Giáo án Tiếng Anh 3-Chương trình mới

- Ss read the model and new words - Work in pairs: Ss read and answer - Ss repeat each line of the dialogue in chorus to reinforce their pronunciation.. - Identify the characters and wh[r]

(1)

UNIT 1: HELLO Lesson 1: (1, 2, 3, 4)

.Date of preparation: 09/08/2011 Class: Date of teaching: 15/08/2011

I Objectives: Ss will be able to greet each other and introdure themselves II Language focus:

- Vocabularies: hi, hello

- Sentence pattern: Hello I'm Mai Hi, Mai

III Resources: Student's book, puppets IV Procedures:

Teacher’s activities Student’ activities 1 Warm up

+ Greeting by English

+ Call the roll inorder to remember the students’ name

Look, listen and repeat

- Ask Ss the names of the characters and what they say Tell them they are going to hear Mai and Nam greet each other

- T uses puppets to present this situation - Ask Ss to repeat again

- Say the difference between Hi/Hello

- Listen Guess where they are

- Look at the T - Repeat

- Listen

3 Look and say

- Ask Ss to look at the pictures a, b, c and d - - Call one pair to act out the greeting exchange

- Work in pairs - Check

- Identify the characters in the pictures

4 Talk

- Ask Ss to look at the pictures

- Point to the picture a and ask Ss to guess what the girl would say to greet each other - Fill the speech bubbles

- Work in pairs

- Sak the whole class repeat all the phrases

- Identify the characters in the pictures

- Guess

- Repeat

(2)

- Play the recording again for Ss to repeat each line and clap the syllables

- Divide the class into two One group repeats each line of the chant, the other clap the syllables.Repeat the step but this time the groups swap their parts

- Call some volunteers to recite the chants The rest of the class clap the syllables - Make a few questions to check S's coprehension of the chant

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

- Listen, repeat

- Answer the questions - Repeat

6 Reinforcement

- Ss say what they have learnt in this lesson - Ss greet each other in group of four

- Greeting

7 Homelink

- SS recite the chant at home - Do exercises A in the workbook

- Write

Supplement

UNIT 1: HELLO Lesson 2: (1, 2, 3)

I Objectives: Ss will be able to greet each other and introdure themselves II Language focus:

- Phonics: Hello, hi - Vocabularies: hi, hello

- Sentence pattern: The boy is Nam The girl is Hoa

(3)

- Aks students to introduce themselves to the class by English : introducing their name - Students

Hello, I’m……… Hi, I’m………

Listen and repeat

- Ask Ss to look at the word Hello and Hi

and notice the letters coloured differently in both words Tell them they are going to learn how to produre the sound of the letter

h in the word hello and that of the letter i in the word hi.

- Play the recording

- Ask then to clap the syllables

- Call on a group of six Ask three of them to repeat each line of the chant, and other three clap the syllables

- Call a group to recite the chant The rest of the class clap the syllables

- Make a few questions to check Ss' comprehension

- Follow up Have Ss recite all the words containing the forcused sounds hello, hi in the the chant

- Listening

- Say what they think about when they hear these sound

- Listening

- Clap the syllables

- Recite the chant, clap the syllables

3 Listen and number

- Ask Ss to look at the pictures on page Elicit the identification of the characters' words

- Play the recording again for Ss to listen and number the boxes

- Replay the recording for Ss to check their answers

- Have Ss trade their answers in pairs or groups for correction

- Ask some questions to ensure Ss comprehension of the listening text

- Look at the pictures

- Listen

- Give their answers - Answer

4 Read and match

- Ask Ss to look at the pictures Elicit the names of the characters in the pictures Tell them that they are going to read the

(4)

sentences to get the imformation in order to match the pictures to the text

- Ask Ss to read the sentences individually and the task

- Pairs work Have Ss trade their answers in pairs for correction

- Call some Ss to report their answers The rest of the class listen and give comments - Make a few question to check Ss

comprehension of the sentences

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

- Read in individually - Work in pairs

- Some Ss report their answers - Asnwer

Read in chorus

6 Reinforcement

- Each student write the greeting of three friend, then greet them

- Wirte and greet

7 Homelink

- SS recite the chant at home - Do exercises B in the workbook

- Write

Supplement

UNIT 1: HELLO Lesson 3: (1, 2, 3)

I Objectives: Ss will be able to say goobye II Language focus:

- Vocabularies: Bye

- Sentence pattern: Bye, Mai

(5)

- Ss play the game on page 9, lesson2 - Play game

- Ask Ss to look at the pictures and describe - Tell them that they are going to hear Nam and Mai say goodbye each other

- Give the vocab: Goodbye/bye - Sentence: Bye, Mai

- Play the recording (x3)

- Ss repeat the lines in two groups

- Look at the pictures and describe - Listen

- Learn the vocab - Listen

3 Look and say

- Ask Ss to look at the pictures Elicit the characters and their names Ask Ss to guess and complete the speech bubles

- Call on a pair to model

- Ss work in pairs to practise acting out the dialogue, using the pictures in the book

- Listen, describe

- A pair model - Work in pairs

4 Write

- Ask Ss to read individually silently and complete the dialogues

- Pairwork

- Ask some Ss to read their answer aloud to the class

- Ask the class to read each line of the dialogues chorally to reinforce their pronunciation

- Ss identify the characters in the picture and what they are saying - Ss read individually silently and complete the dialogues

- Ss trade their answers

- Some Ss read The rest of class listen and give comments

6 Reinforcement

- Ss say goodbye each other - Say goodbye

7 Homelink

Ss practise greeting and saying goodbye to their at home

- Write the homelink

Supplement

UNIT 2: MY NAME IS … Lesson 1: (1, 2, 3)

.Date of preparation: 19/08/2011 Class: Date of teaching: 22,23/08/2011

(6)

II Language focus: - Vocabularies:

- Sentence pattern: Hello I'm Mai Hi, Mai.I'm Nam III Resources: Student's book, puppets IV Procedures:

- Say hello to the class and ask them to reply Go around the class to repeat the same greeting to some Ss, holding out hanh for them to slap on Ask Ss to stand up and say

hello, then sit down, and say goodbye a few times

- Ss say hello then say goodbye

- Ask Ss to identify the characters and what they are saying Tell them they are going to hear Mai and Nam greet each other

- Identify the characters and what they are saying

- Look at the T - Listen and repeat

3 Look and say

- Ask Ss to identify the characters in the pictures.Ask Ss what each character should say Then fill the bubbles and have Ss repeat a few times

- Ss work in pairs : making and responding to introductions

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

- Have the class repeat the language that has been practised in chorus to reinforce their pronunciation

- Identify the characters in the picture.fill the bubbles and repeat a few times

- Ss work in pairs

- Some pairs to perform the task at the front of the class

- The class repeat

4 Talk

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

- Ask them what the girl should say to the boy

- Ask Ss to fill the speech bubbles

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

- Look at the picture and identify the characters

- Ss guess

- Ss fill the speech bubbles

(7)

6 Reinforcement

- Have Ss write a dictation of one of the chants

- Write

7 Homelink

- Ss read the chants on page 13

Supplement

UNIT 2: MY NAME IS … Lesson 2: (1, 2, 3)

I Objectives: Ss will be able to greet and say goodbye II Language focus:

- Phonics: Linda Nam - Vocabularies: spell

- Sentence pattern: How you spell Linda? L-I-N-D-A

- Ss recite the chant of lesson on p.13, replacing Mai and Nam by some real mames of Ss in the class

- Ss recite the chant of lesson on p.13

- Have Ss look at the word Linda and Nam

and notice the letter coloured differently in both words Tell them they are going to learn how to produce the sound of the letter

l in Linda and the letter n in Nam. Produce these sounds a few times

- Groupwork: practise saying the chant Model: How you spell Linda?

(8)

L-I-N-D-A

3 Listen and tick

- Ask Ss to identify the characters and guess what they are saying

- Play the recording (x3) for Ss to listen and tick

- Have Ss to trade their answers in pairs - Ask a few questions to ensure their comprehensionfo the listening text

- Ss identify the characters and guess what they are saying - Listen and tick

- Ss trade their answers in pairs - Answer

- Ask Ss to identify the characters in the pictures Tell them that they are going to read the dialogues to get the imformation in order to match the pictures to the dialogues - Ss read the dialogue individually and the task

- Pairwork: Have Ss to trade their answers in pairs for correction

- Call on some Ss to report their answers The rest of the class listen and give the comments

- Have Ss to trade their answers in pairs

- Some Ss to report their answers The rest of the class listen and give the comments

5 Let's sing

- Teach Ss to sing The ABC song by playing recording

- Ask Ss to sing in groups

- Listen and sing the song - Ss sing in groups

7 Homelink

- Learn the mode and The ABC song - Write

Supplement

UNIT 2: MY NAME IS … Lesson 3: (1, 2, 3, 4)

I Objectives: Ss will be able to spell simple names II Language focus:

- Vocabularies:

(9)

-Ss sing the ABC song on page 15, lesson -Ss sing the ABC song on page 15, lesson

+ Sing in chorus + Sing in individual

- Ask Ss to identify the characters in the picture and what they are doing

- Tell them that they are going to hear Nam and Tom spell names

- Give the vocab: Tom

- Sentence: How you spell Tom? T-O-M

- Play the recording (x3)

- Ss repeat the lines in two groups

- Look at the pictures and describe - Nam and Tom are talking

- Listen

- Learn the vocab - Listen

3 Look and say

- Ss work in pairs to practise acting out the dialogue, using the pictures in the book - Have the whole class repeat the questoins and answers in chorus

- Listen, describe

- The whole class repeat the questoins and answers in chorus

4 Write

- Pairwork

(10)

Let's play:

- Ss crossword on page 17 - Ask Ss to spell the names

- Ss find and circle the names Lan, Linda, Pong, Nam, and Tony

- Ss spell these names

7 Homelink

- At home: Ss spell their names and their family members

- Write the home work

Supplement

UNIT 3: HOW ARE YOU? Lesson 1: (1, 2, 3)

I Objectives: Ss will be able to II Language focus:

- Vocabularies: Mr, Mrs, Miss - Sentence pattern: How are you?

I'm fine Thank you III Resources: Student's book, puppets IV Procedures:

- Say hello to the class and have them reply Walk around the class to greet some Ss, slapping on the hand of the greeted Ss

- Say hello

2 Look, listen and repeat

- Ask Ss to identify the characters and what they are saying Tell them they are going to review some phrases of greetings and learn some more.Mr Loc and Tony ask about health

New words: Mr, Mrs, Miss Model: How are you? I'm fine Thank you

- Listen

- Identify the characters

- Ss learn the model and new words

(11)

3 Look and say

- - Ask Ss to identify the characters in the pictures.Ask Ss what each character should say Then fill the bubbles and have Ss repeat a few times

- Ss work in pairs : making and responding to introductions

- Ss work in pairs

- The class repeat

4 Talk

- Ask Ss to fill the missing words

- Call on a pair to perform at the front of the class

- Ss look at the picture and identify the characters

- Fill the missing words -

6 Reinforcement

- Ask Ss to read Part in the book - Read in chorus, in groups - Ask some Ss to read in individual

7 Homelink

- At home: Ss read the chant on page 19 - Write the home work

Supplement

.Date of preparation: 09 /09/2011 Class: Date of teaching: 13/09/2011

I Objectives: Ss will be able to say and listen to the greeting phrases they have learn in the privious lesson

(12)

- Sentence pattern: How are you?

I'm fine Thank you III Resources: Student's book, puppets IV Procedures:

- Ss recite and clap the syllable of the chant on page 19

2 Listen and repeat

- Ask Ss to look at the words hello and

thanks and notice the differencetly coloured letters in both words Tell them they are going to learn how to produce the sound of the letter l in the word hello and that of the letter a in the word thanks Produce the sounds few times Ask Ss to say again Recall the words and phrases: Tony, how are you, fine, thank, and you, thank you

- Play the recording and ask Ss to clap the syllables

- Ss look at the words hello and thanks and notice the differencetly coloured letters in both words

- Listen to the the recording and clap the syllables

- Ask Ss to identify the characters and guess what they are saying

- Play the recording (x3) for Ss to listen and tick

- Have Ss to trade their answers in pairs - Ask a few questions to ensure their comprehensionfo the listening text

- Ss identify the characters and guess what they are saying - Listen and tick

- Ask Ss to identify the characters in the pictures Tell them that they are going to read the dialogues to get the imformation in order to match the pictures to the dialogues - Ss read the dialogue individually and the task

- Pairwork: Have Ss to trade their answers in pairs for correction

- Call on some Ss to report their answers The rest of the class listen and give the comments

- Ss identify the characters in the pictures

- Read

- Have Ss to trade their answers in pairs

(13)

the comments

6 Reinforcement

- Ask Ss to greet each others - A: Hello,Lan How are you? B: Hello, Phong I'm fine, thank you And you?

