (Malaysia, Thailand, Bangkok and Kuala Lumpur)

- Write the new words on the board and get Ss to read a few times - Have Ss listen to the recording as they read the lines in the

speech bubbles

- Play the recording again for Ss to repeat the lines in the speech bubbles two times

- Divide the class into groups to take turns to say the lines from Zack and Lawan

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

2. Point, ask and answer.

- Have Ss look at the pictures a, b, c and d on page

- Set the context: These children come from many countries  Point to P a and say: This is Zack He’s from Kuala Lumpur,

Malaysia – Have Ss repeat: Zack, Malaysia, Kuala Lumpur.  Repeat the step with other pictures

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

- Write the questions and answer on the board and get Ss to repeat the lines a few times in turn

- Model the task

 Point to Zack and ask: Where’s he from?  Class: He’s from Malaysia

 T: Where in Malaysia is he from?  Class: Kuala Lumpur

- Ask them to act out the dialogue Repeat the step with some other pairs for pictures b, c, d.( Focus on pronunciation and fluency)

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

- Monitor the activity and offer help Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary - Call on some pairs to perform the task at the front of the class

T – whole class T – Whole class

Group/ pair work T – Whole class

T – Whole class

Group work Pair- work

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

3. Listen and tick.

- Get Ss to look at the pictures on page and tell them the purpose of the listening

- Elicit the information of these pictures - Do the first example with Ss

- Play the recording twice: once for listening all the way through and once for them to doing the task

- Play it again for Ss to check their answer

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

and give comments

- Make some questions to check Ss’ comprehension III. Summary and Home- link :

- Consolidate the content of the lesson

- Ask Ss search for the cities and flags of related countries in the unit on the world map or in the internet

T – whole class Individually

Pair- work

T – whole class

Week: Date of teaching: Tuesday, August 25th , 2015. Period: 2nd

UNIT 1: A SUMMER CAMP

Lesson 2 I. Objectives :

- By the end of this lesson, Students will be able to pronounce correctly the sound of the letter “ese” and that of the letter “ian”; listen and read for specific information

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

- Communicative method

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

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

* Phonics: Vietnamese Indonesian V. Procedures :

arrangement 5’

I. Warm up : Country bingo

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5’

7’

10’

Vietnam Laos Indonesia

Malaysia Thailand The USA

The UK Korea Cambodia

1. Listen and repeat/ Group and say it aloud. a. Listen and repeat.

- Have Ss open the book page 8, draw their attention to the letters colored differently in the words Vietnamese and Indonesian - Set the scene: “We are going to learn how to produce the sound

of letters ese in the word Vietnamese and that of the letter ian in the word Indonesian”

- Produce the sound of the letter ese and ian a few times - Get Ss to repeat the words a few times

- Encourage Ss to recall the names of countries (Unit – Tieng Anh 4) which have the end of ese and ian

b. Group and say it aloud

- Ask Ss to look at the chart and the word box

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

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

- Ss check their answer in pairs

- Call some Ss to report their answers to the class

- Have the whole class read in chorus all the words in each column 2. Listen and read together.

- Have Ss look at Picture a and b on Page and set the context - Pre-teach the new vocabulary (write new words on the board and

get Ss to repeat them a few times)  cultural show

 mask  model  twin towers

- Read each dialogue, stop at times to check Ss’ comprehension - Have Ss repeat each line in the dialogues (clap once for the words

with “ese” and clap twice for the words with ian

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

- Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words

- Device the class into four groups to take turns to repeat the lines

class

T – Whole class

Individually Pair – work T – whole class

T – whole class

Individually Group Using pictures or

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10’

from Mai, Akio, Azmi and Zack 3. Listen and number.

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

- Set the scene: “you are going to listen to the recording and number the picture”

- Elicit the content from Ss: What’s it?

P.a: a robotic cat – Doraemon.

P.b: the Petronas Twin Towers in Malaysia. P.c: Indonesian masks.

P.d: a Chinese lantern.

- Pre-teach the key words: (Write the words on the board Ss repeat a few times)

 activity  talk  display  Doraemon.

- Play the recording twice: once for Ss to listen all the way through, once for them to the task

- Play it again for Ss to check their answers

- Have Ss trade their answers in pairs for correction - Call some to report their answer to the class

Answer: – c – d – b – a III. Summary and Home- link :

- Ask Ss select a favourite flag, draw and colour it at home for a class display in the next lesson

T – whole class

Individually Pair- work

T – whole class

Week: Date of teaching: Tuesday, August 1st , 2015 Period: 3rd

UNIT 1

A SUMMER CAMP Lesson 3 I Objectives :

- By the end of this lesson, Students will be able to:  Ask and answer about someone’s nationality

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- Develop speaking and listening skill II Teaching methods :

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

III Teaching aids :

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

IV Language focus :

 Vocabulary: stage, nationality

 Sentence Patterns: What’s his/ her nationality? He’s/ She’s ………

V Procedures :

arrangement

10

I. Warm up :

- Let Ss display their flags and play the game Pelmalism using names of countries and nationalities

- Have Ss to look at the book at page 10

- Set the context: This is a cultural activity at the summer camp  Ask Ss to look at the P a and ask (Who are they?, Who are

these children talking about?, What’ s the name of the boy on the stage?, What’s his nationality?)

 Repeat the step with P.b

- Pre-teach: stage, nationality(Write the words on the board and ask Ss to repeat a few times)

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

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

- Divide the class into groups to take turns to say the questions and answers in each line

- Draw a chart of the country and nationality related to this section on the board and get Ss to repeat each name a few times

- Set the scene: These children are at the summer camp They’re from different countries Now you practice asking and

answering questions about their nationalities.

- Ask Ss to read the example and elicit their prompts to complete the speech bubbles (write the question and answer on the board

T – whole class

Whole class

Individually Groups

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5

and ask Ss to repeat a few times) - T models:

Point to Pa and ask What’s his nationality Ss: He’s Malaysian

Repeat the step with picture b, c and d

- Have Ss to practice in pairs pointing, asking and answering - Monitor the activity, check the pronunciation (sound,

assimilation of sound and intonation) and offer help when necessary

- Call on some pairs to perform the task at the front of the class Others observe and comment

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

3. Read and the tasks (Choose one of or 4) a. Tick T (True) or F (False)

- Ask Ss to look at the picture on P.11 - Set the context:

 Can you guess what you are going to read about?  Where is it?

 What are the children doing?

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

- Play the recording, pause at times to check Ss’ comprehension - Check if Ss understand the task Do the first for example - Give Ss sufficient time to the task and move around to

monitor the activity

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

b. For the better Ss)

- Ask Ss to brainstorm the s; ate different kinds of food and drink; ect.

- Encourage Ss to talk about one thing they liked doing and one thing that they did not like

- Set time and get Ss to work in pairs Monitor the activity - Call on some individual students to say their answers to the

class

4. Read and write an e – mail (Choose one of or 4) - Get Ss to look at the example e - mail and have a brief

discussion with the class about the picture and the task

- Point to the model text and elicit Ss’ answer: Who wrote the e-mail?; Who will receive it?;

- Read the passage and check Ss’ comprehension: Where was the summer camp? What did the campers at the camp? …

Pair – work T – whole class

T – whole class

Individua lly Pair – work/ Group work

Whole class

T – whole class Pair work

T – whole class

Individually

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5

- Get Ss to read the model e-mail and read the guide - Let Ss the task Move around the class to monitor the

activity

- Get a few Ss to read aloud their e-mail to the class - Have a class display of Ss’ work

III. Summary and Homelink. - Ss have learnt

 To ask and answer about someone’s nationality, using What’s his/ her nationality? – He’s/ She’s Indonesian.

 To read about the summer camp and write an e-mail to a friend - Encourage Ss to play the City/ Country Bingo and sing along the

song Jenny and Harry at home

T – whole class

Week: Date of teaching: Tuesday, August 1st, 2015 Period: 4th

UNIT 2

MY FRIEND’S HOUSE Lesson 1

I Objectives :

- By the end of this lesson, students will be able to ask and answer questions about where one lives

- Vocabulary: same area, street, floor, building - Structures:

A: Where you live?

B: I live at 52 Ba Trieu Street

o I live on the second floor of Ha Noi Tower V Procedures :

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6’

10’

I. Warm up : Number Bingo.

Let Ss play the game with numbers 21 – 50

- Have Ss to look at the book at page and get Ss to identify the characters in each picture

- Have Ss guess what is happening in each picture: Who is this?; What’s his/her name?; Where are they?;

- Pre-teach the vocabulary(Write the words on the board and ask Ss to repeat a few times)

 same area  street  floor  Tower

- Have Ss listen to the recording as they read the lines in the speech bubbles

- Divide the class into groups to take turns to say the lines of Mai and Tony

- Have Ss look at the pictures a, b, c and d on page 13

- Set the context: We are going to ask and answering about the addresses.

- Ask Ss to pretend to be Mai and Tony Read the line in speech bubbles and elicit Ss’ prompts to complete the lines - Write the questions and answers on the board and get Ss to

repeat a few times - Pre-teach the vocabulary:  avenue

 road  lane

 numbers: 74, 51, 72 - model the task

 Point to P a and ask: Where you live? –Ss: I live in the 2nd floor of Ha Noi Tower.

 Repeat the step with other pictures

- Have Ss to take turns to point to the pictures , ask and answer about addresses

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

- Call on some pairs to perform the task at the front of the class

T – whole class

T – Whole class

Pair work Group

T – Whole class

Pair- work

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10’

4’

3. Listen and match.

- Get Ss to look at the pictures on page and tell them the purpose of the listening

- Elicit the information of these pictures Have Ss to repeat the characters’ names

- Have Ss repeat the numbers: 38, 52, 26, 73 - Do the first example with Ss

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

listen and give comments

- In this lesson, Ss have learnt to ask and answer questions about where one lives, using Where you live? – I live at/ on _.

