Giáo án trọn bộ lớp 3 (ct mới)

- Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary. - Call on some pairs to perform the task at the front of t[r]

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ME AND MY FRIENDS Week: Date of prepare:. Period: 1st

UNIT 1: HELLO

Lesson 1 I Aims : Practice greeting and self – introducing. II Objectives :

- By the end of this lesson, students will be able to greet and self – introduce - Develop speaking skill

III Teaching methods :

- Communicative approach - Techniques:

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

+ Discuss IV Teaching aids :

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

- Students’ aids: books, notebooks, workbooks V Languages focus :

- Phonics: Hi/ Hello - Vocabulary: hi, hello

- Structures: Hello I’m Mai / Hi, Mai VI Procedures :

Time Steps/Activities Work

arrangement 1’

5’

10’

I. Class organization.

II. New lesson.

1 Warm up : Chatting.

- Let Ss introduce some information about themselves (maybe in Vietnamese) and introduces oneself in English

Example: Hello I’m Duyen (Hi I am Duyen) 2 Presentation :

* Pre- teach: Teaching vocabulary. + I (translate)

+ Hello/Hi (translate) + am = ’m (translate)

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

* Checking vocabulary: Slap the board

- Giving introduction of the text (set the scene): Mai and Nam greet each other.

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

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group and individual

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10

- T asks Ss to listen and repeat in chorus three times - Let Ss practice the dialogue in pairs

- Gets some pairs to read it aloud

* Presenting new structure:

- T gives a situation to present (using picture)

- T elicits the structures by asking Ss to speak out the model sentence:

Hello I’m Mai Hi, Mai I’m Nam

3 Practice :

- Have Ss look at the pictures a,b,c,d and introduce four characters: Nam, Mai, Nga, Phong (/Using the puppets) - T models the dialogue (use a picture)

Nga: Hello, I’m Nga Phong: Hello, I’m Phong

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

- Call on one pair and ask them to pretend to be Nam and Mai

- Call on one more pair to be Nga and Phong and the same way

- Have the class repeat all the phrases

- Have Ss to work in pairs: Nam, Mai, Nga and Phong - Monitor the activity, check the pronunciation ( sound,

assimilation of sound and intonation) and offer help when necessary

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

- Make some questions to check Ss’ comprehension of language

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

4 Production :

- Have Ss look at the pictures on page and identify the characters in the pictures

- Point to Picture a, ask Ss to guess what the girls would say to greet each other

A: Hello, I’m Mai. B: Hi, Mai I’m Nga.

- Have Ss to repeat the sentences in the bubbles a few times before let them practice freely

- Have Ss to work in pairs (use the names in their books or the real names to practice

- Monitor the activity and offer help when necessary/ correct typical pronunciation errors

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- Call on a pair to demonstrate at the front of the class - Have the whole class repeat all the phrases to reinforce

their pronunciation

III. Other activities :

- Consolidate the content of the lesson

IV. Home- link :

- Learn and write new words and structures - Prepare for the next lesson

T – whole class

Week: Date of prepare: Period: 2nd

UNIT 1: HELLO

Lesson 2

I Aims : Practice listening and numbering the pictures about greeting “Hello/Hi” and self – introducing

II Objectives :

- By the end of this lesson, students will be able listen to the dialogue and tick on the pictures about greeting “Hello/ Hi” and self – introducing

- Develop listening, reading and writing skill III Teaching methods :

- Communicative method

- Techniques: + Work in pairs and individually + Ask and answer

+ Work in groups, discuss IV Teaching aids :

- Teacher’s aids: pictures, word cards, extra board, tape, cassette - Student’s aids: book, notebook, workbook

V Language focus :

- Revision the structures: Hi/ Hello I am/ I’m + name

- Phonics: Hi, Hello VI Procedures :

Time Steps/Activities Work

arrangement 1’

5’

10’

I. Class organization. II. New lesson:

1 Warm up : Noughts and crosses

2. Lis

ten and repeat

- Have Ss open the book page 8, look at the words hello, hi and notice the letter coloured differently in both words - Produce the sound of the letter h in the word hello and that

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I Nga Hello

Nam am Mai

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10’

in the word hi hello hi Hello I’m Mai Hi, Mai

I’m Nam Hello, Nam

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

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

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

- Have Ss practice the chant in groups and clap the syllables

- Call on a group to recite the chant The others clap the syllables

- Make a few questions to check Ss’ comprehension of language

- Have the whole class recite the chant to reinforce their pronunciation

- Have Ss circle all the words containing the focused sounds hello and hi in the chant.