A: Fine, thanks

7 Homelink

- At home: Recite the chant and clap the syllable on page 20

Supplement

UNIT 2: REVISION Lesson 1,2

- Vocabularies: revision - Sentence pattern: revision

- Match sentences:

1 Hello a I'm fine Goobye b L-A-N How are you? c Hi How you spell Lan? d Bye

- Ss match 1-c

2-d 3-a 4-b

2 Revision

- Ask Ss to say the greeting, goodbye - Ss ask about health

- Ss say the greeting, goodbye - Ss ask about health:

How are you?

I'm fine Thank you

6 Excercise

(14)

- Check

A Phonics B Vocabulary C Sentence patterns - Ss give their answer

7 Homelink

- At home: Review the lesson - Write the home work

Supplement

I Objectives: Ss will be able to greet ( review), using the language they have learned

II Language focus: - Vocabularies:

- Sentence pattern: Let's go to school III Resources: Student's book, puppets IV Procedures:

- Ss greet each other by asking How are you? I'm fine, thanks

- Greet in chorous, in individual

- Ask Ss to identify the picture

- Ask a few question to check Ss' comprehension of the dialogue

- Tell Ss that they are going to review greetings phrases that they have learned - Play the recording

- Ss identify the picture - Answer

(15)

- Play the recording again for Ss to repeat - Ask Ss to read the dialogue in pairs - Check some pairs

- Make a few questions to reinforce Ss comprehension

- Listen and repeat - Read in pairs

3 Look and say

- Ss work in pairs to practise acting out the dialogue, using the pictures in the book - Have the whole class repeat the questoins and answers in chorus

- Listen, describe

- The whole class repeat the questoins and answers in chorus

4 Write

- Pairwork

- Read

- Some pair read in pairs

6 Reinforcement

- Ss sing the song Hi, how are you? - Ss sing the song Hi, how are you?

7 Homelink

- At home: Ss practise singing Hi, how are you? at home

Supplement

(16)

Lesson 1: (1, 2, 3, 4)

I Objectives: Ss will be able to asking and answering about someone's name II Language focus:

- Vocabularies: name, what, my

- Sentence patterns: What's your name? My name's Linda III Resources: Student's book, puppets IV Procedures:

- Ask Ss to remember how to introduce their name( In unit 1)

- Hello.I'm Linda

- Ask Ss to identify the characters and what they are saying Tell them they are going to learn how to ask and answer about names - T uses puppets to present this situation - Ask Ss to repeat again

- Introduce new words and model New words: What, name, my Model: What's your name? My name's Linda

- Learn new words and model New words: What, name, my Model: What's your name? My name's Linda

3 Look and say

- Ss work in pairs : asking and responding to names

- Ss work in pairs

- The class repeat

(17)

- Fill the missing words

- A pair performs at the front of the class

- The class repeat all the phrases to reinforce their pronunciation

5 Reinforcement

- Ss ask and answer their names in pairs

- Check some pairs

- Ss ask and answer their names in pairs:

What's your name? My name's …

6 Homelink

- At home: Learn the new words and model - Write the home work

Supplement

REVISION

Lesson 3( Unit 3) Lesson 1(Unit 4)

I Objectives: Ss will be able to review the lesson they have learned II Language focus:

- Play game: Clap the board in two groups - Words:

Hello Hi How What name

(18)

Tony

2 Revision

- Ss review the ways to greeting

- Saying goodbye - Asking the names

- Hi Hello

How are you? - Goodbye Bye

- What's your name? My name's is … I'm ……

6 Excercise

- Ss exercise in workbook on page 14, 15, 16, 17

- Check

- Ss exercise in workbook on pages 14, 15, 16, 17

7 Homelink

- At home: Write on Writing book - Write the home work

Supplement

UNIT 4: WHAT'S YOUR NAME? Lesson 2: (1, 2)

I Objectives: Ss will be able to greet and respand to greeting ( review) II Language focus:

- Vocabularies:

- Sentence pattern: What's your name? My name's Linda III Resources: Student's book, puppets IV Procedures:

(19)

1 Warm up

- Reoder the letters to make the words: nyTo

hWta oWh Prtee - Check

Tony What How Peter

- Give the answers

- Open the book on page 26 Have Ss look at the words This and Tom and draw their attention to the letters coloured differently i n both words Tell them they are going to learn how to produre the sound of the letter

Th in the word This and that the letter t in the word yeah Produce the sounds Th and t a few times Ask Ss to say what they think about when they hear these sounds Play the recording for Ss to listen ask they read the chant in their book Clap the rhythm - Call on a group of six to the front of the class Have three of them repeat each line of the chant, and the other three clap the

rhythm Repeat the step but this time have Ss swap their parts

- Ss work in groups: Practise reciting and clapping the chant Monitor the activities T corrects typical pronunciation errors when necessary

- Call on a group of six recite the chant The rest of the class clap the rhythm

- Ask some question about the chant to ensure Ss' comprehension of the chant - Ask the whole class to recite the chant to reinforce their pronunciation

- Ss look at the words This and

Tom and draw their attention to the letters coloured differently i n both words

- Listen to the recording and read - Clap the rhythm

- A group of six to the front of the class, three of them repeat each line of the chant, and the other three clap the rhythm Repeat the step

- Repeat the step

- A group of six recite the chant The rest of the class clap the rhythm

- Answer

- The whole class recite the chant

- Ask Ss to look at each pairs of the pictures and identify the characters in the pictures Tell then that they are going to listen to the recording , match the information they hear to the pictures and tick the box in the correct

(20)

pictures

- T plays the recording all the way through for Ss to listen as they look closely at the pictures in the books

- Plays the recording again for Ss to listen and tick the correct pictures

- Replays the recording for Ss to check their answers

- Ask Ss to trade their answers in pairs for correction

- Ask some questions to ensure Ss' comprehension of the recording

- Ss listen to the recording

- Ss listen again and tick the correct pictures

- Ss listen again to check their answers

4 Reinforcement

- Ss sing the song What is your name? - Ss practise asking and answering their names

- Ss Part B: Vocabulary on page 16

- Ss sing the song What is your name?

- Ss practise asking and ansering their names

- Ss Part B: Vocabulary on page 16

5 Homelink

- At home: Ss sing the song What is your name?

Supplement

UNIT 4: WHAT'S YOUR NAME? Lesson 2: (3, 4)

I Objectives: Ss will be able to practise asking and answering their names II Language focus:

- Vocabularies: friend

(21)

IV Procedures:

Match

boy Lan Hello bye goodbye Nam girl Hi - Check

Match

boy Lan Hello bye goodbye Nam girl Hi - Give the answers

- Ask Ss to open the book on page 27 Have them look at pictures a and b Tell them that they are giong to read the text and use the information to match each text to the correct picture

- Ask Ss to identify the characters and the details in each pictures to find out the differences between these two pictures

Model: This is Linda

- Ask Ss to read the text individually and the task T moves around the class to help Ss with the activity

- Work in pairs: trade their answers for correction

- Call on one Ss to report the answer The rest of the class listen and give comments - Ask a few questions to check Ss'

comprehension

- Have the class repeat each line of the text to reinforce their pronunciation

- Ss open the book on page 27 then looking at pictures a and b

- Ss identify the characters and the details in each pictures to find out the differences between these two pictures

- Write the model

- Ss read the text individually and the task

- One Ss report the answer The rest of the class listen and give comments

- Answer

- repeat each line of the text

3 Let's play Stand up when you hear…

- Explain how the game is played The class is divided into teams of 10 Ss Say " Stand up when you hear the sounds th and sit still if you hear others sounds".Then produce the words: Hello, Peter, Mary, this… Ss in each group should follow the instructions,

(22)

otherwise they would be out

- The team that has more Ss remain sitting will be the winner

4 Reinforcement

- Using the model to introduce their friends

- Check some groups

- Using the model to introduce their friends:

My name is Ha This is Huong

5 Homelink

- At home: Do Part C: Vocabulary on page 17- Ss book

Supplement

UNIT 4: WHAT'S YOUR NAME? Lesson 3: (1, 2)

I Objectives: Ss will be able to spell some one names II Language focus:

- Vocabularies: friend

- Sentence pattern: Review spelling someone's name, using How you spell your name?

III Resources: Student's book IV Procedures:

- Ss recite the rhythm What is your name? on page 25

- Recite the rhythm What is your name?

(23)

- Ask Ss turn to page 28 of their book Identify the characters in the picture Tell them they are going to recall how to spell someone's name and say the Alphabet letters

- Play the recording for Ss to listen as they read the dialogue

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

- Ss turn to page 28 of their book Identify the characters in the picture

- Listen to the recording and read

- Listen and repeat

3 Look and say

- Ss work in pairs : Asking and responding - Call some pairs to demonstrate at the front of the class

- Ask a few questions to check Ss' comprehension of the language

- Have the whole class repeat all the questions and answers to reinforce their pronunciation

- Ss work in pairs : Asking and responding

- Some pairs demonstrate at the front of the class

- The whole class repeat all the questions and answers

4 Reinforcement

- Ss practise introducing their friends - Ss practise introducing their friends, spelling their names

5 Homelink

- At home: : Do Part D: Vocabulary on page 18- Ss book

Supplement

(24)

I Objectives: Ss will be able to spell some one names II Language focus:

- Vocabularies: - Sentence pattern:

- Ss introduce their friends

- Check some groups

S1: This is my friend, Nam S2: Hi, Nam How you spell your name?

S3: N-A-M

2 Write

- Open the book on page 28 of their books Identify the characters in the picture Tell them they are going to choose the right word from the frame to complete the missing words

- Ss read individually and the task - Pairwork: Ss trade their answers for correction

- Ask some Ss to read the complete sentences aloud to the class

- Ask a few questions to reinforce Ss' comprehension

- Have the whole class read the complete sentences aloud to reinforce Ss'

pronunciation

- Open the book on page 28 of their books Identify the characters in the picture

- Ss read individually and the task

- Pairwork: Ss trade their answers for correction

- Some Ss read the complete sentences aloud to the class

-The whole class read the complete sentences aloud

3 Look and say

- Put the large sheet of paper with the chant from page 29 written on it on the board Tell them that they are going to chant

- Play the recording for Ss to listen and read the chant Point to each line and mime

- New phrase:

- Look at the board

(25)

Meet my friends and play with my friends

- Play the recording again for Ss to listen and repeat each line

- Call on some volunteers to recite the chant - Ask some questios to ensure Ss comprehension of the chant

- Ask the class to say the chant in chorous to reinforce their pronunciation

Meet my friends and play with my friends

- Listen to the recording again and repeat each line

- Some volunteers to recite the chant

- Answer

-The class say the chant in chorous to reinforce their pronunciation

4 Reinforcement

- Write two sentences about your friends - Check

This is my friend, Lan That is my friend, Hai

5 Homelink

- At home: Read the chant again - Write the home work

Supplement

UNIT : OUR FRIENDS Lesson 1: (1, 2)

I Objectives: Ss will be able to identify someone II Language focus:

- Vocabularies: Who, he, she - Sentence pattern: Who's that? It's Tony Is he/she new? Yeah

(26)

1 Warm up

-Ss sing the song What is your name - Ask and answer about names - Introduce their friends

-Ss sing the song What is your name

- What's your name? My name's … - This/ That is …

- Ask Ss to identify the characters and what they are saying Tell them they are going to hear Mai and Phong talk about Tony

- T uses puppets to present this situation - Play the recording again for Ss to repeat - Ask Ss to repeat again

- Introduce new words and model New words: Who, he, she

Model: Who's that? It's Tony Is he/she new? Yeah

- Ss repeat each line of the dialogue in chorus to reinforce their pronunciation

- Learn new words and model New words: What, name, my Model: What's your name? My name's Linda

- Ss repeat each line of the dialogue

3 Look and say

- Have Ss repeat all the questions and answer a few times

- Ss work in pairs : asking and responding to names

Ss repeat all the questions and answer a few times

- Ss work in pairs

- The class repeat

6 Reinforcement

- Ss practise identifying their friends Who's this/that? It's Lam

(27)

- At home: Learn the new words and model - Write the home work

Supplement

UNIT : OUR FRIENDS Lesson 1: (3, 4)

.Date of preparation: /10/2011 Class: Date of teaching: /10/2011

I Objectives: Ss will be able to identify someone II Language focus:

- Vocabularies:

- Sentence pattern: Who's that?