- Encourage Ss to draw his/ her house and writes the address under the picture for the class display in the next lesson

T – whole class

Week: Date of teaching: Tuesday, September 8th , 2015 Period: 5th

UNIT 2:

I. Objectives :

- By the end of this lesson, Students will be able to pronounce correctly the sound of the letter “fl” as in flat and that of the letter “bl” as in block; listen and number the pictures in the order they hear

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5’

7’

10’

I. Warm up : Students’ display

Let Ss display their drawings on the board Then ask and answer questions related to the addresses

- Listen and repeat/ Listen, complete and say aloud. a. Listen and repeat.

- Have Ss open the book page 8, draw their attention to the letters colored differently in the words flatand block - Set the scene: “We are going to learn how to produce the

sound of letters fl in the word flatand that of the letter bl in the word block”

- Produce the sound of the letter fl and bl a few times - Get Ss to repeat the words a few times

- Encourage Ss to recall the names of countries (Unit – Tieng Anh 4) which have the end of ese and ian

b. Listen, complete and say aloud. - Ask Ss to look at the book at P.15

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

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

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

- Listen and read together.

- Have Ss look at Picture a and b on Page 15 and ask them to identify the characters and the focused words

- Set the context:Nga and her friends live in the same blocks of flats They live on different floors.

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

 top  fourth  third

 ground floor

- Ask Ss to guess what the passage is about

- Read the passage, stop at times to check Ss’ comprehension - Have Ss repeat each line in the passage (clap once for the

T – whole class

T – Whole class

T – whole class

Individually Group Using pictures or

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10’

3’

words with “fl” and clap twice for the words with “bl” - Model and get Ss to clap in the same way then repeat each

line of the dialogues

- Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words - Listen and number.

- Ask Ss to look at Picture a, b, c and d on page 16

- Set the scene: “You are going to listen to the recording and number the pictures”

- Elicit the content from Ss: Where does this girl/ boy live?

- Write the addresses (location words and number) on the board and get Ss to repeat them a few times

Answer: – b – d – a – e – c III. Summary and Home- link :

- Ss make sentences with the words from the crossword puzzle for the class display in the next lesson

T – whole class

Week: Date of teaching: Tuesday, September 8th , 2015

Period: 6th UNIT 2

I Objectives :

- By the end of this lesson, Students will be able to:  Ask and answer about a friend’s house

 Read a description of a house  Write about a friend’s house

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+ Work in groups, discuss + Ask and answer

 Vocabulary: great, cottage, yard, pond, roof, balcony, large, comfortable, fence, violet,  Sentence Patterns: What’s your house like?

It’s a big house It’s got a green gate. V Procedures :

10’

I. Warm up : II. New lesson

- Have Ss to look at the book at page 17, read the context sentence above the pictures and identify the characters in the pictures - Set the context:

 Ask Ss to look at the P a and ask (What are Mai doing?, Who’s asking her?

 Repeat the step with P b:What colour is Mai’s house? Is it small/ big?

- Pre-teach: great, what… like? (Write the words on the board and ask Ss to repeat a few times)

- Draw Ss’ attention to the picture next to the example in this section

- Set the scene: imagine this is your house We’re going to ask and answer about your house.

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

- Pre-teach the new vocabulary:  cottage

 yard  pond

T – whole class

Whole class

Individually Groups

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10’

 roof  balcony  large

- Get Ss to repeat the prompt under each picture a few time and make sure they understand them

- T models the task:

Point to Pa and ask What’s your house like? Ss: It’s a large cottage It’s got a large pond

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

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

3. Read and tick the right picture (Choose one of or 4) - Ask Ss to look at the picture on P.11 and read the title and

instruction

- Set the context: you are going to read the passage and tick the right picture

- Elicit and recall any vocabulary that Ss will need to understand the text: comfortable, fence, violet, go fishing (Write the words on the board and Ss repeat a few times)

- Play the recording, pause at times to check Ss’ comprehension - Check if Ss understand the task Do the first for example

- Give Ss sufficient time to the task and move around to monitor the activity

4. Write about your friend’s house (Choose one of or 4) - Get Ss to look at the passage and have a brief discussion with the

class about the picture and the task

- Tell them the writing purpose: they are going to read the description of one’s friend’s house and choose the appropriate words from the box to complete the passage.

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

- Get a few Ss to read aloud their writing to the class III. Summary and Home-link.

- Encourage Ss to finish their drawing for the class display in the next lesson

Pair – work

T – whole class

Individually Pair – work/ Group work Using pictures or drawing/

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Period: 7 UNIT 3: A BIRTHDAY PARTY

Lesson 1

I Objectives

Pupils will be able to ask and answer question about a birthday party II Teaching – aids

III New language

- Vocabulary: present, comic book, dictionary, jigsaw puzzle, ballon, paint brush - Sentence patterns:

What present did you give Mai? A pink clock

IV Procedure

1 Warm up(5’): pupils display their homelink picture New lesson

15’

10’

- Ask pupils to identify the birth-day present and guess whose birthday - Point to picture : Whose birthday is it? Who is this ? What are they talking about? What present is this?

- Teach vocabulary

- Play the recording twice for pupils to repeat a few times - Divide the class into groups to say the lines

- Set the context and read the example - Pre-teach vocabulary

- Write the question and answer on the board and get pupils to repeat - Model, point to picture a

T: what present did you give Tony? - Ask pupils to work in pairs

- Select a few pairs to perform the task

- Tell the listening purpose :

You’re going to listen and tick the correct picture. - Ask pupils to identify picture

- Play the recording twice for pupils to the task - Replay the recording for pupils to check

- Ask pupils to report the answer - Get pupils to read the instruction

- guess - answer - copy -listen and repeat

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5’

- Do the first example

T: look at picture It was Mai’s birthday party yesterday Imagine you’re Nam in the picture Whose birthday party was it?

T: Did you go to Mai’s party? T: What present did you give her? T: What did you at the party? T: Was it fun?

- Write an open dialogue for pupils to complete - Ask pupils to work in pairs

- Select a few pairs to demonstrate the task - Praise pupils

- listen - identify - listen and the task - listen and check - report the answer

- Pupils : Mai’s birthday party Pupils: yes, I did.

pupils: A blue clock

V Summary: In this lesson, pupils have learnt to ask and answer questions about a birthday present, using “ What present did you give her/him?-I gave her/him a (pink clock)”

VI Homelink: Ask pupils to review the lesson at home and prepare the next lesson.

Period: 8 UNIT 3: A BIRTHDAY PARTY

Lesson 2 I Objectives

Pupils will be able to

- to pronounce correctly the sound of the letters ir as in third and that of the letters em as in December, and

- to listen and number the pictures II Teaching – aids: recordings, poster III New language

- Vocabulary: turn on the light, turn off the light, soft, silky, cute kitten - Phonics: third December

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1 Warm up(5’): Get pupils to display their homelink work and to play stand up: Each pupil in the class writes his/her birthday month onto a strip of paper When you call out a month, pupils who have that birthday month stand up and say the word

2 New lesson

Content Teacher’s activities Students’ activities

1 Listen and repeat (5’)

2 Listen and read together

(8’)

3 Group and say aloud (8’)

Answers:

Third: bird, shirt, birthday, skirt December: member, remember, November, September

4 Listen and number (8’)

Answers

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

5 Fun time (6’)

Nam’s surprise present New words:

turn on the light

- Teach the sounds of the letters “ir”, and those of the letters “em”

- Play the tape and ask pupils to repeat - Set the context: These lines are from a boy His birthday’s on the third of December. - Read each line and then get pupils to repeat each line

- Ask pupils to listen and clap once for the words with “ir” and clap twice for the words with “em”

- Divide the class into groups to take turn to say and clap

- Call on a few groups to perform the task in front of the class

- Get pupils to look at the chart and the word box

- Recall the meaning of the words - Say each word and get pupils to repeat - Set time and let pupils the task independently

- Call on some pupils to report their answers - Have the whole class read in chorus all the words

- Tell the purpose of listening: you’re going to listen to the recording and number the picture Look at the birthday cake, Whose birthday is it? Picture a ,…etc

- Play the recording twice for pupils to the task

- Replay the recording for pupils to check their answer

- Ask some pupils to report their answer to the class

- listen

- listen and repeat

- listen

- listen and repeat - listen and clap - work in group - perform the task in front of the class

- look at the chart and the word box

- repeat - the task independently

- report their answers - read in chorus all the words

- listen

- listen and the task - listen and check - report their answer

- read the title and look at the picture

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turn off the light soft

silky cute kitten

- Ask pupils to read the title and look at the picture, ask Whose birthday is it? What dose “surprise present” mean? Who gave it to Nam?

- Pre-teach vocabulary

- Read the story for pupils to repeat

- Write a frame of a dialogue on the board and elicit pupils’ prompts to complete it

Linda:(gives Nam a box)

(1) _. Nam:(gets the box from Linda) (2) . Linda: (3) _ Nam:(4) . (everybody laughs).

- Divide the class into groups to take turn to say the line from Linda and Nam

- Ask pupils to work in pairs

- Call on a few pairs to perform the task in front of the class

- take note - read the story

- practice

- work in pairs

Week: Date of teaching: Tuesday, September 22nd , 2015 Period: 9th

UNIT 3

A BIRTHDAY PARTY Lesson 3

I Objectives :

 Read a description of a house  Write about a friend’s house

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IV Language focus :  Vocabulary: review

 Sentence Patterns: What did you at the party?

o We played hide – and - seek.

V Procedures :

Time Steps/Activities

Work arrange ment 6’

10’

I. Warm up :

Ss sing along the song Happy birthday II. New lesson

- Have Ss to look at the book at page 20, get Ss to look at the pictures and set the context: Nam went to Tony’s birthday Now his sister Hoa is sking him what they did at the party.

- Read each exchange, stop at times to check Ss’ comprehension - Make sure that Ss can understand the situation and language in

each picture

- Ask Ss to open the book on page 24 Draw Ss’ attention to the picture next to the example in this section

- Set the scene: Imagine you are Nam You went to a birthday party with these children.