3 Listen and number

- Have Ss look at Pictures a, b, c and d on Page

- Elicit the identification of the characters in the pictures and the characters’ words

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

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

- 2nd: play the recording for Ss to listen and number. - 3rd: play the recording for Ss to check their answers. - Have Ss trade their answers in pairs for correction

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

Transcript:

1 Hello I’m Nam. 2 Hi I’m Phong. 3 Hi I’m Quan. 4 Hello I’m Hoa. Answers: – d; – c; – b; – a.

4 Read and match.

 Pre-reading:

- T introduces the topic “you are going to read the sentences to get the information in order to match the pictures to the

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Whole class, group and individual

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text”

- Ask Ss to predict “What is what”

 While-reading:

- 1st reading: Ss read the sentences individually and check their prediction

- 2nd reading: Ss the task (match the sentence with a appropriate picture.)

- Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction

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

 Post-reading:

- Make a few questions to check Ss’ comprehension of the sentences

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

Answers: – d; – c; – b; – a. III. Other activities

- Consolidate the content of lesson IV. Home- link :

- Learn to greet each other and self – introduce, using hello/ hi

- Practice the sound h as in hello and hi - Recite the chant on page

T – whole class

T – whole class Pair- work

T – whole class

Week: Date of prepare: Period: 3rd

UNIT 1: HELLO

Lesson I Aims : Practice saying goodbye.

II Objectives :

- By the end of this lesson, Students will be able to say goodbye - Develop speaking and listening skill

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IV Teaching aids :

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

V Languages focus :

- Structures: Nice to meet you / Nice to meet you too VI Procedures :

5’

10’

I. Class organization.

1 Warm up : Chatting

- T asks Ss to repeat the greeting and introducing oneself

- T sets the scene

2 Listen and repeat.

- Have Ss to look at the book at page 10

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

- Set the scene: we are going to review phrases saying hello and bye

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

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

- Divide the class into two groups One repeat Mai’s part and the other repeat Nam’ part

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

- Elecit the structures

3 Look and say.

- Have Ss look at the pictures a, b, c and d on page 10 - Elicit the characters in the pictures and their names Ask

Ss to guess and complete the speech bubbles

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

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

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

- Monitor the activity and offer helf Correct pronunciation errors (stress, assimilation of

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class Whole class

Groups individually

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sounds,intonation) when necssesary

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

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

4 Write.

- Get Ss to identify the characters in the pictures on page 11 and what they are saying

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

- Ss read silently and complete the dialogues - Ss trade their answers within pairs or groups for

corection

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

Answers:

1. Hi, I’m 2. boy; girl

- Make somes questions to check Ss’ comprehension of the reading text

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

III. Home- link:

- Consolidate the content of the lesson

- Ask Ss to learn and write new words and structure - Prepare for Section B: 4, 5, 6,

T – whole class

Individually Pairwork/ Groupwork

Whole class T-WC

Week: Date of prepare: Period: 4th

UNIT 2

MY NAME IS …

Lesson 1

I Aims : To understand about making and responding to instructions. II Objectives :

- By the end of this lesson, students will be able to make and respond to instructions

- Develop writing, reading skill III Teaching method:

- Communicative method - Techniques:

- Ask and answer

- Work in pairs and individually - Work in groups, discuss

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Sentence patterns: - Hello, I’m Mai - Hi, Mai I’m Nam VI Procedures :

10’

12’

I. Warm up :

- T asks some pairs to greet and introduce oneself S1: Hello I’m Mai

S2: Hi, Mai I’m Nam II. New lesson.