It's Tony ( review) III Resources: Student's book, puppets IV Procedures:

- Introduce their friends

- - Ss practise identifying their friends

- This is … That is …

- Who's this/that? It's Lam

2 Talk

-Have Ss repeat the lines a few times before practising

- Ask a few questions to check their comprehension of the language

- Ss repeat the lines a few times - Fill the missing words

- Answer

(28)

- Ask Ss to look at the pictures and identify the character in the pictures

- Play the recording for Ss to listen

- Divide the class into two One group

- Ss to look at the pictures and identify the character in the pictures

- Listen to the recording

(29)

repeats each line of the chant, the other clap the syllables.Repeat the step but this time the groups swap their parts

the chant, the other clap the syllables

- Some volunteers to recite the chants The rest of the class clap the syllables

- The class to repeat the chant

6 Reinforcement

- Ss Do Part A - Ss book - Ss Do Part A - Ss book

7 Homelink

Supplement

I Objectives: Ss will be able to greet and respond to greeting II Language focus:

- Vocabularies:

- Sentence pattern: Is this/ that Tony? Yes, he is

No, he isn't III Resources: Student's book, puppets IV Procedures:

(30)

page 31

- Open the book on page 32 Have Ss look at the words Tony and yeah and draw their attention to the letters coloured differently i n both words Tell them they are going to learn how to produre the sound of the letter

T in the word Tony and that the letter y in the word yeah Produce the sounds T and y a few times Ask Ss to say what they think about when they hear these sounds Play the recording for Ss to listen ask they read the chant in their book Clap the rhythm - Give the model: Is this/ that Tony? Yes, he is No, he isn'

- Call on a group of six to the front of the class Have three of them repeat each line of the chant, and the other three clap the

- Ss look at the words Tony and

yeah and draw their attention to the letters coloured differently i n both words

- Learn the model

- Repeat the step

- Answer

- Ask Ss to look at each pairs of the pictures and identify the characters in the pictures Tell then that they are going to listen to the recording , match the information they hear to the pictures and tick the box in the correct pictures

- T plays the recording all the way through for Ss to listen as they look closely at the

- Ss look at each pairs of the pictures and identify the characters in the pictures

(31)

pictures in the books

6 Reinforcement

- Work in pairs: ask and answer about their friends

- Work in pairs: ask and answer about their friends:

Is this/ that Huong? Yes, she is

No, she isn'

7 Homelink

- At home: Learn the model - Write the home work

Supplement

I Objectives: Ss will be able to greet and respond to greeting II Language focus:

- Vocabularies:

- Sentence pattern: Is this/ that Tony? Yes, he is

(32)

IV Procedures:

- Sssing the song: Hi, how are you? - Sssing the song: Hi, how are you?

- Ask Ss to open the book on page 33 Have them look at pictures a and b Tell them that they are giong to read the text and use the information to match each text to the correct picture

- Ask Ss to identify the characters and the details in each pictures to find out the differences between these two pictures

Model: I don't know

- Ask Ss to read the text individually and the task T moves around the class to help Ss with the activity

comprehension

- Write the model

- Answer

3 Let's sing

- Teach Ss to sing My friends song by playing recording

6 Reinforcement

- Ss make a similar dialouge as in part 1( read and match)

7 Homelink

- At home: Sing the song - Write the home work

Supplement

(33)

Lesson 3: (1, 2)

I Objectives: Ss will be able to ask and answer about some's name II Language focus:

- Vocabularies:

- Sentence pattern: Is that girl new? Yes, she is

III Resources: Student's book, recording IV Procedures:

Ss sing My friends song Ss sing My friends song

- Ask Ss turn to page 34 of their book Identify the characters in the picture Tell them they are going to hear Tony and Tom ask and answer about Linda

- Model: Is that girl new? Yes, she is

- Divide the class into two, ask then to read the dialogue

- Model: Is that girl new? Yes, she is - Listen and repeat - Read in groups - Answer

3 Look and say

- Ask a few questions to check Ss'

(34)

comprehension of the language

6 Reinforcement

- Ss practise introducing their friends - Ss practise introducing their friends, spelling their names

7 Homelink

- At home: - Write the home work

Supplement

UNIT : OUR FRIENDS Lesson 3: (3, 4)

I Objectives: Ss will be able to ask and answer about some's name II Language focus:

- Vocabularies:

- Sentence pattern: Is that girl new? Yes, she is

III Resources: Student's book, recording IV Procedures:

- Ss make a similar dilogue as the dialogue in part 1( listen and repeat)

- Check

- Is he/ she Nam/ Lan? Yes, he/she is

No, he/she isn't

(35)

Identify the characters in the picture Tell them they are going to choose the right word from the frame to complete the missing words

pronunciation

their books Identify the characters in the picture

3 Let's play Physical Line-Up

- Explain how the game is played Ss play in groups of six

- The group that write the best sentences will be the winner

- Listen to the rules of the game - Play the game

6 Reinforcement

- Ss the excercises in Workbook - Ss the excercises in Workbook

7 Homelink

- At home: Ss tell their parents the names of their friends

Supplement

REVIEW (PERIOD 1)

I Objectives: Ss will be able to remember the lessons they have learned II Language focus:

- Vocabularies: summary - Sentence pattern: summary

(36)

IV Procedures:

- Greeting: Say hello to your friends - Ss say hello to their friends Hello, Van

Hello, Nam

2 Review lesson 1-5

- Umit 1:

+ Ask Ss to say goodbye - Unit2:

+ Ask Ss to make and respond introduction + Learn the Alphabet

+ Spelling simple names - Unit 3:

+ Greeting How are you?

I'm fine Thank you - Unit 4:

+ Asking and answering about names +Introducing others:

- Unit5:

+ Identifying someone:

+ Ask and answer about someone's name

- Goodbye, Linda Bye, Nam

Pairwork:

- Hello, I'm Mai - Read the Alphabet - How you spell Mai? M-A-I

+ S1: How are you?

S2: I'm fine Thank you.And you?

S1: I'm fine Thanks + S1: What's your name? S2: My name's Linda + S1: This is Lan

S2: How ypu spell your name? S1: L-A-N

+ S1: Who's this/ that? S2: It's Hoa

+ Is he/she Nam/Lan? Yes, …

No, …

3 Reinforcement

Ss ask and answer about their friends, using the structures they have learned

4 Homelink

(37)

REVIEW (PERIOD 2)

I Objectives: Ss will be able to remember the knowledge they have learned to the exercises

II Language focus: - Vocabularies: - Sentence pattern:

- Guess names of their friends

T talks about a friends Ss have to guess who they are by using questions

- SS: Is she Lan? T: No, she isn't SS: Is She Hoa: T: Yes, she is ………

2 Practice

- Ss Review on page 36 I Complete each words - Ss in individually - T checks

II Write the missing words - Ss in pairs

- Check

III Listen and tick - Ss in individually - T checks

IV Read and tick - Ss in pairs - Check

I Complete each words

II Write the missing words

III Listen and tick

(38)

V Look and number - Ss in pairs - Check

VI Look and talk - Ss in pairs - Check

V Look and number

VI Look and talk

6 Reinforcement

Exercise: Reoder the words to make sentences:

friend/ she/ is/ my Nam/ this/ is

Exercise: Reoder the words to make sentences:

1 She is my friend This is Nam

7 Homelink

- At home: review the lesson 1-5 - Write the home work

Supplement

KIỂM TRA GIỮA KÌ I

I Complete each word with ( th ) , ( t ) or ( l ):

0, Tom 2, _ is 4, _ inda

1, Pe _ er 3, _ ony 5, _ at

II Circle A or B to complete each sentence:

1, ……… are you? - I'm fine, thanks. A Who B How

2, This ………… my friend Linda.

A is B it

3, What's ………… name?

(39)

4, ……… I'm Nam.

A Hello B Goodbye

5, Is that Tony ? ………

A Yes, he is B Yes, she is.

III Match the senences in A with the sentences in B: A B

Hello.

What' s your name? How you spell Mary? This is my friend, Nga. Goodbye.

a M-A-R-Y. b Hello, Nga. c Hi.

d My name's Mary. e Bye

1……… ; ……… ; ……….; 4……… ; ………

IV Reorder the words:

1 are / How / you ?

……… 2 friend / is / This / my.

……… 3 Nam / that / Is ?

………

4 spell / you / name / How / your / ? ………

5 thanks / am / fine / I / / , ……….

CHỮA BÀI KIỂM TRA

(40)

.Date of teaching: 18/10/2011

UNIT 6: MY SHOOL Lesson 1: (1, 2)

I Objectives: Ss will be able to introduce their shool II Language focus:

- Vocabularies: primary shool, big, Wow

- Sentence pattern: It's Thang Long primary school It's big

- Ss sing the rhyme My friends on page 33 of the Ss book

- Ss sing the rhyme My friends on page 33 of the Ss book

- Ask Ss to identify the characters and what they are saying Tell them they are going to listen to Mai talk to Tony about her school - T uses puppets to present this situation - Play the recording again for Ss to repeat - Ask Ss to repeat again

- Introduce new words and model New words: primary shool, big, Wow

Model: It's Thang Long primary school It's big

- Ss read the model and new words - Ss repeat each line of the dialogue in chorus to reinforce their pronunciation

- Learn new words and model New words: What, name, my Model: It's Thang Long primary school

It's big

3 Look and say

- Ask Ss to identify the characters in the pictures.Ask Ss what each character should

(41)

say Then fill the bubbles and have Ss repeat a few times

- Have Ss read the sentences in each picture a few times

- Ss work in pairs : introducing about school - Call some pairs to perform the task at the front of the class

pictures

- Ss read the sentences in each picture a few times

- Ss work in pairs : introducing about school

- Some pairs perform the task at the front of the class

4 Reinforcement

- Ss introduce their school This is my school

It's Nguyen Ba Ngoc primary school

It's big

5 Homelink

- At home: Write each new words lines Learn the model

Supplement

.Date of preparation: /10/2011 Class: Date of teaching: /10/2011

I Objectives: Ss will be able to introduce their shool II Language focus:

- Vocabularies: Review - Sentence pattern: Review

(42)

- T give some pictures about schools Ss introduce these schools

- Introduce their school again

- Ss introduce these schools - This is a school

It's TamThanh primary school It's big/ small

- This is my school

It's big

2 Talk

- Answer

3 Let's play Pass the word

- Explain how the game is played: Divide Ss into two terms Each team is given a piece of paper with one word writen on it The first Ss of each tearm keep the piece of paper and say the word to the second, the second say it to the third, and so on The last one has to go to the board and write the word on it - The team that finish the task will win - Ss repeat all the words written on the boart

- Listen to the rules of the game - Play the game

- Ss repeat all the words written on the boart

5 Homelink

- At home: Draw their school and introduce it

(43)

Supplement

I Objectives: Ss will be able to ask and answer about schools II Language focus:

- Vocabularies: one

- Sentence pattern: Which is your school? This one/ That one III Resources: Student's book, puppets IV Procedures:

- Ss show their drawing that they did at home and talk about the school in the

drawing, using the language learnt in lesson

- Ss show their drawing that they did at home and talk about the school in the drawing

This is my school

It's big

- Open the book on page 44 Have Ss look at the words Which and school and draw their attention to the letters coloured differently i n both words Tell them they are going to learn how to produre the sound of the letter

ch in the word Which and that the letter oo in the word school Produce the sounds ch and

(44)

oo a few times Ask Ss to say what they think about when they hear these sounds Play the recording for Ss to listen ask they read the chant in their book Clap the rhythm

- Give the model: Which is your school? This one/ That one

- Learn the model

- Repeat the step

- Answer

- Ask Ss to look at each pairs of the pictures and identify the characters in the pictures Tell then that they are going to listen to the recording , match the information they hear to the pictures and tick the box in the correct pictures

- T plays the recording all the way through for Ss to listen as they look closely at the pictures in the books

- Ss look at each pairs of the

pictures and identify the characters in the pictures

- Ss listen to the recording

(45)

Reinforcement: Complete the sentences

Hi, Nam How (1)… you? Hello, Hai I'm fine.(2) … you. Nam, this(3) … my school. What is it (4)… ?