- Get Ss to repeat the prompt under each picture a few times and make sure they understand them

Point to Pa and ask What did you at the party? Ss: We danced

- Have Ss to practice in pairs pointing, asking and answering - Monitor the activity, check the pronunciation (sound, assimilation

T – whole class

Whole class

Individually Groups

T – whole class

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10’

of sound and intonation) and offer help when necessary - Call on some pairs to perform the task at the front of the class

Others observe and comment

3. Read and answer (Choose one of or 4)

- Ask Ss to look at the picture on P.25 and read the title and instruction

- Set the context: You’ve got two invitation cards: one from Lan Huong and one from Peter Brown Look at the invitation cards and find the answers to these questions(point to the questions) - Read each line on the invitation cards, pausing at times to check

Ss’ comprehension, using the questions provided

- Elicit and recall any vocabulary that Ss will need to understand the text: cordially, invited, celebration, celebrating (Write the words on the board and Ss repeat a few times)

- Read the cards again and get Ss to repeat each line a few times - Ss take turns to ask and answer the questions

- Call some pairs to report the answer to the class 4. Write an invitation card (Choose one of or 4)

- Set the context: You are going to write your birthday invitation card Read each line Do you understand what it say? What should you write?

- Call on a few Ss and elecit their prompts to fill in the card Write a model on the board Read each line and get Ss to repeat a few times

- Encourage Ss to practice singing their own version of the song Happy Birthday at home.

T – whole class

Individually Pair – work/ Group work

Whole class

T – whole class

Week: Date of teaching: Tuesday, September 22nd , 2015 Period: 10th

UNIT 4 MAI’S DAY

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- By the end of this lesson, students will be able to ask and answer questions about someone’s daily activities

- Vocabulary: have got classes, morning exercise, have PE in the gym - Structures:

A: What does she often in the morning? B: She’s got classes at school.

V Procedures :

10’

I. Warm up : Simon says

Let Ss play the game with the word phrase: put up your hands, put down your hands, clap your hands, stand up, sit down, open your book, close your book….

- Have Ss to look at the book on page 27 and get Ss to look at the title of the unit and the picture

- Elicit their answers to identify the people in each picture: Who is this?/ Who’s this boy/ girl?

- Recall the familiar vocabulary and pre-teach the

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

 have got classes  has got classes

- Set the context: Linda’s asking Phong what Mai, his sister, often does in the morning He said that Mai has got classes at school Now listen to Mai talking about what she often does in the morning/ afternoon/ evening.

- Have Ss listen to the recording as they read the lines in the speech bubbles

- Divide the class into groups to take turns to say the lines of

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10’

4’

Mai and Tony

- Have Ss look at the pictures a, b, c and d on page 27 - Set the context: You are asking your partner about these

characters’ daily activities from P.a to P.e.

- Ask Ss to Read the line in speech bubbles and elicit Ss’ prompts to complete the lines

- Write the questions and answers on the board and get Ss to repeat a few times

- Recall the familiar vocabulary and pre-teach the vocabulary:  gym

 morning exercise - Model the task

 Point to P a and ask: What does she often in the morning? –Ss: She’s got classes at school.

- Have Ss to take turns to point to the pictures, ask and answer about addresses

3. Listen and tick.

- Get Ss to look at the pictures on page 28 and tell them the purpose of the listening: You are going to hear Mary, an Australian girl, talking about her daily activities You should read each sentence in your book, listen and tick the

appropriate picture for what Mary does.

- Have Ss to read each sentence and guess the picture to tick - Do the first example with Ss

- In this lesson, Ss have learnt to ask and answer questions about someone’s daily activities, using What does he/she often in the morning? - He/ She ………

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- Encourage Ss to make a list of their daily activities for the class display

Week: Date of teaching: Tuesday, September 29th , 2015 Period: 11th

UNIT 4: MAI’S DAY

Lesson 2 I. Objectives :

- By the end of this lesson, Students will be able to pronounce correctly the sound of the letter “oo” as in afternoon and that of the letter “br” as in brush; listen and number the pictures in the order they hear

 Phonics: afternoon brush V. Procedures :

5’

I. Warm up : Students’ display

Let Ss display their home-link writing Then ask and answer questions related to the items on the list

1. Listen and repeat/ Group and say aloud a. Listen and repeat.

- Have Ss open the book page 29, draw their attention to the letters colored differently in the words afternoo n and brush - Set the scene: “We are going to learn how to produce the

sound of letters oo in the word aftern n oo and that of the letter br in the word brush”

- Produce the sound of the letter oo and br a few times - Get Ss to repeat the words a few times

b. Listen, complete and say aloud.

- Ask Ss to look at the book at P.29 Get Ss to look at the chart and the word box

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

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7’

10’

focused words

2. Listen and read together.

- Set the context:

 brush  remember  bedtime

words with “oo” and clap twice for the words with “br” - Model and get Ss to clap in the same way then repeat each

- Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words 3. Listen and number.

- Set the scene: “You are going to listen to an interview of four pupils at Rose Primary School The interviewer wants to know about their daily activities and number the

pictures”

- Elicit the content from Ss: What can you see in P.a/ b/ c/ d?

- Recall the key words to understand the text, write on the board and get Ss to repeat them a few times

Answer: – d – a – c – b

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3’

III. Summary and Home- link : - Consolidate the content of the lesson

- Ss select and copy one picture from the crossword puzzle and colour it for the class display in the next lesson

Week: Date of teaching: Tuesday, September 29th, 2015 Period: 12th

UNIT 4 MAI’ S DAY

Lesson 3 I Objectives :

- By the end of this lesson, Students will be able to:  Ask and answer questions about past activities

 Read a comprehension text on a girl’s Sunday and write a diary  Write about a friend’s house

 Vocabulary: surfed the Internet, school project  Sentence Patterns: What did you last night?

I surfed the Internet for my school project. V Procedures :

10’

I. Warm up : Slap the board

Ss play the game with the pictures that they prepared at home II. New lesson

- Have Ss to look at the book at page 31, read the context sentence above the pictures

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10’

- Set the context: Hoa and Nam are having breakfast with their family They look sleepy.

 Point to Hoa in the P a and ask (Who is she?/ How does she look like?Why?

 Repeat the step with P b:Point to Nam and elicit Ss’ answer - Pre-teach: (Write the words on the board and ask Ss to repeat a

few times)

 surfed the Internet  school project

- Set the context: Last night this boy surfed the Internet for his school project.

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

Point to Pa and ask What did you last night? Ss: I went to the cinema

3. Read and complete (Choose one of or 4)

- Set the context: you are going to read the passage and fill in the blank Read the title of the passage and look at the picture Can you guess what you are going to read about?

- Go through the words on the box and make sure Ss understand

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Individually Groups

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10’

them

- Recall some words:  Go out

 Take a bus

- Read the passage, pausing at times to check Ss comprehension and ask for their prompts to complete the passage

4. Write your diary about what you did yesterday. (Choose one of or 4)

- Get Ss to look at the passage and have a brief discussion with the class about the picture and the task Draw Ss’ attention to the writing frame and get them to read the instruction and the lines in the diary

- Tell them the writing purpose: You are going to write your diary about what you did the day before You should remember what you did in the morning/ afternoon/ evening to write down - Elicit Ss’ answers, then the first example with the whole

class Let the called S the rest lines and other repeat each line a few times

- Encourage Ss to copy the song lyrics and replace the activities in the original lyrics with their own version for the class display

Pair – work/ Group work

Whole class

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Week: Date of teaching: Tuesday, October, 6th , 2015 Period: 9th

UNIT 3

A BIRTHDAY PARTY Lesson 3

VI Objectives :

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- Develop speaking and listening skill VII Teaching methods :

VIII Teaching aids :

IX Language focus :  Vocabulary: review

 Sentence Patterns: What did you at the party?

o We played hide – and - seek.

X Procedures :

10’

IV. Warm up :

Ss sing along the song Happy birthday V. New lesson

- Have Ss to look at the book at page 20, get Ss to look at the pictures and set the context: Nam went to Tony’s birthday Now his sister Hoa is sking him what they did at the party.

- Read each exchange, stop at times to check Ss’ comprehension - Make sure that Ss can understand the situation and language in

each picture

- Ask Ss to open the book on page 24 Draw Ss’ attention to the picture next to the example in this section

- Set the scene: Imagine you are Nam You went to a birthday party with these children.

- Get Ss to repeat the prompt under each picture a few times and make sure they understand them

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10’

Point to Pa and ask What did you at the party? Ss: We danced

7. Read and answer (Choose one of or 4)

- Set the context: You’ve got two invitation cards: one from Lan Huong and one from Peter Brown Look at the invitation cards and find the answers to these questions(point to the questions) - Read each line on the invitation cards, pausing at times to check

Ss’ comprehension, using the questions provided

- Elicit and recall any vocabulary that Ss will need to understand the text: cordially, invited, celebration, celebrating (Write the words on the board and Ss repeat a few times)

- Read the cards again and get Ss to repeat each line a few times - Ss take turns to ask and answer the questions

- Call some pairs to report the answer to the class 8. Write an invitation card (Choose one of or 4)

- Set the context: You are going to write your birthday invitation card Read each line Do you understand what it say? What should you write?

- Call on a few Ss and elecit their prompts to fill in the card Write a model on the board Read each line and get Ss to repeat a few times

- Get a few Ss to read aloud their writing to the class VI. Summary and Home-link.

- Encourage Ss to practice singing their own version of the song Happy Birthday at home.

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UNIT 4 MAI’S DAY

Lesson 1 VI Objectives :

- By the end of this lesson, students will be able to ask and answer questions about someone’s daily activities

- Develop speaking skill VII Teaching methods :

+ Discuss VIII Teaching aids :

IX Languages focus :

- Vocabulary: have got classes, morning exercise, have PE in the gym - Structures:

A: What does she often in the morning? B: She’s got classes at school.

X Procedures :

10’

I. Warm up : Simon says

Let Ss play the game with the word phrase: put up your hands, put down your hands, clap your hands, stand up, sit down, open your book, close your book….

- Have Ss to look at the book on page 27 and get Ss to look at the title of the unit and the picture

- Elicit their answers to identify the people in each picture: Who is this?/ Who’s this boy/ girl?

- Recall the familiar vocabulary and pre-teach the

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

 have got classes  has got classes

- Set the context: Linda’s asking Phong what Mai, his sister, often does in the morning He said that Mai has got classes at school Now listen to Mai talking about what she often does in the morning/ afternoon/ evening.