1. Look, listen and repeat.

- Ask Ss to identify the characters in the picture on page 12 and what they are saying

- Set the scence “you are going to listen to hear Nam and Mai greet each other

- Play the recording and asks Ss to listen to the tape twice - T asks Ss to listen and repeat in chorus two times

- Call on one pair One repeats Mai’s part, the other repeats Nam’s part

- Have whole class repeat all the phrases a few times to reinforce their pronunciation

2 Look and say

- Have Ss look at the pictures a and b

- Ask them to identify the characters in the pictures and what they should say Fill the bubbles and have Ss to repeat the lines a few times

- T models the dialogue

◦ Assign a pair to pretend to be Mai and tom in

picture a

Mai: Hello I’m Mai

Tom: Hello, Mai I’m Tom

Have one repeat Mai’s part, the other Tom’s part Then have the pair swap their parts Repeat the step with a few more pairs - Ask Ss to practice making and responding to

introductions using picture a and b

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

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3 Talk

- Have Ss look at the pictures on page 13 and identify the characters in the pictures

- Point to Picture a, ask Ss to guess what the girls should say to the boy and vice versa

- Fill in the speech bubbleswith the correct phrases promted by Ss

A: Hello, I’m Mai. B: Hi, Mai I’m Nga.

- Have Ss to repeat the sentences in the bubbles a few times before let them practice freely (use the pictures in their books or role – play the exchanges

- Have Ss to work in pairs to practice acting the greeting - Monitor the activity and offer help when necessary/

correct typical pronunciation errors

their pronunciation

III Home- link:

- Encourage Ss to for Unit 2- Section

Individually

Group work

T- whole class

Week: Date of prepare: Period: 5th

UNIT 2

MY NAME IS …

Lesson 2

I Aims : Practice listening and ticking the pictures about greeting “Hello/Hi” and saying goodbye

II Objectives :

- By the end of this lesson, students will be to greet and say goodbye (review) - Develop listening, reading and writing skill

+ Work in groups, discuss IV Teaching aids :

- Teacher’s aids: pictures, word cards, audio, puppets, flashcards - Student’s aids: book, notebook, workbook

V Language focus :

- Revision the structures: Hi/ Hello I am/ I’m + name Bye/ Goodbye

How you spell your name? L – I – N – D – A

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VI Procedures :

arrangement 1’

5’

10’

I. Class organization. II. New lesson:

1 Warm up : Noughts and crosses

2. Lis

ten and repeat

- Have Ss open the book page 14, look at the words Linda and Nam and notice the letter coloured differently in both words

- Set the scence: “you are going to learn how to produce the sound of the letter l in the word Linda and n in the word Nam

- Produce the sound l and n a few times

- Teach the new phrases How you spell + name? – Then show them how to spell Nam and Linda and some other names

Linda Nam I’m Linda.

How you spell Linda? L – I – N – D – A.

I’m Nam.

How you spell Nam? N – A – M

3 Listen and tick.

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 14 - Identify the characters and guess what they are saying

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I Nga Hello

Nam am Goodbye

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- Set the scence: “you are going to listen to the recording, match the information they hear to the pictures and tick the box in the appropriate picture.

- 2nd: play the recording for Ss to listen and tick the correct pictures

- 3rd: play the recording for Ss to check their answers. - Have Ss trade their answers in pairs for correction

Transcrip

1 Mai: How you spell your name? Tony: T – O – N – Y.

Mai: Sorry?

Tony: Tony T – O – N – Y.

2 Phong: How you spell your name? Linda: L – I – N – D – A.

Phong: Sorry?

Linda: L – I – N – D – A. Answers: – a: – b.

- Ask Ss to identify the characters in the pictures on page 15 - Set the scence: “ you are going to read the dialoguesto get

the information in order to match the pictures to the appropriate dialogues.”

- Have a revisionof the language: “How you spell your name?” – “L – I – N – D – A.”

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

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

Answers: – b; – a III. Summary

- Ss have revised how to greet and say goodbye

- Say the letters in the alphabet, using How you spell your name?

- Produce the sound of the letter l in Linda and that the letter n in Nam

- Sing The ABC Song on page at home

Group work Pair- work

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UNIT 2

MY NAME IS … Lesson 3

I Aims : Practice spelling simple names. II Objectives :

- By the end of this lesson, Students will be able to spell simple names - Develop speaking and listening skill

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

- Teacher’s aids: pictures, word cards, audio, puppets, flashcards - Students’ aids: book, notebook, workbook

- Structures: How you spell your name?