It's Tam Thanh (5)… school Oh, it's big

- Complete the sentences

Hi, Nam How (1)… you? Hello, Hai I'm fine.(2) … you. Nam, this(3) … my school. What is it (4)… ?

It's Tam Thanh (5)… school Oh, it's big

4 Homelink

Supplement

I Objectives: Ss practice asking and answering about schools II Language focus:

- Ss ask about school

- Check

- Work in pairs:

Which is your school? This one/ That one What it's name?

(46)

2 Read and tick

- Ask Ss to open the book on page 33 Have them look at pictures a and b Tell them that they are giong to read the text and tick the correct picture

- Ask Ss to identify the characters and the details in each pictures to find out the differences between these two pictures - Ask Ss to read the text individually and the task T moves around the class to help Ss with the activity

comprehension

- Answer

3 Let's sing

- Teach Ss to sing This is the way we go to school song by playing recording

6 Reinforcement

Reorder the words: name/ What/ is/ your? Tony/ name/ my/ is school/ is/ which/ your? one/ That

- Do the exercise

7 Homelink

- At home: Ricite the rhyme This is the way we go to school.

Supplement

(47)

Lesson 3: (1, 2)

I Objectives: Ss will be able to ask and answer about name of the school II Language focus:

- Vocabularies:

- Sentence pattern: What school is it? Park primary school III Resources: Student's book, puppets IV Procedures:

- Introdure their school again This is my school

It's big

- Ask Ss turn to page 46 of their book Identify the characters in the picture Tell them they are going to hear Linda and Perter ask and answer about school

- Model: What school is it? Park primary school

- Model: What school is it? Park primary school - Listen and repeat

- Read in groups - Answer

3 Look and say

(48)

- Call some pairs to demonstrate at the front of the class

6 Reinforcement

- Ss write part into their notebooks a, What school is it?

(It's) Park primary school …

7 Homelink

- At home: Learn the madel - Write the home work

Supplement

I Objectives: Ss will be able to ask and answer about name of the school II Language focus:

- Vocabularies:

- Sentence pattern: review

Exercises: Reoder the words to make sentences

1 school/ which/ your/ is?

Nguyen Trai/ school/it's/ primary is/ school/what/it?

(49)

primary/ New/ primary - Check

2 Write

pronunciation

3 Let's chant

- One group repeats each line of the chant, the other clap the syllables

6 Reinforcement

- Ss sing the song This is the way we go to school

7 Homelink

(50)

Supplement

UNIT 7: PLACES IN MY SCHOOL Lesson 1: (1, 2)

I Objectives: Ss will be able to name school rooms II Language focus:

- Vocabularies: classroom, large, library, music room, computer room

- Sentence pattern: Is this/ that a classroom? Yes, it is

No, it isn't. III Resources: Student's book, puppets

IV Procedures:

- Ss sing the song: This is the way we go to school

- Introduce new words and model

New words: classroom, large, library, music room, computer room

Model: Is this/ that a classroom? Yes, it is

No, it isn't.

- Learn new words and model New words:classroom, large, library, music room, computer room

Model: Is this/ that a classroom? Yes, it is

(51)

3 Look and say

- Ss work in pairs : name school rooms - Call some pairs to perform the task at the front of the class

- Ss work in pairs : introducing about school

4 Reinforcement

- Ask and answer about their classroom and the small library in their classroom

- Work in pairs: Ask and answer about their classroom and the small library in their classroom

5 Homelink

- At home: Write each new words lines Learn the model

Supplement

(52)

I Objectives: Ss will be able to practise naming school rooms II Language focus:

- Vocabularies: review - Sentence pattern: review

- T gives some pictures about rooms in school

- Ask Ss to ask and answer about these school

Is this/ that a classroom? Yes, it is

No, it isn't.

2 Talk

- Answer

3 Let's chant

- Divide the class into two One group repeats each line of the chant, the other clap

(53)

the syllables.Repeat the step but this time the groups swap their parts

syllables

4 Reinforcement

- Play a game: Clap your boat

T gives some word: this, that, new, big, large

- Ss play the game in three groups

5 Homelink

- At home: Reat the chant and write it on the notebooks

Supplement

I Objectives: Ss will be able to describie school rooms II Language focus:

- Vocabularies: small, book, pen - Sentence pattern: a small book III Resources: Student's book, puppets IV Procedures:

(54)

book

- Open the book on page 50 Have Ss look at the words small and big and draw their attention to the letters coloured differently i n both words Tell them they are going to learn how to produre the sound of the letter

sm in the word small and that the letter b in the word big Produce the sounds ch and oo a few times Ask Ss to say what they think about when they hear these sounds Play the recording for Ss to listen ask they read the chant in their book Clap the rhythm - New words: small, book, pen

- Give the model: A small book ( Adj is standed before noun)

- Learn the model

- Repeat the step

- Answer

- Ask Ss to look at each pictures and identify the characters in the pictures Tell then that they are going to listen to the recording , match the information they hear to the pictures and number the box in the correct pictures

- T plays the recording all the way through for Ss to listen as they look closely at the

- Ss look at each pictures and identify the characters in the pictures

(55)

pictures in the books

- Plays the recording again for Ss to listen and number the correct pictures

- Ss listen again and number the correct pictures

4 Reinforcement

- Ask Ss to close their books and read the chant again

- Ss to close their books and read the chant again

5 Homelink

- At home: Read the chant, learn the new words

Supplement

I Objectives: Ss will be able to describie school rooms II Language focus:

- Matching:

T give some pictures and cards Ss match

- Matching:

(56)

words with the pictures computer

book pen ruler - Check

match words with the pictures

- Ask Ss to open the book on page 51 Have them look at pictures a, b, c, d Tell them that they are giong to read the text and use the information to match each text to the correct picture

comprehension

- Ss open the book on page 51 then looking at pictures a, b, c, d

- Answer

3 Let's sing

- Teach Ss to sing Small and big song by playing recording

4 Reinforcement

- Sing all the song they have learned - Do exercises in the Ss book and writing book

- Sing all the song they have learned

- Do exercises in the Ss book and writing book

5 Homelink

- At home: Sing the song again - Write the home work

(57)

I Objectives: Ss will be able to ask and answer about school rooms II Language focus:

- Vocabularies: old, short, long - Sentence pattern: Is this old/new? Yes, it is

No, it isn't

III Resources: Student's book, pictures IV Procedures:

- Ss say about school rooms - Do the exercise:

is/That/classroom/ my is/It/small

- Check

- classroom, library, music room, computer room

- That is my classroom It is small

- Ask Ss turn to page 52 of their book Identify the characters in the picture Tell them they are going to hear Mai and Perter ask and answer about school rooms

- Model: Is this old/new? Yes, it is

No, it isn't

- Model: Is this old/new? Yes, it is

(58)

- Ss read in pairs

- Ss read in pairs - Answer

3 Look and say

New words: old, short, long

4 Reinforcement

- Ss make a dialogue base on the dialogue in part

- Is this your book? Yes, it is

Is it new? No, it isn't

5 Homelink

- At home: Read the dialogue in part again

Supplement

(59)

I Objectives: Ss will be able to ask and answer about school rooms II Language focus:

- Ask and answer about school things in pairs

- Describing the school things in pairs:

- Is this your book? ( pen, pencil) Yes, it is

Is it new? No, it isn't

2 Write

pronunciation

3 Let's play

- Crossword Puzzle:

- Ss identify pictures in order to guess the words

- Ss the task in pairs

- Groupwork: Trade their answers - Check

- Ss the task in pairs

(60)

4 Reinforcement

- Ss make sentenxes with the words from the puzzle

5 Homelink

- At home: Write two sentences to describe their library and computer room

Supplement

UNIT 8: SCHOOL THINGS Lesson 1: (1, 2)

I Objectives: Ss will be able to naming cshool things II Language focus:

- Vocabularies: rubber, backpack, ruler, pencil sharpener, pencil, school bag

- Sentence pattern: What's this/that? It's a book

- Ss remember the model: Who this/that? It's Tony

- Ask and answer about their friends( in pairs)

- Ask Ss to identify the characters and what they are saying Tell them they are going to listen to a Robot and Linda talk about her school things

New words: rubber, backpack, ruler,

(61)

pencil sharpener, pencil, school bag

Model: What's this/that? It's a book

ruler, pencil sharpener, pencil, school bag

Model: What's this/that? It's a book

3 Look and say

- Ss work in pairs : introducing about school - Call some pairs to perform the task at the front of the class

- Ss work in pairs : introducing about school things

4 Reinforcement

- Ss work in pairs: Introduce their school things Say the characters of them

- Check

S1: What's this? S2: It's a pen

S1: Is it old/long ? S2: Yes, it is

5 Homelink

- At home: Do exercises in workbook Write each new words two lines Learn the model

(62)

I Objectives: Ss will be able to naming cshool things II Language focus:

- Ss play the game: Clap your board - Give some words: pen

pencil book bag school musicroom

- Play in three groups

2 Talk

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

- Answer

3 Let's chant

(63)

4 Reinforcement

- Ss close the book and read the chant - Ss close the book and read the chant

5 Homelink

Supplement

I Objectives: Ss will be able to describe school things II Language focus:

- Vocabularies: they, are, year, for

- Sentence pattern: They are school things

(64)

1 Warm up

Game: "Chiness say" - Ss play in three groups

- The group which say the right sentenes is the winner

- Play in groups

- Open the book on page 56 Have Ss look at the word pens and pencils and draw their attention to the letters coloured differently i n both words Tell them they are going to learn how to produre the sound of the letter

ns in the word pens and that the letter ls in the word pencils Produce the sounds ch and oo a few times Ask Ss to say what they think about when they hear these sounds Play the recording for Ss to listen ask they read the chant in their book Clap the rhythm

- New words: they, are, year, for

- Give the model: They are school things ( Notes: He/she is, They are)

- Learn the model

- Repeat the step

- Answer

- Ask Ss to open the book on page 56 Have them look at pictures a and b Tell them that they are giong to read the text and tick the

(65)

correct picture

comprehension

- Answer

4 Reinforcement

Read the new words and model again Read the new words and model again

5 Homelink

- At home: Do exercises in workbook Write each new words two lines Learn the model

Supplement

(66)

.Date of teaching: 15/11/2011

I Objectives: Ss will be able to describe school things II Language focus:

- Vocabularies: draw

- Sentence pattern: Draw a rubber It's small III Resources: Student's book, puppets

IV Procedures:

- Read part again - Read part in groups, individual

comprehension

- Answer

3 Let's sing

- Teach Ss to sing My school things song by playing recording

4 Reinforcement

(67)

5 Homelink

Supplement

I Objectives: Ss will be able to ask and answer about some specific school things II Language focus:

- Vocabularies: these, those, books, pencil sharpeners, pencisl, school bags

- Sentence pattern: ruler -> rulers What is this?

It is a ruler (review) What are these ? They are rulers III Resources: Student's book, puppets IV Procedures:

- Play a game: Drawing

- Review: What is this? It is a ruler

Ss play in two groups G1: Draw a pencil.it's big G2: Draw a big pencil

- Work in pairs

- Ask Ss turn to page 58 of their book Identify the characters in the picture Tell them they are going to hear Linda and Robot ask and answer about school things

- Play the recording for Ss to listen as they

(68)

read the dialogue

- Model: What are these ? They are rulers

- Ss read in pairs

- Model: What are these ? They are rulers - Listen and repeat - Read in groups - Ss read in pairs - Answer

3 Look and say

New words: books, pencil sharpeners, pencisl, school bags

4 Reinforcement

- Ask and answer about their school things - Ss work in pairs : Asking and responding

5 Homelink

- At home: Write each new words two lines - Write the home work

Supplement

(69)

I Objectives: Ss will be able to practise about some specific school things II Language focus:

- Vocabularies:

- Sentence pattern: What is that ?

It is a ruler (review) What are those ? They are rulers III Resources: Student's book, puppets IV Procedures:

- Review the model - Ask and answer about their school things:

What is this It is a ruler What are these ? They are rulers What is that ? It is a ruler

2 Write

- Use real objects to introduce the model: What are those ?