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10’

- Have Ss listen to the recording as they read the lines in the speech bubbles

- Divide the class into groups to take turns to say the lines of Mai and Tony

- Have Ss look at the pictures a, b, c and d on page 27 - Set the context: You are asking your partner about these

characters’ daily activities from P.a to P.e.

- Ask Ss to Read the line in speech bubbles and elicit Ss’ prompts to complete the lines

- Write the questions and answers on the board and get Ss to repeat a few times

- Recall the familiar vocabulary and pre-teach the vocabulary:  gym

 morning exercise - Model the task

 Point to P a and ask: What does she often in the morning? –Ss: She’s got classes at school.

- Have Ss to take turns to point to the pictures, ask and answer about addresses

- Call on some pairs to perform the task at the front of the class - Have the whole class repeat all the phrases in chorus to

reinforce their pronunciation 6. Listen and tick.

- Get Ss to look at the pictures on page 28 and tell them the purpose of the listening: You are going to hear Mary, an Australian girl, talking about her daily activities You should read each sentence in your book, listen and tick the

appropriate picture for what Mary does.

- Have Ss to read each sentence and guess the picture to tick - Do the first example with Ss

- Make some questions to check Ss’ comprehension

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4’

III. Summary and Home- link :

- In this lesson, Ss have learnt to ask and answer questions about someone’s daily activities, using What does he/she often in the morning? - He/ She ………

- Encourage Ss to make a list of their daily activities for the class display

Week: Date of teaching: Tuesday, October, 13th , 2015. Period: 11th

UNIT 4: MAI’S DAY

- By the end of this lesson, Students will be able to pronounce correctly the sound of the letter “oo” as in afternoon and that of the letter “br” as in brush; listen and number the pictures in the order they hear

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

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

IX Languages focus :

 Phonics: afternoon brush X. Procedures :

5’

IV. Warm up : Students’ display

Let Ss display their home-link writing Then ask and answer questions related to the items on the list

V. New lesson

1. Listen and repeat/ Group and say aloud a. Listen and repeat.

- Have Ss open the book page 29, draw their attention to the letters colored differently in the words afternoo n and brush - Set the scene: “We are going to learn how to produce the

sound of letters oo in the word aftern n oo and that of the letter br in the word brush”

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7’

10’

- Produce the sound of the letter oo and br a few times - Get Ss to repeat the words a few times

b. Listen, complete and say aloud.

- Set the context:

 brush  remember  bedtime

words with “oo” and clap twice for the words with “br” - Model and get Ss to clap in the same way then repeat each

- Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words 3. Listen and number.

- Set the scene: “You are going to listen to an interview of four pupils at Rose Primary School The interviewer wants to know about their daily activities and number the

pictures”

- Elicit the content from Ss: What can you see in P.a/ b/ c/ d?

- Recall the key words to understand the text, write on the board and get Ss to repeat them a few times

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

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through, once for them to the task - Play it again for Ss to check their answers

Answer: – d – a – c – b VI. Summary and Home- link :

- Ss select and copy one picture from the crossword puzzle and colour it for the class display in the next lesson

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Week: Date of teaching: Tuesday, October, 13th , 2015 Period: 12th

UNIT 4 MAI’ S DAY

- By the end of this lesson, Students will be able to:  Ask and answer questions about past activities

 Read a comprehension text on a girl’s Sunday and write a diary  Write about a friend’s house

- Develop speaking and listening skill VII Teaching methods :

VIII Teaching aids :

IX Language focus :

 Vocabulary: surfed the Internet, school project  Sentence Patterns: What did you last night?

I surfed the Internet for my school project. X Procedures :

Time Steps/Activities Workarrangement

6’ 10’

IV. Warm up : Slap the board

Ss play the game with the pictures that they prepared at home V. New lesson

- Have Ss to look at the book at page 31, read the context sentence above the pictures

- Set the context: Hoa and Nam are having breakfast with their family They look sleepy.

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10’

 Point to Hoa in the P a and ask (Who is she?/ How does she look like?Why?

 Repeat the step with P b:Point to Nam and elicit Ss’ answer - Pre-teach: (Write the words on the board and ask Ss to repeat a

few times): surfed the Internet, school project

- Set the context: Last night this boy surfed the Internet for his school project.

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

Point to Pa and ask What did you last night? Ss: I went to the cinema

7. Read and complete (Choose one of or 4)

- Set the context: you are going to read the passage and fill in the blank Read the title of the passage and look at the picture Can you guess what you are going to read about?

- Go through the words on the box and make sure Ss understand them

- Recall some words: go out, take a bus

- Read t he passage, pausing at times to check Ss comprehension and ask for their prompts to complete the passage

8. Write your diary about what you did yesterday. (Choose one of or 4)

Whole class Individually Groups

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10’

- Get Ss to look at the passage and have a brief discussion with the class about the picture and the task Draw Ss’ attention to the writing frame and get them to read the instruction and the lines in the diary

- Tell them the writing purpose: You are going to write your diary about what you did the day before You should remember what you did in the morning/ afternoon/ evening to write down - Elicit Ss’ answers, then the first example with the whole

class Let the called S the rest lines and other repeat each line a few times

- Get a few Ss to read aloud their writing to the class VI. Summary and Home-link.

- Encourage Ss to copy the song lyrics and replace the activities in the original lyrics with their own version for the class display

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Week: Date of teaching: Tuesday, October, 20th , 2015. Period: 13th

UNIT 5

OUR PICNIC TO THE SEASIDE Lesson 1

I. Objectives :

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

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

+ Discuss III. Teaching aids :

IV. Languages focus :  Vocabularies:

to cruise, to explore, seafood, to run on the beach, an aquarium, to sunbathe, to set up a campfire, some loaves of bread, to go hiking, to build a sandcastle

 Sentence partern:

What will you in the morning/ afternoon/ evening? I/We will cruise around the island

V. Procedures :

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ment 6’

10’

I. Warm- up

Song: This is the way we things II. Present the new lesson I. Look, listen and repeat.

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

- Ask Ss to identify the people in the pictures

- Set the scene: Mai, Linda, Peter and Tony are planning their picnic to Ha Long Bay next week

- Present new words (pictures):  to cruise around the island  to explore some caves,  to eat rice and seafood

- Play the recording for Sts to listen

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

and close pair practice

- Ask a few questions to check their comprehension  Who are planning to have a picnic?

 Will they going to Ha Long Bay?

 What will they in the morning/ afternoon?  What will they eat?

II Point, ask and answer - Set the context:

- Point and ask Ss to look at the picture, example and introduce: - Imagine you are going to plan a picnic to Ha Long Bay You will

do a lot of things there.

- Pre-teach new words to run on the beach, to visit an aquarium, to sunbathe, to set up a campfire)

- Ask Ss to repeat cued words all the pictures - Ask Ss to read the example

- Model the task with the whole class What will you in the morning? I/We will cruise around the island. Note:

(I/ You/ We/ They/ He/ She/ It) will (I/ We) shall

- Write the model on the board & get Ss to repeat

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

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

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10’

4’

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

III. Listen and tick

- Get Ss to look at the picture and tell them the purpose of listening : You are going to listen some children planning their food,

activities and games for their picnic and tick the correct picture in each number

- Run through all the pictures (using elicit qs) - What’s this/ Who’s this/ What’s he doing?

Note:

1 a some loaves of bread and some bananas on the table b some loaves of bread and sausages for a picnic meal c some loaves of bread and chicken on the table

2 a go hiking/ b cook their picnic meal/ c explore a cave 3 a build a sandcastle/ b go swimming/ c fly kites

- Play the recording 1st time for Ss to listen all the way through - Play the recording 2nd time for Ss to the task

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

and give comments - Give feedback:

– a – c – a - Make some questions to check Ss’ comprehension III. Summary and Home- link :

- Ask Ss to write a list of four things they plan to on a picnic They will display them in the next lesson

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Week: Date of teaching: Tuesday, October, 20th , 2015 Period: 14th

UNIT 5

I Objectives:

- By the end of this lesson, Students will be able to pronounce correctly the sound of the letter “ill” as in will and that of the letter “all” as in small; listen and number the pictures

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

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III Teaching aids:

IV Languages focus:

* Phonics: will small V Procedures:

Time Steps/Activities Work arrangement

5’

7’

10’

I. Warm up : Chatting:

 What will you in the afternoon/ evening?  What about this weekend?

 What will you have for lunch/ dinner?  Will you go out for lunch/ dinner?

…… II. New lesson

I. Listen and repeat/ Listen, complete and say it aloud. a Listen and repeat.

- Have Ss open the book page 36, draw their attention to the letters colored differently in the words will and small - Set the scene: “We are going to learn how to produce the

sound of letters ill in the word will and that of the letter all in the word small”

- Pronounce the sound of the letter ill and all a few times - Get Ss to repeat the words a few times

b Listen, complete and say it aloud - Make sure Ss understand the instruction - Ask Ss to guess all the complete words - Do the first e.g with them

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

Key:

+ ill: 1: hill; 2,5; wall/will; 6: mill + all: 2,5: wall/will 3: small 4: tall II. Listen and read together

- Have Ss look at Picture on Page 36 and elicit: Who/ Where are they?

What activities will they have? (cruise around the Bay, build a sandcastle, visit the windmill)

- Pre-teach the new vocabularies (write new words on the

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10’

3’

board and get Ss to repeat them a few times) + windmill (using picture)

- Set the context: This is the dialogue between Mai and Quan They are on the beach You are going to listen the dialogue and clap the words with “ill” and “all”.

- Play dialogue; stop at times to check Ss’ comprehension - Have Ss repeat each line in the dialogues (clap once for the

words with “ill” and clap twice for the words with “all”) - Model and get Ss to clap in the same way then repeat each

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

- Set the scene: “you are going to listen to the recording and number the picture”

- Run through the pictures: What ill they do?