L – I – N – D – A VI Procedures :

5’

10’

I. Class organization. II. New lesson.

1 Warm up: Chatting

- T asks Ss to repeat the greeting and introducing oneself

- T sets the scene

- Have Ss to look at the book at page 16; identify the characters in the picture and what they are doing - Set the scene: “we are going to learn how to spell

names and recall the alphabet.” - Use a poster to set up the situation

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

- Play the recording again for Ss to repeat the dialogue two times

- Divide the class into two groups Allocate the line of Nam and Tom to Ss of each group

- Have one group repeat Nam’s part and the other Tom’s part

- Play the recording again for the whole class to repeat

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each line in the speech bubbles to reinforce their pronunciation

3 Look and say

- Have Ss look at the pictures a, b, c and d on page 16 - Elicit the characters in the pictures and their names - Set the scence “ we are going to practice spelling

names”

- Ask Ss to guess and complete the speech bubbles - T models the dialogue

◦ Assign a pair to pretend to be the characters in

the pictures

◦ Ask the pair to act out the question and answer

about spelling Repeat the step but have the pair swap their parts

◦ Continue the activities with sonme pairs

- Ask Ss to practice asking and answering

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

4 Write.

- Get Ss to identify the characters in the pictures on page 17 and what they are saying

- Tell Ss that they are gooing to read and get information to write the missing words in task and

- Ss read silently and complete the sentences

- Monitor the activity and offer help when necessary - Ss trade their answers within pairs or groups for

corection

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

Answers:

1. Mai; Tony

2. L – I – N – D – A

- Make somes questions to ensure Ss’ comprehension of the writing text

III. Summary

- Ss have learnt to ask and answer about names and to spell simple names, using How you spell your name? IV. Homelink

- Ss spell their own names and the names of their family members at home

Groupwork

Pairwork

Pairwork/ Groupwork Individually

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Week: Date of prepare: Period: 7th

UNIT 3

HOW ARE YOU?

Lesson 1 I Objectives :

- By the end of this lesson, students will be able to saying goodbye (review) - Develop writing, reading skill

II Teaching method:

III Teaching aids :

- Teacher’s aids: audio, stickers, puppets, flashcards - Students’ aids: book, notebook, workbook

IV Languages focus :

 Vocabulary: how, thank, thanks, fine, and  Sentence patterns:

- How are you?

I’m fine, thank you And you? I’m fine, thanks

V Procedures :

arrangement 5’ I. Warm up :

- Have Ss tofind out the names of the Ss L A N A B C D E A V D E F M U F B X P L R L T G C Z H M W I S H D T O N Y N Q I E Y N O P D P J F H G I J A O K U X Y Z N A M L V T X Q P O N M

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10’

12’

- Answers: Lan, Phong, Tony, Nam, Linda - Ask Ss work in pairs:

S1: Hello I’m Nam S2: Hi, Nam I’m Tom

II. New lesson.

- Set the scence “you are going to review some phrases of greeting and learn some more.” (use two puppets to present the situation)

- Explain the situation and the use of the titles Mr, Mrs and Miss

- Hold up the specific character puppets in the air / point to each character and tell the whole class to say the appropriate linein the dialouge

Note:

 Children not tend to ask each other How are you?

(That is something adults to each other and to children, but not child to child

 Thanks is an informal expression of thank you.

2 Look and say

- Have Ss look at the pictures a and bon page 18

- Ask them to identify the characters in the pictures, recall the greeting phrases

- Point to Picture a, ask Ss to guess what each character should say Fill the speech bubbles with correct phrases prompted by the Ss and have Ss to repeat the lines a few times

◦ Assign a pair to pretend to be Tom and Mrs Lan

in picture a

Mrs Lan: How are you, Tom?

Tom: I’m fine, thank you And you? Mrs Lan: Fine, thanks

Have one repeat Mrs Lan’s part, the other Tom’s part Then have the pair swap their parts Repeat the step with a few more pairs

- Ask Ss to act the dialouge using picture a and b

Pair- work

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Group work T – whole

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10’

3’

3 Talk

- Recall the titles Mr., Mrs., Miss

- Point to Picture a, ask Ss to guess what the characters should say

A: How are you?