They are rulers

(70)

pronunciation

3 Let's play

- Slap the board:

- S play the game in group of five - Check

- Slap the board:

- S play the game in group of five

4 Reinforcement

- Ask and answer about their school things - Ask and answer about their school things

5 Homelink

- At home: review the leson - Write the home work

Supplement

UNIT 9: IN MY CLASSROOM Lesson 1: (1, 2)

(71)

5 Homelink

Supplement

.Date of preparation: 19/11/2011 Class: Date of teaching:22/11/2011

2 Look and say 3 Write 4 Reinforcement

5 Homelink

Supplement

(72)

5 Homelink

Supplement

(73)

5 Homelink

Supplement

I Objectives: Ss will be able to give some specific permission II Language focus:

- Vocabularies

- Sentence pattern: : come in

May I come in? Yes, you can No, you can't

T read the commands SS it in action

T: Sit down, please

(74)

……

- Ask Ss turn to page 64 of their book Identify the characters in the picture Tell them they are going to hear a student ask about permission

- Model: May I come in? Yes, you can No, you can't

- Ss read in pairs

- Model: May I come in? Yes, you can No, you can't

- Listen and repeat - Read in groups - Ss read in pairs - Answer

3 Look and say

4 Reinforcement

Ss sak about permission

May I come in/ go out? Yes, you can

No, you can't

Ss sak about permission

May I come in/ go out? Yes, you can

(75)

- At home: Lern model - Write the home work

Supplement

I Objectives: Ss will be able to give some specific permission II Language focus:

III Resources: Student's book, puppets

IV Procedures:

(76)

2 Write

pronunciation

3 Let's sing

- Teach Ss to sing Come in and sit down

song by playing recording - Ask Ss to sing in groups

- Ss listen to the recording - Sing in groups

4 Reinforcement

- Make a similar dialogue as part - work in pairs

5 Homelink

- At home: Read part again - Write the home work

Supplement

UNIT 10: OUR BREAK TIME Lesson 1: (1, 2)

(77)

I Objectives: Ss will be able to Naming games and activities II Language focus:

- Vocabularies: break time, hide-and-seek, play, badminton,chat, chess

- Sentence pattern: What you at break time? I play badminton

- T asks Ss the sports nad game which Ss oten play

- Ss say in Vietnamese

New words: break time, hide-and-seek, play, badminton,chat, chess

Model: What you at break time? I play badminton

- Learn new words and model New words:break time, hide-and-seek, play, badminton,chat, chess

Model: What you at break time?

I play badminton

3 Look and say

- Ss work in pairs : ask about activities in break time on page 66

- Have the class repeat the language that has

- Ss work in pairs : ask about activities in break time on page 66 - Some pairs perform the task at the front of the class

(78)

been practised in chorus to reinforce their pronunciation

language that has been practised in chorus to reinforce their pronunciation

4 Reinforcement

- Ask about activities in their break time - Check

- Work in pairs

5 Homelink

- At home: Learn new words and model - Write the home work

Supplement

I Objectives: Ss will be able to practise naming games and activities II Language focus:

Write about some games they learned in last period

- Check

- Write on their small board

2 Talk

(79)

- Answer

3 Let's chant

4 Reinforcement

- Read the chant without using book - Read

5 Homelink

Supplement

I Objectives: Ss will be able to say the names of games/ activities at break time II Language focus:

(80)

- Sentence pattern:

- Play the game: Slap the board - Using the new words in last period

- Play the game

- Open the book on page 68 Have Ss look at the word break and play and draw their attention to the letters coloured differently i n both words Tell them they are going to learn how to produre the sound of the letter

br in the word break and that the letter pl in the word play Produce the sounds ch and oo a few times Ask Ss to say what they think about when they hear these sounds Play the recording for Ss to listen ask they read the chant in their book Clap the rhythm - New words: football

- Repeat the step

- Answer

3 listen and tick

- Ask Ss to open the book on page 68 Have them look at pictures a and b Tell them that they are giong to read the text and tick the

(81)

correct picture

comprehension

- Answer

4 Reinforcement

- Close the book and remember the chant to read

5 Homelink

- At home: Read the chant - Write the home work

Supplement

(82)

- Read the chant again - Read in chorus

comprehension

- Answer

3 Let's play

- Play the game: Bing go

- Explain how the game is played - Ask Ss to play

- Make the sentences with these words

- Listen

- Make the sentences with these words

4 Reinforcement

- Do exercise in workbook, writing book - Do exercise in workbook, writing book

(83)

- At home: Play the game with friends - Write the home work

Supplement

I Objectives: Ss will be able to ask and answer about some specific games /activities at break time

II Language focus: - Vocabularies: like

- Sentence pattern: Do you like playing chess? Yes, I

No, I don't

- T give the pictures about games and read the names If the T say the right name Ss read again If the T say the wrong names, Ss don’t read again

- Ask Ss turn to page 70 of their book Identify the characters in the picture Tell them they are going to hear Nam, Phong and Quan ask and answer about games - Play the recording for Ss to listen as they read the dialogue

- Model: Do you like playing chess? Yes, I do

No, I don't

- Listen to the recording and read - Model: Do you like playing chess?

(84)

note: like + v-ing

- Ss read in pairs

No, I don't - Listen and repeat - Read in groups - Ss read in pairs - Answer

3 Look and say

4 Reinforcement

- Ss ask and answer about their favourite games

5 Homelink

Supplement

(85)

I Objectives: Ss will be able to ask and answer about some specific games/ activities

-Ss make a dialogue as the dialogue in part

- Ask and answer

2 Write

pronunciation

3 Let's sing

- Play the recording for Ss to listen and sing the song Hide-and-seek

- Listen and sing

- Sing the song in chorus

4 Reinforcement 5 Homelink

(86)

REVIEW - Period 1

.Date of preparation: 10/12/2011 Class: Date of teaching: 11,12/12/2011

I Objectives: To help Ss remember the knowledge they had learned II Language focus:

- Vocabularies: Unit 6-10 - Sentence pattern:

Teacher’s activities Student’ activities

- Unit 6:

+ Introduce someone's school + Ask and answer about school + Ask the name of the school - Unit 7:

+ Naming school room + Describing schoolroom: + Ask about school room: - Unit 8:

+ Naming school things + Describing school things

+ Ask and answer about school things - Unit 9:

+ Performing classroom instructions + Asking for permission

+ Giving permission

+ It's Thang Long primary school + Which is your school?

This/ that one + What school is it? Park primary school + Is this a classroom? Yes it is

+ The book is big + Is it new?

Yes it is/ No, it isn't + Ruler, rubber, pencil … + What's this/ that?

+ It's a book

+ What are these/ those? + They are rulers

+ Sit down, stand up, open/close your book, come in

(87)

- Unit 10:

+ Naming games and activities

+ Ask and answer about games and activities - Exercises: Ss exercises on page 72, 73( Ss book)

- Check

+ A ss write on the board

No, you can't

hide-and-seek, badminton, chess, chat, football …

+ What you at break time? I play chess

+ Do the exercises in individual

5 Homelink

- At home: Review unit 6, 7, 8, 9, 10 - Write the home work

Supplement

REVISION

Date of preparation: 25/12/ 11 Date of teaching: 26, 27/ 12/ 11 Class:

I Objectives:

Ss Ss can review the knowledge they have learned To develop ss' skills

II.Content :

Vocabulary: places, activities

III Aids: T: Lesson plan, books, chalk, cassettes, tape , some pictures Ss: books, pens, notebooks, hand boards

IV Procedure

1 Ss review the knowledge by saying models about school things, activities

(88)

3 Check

Supplement

UNIT 12: HOW OLD ARE YOU? Lesson 1: (1, 2)

I Objectives: Ss will be able to ask about ages II Language focus:

- Vocabularies: numbers 1-10, too - Sentence pattern: How old are you? I’m nine years old III Resources: Student's book, puppets IV Procedures:

(89)

I’m fine, thank you

- Ask Ss to identify the characters and what they are saying Tell them they are going to listen to Mai andTom talk about ages

New words: one, two, three, four, five, six, seven, eight, nine, ten

Model: How old are you ?

I’m nine years old

- Learn new words and model - Ss repeat each line of the dialogue

3 Look and say

- Ss work in pairs : Act and say about ages - Call some pairs to perform the task at the front of the class

- Ss work in pairs

-Have the class repeat the language that has been practised in chorus to reinforce their pronunciation

4 Reinforcement

- Ss ask each other about ages

- Check

- Work in pairs

S1: How old are you ? S2: I’m nine years old

5 Homelink

- At home: Learn newwords and model - Write the home work

(90)

- Vocabularies: review the numbers - Sentence pattern: review the model III Resources: Student's book, puppets IV Procedures:

- Ss ask each other about ages

- Check

- Work in pairs

S1: How old are you ? S2: I’m nine years old

2 Talk

- Answer

(91)

4 Reinforcement

- Read the chant without using book - Ss read

5 Homelink

Supplement

- Vocabularies: both

- Sentence pattern: Linda is ten years old III Resources: Student's book, puppets IV Procedures:

(92)

S2: I’m nine years old S2: How old are you ? S3: I’m nine years old …

- Open the book on page 56 Have Ss look at the word how and ten and draw their

attention to the letters coloured differently i n both words Tell them they are going to learn how to produre the sound of the letter

ow in the word how and that the letter e in the word ten Produce the sounds ow and e a few times Ask Ss to say what they think about when they hear these sounds Play the recording for Ss to listen ask they read the chant in their book Clap the rhythm - New words: both

- Give the model: Linda is ten years old

- Ss look at the words how and ten and draw their attention to the letters coloured differently i n both words

- Learn the model

- Repeat the step

- Answer

3 Listen and complete

- Ask Ss to open the book on page 56 Have them look at pictures a,b,c and d Tell them that they are giong to read the text and tick the correct picture

- Ask Ss to identify the characters and the

- Ss open the book on page 56 then looking at pictures a,b,c and d

(93)

details in each pictures to find out the differences between these two pictures - Ask Ss to read the text individually and the task T moves around the class to help Ss with the activity

comprehension

details in each pictures to find out the differences between these two pictures

- Answer

4 Reinforcement

- Ss introduce about their friend’s ages - Lan is nine years old

5 Homelink

- At home: Write the introdution about their family members

Supplement

(94)

old …

2 Read and tick

- Ask Ss to identify the characters and their ages

- Ss read the sentences and the task

- Have Ss trade their answer in pairs for correction

- Call some Ss to report the answers The rest of the class observe and give comments - Ask Ss some questions to check their comprehension

- Ss identify the characters and their ages

- Ss trade their answer in pairs for correction ( in pairs)

- Some Ss to report the answers - Answer

3 Let’s sing

- Have Ss recall counting from to 10 - Teach them count from 11-20

- Play the recording for Ss to listen and follow the text (x3), mime the rhyme - Ss sing in chorus, in groups

- Ss recall counting from to 10 - count from 11-20

- Listen

- Ss sing in chorus, in groups

4 Reinforcement

- Call on one group to recite and mime the chant at the front of the class

- The rest of the class clap at rhythms

- Ss count from 1-20 again

- Call on one group to recite and mime the chant at the front of the class

- The rest of the class clap at rhythms

5 Homelink

- At home: Wrtie from 1-20 again Do exercises ( workbook)

Supplement

(95)

Lesson 3: (1, 2)

I Objectives: Ss will be able to ask and answer about ages of family members II Language focus:

- Vocabularies:

- Sentence pattern: How old is she/he? She/he is eight years old III Resources: Student's book

IV Procedures:

- Play game:Slap the board, using numbers from 1-10

- Check

- Ss play game in two group of five

- Ask Ss turn to page 16 of their book Identify the characters in the picture Tell them they are going to hear Linda and Tom ask and answer about ages

- Model: How old is she/he? She/he is eight years old

- Ss read in pairs - Check some pairs

- Listen to the recording and read - Model: How old is she/he? She/he is eight years old - Listen and repeat

- Read in groups - Ss read in pairs - Answer

3 Look and say

(96)

4 Reinforcement

- Ask Ss to work in pairs Ask and answer about their friend

- Check some pairs

- Work in pairs S1: What his name? S2: His name is Quan S1: How old is he? S2: He’s ten years old

5 Homelink

Supplement

I Objectives: Ss will be able to ask and answer about ages of family members II Language focus:

- T gives some pictures, ask Ss to introduce their name and ages

- Ss: This/ That girl is Ha She is eight years old And this is… ………

2 Write

(97)

Identify the characters in the picture Tell them they are going to write the introduction about the people in the pictures

pronunciation

their books Identify the characters in the picture

3 Let’s play

- T explain how the game is play: Place the flashcards of mumbers 1-20 around the classroom Call out a word, eg: four Ss point the correct flashcard sa they hear - Ss play in groups

- Check

- Ss play game in groups

4 Reinforcement

- Ss draw their family members and introduce to their friends

5 Homelink

- At home: Do exercises ( workbook) - Write the home work

(98)

UNIT 13: MY HOUSE Lesson 1: (1, 2)

I Objectives: Ss will be able to identify rooms in the house II Language focus:

- Vocabularies: house, living room, bedroom, bathroom, kitchen, garden, nice, very

- Sentence pattern: There is a living room.