P a: go swimming P b: go to Ha Long Bay P c: cruise around the Bay P d: build a sandcastle

P e: have seafood in a restaurant

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

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

- Call some to report their answer to the class Key: – b; – e; – d; – a; – c III Summary and Home- link: - Consolidate the content of the lesson

- Ask Ss to select and make a copy of one of the pictures in this section to colour and write the words under it for a class display in the next lesson

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UNIT 5

I. Objectives :

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

 Ask and answer question about what one will be in the future;  Read a comprehension text on a girl’s dream job;

 Write about their dream jobs;

 Develop speaking and listening skill II. Teaching methods :

III. Teaching aids :

IV. Language focus :

 Vocabulary : - a mechanic, an astronaut, a dancer, an architect, a business person, an engineer, a technician;

- spaceship, planet; - tobe real

 Sentence Patterns : What will you be in the future? I’ll be a doctor/ an astronaut.

V. Procedures :

10’

I. Warm up :

Ss display their home – link pictures on the board Then they ask and answer questions about these pictures

- Have Ss to look at the book at page 38 - Get Ss to read the context sentence

- Set the context: You are going to listen to Linda and Tony talking about their future jobs.

- Pre-teach: (Write the words on the board and ask Ss to repeat a few times)

 in the future  a mechanic

- Play the recording again for Ss to repeat each line of the

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10’

dialogue a few times

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

- Be sure Ss understand the content of the text by making questions

Does Linda like singing? Does she want to be a singer?

Does Tony want to be a mechanic or a singer? 2 Point, ask and answer.

- Set the scene: Imagine you are the character in the pictures - Pre-teach: (Write the words on the board and ask Ss to

repeat a few times)  an astronaut  a dancer  an architect  a business person

- Model the task with the whole class T: What will you be in the future? Class: I’ll be a singer

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

3 Read and answer.(Choose one of or 4) a. Tick T (True) or F (False)

- Ask Ss to look at the picture on P.39 - Set the context:

 Who are they?  Where are they?

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

 an astronaut  an engineer  a technician  space

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10’

5’

 spaceship  planet  tobe real

- Read the passage, check Ss’ comprehension What is Mai’s dream job?

Will she be a dentist on a spaceship? Will she travel around the world? Will she visit other planets?

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

b Interview two of your classmates

- Get Ss to the instruction, draw an interview chart on the board

Name Dream job

Nam doctor

……

- Model with a student T: What’s your name? S:

T: What will you in the future? What’s your dream job? S:

- Do with the other one Then report the result in the class: I interview two my classmates for their dream jobs Nam’s dream job is a doctor….

- Ask Ss to work in group of fours and interview two of them - Monitor and help if necessary

- Call on some Ss and report their result in the class - Encourage if student have done a good job

4 Write about your dream job.(Choose one of or 4) - Have a brief discussion with the class about the writing

purpose:

What are your going to write about? What’s your dream job?

What will you in your dream job?

- Do an e g with the class in case of weak Ss and fill in the writing frame on the board with information from Ss - Get Ss to read the guides in the frame

Whole class

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

- Get a few Ss to read aloud their work to the class III. Summary and Homelink.

- Ss have learnt

 Ask and answer question about what one will be in the future  Write about their dream jobs;

What will you be in the future? I’ll be a doctor/ an astronaut.

- Ss practice singing the song We will go over the mountain at home

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Week: 8 Date of teaching: Tuesday, October, 27th , 2015 Period: 16th

REVIEW 1

I. Aim: Ss will be able to perform their abilities in listening, speaking, reading and writing related to the topics from Unit to Unit 5, using the phonics, vocabulary and sentence patterns they have learnt

II Teaching methods : - Communicative method

- Teacher’s aids: three pieces of white paper with the phonics, the vocabulary and the sentence patterns written on them; audio and flashcards

- Students’ aids: book, notebook, workbook IV Language focus :

Me and My friend Unit 1: A Summer camp

Competences  Asking and

answering questions about where someone is from

 Asking and answering questions about someone’s nationality

Sentence patterns  Where’s he from?

- He’s from Malaysia  Where in Malaysia is he

from?

- Kuala Lumpur  What’s his/ her

nationality? - He’s/ She’s Indonesia

Vocabulary Summer, camp, different, country ( countries), Malaysia, Thailand, Bangkok, Kuala Lumpur, The UK, The USA, Indonesia, Thai, Laotian, Cambodian Cultural display

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Unit 2: My Fiend’s house. Competences

 Asking and answering questions about where one lives  Asking and

answering questions about one’s house

Sentence patterns  Where you live?

- I live at 52 Ba Trieu Street

- I live on the second floor of Ha Noi Tower  What’s your house like?

- It’s a big house It’s got a green gate

Vocabulary

cardinal number: 50 – 100, avenue, road, lane, flat, block, top, ground, floor, gate, yard, roof, balcony, fence, favourite, cottage, town, village

Phonics flat block

Unit 3: A Birthday Party. Competences

 Asking and answering

questions about a birthday

 Asking and answering questions about what one did at a birthday party

Sentence patterns  What present did you

give Mai?

- A pink clock  What did you at the

party?

- We played hide – and – seek

Vocabulary

Present, dictionary, jigsaw puzzle, paint, paint brush, coloured, balloon, cartoon, remember

Phonics third December

Unit 4: Mai’s day Competences  Asking and

answering about daily activities  Asking and

answeringquestio ns about past activities

Sentence patterns  What does she often

in the morning?

- She’ s got classes at school

 What did you last night?

- I surfed the internet for my school project

Vocabulary

Have classes, morning exercise, brush, gym, forget, way, attend, tooth (teeth), wash, surf the internet, project

Phonics afternoon brush

Unit 5: A Picnic To The Seaside Competences

 Asking and answering about what people will in the future  Asking and

answering questions about what one will be in the future

Sentence patterns  What will we in the

morning?

- We’ll cruise around the islands

 What will you be in the future?

- I’ ll be a singer

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spaceship, planet V Procedures :

Time Steps/ Activities Work

arrangement 5’

10’

1 Warm up :

Let Ss sing the song that they like Review :

 Phonics :

 Put the piece of paper with the phonics written on the board and play the recording (two times)

 Ss listen and repeat the words in chorus

 Draw Ss’ attention to the sounds that are difficult to pronounce  Have Ss to practice reading the words aloud in pairs

 Have some pairs demonstrate Correct their pronunciation when necessary

 Call on some pairs to demonstrate at the front of the class Have the rest of the class observe and give comment

 Vocabulary :

 Put the vocabulary sheet of paper on the board

 Ask Ss recall the meaning of the words by reading aloud or playing a game (Name cards/ Stand up when you hear/ Physical Line- up) using flashcards

 Have Ss say the words aloud again Encourage them to group words into Get Ss male sentences with some of the words they have learnt  Structures :

 Put the sheet of paper which contains the sentences patterns on the board

 Ss repeat the patterns aloud as they follow the text on the board  Ask Ss to make short dialogues with the sentence patterns

 Have some pairs act out their dialogues at the front of the class The others listen and comment

3 Home link :

 Encourage Ss to practice more at home and well- prepare for the test

T- whole class Individually

Pair- work

Week: Date of teaching: Tuesday, November, 3rd , 2015 Period: 17th

THE FIRST ENGLISH TEST I. Aim: Ss Review in class.

II Duration: period III Procedure:

 Have Ss turn to page … in the Student book

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1 Look and tick(  ) or cross ( X ) See example.

sandcastles house beach

blocks of flats

Saturday

Vietnamese

2 Circle the different word.

1. A artist B engineer C worker D factory

2. A ride B play C bike D sing

3. A English B Vietnamese C Japanese D China

4. A restaurant B postman C nurse D chef

5. A visited B went C explored D sailed

3 Match

1 Where you live? A I’ ll explore some caves

2 What’ present did you give Lan? B It’s a small, beautiful house What does she often in the morning? C I live at 142 Phu Minh What will you be in the future? D We gave her some coloured

balloons

5 What your house like? E I often morning exercise - … 2- … - … - … - ……

4 Choose the correct words to complete the sentences

 X

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dances / sang writing candles bicycle 1. A: What is she doing?

B: She is………

2. A: What present did your parents give you? B: They gave me a………

3. A: What did they do?

B: They … ……….and …………

4. A: How many ……… were there on your birthday cake? B: There were twelve candles on my birthday cake

5 Read and write ONE or more words in the gap

Mary: Hi, Linda Did you go to Mai’s (1)……… party last night? Linda: Yes, I did Why didn’t you (2) ……….?

Mary: Because I (3)…… busy I looked after my younger sister at home But I sent Mai a (4)……… What about you? Linda: I gave her a teddy bear

IV Answers.

1 Look and tick (  ) or cross ( X ) See example.

1 2. 3.

4.

2 Circle the different word.

1 – D - C – D – A – B 3 Match

1 – C - D – E – A – B 4 Choose the correct words to complete the sentences

1– writing - bicycle – danced/ sang – candles 5 Read and write ONE or more words in the gap

1 – birthday - come – was – dictionary was come birthday dictionary

 X



 X



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Week: Date of teaching: Tuesday, November, 3rd , 2015. Period: 18th

UNIT 6

A VISIT TO THE ZOO Lesson 1

VI. Objectives :

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

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

+ Discuss VIII. Teaching aids :

IX. Languages focus :  Vocabularies:

Took at the zoo, walked around, anything special, had a picnic lunch, animal show  Sentence partern:

What did you at the zoo? We took pictures

X. Procedures :

Time Steps/ Activities Work

10’

I. Warm- up

Ss sing the song We will go over the mountain from Unit II. Present the new lesson

IV. Look, listen and repeat.

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

- Ask Ss to identify the characters in the pictures

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

- Present new words (pictures):  took us to the zoo

 walked around  anything special  had a picnic lunch

- Play the recording for Sts to listen

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

- Divide the class into groups to take turns, then opened

T – whole class T – whole class

Whole class

Individually

Groups

Write the phrase on the board

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10’

pairs and close pair practice V Point, ask and answer

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

- Point and ask Ss to look at the picture, recall the vocabulary and teach the new word: animal show

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

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

 Repeat the step a few times

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

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

VI. Listen and tick

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

- Ask Ss to look at the pictures and guess what they indicate

- Run through all the pictures (using elicit qs) - What’s this/ Who’s this/ …

Note:

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

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

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

3 a a sandwich and a loaf of bread b a sandwich and a sausage c a loaf of bread and sausage 4 a a girl singing

T – whole class

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4’

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

- Do the first example with Ss

- Play the recording 1st time for Ss to listen all the way through

- Play the recording 2nd time, pause after each part for Ss to have sufficient time to select and tick the picture

- Ss trade their answers within pairs or groups for correction

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

- Give feedback:

– a – b – c - b - Make some questions to check Ss’ comprehension III. Summary and Home- link :

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

Group work

Whole class

T – whole class

Week: 10 Date of teaching: Tuesday, November, 03rd , 2015 Period: 19th

UNIT 6

A VISIT TO THE ZOO Lesson

I Objectives:

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

II Teaching methods: - Communicative method

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

* Phonics: played visited watched V Procedures:

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5’

10’

7’

III. Warm up :

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

1. Listen and repeat

- Have Ss open the book page 50, draw their attention to the sound(s) of the letters ed in the words played , visited, watched - Set the scene: “We are going to learn how to produce the

sound of letters ed in the word played , visited, watched Pronounce the sound of the letters ed a few times - Get Ss to repeat the words a few times

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

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

 bent low  goose  moose  stairs

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

pronounced as in “visited” and three clasp for “ed” pronounced as in “watched”

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

- Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words - Device the class into four groups for competition 3. Listen, complete and say it aloud

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

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

Key:

T – whole class

T – Whole class

Individually Pair – work

T – whole class

Individually Group T – whole class

T – whole class

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10’

 Watched: danced, looked, walked  Visited: painted, pointed, needed  Played: stayed, climbed, numbered 4. Listen and number.

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

- Point to each picture and elicit the answer What you see in the Picture a/ b/ c/ d/ e? P a: a group of children at the elephant enclosure P b: children at a gorilla show

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

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

picture)

- Call some to report their answer to the class Key: – a; – e; – b; – c; – d V. Summary and Home- link :

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

Individually

Pair- work

T – whole class

Week: 10 Date of teaching: Monday, November, 03rd , 2015 Period: 20th

UNIT 6

A VISIT TO THE ZOO Lesson 3

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

 Develop speaking and listening skill VII. Teaching methods :

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VIII. Teaching aids :

IX. Language focus :

 Vocabulary : wake somebody up, catch, beg, too small, never, forget, net  Sentence Patterns : What did you see at the animal show?

I saw a monkey riding a horse. X. Procedures :

10’

IV. Warm up : Ss play the game V. New lesson

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

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

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

- Pre-teach: (Write the words on the board and ask Ss to repeat a few times)

 burning hoop

6 Point, ask and answer.

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

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

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

- Recall and pre-teach the prompt under each picture  P a: a monkey riding a horse dancer

 P b: a horse dancing  P c: a snake dancing

 P d: a seal playing with a beach ball.

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

T – whole class

Groups

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10’

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

- Model the task with the whole class

T: What did you see at the animal show?

Class: I saw two tigers jumping through burning hoop - Repeat the step with picture a, b, c, d, e and f.

7 Read and number the pictures.(Choose one of or 4) - Ask Ss to look at the picture on P.53

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

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

 wake somebody up  catch, beg, too small  never

 forget  net

- Read the passage, check Ss’ comprehension

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

- Ss read and number the pictures

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

say

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

- Do the first example with the Ss

- Set the time and let Ss the task individually Move around the

Pair – work

T – whole class

Individually Pair – work/ Group work Whole class

T – whole class

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class to monitor the activity

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

VI. Summary and Home link.

- Consolidate the content of this lesson

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

T – whole class

Week: 11 Date of teaching: Monday, November, 03rd , 2015 Period: 21st

UNIT MY FAVOURITE SPORTS AND GAMES

Lesson 1

I/ Objectives:

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

II/ Teaching aids: worksheet, tape recording

III/ Procedures:

5’

18’

I Warmer: Sing

II Presentation

- Teach vocabulary about sports and games 1.Look, listen and repeat

- Teach sentence patterns III Practice

2 Point, ask and answer

What’s your favourite sport/game? It’s _ (sport/game)

3 Listen and tick

Answers: a; b; c; a

- Joint the activity - Listen

- Listen and repeat Take note

- Look at the picture

- Listen and repeat - Take note

- Point to the character - Work in pairs - Some pairs to demonstrate the task

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5’

2’

IV Production Talk

VI Home work

- Review the lesson at home and prepare the next lesson

- Correct their answers in partners - Listen and check answers

- Work in pairs to ask and answer questions about the characters

- Some pairs to demonstrate the task

Week: 11 Date of teaching: Monday, November, 10th , 2015 Period: 22nd

UNIT 7: MY FAVOURITE SPORTS AND GAMES

Lesson 2

I/ Objectives:

By the end of the lesson, students will be able to pronounce correctly the sound of the letters “ame” as in game and that of the letters “ate” as in skate, listen and number the pictures as they listen

II/ Teaching aids: worksheet, tape recording

5’

I Warmer:

Noughts and crosses

II Presentation

- Teach the sounds of the letters “ame”,and that of the letters “ate” 1.Listen and repeat

- Joint into the activity

- Listen

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18’

5’ 2’

III Practice

2 Listen and read together

3 Group and say aloud Answers:

Ame: name, same, frame Ate: gate, plate, date, late

4 Listen and number

Answers: a 6; b 3; c 4; d 1; e 2; f

IV Production

5 Fun time (sing a song) VI Home work

- Listen and repeat - Listen and then word in groups to read together - Look at the chart and the word box - Listen and repeat Then the task independently - Check answers in pairs

- Listen and check answers

- Read in chorus all the words in each column

- Look at the pictures

- Listen and write the number for correct pictures - Exchange and compare their answers with their partners

- Sing a song

Week: 12 Date of teaching: Monday, November, 10th , 2015 Period: 23rd

UNIT 7: MY FAVOURITE SPORTS AND GAMES

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I/ Objectives:

By the end of the lesson, students will be able to ask and answer questions about how often plays a sport or game, read a comprehension text on how to play hide-and-seek and write a description on playing hide-and-seek

II/ Teaching aids: worksheet, tape recording III/ Procedures:

arrangement

5’

8’

15’

I Warmer: Clap the board

II Presentation - Teach vocabulary 1.Look, listen and repeat

- Teach sentence patterns III Practice

2 Point, ask and answer How often you _? _ (times)

3 Read and the tasks a Tick Yes or No

Answers: No; Yes; Yes; No; No

b Read the passage again Find the words which “they”, “his/her”, and “he/she” refer to

4 Choose the right words to write

- Joint into the game

- Listen

- Listen and repeat - Take note

- Point to the picture

- Work in pairs - Some pairs to demonstrate the task

- Read the context and tick Yes or No independently - Exchange and compare their answers with their partners

- Listen

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5’

Answers: play; seeker; five; places; players

IV Production

5 Fun time (Charades) VI Home work

- Read and choose the right words individually

- Read their writing to the class

- Take note - Joint into the game

Week: 13 Date of teaching: Tuesday, November, 17th , 2015 Period: 25th

UNIT 8

MY FAVOURITE BOOK Lesson 1

I/ Objectives:

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

II/ Teaching aids: worksheet, tape recording III/ Procedures:

5’

18’

I Warmer: Sing

II Presentation

- Teach vocabulary about books 1.Look, listen and repeat

- Teach sentence patterns III Practice

- Joint into the activity

- Listen

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5’

2’

2 Point, ask and answer What book are you reading? I’m reading _ (book)

3 Listen and tick Answers:

Nam: Aladdin and the Magic Lamp; Mai: Snow White and the Seven Dwarfs; Quan: Dragon;

Mary: The Starfruit Tree IV Production

4 Talk

VI Home work

- Point to the picture

- Work in pairs - Some pairs to demonstrate the task

- Listen and tick the correct picture - Correct their answers in partners - Listen and check answers

- Work in pairs to ask and answer questions about the pictures

- Some pairs to demonstrate the task

Week: 13 Date of teaching: Tuesday, November, 17th , 2015 Period: 25th

UNIT 8

MY FAVOURITE BOOK Lesson 2

I Objectives:

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

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

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* Phonics: watermelon dragon V Procedures:

5’

10’

7’

10’

VI. Warm up :

- Ss display their home-link on the board

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

VII. New lesson

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

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

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

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

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

3 Group and say aloud

4. Listen and number.

- Set the scene: “This is an interview with four Ss at Binh Minh

T – whole class

T – Whole class

T – whole class Individually Group

T – whole class

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3’

Primary School The interviewer wants to know the books that these Ss often read in their free time You are going to listen to listen and number the books.”

- Point to each picture and elicit the answer What you see in the Picture a/ b/ c/ d P i: Aladdin and the Magic Lamp P b:The Legend of Watermelon P c: The Starfruit Tree

P d: Ali Baba and The Forty Thieves

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

- Call some to report their answer to the class Key: – b – d – a – c VIII. Summary and Home- link :

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

T – whole class

Week: 13 Date of teaching: Tuesday, November, 17tht , 2015 Period: 26th

UNIT 8

MY FAVOURITE BOOKS Lesson 3

XI. Objectives :

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

 Read a comprehension text on a favourite character and write about a favourite book character  Develop speaking and listening skill

XII. Teaching methods : - Communicative method

XIII. Teaching aids :

XIV. Language focus :

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 Sentence Patterns : What is Son Goku like? He’s intelligent and brave

XV. Procedures :

10’

VII. Warm up :

- Ss display their homelink work

- Ss ask and answer questions about the books and

characters displayed, using the language they have learnt VIII. New lesson

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

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

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

- Recall the familiar vocabulary and teach the new word:  main character

 brave  intelligent

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

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

10 Point, ask and answer.

- Draw Ss’ attention to the picture on the right of the example Point to the picture of Son Goku and ask Ss to read the example

- Set the scene: Imagine you are reading this book Let’s practice talking about the character in this book

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

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

- Recall and pre-teach the prompt under each picture  brave

 intelligent  patriotic  clever

T – whole class

Whole class

Individually

Groups

T – whole class Get Ss to repeat the

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10’

 brilliant  good-natured  miserable

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

T: What’s Thanh Giong like? Class: He’s brave and patriotic

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

11 Read and the task.(Choose one of or 4) - Ask Ss to look at the picture on P.67

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

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

 free  e – book  case  detective  series  change  fight

 organization

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

Answers: Yes No Yes Yes No 12 Write about your favourite book.