B: I’m fine, thank you And you? A: Fine, thanks.

- Have Ss to repeat the lines in the bubbles a few times before let them practice freely (use the characters in their books to practice or role play the greeting phrases - Have Ss to work in pairs to practice acting the greeting - Monitor the activity and offer help when necessary/

their pronunciation

III Home- link:

- Encourage Ss to prepare for Unit - Lesson

T- whole class

Group work

Pair – work

T – whole class

Week: Date of prepare: Period:8th

UNIT 3

HOW ARE YOU?

- By the end of this lesson, students will be to greet - Develop listening, reading and writing skill

II Teaching methods :

- Techniques: + Work in pairs and individually + Work in groups, discuss

IV Language focus :

 Phonics: hello thanks

- How are you?

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I’m fine, thanks V Procedures :

arrangement 5’

10’

I. Warm up: Let’s Ss chant ( L2 – 4) - Play the recording

II. New lesson:

1 Listen and repeat

- Have Ss open the book page 14, look at the words Linda and Nam and notice the letter coloured differently in both words

- Set the scence: “you are going to learn how to produce the sound of the letter l in the word hello and a in the word thanks

- Produce the sound l and n a few times

- Teach the new phrases How you spell + name? – Then show them how to spell Nam and Linda and some other names

Hello thanks Hello, Mr Loc

How are you? Hello, Tony I’m fine, thanks How are you? I’m fine, thank you

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 20 - Identify the characters and their relationship

- Set the scence: “you are going to listen to the recording, match the information they hear to the pictures and tick the box in the corner of the correct picture

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Whole class, group and

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10’

4’

Transcrip

1 Nam: Hello, Mr Loc How are you?

Mr Loc: I’m fine, thank you And you, Nam? Nam: I’m fine Thank you, Mr Loc.

2 Tom: Hi, Mary How are you? Mary: Hi, Tom I’m fine, thanks. Answers: – b: – a.

- Ask Ss to identify the characters in the pictures on page 21 and identify the characters in the pictures

- Set the scence: “ you are going to read the dialogues to match each of them with the right picture ”

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

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

Answers: – b; – a III. Summary

- Ss have learn how to greet and express greeting phrases, using How are you?/ fine/ thank you/ thanks/ and you? - Produce the sound of the letter l in hello and a in thanks

- Ss recite the chant and clap the syllables on page 20 of the Student Book at home

Pair- work

T – whole class Individually

Pair – work T – whole

class

T – whole class

UNIT 3

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I Objectives :

- By the end of this lesson, Students will be able to greet (review), using the language they have learnt

- Develop speaking and listening skill II Teaching methods :

- How are you?

I’m fine, thank you And you? I’m fine, thanks

V Procedures :

10’

I. Warm up

Let’s Ss chant in two groups Which is more correct is the winner

- Have Ss to look at the book at page 22; identify the characters in the picture

- Make a few questions to check Ss’ comprehension of the dialogue

- Set the scene: “we are going to review greeting phrases that they have learnt in the previos lesson.”

- Play the recording all the way through for Ssto listen and read the text Mime the dialogue

- Play the recording again for Ss to repeat the dialogue a few tome to reinforce their pronunciation

2. Look and say

- Have Ss look at the pictures a, b, c and d on page 22 - Elicit the characters in the pictures and their names - Tell them to guess and respond to the first character

Then fill the speech bubbles with the correct phrases prompted by Ss

- Have ss repeat a few times - T models the dialogue

◦ Assign a pair to pretend to be Linda and Miss

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Whole class

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10’

3’

2’

Hien to act out the dialogue

◦ Repeat the step but have the pair swap their

parts

- Have the whole class repeat all the phrases - Ask Ss to practice in pairs

3 Write.

- Get Ss to identify the characters in the pictures on page 23

- Ask them to talk about the situation in each picture - Tell Ss that they are going to read and get information to

write the missing words in task in the dialogue, using those from the frame on the top of the page

corection

Answers: 1 Hi 2 How 3 thank 4 thanks

- Make somes questions to ensure Ss’ comprehension of the writing text

- Ss have learnt to ask and answer about names and to spell simple names, using How you spell your name? IV. Homelink