- Ss sing the song: Counting to twenty - Ss sing the song: Counting to twenty

(99)

they are saying Tell them they are going to listen to Mai and Nam talk about rooms in the house

New words: : house, living room,bedroom, bathroom, kitchen, garden, nice, very

Model: There is a living room.

they are saying

3 Look and say

- Ss work in pairs

4 Reinforcement

- Ss draw their housesand discribe with their friends

5 Homelink

- At home: Learn new words and model - Write the home work

Supplement

(100)

Lesson 1: (3, 4)

I Objectives: Ss will be able to identify rooms in the house II Language focus:

- Ss use their picture of their house to discribe with their friends

- There is my living room. 2 Talk

- Answer

3 Let’s play

- Show the SS how to play Bingo - Ss play game

4 Reinforcement

- Ss make a similar diague as the diague in part 1(p.18)

- Check

- In pairs

5 Homelink

- At home: Ss show their drawing at home - Write the home work

(101)

I Objectives: Ss will be able to talk about rooms in the house II Language focus:

- Vocabularies: teddy bear, chair, cat, fast, run, on

- Sentence pattern:

Ask Ss to tallk about rooms in their own house

- There is my living room.

- My house has two bedrooms, … 2 Listen and repeat

- Open the book on page 20 Have Ss look at the word kitchen and bedroom and draw their attention to the letters coloured

differently in both words Tell them they are going to learn how to produre the sound of the letter ch in the word kitchen and that the letter r in the word bedroom Produce the sounds ch and r a few times Ask Ss to say what they think about when they hear these sounds Play the recording for Ss to listen ask they read the chant in their book Clap the rhythm

- New words: teddy bear, chair, cat, fast, run, on

- Give the model:

- Ss look at the words kitchen and

bedroom and draw their attention to the letters coloured differently i n both words

(102)

- Repeat the step

- Answer

- Ask Ss to look at the pictures and describe them

- Listen to the recording(x2) and number - Listen again and share the answer

- T checks

- in pairs

- Listen to the recording(x2) and number

- Listen again and share the answer

4 Reinforcement

- Read the chant without using book - Check

- Read the chant without using book

5 Homelink

Supplement

I Objectives: Ss will be able to talk about rooms in the house II Language focus:

(103)

- Sentence pattern:

- T gives a picture, ask Ask to discribe - Ask discribe

2 Lead and tick

3 Let’s sing

- Ss read the song

- Call some Ss to sing

- Ss read the song - Listen

4 Reinforcement

- Write the sentences in part on their notebooks

5 Homelink

- At home: Sing the song, exercise in workbook Draw your house

Supplement

(104)

Lesson 3: (1, 2)

I Objectives: Ss will be able to talk about rooms in house(prural) II Language focus:

- Vocabularies:

- Sentence pattern: There are two bedrooms

Teacher’s activities Students’ activities 1 Warm up

- Ss sing the rhyme The way I clean my house on page 21

- Using their picture to make sentences

- Ss sing the rhyme The way I clean my house on page 21 - There is a pencil

- There is a cat - There is a dog

- Ask Ss turn to page 22 of their book Identify the characters in the picture Tell them they are going to hear Linda and Mai talk about house

- Model: There are two bedrooms

- Ss read in pairs

- Listen to the recording and read - Model: There are two bedrooms

3 Look and say

(105)

front of the class

4 Reinforcement

- T give a picture Ss describe the school things

- Check

- Ss describe the rooms in the house

5 Homelink

- At home: Write part in their notebook - Write the home work

Supplement

I Objectives: Ss will be able to talk about rooms in house (prural) II Language focus:

- Vocabularies:

- Sentence pattern: Review

- T give a picture Ss describe the rooms in the house

- There is/ are…

2 Write

- Open the book on page 22 of their books Identify the characters in the picture Tell them they are going to choose the right word

(106)

to complete the missing words

pronunciation

3 Let’s chant

4 Reinforcement

- Read the chant without using book - Read the chant without using book

5 Homelink

(107)

UNIT 14: OUR ROOM Lesson :1(1, )

I Objectives: Ss will be able to identifying things in the room II Language focus:

- Vocabularies: find, ball, here

In, on, under, above, behind - Sentence pattern: Where is it?

It’s in your bedroom III Resources: Student's book, puppets IV Procedures:

Reoder the words to make sentences: a cat/ the chair/ on/ there is

2 the living room/ are/ in/ The sofas - Check

- Ss the exercises

1 There is a cat on the chair

2 The sofas are in the living room

- Ask Ss to identify the characters and what they are saying Tell them they are going to listen to Peter and his mother talk about places

(108)

- Introduce new words and model New words: our, find, ball, here

In, on, under, above, behind Model: Where is it?

It’s in your bedroom - Ss read the model and new words - Ss repeat each line of the dialogue in chorus to reinforce their pronunciation

3 Look and say

- Ss work in pairs

4 Reinforcement

- Ask Ss to make sentences with each preposition

- There are two bedroom in my house

- the ball is under the chair - The map is above the table - The book is behind the bag …

5 Homelink

- At home: Learn the new word and model - Write the home work

Supplement

(109)

I Objectives: Ss will be able to identifying things in the room II Language focus:

- Using a picture to describe the house

- Check some pairs

- Work in pairs

S1: Where is the ball? S2: I’t in the living room …

2 Talk

- Answer

3 Let’s sing

- Ss read the song

4 Reinforcement

- Write part on the notebooks - Write part on the notebooks

5 Homelink

(110)

Supplement

UNIT 14: OUR ROOM Lesson :2(1, 2)

I Objectives: Ss will be able to specify location of things in the room II Language focus:

- Vocabularies: desk,bed, near, door, mirror - Sentence pattern: Where are the rulers? They are under the bed

- Ss review some prepositions by making sentences

- Where is the pen? It’s on the book …

- Open the book on page 26 Have Ss look at the word chairs and bed and draw their attention to the letters coloured differently in both words Tell them they are going to learn how to produre the sound of the letter

s in the word chairs and that the letter b in the word bed Produce the sounds s and b a few times Ask Ss to say what they think about when they hear these sounds Play the recording for Ss to listen ask they read the chant in their book Clap the rhythm - New words: desk,bed, near, door, mirror

- Give the model: Where are the rulers?

- Ss look at the words chairs and

bed and draw their attention to the letters coloured differently in both words

(111)

They are under the bed

- Learn the new words and model - A group of six to the front of the class, three of them repeat each line of the chant, and the other three clap the rhythm Repeat the step

- Repeat the step

- Answer

- Ss describe and count things in each room - Listen to the recording(x2) and tick - Listen again and share the answer

- T checks

- Ss describe and count things in each room

- Listen to the recording(x2) and tick

4 Reinforcement

- Ss play a game in thre group

- Each group answer four questions about things in their classroom

- The group has more right answer will win

1 Where is the bookshelf? Where are the maps?

3 Where are the picture book? …

5 Homelink

- At home: Read the chant Learn model

Write each new word two lines

(112)

I Objectives: Ss will be able to specify location of things in the room II Language focus:

- Vocabularies: table - Sentence pattern:

- T gives a picture about house

- Ss ask and answer in pairs about picture

- Check

- Look at the picture and ask and answer

Where is/are chair/chairs? It’s/ They’re …

2 Read and draw

- Tell ss they are going to read and draw things in the room as the text describing - Ask Ss to read the text individually and draw things in the room Monitor the activity

- Ss share their drawing in pairs

- Call some Ss to show and talk about their drawings

- Ask Ss a few questions to check their comprehension

- Have the class repeat each line of the text

- Ss read the text individually and draw things in the room

- Ss share their drawing in pairs - some Ss to show and talk about their drawings

- Answer

- the class repeat each line of the text

3 Let’s play

- Explain how the game is played

- Have Ss talk about differences between the two pictures in English

- The group that can construct the most corre ct sentences will win the game

Ss talk about differences between the two pictures in English

(113)

5 Homelink

Supplement

I Objectives: Ss will be able to describe the bedroom II Language focus:

- Vocabularies: nice, tidy, untidy - Sentence pattern: It’s nice and tidy III Resources: Student's book, puppets IV Procedures:

- Ss review adjs: small, long, short, big - Make sentences

- Ss review adjs: small, long, short, big

- Make sentences

- Ask Ss turn to page 28 of their book Identify the characters in the picture Tell them they are going to hear Mai and Nam talk about the bedroom

- Vocabularies: nice, tidy, untidy - Model: It’s nice and tidy

- Ss read in pairs

- Ask a few questions to check Ss'

- Model: It’s nice and tidy - Listen and repeat

(114)

comprehension of the language

3 Look and say

4 Reinforcement

- Ss write sentences base on pictures in part

- Check

a This is the bedroom It’s small b This is a bedroom.It’s large …

5 Homelink

- At home: Write each new word lines Learn the model

Supplement

I Objectives: Ss will be able to describe the bedroom II Language focus:

(115)

Complete the words be om

2 cha-r comput-r cl sroom t-dy

Complete the words bedroom chair computer classroom 10.tidy

2 Write

- Open the book on page 29 of their books Identify the characters in the picture Tell them they are going to choose the right word to complete the missing words

pronunciation

3 Let’s chant

(116)

4 Reinforcement

- Ss write part on their book and translate - Ss write part on their book and translate

5 Homelink

Supplement

UNIT 15: AT HOME Lesson : (1, )

I Objectives: Ss will be able to identify family activities at leisure II Language focus:

- Vocabularies: reading, cooking, singing, skating, jumping, running, doing

- Sentence pattern: What’s she/he doing? She/he is cooking

- Ss talk about family activities in vietnamese

- Ask Ss to identify the characters and what they are saying Tell them they are going to listen to Mai talk to Tony about her school - T uses puppets to present this situation

(117)

- Play the recording again for Ss to repeat - Ask Ss to repeat again

New words: reading, cooking, singing, skating, jumping, running, doing

Model: What’s she/he doing? She/he is cooking

- Ss read the model and new words - Work in pairs: Ss read and answer - Ss repeat each line of the dialogue in chorus to reinforce their pronunciation

- Listen and repeat

- Learn new words and model New words: reading, cooking, singing, skating, jumping, running, doing

Model: What’s she/he doing? She/he is cooking

- Work in pairs: Ss read and answer

- Read

3 Look and say

- Ss work in pairs : ask about activities on page 30

4 Reinforcement

- give the word: studying, ask Ss to make sentences

What’s Lan/Nam doing? She/he is studying 5 Homelink

- At home: Learn the model

Write each naew words lines

(118)

UNIT 15: AT HOME Lesson : (3,4 )

I Objectives: Ss will be able to identify family activities at leisure II Language focus:

- Look at part on page 30 Ask Ss to write on their notebooks Call Ss write on the board

1 he is reading book She is cooking 3.She is singing …

2 Talk

- Answer

3 Let’s chant

- Divide the class into two One group

(119)

repeats each line of the chant, the other clap the syllables.Repeat the step but this time the groups swap their parts

the chant, the other clap the syllables

4 Reinforcement

- Game

- a student act a robot and other Ss read the chant

- Work in groups The group that act like the robot the most is the winner

5 Homelink

- At home: Read the chant again Do exercise unit 15 in workbook

Supplement

.UNIT 15: AT HOME

Lesson : (1,2 )

I Objectives: Ss will be able to describe on-going activities II Language focus:

- Vocabularies: around, along, touch, jumping up, sky

- Sentence pattern:

- Have Ss recite the chant on page 31 - Have Ss recite the chant on page 31

(120)

- Open the book on page 20 Have Ss look at the word sky and skipping and draw their attention to the letters coloured differently in both words Tell them they are going to learn how to produre the sound of the letter

sk in the word sky and that the letter ing in the word skipping Produce the sounds sk

and ng a few times Ask Ss to say what they think about when they hear these sounds Play the recording for Ss to listen ask they read the chant in their book Clap the rhythm

- New words: around, along, touch, jumping up, sky

- Ss look at the words sky and

skipping and draw their attention to the letters coloured differently i n both words

- Repeat the step

- Answer

- T checks

- in pairs

4 Reinforcement

- Game

- a student act a robot and other Ss read the chant

- Work in groups The group that act like the robot the most is the winner

(121)

- At home: Learn the new words - Write the home work

Supplement

- Read the chant again

- Ss write the new words again

- Read the chant again

- Ss write the new words again

- Ask Ss to open the book on page 33 Have them look at pictures 1, 2, 3,4 Tell them that they are giong to read the text and use the information to match each text to the correct picture

- Call on one Ss to report the answer The rest of the class listen and give comments

- Ss open the book on page 33 then looking at pictures 1, 2, 3,4

(122)

- Ask a few questions to check Ss' comprehension

comments - Answer

3 Let's sing

- Teach Ss to sing I love my mummy song by playing recording

4 Reinforcement

- Sing all the songs they had learned - Sing all the songs they had learned

5 Homelink

Supplement

.Date of preparation: 4/2/2012 .Class: Date of teaching: 6/2/2012

I Objectives: Ss will be able to ask and answer about family activities in progress II Language focus:

- Vocabularies: review

- Sentence pattern: what are they doing? They are reading

- Have Ss sing “I Love My Mummy” - Listen and gives comment

- Ss sing

- Have Ss turn your book to page 34 and asks Ss to indentify the characters, names of the pictures

- Play the recording a second time

- Play the recording sentence by sentence

(123)

times

- Ask Ss to act out and read

- Go around and help Ss to practice

Present the new words and sentence pattern + A: What are they doing?