- Ask Ss to open the book on P 68 and draw their attention

Pair – work

T – whole class

Individually Pair – work/ Group work Whole class

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10’

5’

to the passage Tell Ss the writing purpose: You are going to read and complete a passage about your favourite book with support from the guide.

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

around the class to monitor the activity

IX. Summary and Home link.

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

T – whole class

Week: 14 Date of teaching: Tuesday, November, 24th , 2015 Period: 27th

UNIT 9

OUR TEACHER’S DAY Lesson 1

I. Objectives :

- By the end of this lesson, students will be able to ask and answer the questions about the date of Teacher’s Day in some countries

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

+ Discuss III. Teaching aids :

Wear, bested clothes, celebrate, special event, celebration  Sentence patterns:

When is Teacher’s Day in Malaysia? It’s on May 16th.

V. Procedures :

Time Steps/ Activities Work

arrangement

6’ I. Warm- up

- Ss display their home-link pictures from Unit

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10’

- Ss play the game “Slap the board”, using the displayed pictures

II. Present the new lesson 1 Look, listen and repeat.

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

- Set the context: “you are going to hear Zack, Mai and Mei Mei talking about Teacher’s Day in some countries.” - Recall how to say the date: November 20th, May 16th and

September 10th.

- Present new words (pictures):  wear

 best clothes  celebrate

- Play the recording for Ss to listen

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

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

2 Point, ask and answer

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

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

- Set the context: “You are going to practice asking and answering questions about the dates of Teacher’s Day in some countries.”

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

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

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

- Model the task with the whole class  Point to Australia on the chart and ask:

When is Teacher’s Day in Australia? Class: It’s on the last Friday of October  Repeat the step a few times

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

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

T – whole class Whole class

Individually Pairs

T – whole class

Pair – work T – whole class Write them on the board and get Ss to say

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10’

4’

3 Listen and circle

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

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

- Pre-teach the key words:  celebrate

 special event  celebration

- Play the recording 1st time for Ss to listen all the way through

- Play the recording 2nd time, pause after each part for Ss to have sufficient time to select and tick the picture

- Give feedback: – c – c – a - a - Make some questions to check Ss’ comprehension III. Summary and Home- link :

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

T – whole class

Whole class

T – whole class

Week: 14 Date of teaching: Tuesday, December, 24th , 2015 Period: 28th

UNIT 9

OUR TEACHER’S DAY Lesson 2

I Objectives:

- By the end of this lesson, Students will be able to pronounce correctly to the sound(s) of the letters rd in the words card and that of the letters st as in just

(69)

* Phonics: card just V Procedures:

5’

10’

7’

I. Warm up : * Chatting

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

- Listen and correct their mistakes II. New lesson

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

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

- Ask Ss to say what they think about when they hear the sound

- Play the recording all the way through for Ss to listen while they are reading the words in their books

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

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

 look forward  arrive

 devoted  helpful

- Check vocabulary: what and where

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

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

- Have Ss practice the text in groups and clap the syllables - Ask Ss to read each sentence and repeat each line a few times - Divide class into two groups to take turns to say and clap the

lines

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

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

T – whole class

T – Whole class

T – whole class

(70)

8’

3’

few times

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

Card

/kɑ:d/ /dʤʌst/Just

third fist

board honest

forward breakfast

bird August

- Have the whole class read in chorus all the completed words 4. Listen and number.

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

- T asks Ss to work in pairs to guess

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

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

- 2nd: play the recording for Ss to listen and number - 3rd: play the recording for Ss to check their answers - Have Ss trade their answers in pairs for correction - Ask some questions to ensure Ss’ comprehension of the

listening text

Answers: – c; – d; – a; – b; 5- e III. Summary and Home- link :

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

Group

T – whole class

Individually Pair- work T – whole class

T – whole class

Week: 15 Date of teaching: Tuesday, December, 1st , 2015 Period: 29th

UNIT 9: OUR TEACHER’S DAY Lesson 3

I. Objectives :

- At the end of the period, Students will be able to express and respond to wishes

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

- Develop four skills

II. Teaching methods : - Communicative method

(71)

 + Ask and answer

X. Language focus :

 Vocabulary : head teacher, deliver a speech, honour, exciting, memorable  Sentence Patterns : These flowers are for you

o Thank you.

(72)

Time Steps/Activities Working arrangement 2’

8’

12’

I. Warm up

Ask Sts to read the poem “ To Our Teacher” together on page71 Listen and check pronunciation

Introduces the new lesson II. New lesson.

1 Look, listen and repeat

- Ask Ss to look at each picture on page 73 and set the context:

The Sts in Miss Hien’s class are celebrating Vietnamese Teacher’s Day They have a present for Miss Hien

- Pre- teach the new words:

+ Happy Teacher’s Day

- Write the words on the board and repeat

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

Vietnamese when necessary

- Play the tapes for Sts to listen and repeat

- Call some pairs to practice in front of class and check Sts’ pronunciation

- Have Ps look at the prompts under each picture on page 73 Get them to repeat each prompt a few times and say: You are going to practise expressing wishes and responding to or replying wishes Imagine you are the Sts in Miss Hien’s class.

- Ask Sts to read the example - Model the task: Point to picture a: - The class has got a story book for you - Class: Thank you

- Give the usage and meaning of model

- Ask Sts to ask and answer about their future jobs in pairs - Have the whole class repeat all the phrases to reinforce their

T – whole class

Whole class

Individually Groups

T – whole class

T – whole class _ for you!

(73)

Week: 15 Date of teaching: Tuesday, December, 1st , 2015 Period: 30th

UNIT 10: HOW I LEARN ENGLISH Lesson 1:

I. Objectives :

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

- Listen and tick the correct pictures - Develop listening and speaking skills

II. Teaching methods : - Communicative approach - Techniques:

+ Discuss

translator, difficult, mathematician, spoken English, pianist  Sentence patterns:

What subject you like best?

- Science.

(74)

Time Teacher’s activities Working arrangement

5’

10’

I. Warm up

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

- Ask Sts to sing in groups

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

1 Look, listen and repeat

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

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

- Pre- teach the new vocabulary:  Translator

 difficult

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

Vietnamese to help Sts understand the context

T – whole class

Individually

(75)

Week: 16 Date of teaching: Tuesday, December, 8th , 2015 Period: 31st

UNIT 10

HOW I LEARN ENGLISH Lesson 2

I Objectives:

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

* Phonics: count how V Procedures:

5’

10’

I. Warm up :

II. New lesson 1. Listen and repeat

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

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

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

T – whole class

T – Whole class

(76)

7’

10’

3’

- Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words - Device the class into four groups for competition 3 Group and say aloud

4. Listen and complete.

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

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

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

 Artist  I can see

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

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

Alex Maths

Tony Science

Linda Art

Lucy Music

III. Summary and Home- link :

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

T – whole class

(77)

Week: 16 Date of teaching: Tuesday, December 8th, 2015 Period: 32nd

UNIT 10

I. Objectives :

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

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

 Develop speaking and listening skill II. Teaching methods :

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

 Vocabulary : practice + speaking/ writing…, vocabulary, grammar, pen friend, maybe, join  Sentence Patterns : How you learn to speak English?

I practice speaking English every day V. Procedures :

10’

I. Warm up :

- Ss read, ask and answer questions about the writing II. New lesson

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

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

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

- Read the line in each picture, pausing at times to check students’ comprehension Explain the phrase:

 practise speaking  Practice writing

- Play the recording all the way through for Ss to listen the text - Play the recording again for Ss to repeat each line a few times - Divide the class into groups to take turns to make the conversation 2 Point, ask and answer.

T – whole class

Whole class

Individually

Groups Get Ss to make a few sentences

(78)

10’

- Draw Ss’ attention to the example and set the context: You are going to practice talking about your way of learning English - Ask Ss to read the example and elicit their prompts to complete the

speech bubbles

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

- Get Ss to repeat each prompt under each picture - Recall and pre-teach the new words

 vocabulary  grammar  pen friend

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

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

3 Read and the task.(Choose one of or 4)

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

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

- Let’s Ss a few seconds to read through the task

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

 maybe  join

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

- Check if Ss understand the task Do the first for example

Answers

T – whole class

Pair – work

T – whole class

(79)

10’

5’

Task 1 No No No No Yes

Task 2 INam sheMai

them new words They  Tony, Tom, Linda

4 Write about how you learn English.

- Ask Ss to open the book on P 82 and get them read the guiding questions

- Check their comprehension

- Tell Ss the writing purpose: You are going to write about your way of learning English.

- Point to the questions and say: You should read the guiding questions and write your own answers

- Do the first example with the class Write the writing frame on the board and elicit Ss’ answer to complete the passage

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

III. Summary and Home link.

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

Whole class

Individually T – whole class

T – whole class

Week: 15 Date of teaching: Tuesday, December 15th, 2015 Period: 29th

UNIT 9: OUR TEACHER’S DAY Lesson 3

IV. Objectives :

- At the end of the period, Students will be able to express and respond to wishes

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

- Develop four skills

V. Teaching methods : - Communicative method

(80)

 + Work in groups, discuss  + Ask and answer

VI. Teaching aids :

XII. Language focus :

 Vocabulary : head teacher, deliver a speech, honour, exciting, memorable  Sentence Patterns : These flowers are for you

o Thank you.

(81)

Time Steps/Activities Working arrangement 2’

8’

12’

IV. Warm up

Ask Sts to read the poem “ To Our Teacher” together on page71 Listen and check pronunciation

Introduces the new lesson V. New lesson.