B: They are……… - Have Ss practice in groups - Listen and help Ss to practice

Present the new words and sentence pattern + A: What are they doing?

B: They are……… - Have Ss practice in groups - Listen and help Ss to practice

- Call on pairs or groups act out and practice

- Play the recording again for Ss repeat each line in the speech bubbles a few times

- read

- Work in groups

- Learn the model

- Practise

3 Look and say

4 Reinforcement

- T gives pictures Ss ask and answer what they are doing

Ss ask and answer what they are doing

5 Homelink

- At home: Learn the model Write part on the notebook

(124)

I Objectives: Ss will be able to ask and answer about family activities in progress II Language focus:

Exercises:

1 They ( is/are) playing chess I (am/ is) ten years old She ( is/ are) reading

4 Nam and peter ( is/are) nine years old

5 - Check

- Ss the exercises is

2 am is are

2 Write

pronunciation

3 Let’s play

(125)

- Asks Ss to play in groups

- Goes around and help Ss to play

- Calls groups ( 12 Ss ) go to the board and play

- Listen and give comment

4 Reinforcement

- Ss read the chant on page 31 - Group1 read, group act

5 Homelink

Supplement

REVIEW 3- period 1

I Objectives: Ss will be able to perform their abilities to listen, speak and write related to the topics they have learnt from units 11- 15 using the phonics, the vocabulary and the sentence patterns

- Ss sing the songs they have learned - Ss sing the songs they have learned

2 Review 1 Unit 11: My Family

- Vocabulary:

- Phonics: father, mother - Sentence patterns:

1 Unit 11: My Family

- Vocabulary:

Family, father, mother,

(126)

2 Unit 12: How Old Are You?

- Vocabulary: - Phonics: how, ten - Sentence patterns: + How old are you? I’m nine years old + How old is he? He’s eight years old

3 Unit 13: My House

- Vocabulary:

- Phonics: kitchen, bedroom - Sentence patterns:

+ This is my house + There is a living room + There are two bedroom

4.Unit 14: Our Room

- Vocabulary:

- Phonics: chairs, bed - Sentence patterns: + Where is it?

It’s in your bedroom + Where are the chairs? They’re behind the desk + It’s nice and tidy

5 Unit 15: At Home

- Vocabulary:

- Phonics: sky, skipping - Sentence patterns: + What’s Mai doing?

+ who is this? – It’s my father + What’s his name? – His name’s Peter

2 Unit 12: How Old Are You?

- Vocabulary:

Year, old, how, both, numbers - 20

- Phonics: how, ten - Sentence patterns: + How old are you? I’m nine years old + How old is he? He’s eight years old

3 Unit 13: My House

- Vocabulary:

House, living room, kitchen, dining room, bathroom, bedroom, garden - Phonics: kitchen, bedroom

- Sentence patterns: + This is my house + There is a living room + There are two bedroom

4.Unit 14: Our Room

- Vocabulary:

Table, bed, desk, picture, ball, lamp, large, tidy, untidy, nice, on, above, under, behind, near

- Phonics: chairs, bed - Sentence patterns: + Where is it?

It’s in your bedroom + Where are the chairs? They’re behind the desk + It’s nice and tidy

5 Unit 15: At Home

- Vocabulary:

Robot, children, read, do, cook, sing, skate, jump, run

(127)

She’s skipping

+ What are they doing? They are reading

She’s skipping

+ What are they doing? They are reading

5 Homelink

- At home: Prepare the review - Write the home work

Supplement

REVIEW 3- period 2

I Objectives: Ss will be able to perform their abilities to listen, speak and write related to the topics they have learnt from units 11- 15 using the phonics, the vocabulary and the sentence patterns

- Play game: slap the board using words: skating, jumping, singing, reading, playing, running, cooking, skipping

2 Review by doing exercise 1 Complete each word Say it aloud

- Ask Ss to the exercise

1 Complete each word Say it aloud

(128)

- Ask Ss to read again and translate

2 Write the missing letters

3 Listen and tick.

4 Read and tick

Key

1.b 2.a 3b 4.a - Ss read in pairs

5 Look, read and complete

6 Look and talk

- Check

2 Write the missing letters seven house computer kitchen skipping

3 Listen and tick.

Play the recording twice

1.b 2.a 3.b 4.a

4 Read and tick

1.b 2.a 3b 4.a - Read

5 Look, read and complete

1 is are

3 on lamp

5 picture

6 Look and talk

1

a) This is my father b) This is my brother c) This is my mother a)

a) The children are skating b) The mother is cooking

c) The father is reading (a book)

5 Homelink

(129)

MID-TERM TEST

I Objectives: Ss the test IV Procedures:

I Listen and tick

0, brother sister 1, mother father 2, bedroom bathroom 3, chair chairs 4, skipping skating 5, reading cooking

II Complete each word with ( oo ) or ( th ):

0, thanks 2, r _ _ m 4, _ _ ere

1, bro _ _ er 3, sch _ _ l 5, bathr _ _ m

III Circle A or B to complete each sentence:

1, We are home now A in B at 2, What is he ?

A doing B

3, There a chair in the livingroom A is B are

(130)

A friend B ten

5, There is a bed in the A bathroom B bedroom

6 a / There is / desk

……… small / It / is / and tidy

……… my father / is / He

……… is / Peter / reading

……… 10.near / They are / the bed ………

CHECK THE MID-TERM TEST

I Objectives: check the test IV Procedures:

I Listen and tick

1, father 2, bedroom

3, chair 4, skating

5, reading

II Complete each word with ( oo ) or ( th ):

1, oo 2, oo 3, oo 4, th 5, oo

III Circle A or B to complete each sentence:

(131)

3, A is

4, B ten

5, B bedroom

1.There is a desk It is amall and tidy He is my father Peter is reading

5 They are near the bed

UNIT 16: THE WEATHER

Lesson 1: (1, )

I Objectives: Ss will be able to identify the weather II Language focus:

- Vocabularies: weather, sunny, rainy, cloudy, windy - Sentence pattern: What’s the weather like ?

It’s ( rainy)

Say the kinds of weather in vietnamese Ss say the kinds of weather in vietnamese

- Ask Ss to identify the characters and what they are saying Tell them they are going to listen to Linda and Mai talk about weather

(132)

New words: weather, sunny, rainy, cloudy, windy

Model: What’s the weather like ? It’s ( rainy) - Ss read the model and new words - Ss repeat each line of the dialogue in chorus to reinforce their pronunciation

3 Look and say

- Ss work in pairs : ask and answer about weather

- Ss work in pairs

4 Reinforcement

- Ss work in pairs: ask and answer about weather today

What’s the weather like ? It’s ( rainy)

5 Homelink

- At home: Write each new words two lines Learn the model

(133)

Lesson 1: (3,4 )

I Objectives: Ss will be able to identify the weather II Language focus:

- Vocabularies:

2 Talk

- Answer

3 Let’s sing

- Ss read the song

(134)

5 Homelink

Supplement

Lesson 2: (1,2 )

I Objectives: Ss will be able to describe the weather II Language focus:

- Vocabularies: hot, cold, hometown

- Sentence pattern: What’s the weather like ? It’s ( hot) in my hometown III Resources: Student's book, puppets

IV Procedures:

- Ss play game: Slap your board using the words: weather, sunny, rainy, cloudy, windy

- Ss play game

2 Look and say

- Open the book on page 44 Have Ss look at the word weather and hot and draw their attention to the letters coloured differently in both words Tell them they are going to learn how to produre the sound of the letter

ea in the word weather and that the letter o

in the word hot Produce the sounds ea and

o a few times Ask Ss to say what they think about when they hear these sounds Play the

- Ss look at the words weather and and hot draw their attention to the letters coloured differently in both words

(135)

recording for Ss to listen ask they read the chant in their book Clap the rhythm - New words: hot, cold, hometown

- Give the model: What’s the weather like ? It’s ( hot) in my

hometown

- Clap the rhythm

- Repeat the step

- Answer

- T checks

- in pairs

4 Reinforcement

- Do exercises in workbook

5 Homelink

(136)

Lesson 2: (3,4 )

I Objectives: Ss will be able to describe the weather II Language focus:

- Vocabularies:

What’s the weather like ? It’s ( hot)

comprehension

- Answer

(137)

3 Let’s sing

- Ss read the song

4 Reinforcement Work in pairs:Guess:

What’s the weather like in Hue ? It’s ( hot) in Hue

Work in pairs:Guess:

What’s the weather likein Hue ? It’s ( hot) in Hue

5 Homelink

- At home: sing the song again - Write the home work

Supplement

Lesson 3: (1,2 )

I Objectives: Ss will be able to ask and answer about weather II Language focus:

- Vocabularies: city, today

- Sentence pattern: What’s the weather like in Ha Noi today ? It’s ( sunny)

- Play game: Guess the words: T spell some letters, Ss write then say what word it is - T: S-U-N-N-Y, …

- Work in groups Listen and write: Sunny

(138)

- Model: What’s the weather like in Ha Noi today ?

It’s ( sunny)

- Ss read in pairs

- Listen to the recording and read - Model: What’s the weather like in Ha Noi today ?

It’s ( sunny)

3 Look and say

4 Reinforcement

- Write part on their notebook - Write part on their notebook

5 Homelink

- At home: Read part again - Write the home work

Supplement

(139)

Lesson 3: (3,4 )

I Objectives: Ss will be able to ask and answer about weather II Language focus:

- Vocabularies:

- Ss work in pairs: ask and answer about weather in some places today

What’s the weather like in Hai Phong today?

It’s ( rainy)( in Hai Phong today)

2 Write

pronunciation

3 Let’s chant

(140)

4 Reinforcement

5 Homelink

- At home: read the chant again - Write the home work

Supplement

UNIT 17: OUTDOOR ACTIVITIES

Lesson 1: (1,2 )

I Objectives: Ss will be able to identify outdoor activities II Language focus:

- Vocabularies: cycling, playing badminton, flying kites, playing football, playing with paper boats

- Sentence pattern: what are they doing? They’re playing football

(141)

- Review Verb-ing in two groups

- Make sentences with each Verb-ing

Group1: play Group 2: Playing Group 2: Group 1: Doing

- Group 1: He is playing chess - Group 2: what is she doing?