5 Look, listen and repeat

- Ask Ss to look at each picture on page 73 and set the context: The Sts in Miss Hien’s class are celebrating Vietnamese Teacher’s Day They have a present for Miss Hien

- Pre- teach the new words:

+ Happy Teacher’s Day

- Write the words on the board and repeat

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

- Play the tapes for Sts to listen and repeat

- Call some pairs to practice in front of class and check Sts’ pronunciation

- Have Ps look at the prompts under each picture on page 73 Get them to repeat each prompt a few times and say: You are going to practise expressing wishes and responding to or replying wishes Imagine you are the Sts in Miss Hien’s class.

- Ask Sts to read the example - Model the task: Point to picture a: - The class has got a story book for you - Class: Thank you

- Give the usage and meaning of model

- Call on some pairs to perform the task at the front of the class - Ask Sts to ask and answer about their future jobs in pairs - Have the whole class repeat all the phrases to reinforce their

pronunciation

T – whole class

Whole class

Individually Groups

T – whole class

T – whole class _ for you!

(82)

UNIT 10: HOW I LEARN ENGLISH Lesson 1:

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

- Listen and tick the correct pictures - Develop listening and speaking skills

VII. Teaching methods : - Communicative approach - Techniques:

+ Discuss

VIII. Teaching aids :

IX. Languages focus :  Vocabularies:

translator, difficult, mathematician, spoken English, pianist  Sentence patterns:

What subject you like best?

- Science.

(83)

Time Teacher’s activities Working arrangement 5’

10’

IV. Warm up

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

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

V. New lesson

4 Look, listen and repeat

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

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

- Pre- teach the new vocabulary:  Translator

 difficult

- Play the recording for Sts to read each line in each picture and check

T – whole class

(84)

Week: 16 Date of teaching: Tuesday, December 22th , 2015 Period: 31st

UNIT 10

I Objectives:

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

* Phonics: count how V Procedures:

5’

10’

IX. Warm up :

X. New lesson

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

- Set the context: You are going to listen two dialogues Clap the words in focus: one clap for the word with ou as in the words count and two claps for the word with ow as in how

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

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

T – whole class

T – Whole class

(85)

7’

10’

3’

of the dialogues

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

3 Group and say aloud

5. Listen and complete.

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

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

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

 Artist  I can see

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

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

Alex Maths

Tony Science

Linda Art

Lucy Music

XI. Summary and Home- link : - Consolidate the content of the lesson

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

T – whole class

(86)

Week: 16 Date of teaching: Tuesday, December 22th, 2015 Period: 32nd

UNIT 10

XVI. Objectives :

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

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

 Develop speaking and listening skill XVII. Teaching methods :

XVIII. Teaching aids :

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

 Vocabulary : practice + speaking/ writing…, vocabulary, grammar, pen friend, maybe, join  Sentence Patterns : How you learn to speak English?

I practice speaking English every day XX. Procedures :

10’

XIV Warm up :

- Ss read, ask and answer questions about the writing XV. New lesson

13. Look, listen and repeat.

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

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

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

-Read the line in each picture, pausing at times to check students’ comprehension Explain the phrase:

practise speaking Practice writing

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

T – whole class

Whole class

Individually Get Ss to make a few sentences

(87)

10’

- Play the recording again for Ss to repeat each line a few times - Divide the class into groups to take turns to make the conversation 14. Point, ask and answer.

-Draw Ss’ attention to the example and set the context: You are going to practice talking about your way of learning English -Ask Ss to read the example and elicit their prompts to complete the

speech bubbles

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

-Get Ss to repeat each prompt under each picture. -Recall and pre-teach the new words

vocabulary  grammar pen friend

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

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

15. Read and the task.(Choose one of or 4)

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

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

-Let’s Ss a few seconds to read through the task.

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

maybe join

-Read the passage, check Ss’ comprehension.

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

-Check if Ss understand the task Do the first for example

-Give Ss sufficient time to the task and move around to monitor the activity

Groups

T – whole class

Pair – work

T – whole class

(88)

10’

5’

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

Answers Task

1

6 No No No N

o

10 Yes Task

2

INam sheMai

them new words They  Tony, Tom, Linda

16. Write about how you learn English.

-Ask Ss to open the book on P 82 and get them read the guiding questions

-Check their comprehension

-Tell Ss the writing purpose: You are going to write about your way of learning English.

-Point to the questions and say: You should read the guiding questions and write your own answers

-Do the first example with the class Write the writing frame on the board and elicit Ss’ answer to complete the passage

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

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

XVI Summary and Home link.

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

Group work

Whole class

Individually T – whole class

T – whole class

REVIEW 2 I/ Objectives:

By the end of the lesson, students will be able to revise the topics, the language competences, the language knowledge and the language skill they have learnt from Unit to Unit 10

(89)

Time Contents T’s activities Ss’ activities 5’

5’

18’

I Warmer: Slap the board

II Presentation - Topics

- Language competences

- Language knowledge (phonics, vocabulary, sentence patterns) III Practice

I/ VOCABULARY AND SPELLING Choose the letters that complete the words blow Then read the words aloud

Answer: a skate; b dragon; c name; d water; e first; f cloud; g tower; h card; i jumped; j painted; k danced

Complete the sentences Answer: a visited; b jumped; c explored; d skated; e game; f Happy; g story; h post office; i card; j English

Groups the words of the same group

Answer:

Animal: giraffe; kangaroo; snake; lion; deer

Sport & Game: volleyball; karate; Bingo; Farm Town; basketball; swimming

Book: Case Closed; Dragon Balls; The Legend of Watermelon; Snow White and the seven Dwarfs; The Starfruit

- Gets students to joint the activity

- Introduces the new lesson - Helps students to revise the topic, the language competences, the language knowledge

- Asks students to complete each word under the picture using the letters in this chart individually - Asks some students to read aloud the words to the class

- Provides the answers and explanations

- Asks students to write the missing letters to complete the sentences

- Asks some students to read their sentences to the class

- Asks students to look at the chart and the word box - Says each word and gets students to repeat Then lets students the task

independently

- Asks students to check their answers in pairs - Plays the tape for students to listen and tick the correct answers

- Asks students to exchange their answers with their partners

- Joint the activity - Listen

- Revise the topic, the language

competences, the language

knowledge

- Complete each word under the picture using the letters in this chart individually - Read aloud the words to the class - Listen and check answers

- Write the missing letters to complete the sentences - Read their sentences to the class

(90)

Tree

II/ LISTENING Listen and tick

Answer: 1.b; 2.c; b; a; a

Listen and number

Answer: a 3; b 4; c 1; d 5; e

III/ READING AND WRITING Draw a line to match each question to the answer

Answer: e; d; a; g; b; 6.c; f

Read and the tasks Answer:

a Tick T( True) or F (False): F; T; T; T.

b Write short answers: From the market.

Another dog carrying a much bigger bone.

He wanted to get the bigger bone. IV/ SPEAKING

The following pictures describe a trip to the zoo With a partner, ask and answer questions about what happens in each picture

Answer: The children are getting on

- Asks students to look at the pictures

- Plays the tape for students to listen and the task - Asks students to exchange their answers with their partners

- Asks students to the task individually

- Asks students to exchange their answers with their partners

- Asks students to read the text and the task

independently

- Asks students to compare their answers in pairs - Provides the answers and explanations

- Asks students to look at each picture and say what they see

- Asks students to work in pairs to ask and answer questions about each picture

- Calls on some pairs to demonstrate the task in front of the class

- Asks students to look at the pictures, observe the details in each picture and find the four differences between two pictures - Ask students to work in pairs to point to the pictures

- Listen and tick the correct answers - Exchange and compare their answers with their partners

- Look at the pictures

- Listen and write the number for correct pictures - Exchange and compare their answers with their partners

- Do the task individually - Exchange and compare their answers with their partners

- Read the text and the task

independently - Compare their answers in pairs - Listen and check answers

(91)

5’ 2’

a bus at 9:00; The children are arriving at the zoo at 10:00; The children are seeing the elephants at 10:20; The children are seeing the monkey at 11:00; The children are watching the animal show at 11:30; The children are having their picnic lunch at 12:30

Find and talk about the four differences between the two pictures Answer:

In Picture A there are elephants playing football In Picture B there are elephants walking on legs

In Picture A there are dancing bears In Picture B there are cycling bears

In Picture A there are tigers In Picture B there are lions

In Picture A there is a seal playing with a beach ball In Picture B there is a dancing cobra

IV Production Test

VI Home work

and talk about the differences

- Calls some students to report the differences - Give students a test - Asks students to review the lesson at home and prepare the next lesson

ask and answer questions about each picture - Demonstrate the task in front of the class

- Look at the pictures, observe the details in each picture and find the four differences between two pictures

- Work in pairs to point to the pictures and talk about the

differences - Report the the differences

- Do a test - Review the lesson at home and prepare the next lesson

Revision I.Tìm từ khác với từ cịn lại: (1M)

1 A teacher B nurse C cook D play

2 A dining room B kitchen C mother D bedroom

3 A these B this C those D they

4 A this B hi C nine D fine

II Hoàn thành từ sau: (1M) 1. What are these? - They are ch_irs 2. This is the b_throom

(92)

4. She can a magic tr_ck

III.Chọn từ thích hợp điền vào chỗ trống: (2M) ………….is the sink? It is in the bathroom

A Who B Where C What

2 There ……… five cats under the table

A Is B am C are

3 He can climb a tree , ……….he can’t jump rope

A But B and C too

4 What is ……… ? It is a yo-yo

A these B that C those

5 What can you do? I can …… a kite

A fly B play C

6 Can you ride a pony? Yes, …….can

A he B she C I

7 What is the ………….? I am sick

A wrong C matter C X

8 …….there a sofa in the living room? Yes, there is

A Am B Are C Is

IV.Nối câu cột A với câu trả lời tương ứng cột B: (2M) 1.Where is the bed? a I can’t hit a ball 2.Good bye b Yes, she can 3.Can she play the piano? c See you later 4.What’s wrong ? d It’s in the bedroom

V.Sắp xếp thành câu hoàn chỉnh: (2M) Is / this / the / kitchen

2 she / a magic trick / can

3 are / there / four / dogs / under / the / table I / see / can’t / board / the

VI.Đọc câu hỏi trả lời: (2M) What is your name?

How old are you?

Where you live?

What can you do?

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