- Ask Ss to identify the characters and what they are saying Tell them they are going to listen to Mai talk to Hoa about activities - T uses puppets to present this situation - Play the recording again for Ss to repeat - Ask Ss to repeat again

New words: cycling, playing badminton, flying kites, playing football, playing with paper boats

Model:

- Learn new words and model New words cycling, playing badminton, flying kites, playing football, playing with paper boats

Model: what are they doing? They’re playing football

- Read

3 Look and say

- Have the class repeat the language that has been practised in chorus to reinforce their

(142)

pronunciation chorus to reinforce their pronunciation

4 Reinforcement

- give the word: ask Ss to make sentences with these verbs

- Lan is cycling

- Hoa and Nam are cycling

5 Homelink

- At home: Learn the new words and model Write each new word one line

Supplement

Lesson 1: (3,4 )

.Date of preparation: 24/3/2012 Class: Date of teaching:27 /3/2012

I Objectives: Ss will be able to identify outdoor activities II Language focus:

- Ss work in groups

- T say a verb, each group make a sentence with this verb and get 10 mark if it is right

- Check

-T: Playing

- G1: I am playing football - G2: She is playing chess

- G3: They are playing badminton - T: cooking

…

2 Talk

(143)

the characters

- Answer

3 Let’s play

- Show the SS how to play spelling game - Ss play game

- Show the SS how to play spelling game

- Ss play game

4 Reinforcement

- Ss the exercises in workbook - Ss the exercises in workbook

5 Homelink

- At home: Do exercise in writing book, unit 17

Supplement

Lesson 2: (1,2 )

I Objectives: Ss will be able to ask and answer about outdooractivities II Language focus:

- Vocabularies: door, coat, doll, their

(144)

- Ss play game Bingo using the words: they, you ,I, He, she

- Open the book on page 26 Have Ss look at the word door and boat and draw their attention to the letters coloured differently in both words Tell them they are going to learn how to produre the sound of the letter

oa in the word door and that the letter d in the word boat Produce the sounds oa and d

a few times Ask Ss to say what they think about when they hear these sounds Play the recording for Ss to listen ask they read the chant in their book Clap the rhythm - New words: door, coat, doll, their

- Ss look at the words chairs and

bed and draw their attention to the letters coloured differently in both words

- Learn the new words

- Repeat the step

- Answer

- Ss describe and say what people in the piicture are doing

- Listen to the recording(x2) and tick - Listen again and share the answer

- Ss describe and count things in each room

(145)

- T checks

4 Reinforcement

5 Homelink

Supplement

Lesson 2: (3,4)

I Objectives: Ss will be able to ask and answer about outdooractivities II Language focus:

- Vocabularies: fỉne, bad, dear - Sentence pattern: review

- Ss read the chant on page 50 - Ss read the chant on page 50

2 Read and tick

(146)

3 Let’s sing

- Ss read the song

4 Reinforcement

- Translate part into Vietnamese - Translate part into Vietnamese

5 Homelink

- At home: Sing the song, exercise in workbook

Supplement

Lesson 3: (1,2 )

- Vocabularies: What are they playing? They’re playing football

- Sentence pattern:

- Ss describe the pictures in part 3( page 51) - Work in pairs:

(147)

- Model: What are they playing? They’re playing football

- Divide the class into two groups, ask Ss to read the dialogue

- Ss read in pairs

- Listen to the recording and read - Model: What are they playing? They’re playing football

3 Look and say

- Ask Ss to identify the characters in the pictures.Ask Ss what each character should say Then have Ss repeat a few times

4 Reinforcement

- Ss write part on their notebooks - Ss write part on their notebooks

5 Homelink

- At home: Learn the model Do writing book

(148)

Lesson 3: (3,4 )

- Vocabularies: review - Sentence pattern:

- Devide Ss into groups, Ask each groups questions

? What is the weather like today? ? Is the weather warm today? ? How old are you?

? Where is Van? ? Is your school big? …

- Answer and get 10 mark if the answer is correct

2 Write

pronunciation

3 Let’s chant

(149)

the character in the pictures

identify the character in the pictures

4 Reinforcement

5 Homelink

Supplement

UNIT 18: COLOURS

Lesson 1: (1,2 )

I Objectives: Ss will be able to identify colours II Language focus:

- Vocabularies: rose,colour, red, orange, yellow, green, blue, pink

- Sentence pattern: What colour is it? It’s red

(150)

- Ss read the chant on page 53 - Ss read the chant on page 53

- Introduce new words and model New words: rose,colour, red, orange, yellow, green, blue, pink

Model: What colour is it? It’s red

- Learn new words and model New words rose,colour, red, orange, yellow, green, blue, pink

Model: What colour is it? It’s red

- Read

3 Look and say

4 Reinforcement

- give the word: ask Ss to make sentences with these colours

(151)

5 Homelink

- At home: Learn the new words and model Write each new word one line

Supplement

Lesson 1: (3,4 )

- Vocabularies: white, brown, beautiful

- Play game: Slap the board in three groups using the colours: red, orange, yellow, green, blue, pink

- Play game: Slap the board in three groups using the colours

2 Talk

- Call on a pair to perform at the front of the

(152)

class

the class - Answer

3 Let’s sing

- Ss read the song : Colours

4 Reinforcement

- Play game:T give each Ss a colour boat T says: red paper boat, all the Ss who have paper boat stant up The group that have more Ss stant up is the winner

- Play game:T give each Ss a

colour boat T says: red paper boat, all the Ss who have paper boat stant up The group that have more Ss stant up is the winner

5 Homelink

Supplement

UNIT 18:COLOURS

Lesson 2: (1,2 )

- Vocabularies: cherry, sea

- Sentence pattern: I like red

(153)

1 Warm up

- Ss sing the song colours - Ss sing the song colours in chorus

- Open the book on page 56 Have Ss look at the word like and blue and draw their

attention to the letters coloured differently in both words Tell them they are going to learn how to produre the sound of the letter l

in the word like and that the letter bl in the word blue Produce the sounds l and bl a few times Ask Ss to say what they think about when they hear these sounds Play the recording for Ss to listen ask they read the chant in their book Clap the rhythm - New words: cherry, sea

- Give the model: I like red

- Ss look at the words like and blue

and draw their attention to the letters coloured differently in both words

- Repeat the step

- Answer

- Tell Ss they are going to listen to the recording in order to match the information to the colours

- Listen to the recording(x2) and tick - Listen again and share the answer

- Ss identify colours

(154)

- T checks

4 Reinforcement

5 Homelink

- At home: Read the chant

Write unit 18 ( writing book)

Supplement

Lesson 2: (3,4 )

- Vocabularies: flowerhead, bean, plant, shoe - Sentence pattern: plant your bean

Do what I III Resources: Student's book, puppets IV Procedures:

- T ask Ss a question: What are you doing/ playing?

- Each ss answer this queation using present continious tense

- Iam making paper boats …

2 Read and complete

(155)

3 Let’s chant

4 Reinforcement

- Using their school things in their classroom.to ask about colours

S1: whast colour is it? S2: It’s red

5 Homelink

Supplement

(156)

I Objectives: Ss will be able to ask and answer about colours II Language focus:

- Vocabularies:

- Sentence pattern: What colour are they? They are blue

- Using their school things in their classroom.to ask about colours

S1: whast colour is it? S2: It’s red

- Ask Ss turn to page 58 of their book Identify the characters in the picture Tell them they are going to hear Linda and Nam talk about colours

- Model: What colour are they? They are blue

- Ss read in pairs

- Listen to the recording and read - Model: What colour are they? They are blue

3 Look and say

- Have the whole class repeat all the questions and answers to reinforce their

(157)

pronunciation

4 Reinforcement

5 Homelink

Supplement

Lesson 3: (3,4)

I Objectives: Ss will be able to ask and answer about colours II Language focus:

- Vocabularies: Review - Sentence pattern:

- T gives some pictures Ask and answer about colours

-S1: whast colour is it? S2: It’s red

-S1: What colour are they? S2: They are blue

2 Write

(158)

pronunciation

for correction

3 Let’s play - Presents how to play

- Asks Ss to play in groups

- Goes around and help Ss to play

- Calls groups ( 12 Ss ) go to the board and play

- Listen and give comment

- Ss play game

4 Reinforcement

5 Homelink

- At home: Do exercises in workbook unit 18

Supplement

UNIT 19: OUR PETS

Lesson 1: (1,2)

I Objectives: Ss will be able to expressing possession II Language focus:

- Vocabularies: pet, dog, cat,tortoise, rabbit, goldfish, parrot, have got - Sentence pattern: Have you got a dog?

(159)

5 Homelink

Lesson 1: (3,4)

I Objectives: Ss will be able to expressing possession II Language focus:

5 Homelink

(160)

Lesson 2: (1,2)

I Objectives: Ss will be able to ask and answer about pets II Language focus:

- Vocabularies: chase, frog, bird

- Sentence pattern: Where’s your dog? He’s chasing a frog

- Play game: Slap the board

- T uses the words about animals:pet, dog, cat,tortoise, rabbit, goldfish, parrot

- Check

- ? How can you change these nouns into prural nouns ?

- Play game: Slap the board - T uses the words about animals:pet, dog, cat,tortoise, rabbit, goldfish, parrot

- Ss answer

- Open the book on page 62 Have Ss look at the word cat and dog and draw their

attention to the letters coloured differently in both words Tell them they are going to

(161)

learn how to produre the sound of the letter

c in the word cat and that the letter g in the word dog Produce the sounds c and g a few times Ask Ss to say what they think about when they hear these sounds Play the recording for Ss to listen ask they read the chant in their book Clap the rhythm - New words: chase, frog, bird

- Give the model: Where’s your dog? He’s chasing a frog

- Repeat the step

- Answer

- T checks

- in pairs

4 Reinforcement

- Do exercises in workbook

5 Homelink

- At home: Do writing book, unit 19 - Write the home work

(162)

Lesson 2: (3,4)

I Objectives: Ss will be able to ask and answer about pets II Language focus:

- Ask Ss to read the chant on page 62 in pairs

- Check some pairs

- Ss read in pairs

(163)

comprehension

- Answer

3 Let's sing

- Teach Ss to sing three kittens jumping on the bed song by playing recording

4 Reinforcement

- Sing all the songs they had learned - Sing all the songs they had learned

5 Homelink

Supplement

Lesson 3: (1,2)

I Objectives: Ss will be able to ask and answer about quantities of pets II Language focus:

- Vocabularies: How many,

- Sentence pattern: How many dogs have you got? I’ve got three dogs

- Sing the song again - Ss sing the song in chorus

(164)

- Model: How many dogs have you got? I’ve got three dogs

- Ss read in pairs

- Listen to the recording and read - Model: How many dogs have you got?

I’ve got three dogs

3 Look and say

4 Reinforcement

5 Homelink

Supplement

Lesson 3: (3,4)

(165)

I Objectives: Ss will be able to ask and answer about quantities of pets II Language focus:

- Vocabularies: Review

- Sentence pattern: He/She has/hasn’t got two dogs

- Ss ask and answer part again - Work in pairs

2 Write

pronunciation

3 Let’s chant

- Ask all the class to repeat the chant to

(166)

reinforce their pronunciation

4 Reinforcement

5 Homelink

Supplement

UNIT 20: OUR TOYS Lesson : ( 1,2)

I Objectives: Ss will be able to talk about quatities of toys II Language focus:

- Vocabularies: toy, doll, robot, ball, ship

- Sentence pattern: What has he/she got? He’s/ she’s got a new doll

- T gives some pictures, SS ask and answer about number of pets

- Check

- How many _ have you got? I’ve got

- Introduce new words and model New words: toy, doll, robot, ball, ship

Model: What has he/she got? He’s/ she’s got a new doll

- Learn new words and model New words toy, doll, robot, ball, ship

(167)

He’s/ she’s got a new doll

- Read

3 Look and say

4 Reinforcement

- Practice: What toys have you got? What has he/she got? - Give the exercise: Matching - Check

- Answer - Do exercises

5 Homelink

- At home: Learn new words, model Do writing book

(168)

UNIT 12: Lesson 2: (1, 2, 3, 4)

.Date of preparation: //2011 Class: Date of teaching: /09/2011

7 Homelink

(169)

7 Homelink

Supplement

REVISION

(170)

- Match sentences:

- Ss match 1-c

2-d 3-a 4-b

2 Revision

6 Excercise

- Ss exercise in workbook on page 12,13

- Check

7 Homelink

Supplement

(171)

7 Homelink

Supplement

(172)

7 Homelink

Supplement

REVISION

I Objectives: Ss will be able to review the lesson they have learned II Language focus:

- Match sentences:

- Ss match 1-c

2-d 3-a 4-b

(173)

6 Excercise

- Check

7 Homelink

Supplement

UNIT 2: MY NAME IS … Lesson 2: (1, 2, 3, 4)

(174)

7 Homelink

(175)

Định dạng
Số trang	175
Dung lượng	199,63 KB