- Ss spell their own names and the names of their family members at home

T – whole class

Individually Pair – work

T – whole class

UNIT 4

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Lesson 1

I Objectives :

- By the end of this lesson, students will be able to ask and answer bout someone’ s name

- Develop speaking skill II Teaching methods :

- Communicative approach - Techniques:

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

+ Discuss III Teaching aids :

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

- Students’ aids: books, notebooks, workbooks IV Languages focus :

 Vocabulary: what, my, your, this, friend  Sentence Patterns:

- What’s your name? My name’s Linda V Procedures :

10’

I. Warm up :

- Help Ss listen and sing the song How are you

on page 23 II. New lesson

- Set the scence “you are going to learn how to ask and answer about names (Use character puppets to present the situation)

- Play the recording all the way through for Ss to listen as they read the lines Mime the dialogue

- Play the recording for Ss to listen and repeat each line of the text (Correct typicl pronunciation error(s) when necessary)

- Ask a few questions to ensure Ss’ comprehension of the text

2 Look and say

- Have Ss look at the pictures a, b, c and d on page 24 - Ask them to identify the characters in the pictures and

repeat each name a few times

- Point to P.a and ask Ss what the character should say to respond to the question What’s your name?

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10

3’ 2’

- Fill the bubble on the left edge of the page with the phrase prompted by Ss and have Ss to repeat the question and answer a few times before going on with other

pictures

- Call on a few pairs and allocate the characters in Picture a, b, c and d have them pretend to be these character to ask and answer

- Ask Ss to practice asking and answering in pairs - Monitor the activity and offer help Correct

pronunciation error(s) ( street, assimilation of sounds and intonation) when necessary

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

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

3 Talk

- Point to Picture a, ask Ss to pretend to be Hoa, ask them what they should say to respond to the question What’s your name?

- Fill in the speech bubble with the answer promted by Ss A: What’s your name?

B: My name’s Hoa.

- Repeat the step swith other pictures

- Have Ss to repeat the lines in the bubbles a few times before letting them practice freely (use the names of the characters in their books or their own names

- Have Ss to work in pairs to practice

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

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

- Ss have learnt to ask and answer aboutnames, using What’s your name? and My name’s + name

IV. Home- link:

- Encourage Ss to listen and try to sing the song What is your name? at home

Group work Pair- work

T – whole class

Pair- work

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Week: Date of prepare: Period:11th

UNIT 4

WHAT’ S YOUR NAME?

- By the end of this lesson, students will be able to introduce someone, using This is + name.

- Develop listening, reading and writing skill II Teaching methods :

+ Work in groups, discuss III Teaching aids :

- Teacher’s aids: pictures, word cards, extra board, tape, cassette - Student’s aids: book, notebook, workbook

IV Language focus :

 Phonics: this Tom

(24)

 Sentence Patterns:

 What’s your name?

My name’s Linda

 This is Linda

V Procedures :

arrangement 5’

10’

I. Warm up :

- Greet Ss and have them reply Walk around the class to ask the names of some Ss

- Ss sing the song on page 23 of their books II. New lesson:

- Have Ss open the book page 26, draw their attention to the letters coloured diferrently in the words this and Tom - Set the scene: “We are going tolearn how to produce the

sound of letters th in the word this and that of the letter T in the word Tom”

- Produce the sound of the letter th and t a few times - Ask Ss to say what they think about when they hear the

sounds

- Have Ss repeat the focused sounds a few times - Show the poster of the chant

this Tom This is Tom This is Tony This is Linda This is Peter

- Play the recording all the way through for Ss to listen while they are reading the chant T claps the rhythms - Play the chant again Have Ss repeat each line and point to

each line of the chant

- Call on a group of six: three of them to repeat each line of the chant, other three clap the the focus sounds

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 26 and

T-WC

T – whole class

Whole class

Group work

(25)

10’

3’

2’

identify the characters in these pictures

- Set the scence: “you are going to listen to the recording and match the information they hear to the correct picture and tick the box in the correct picture

- Choose one or two Ss to share their answers with their classmates

Transcrip

1 Girl: Hi, Nam This is Peter.

Boy: Peter? How you spell that? Girl: Peter P – E – T – E – R. 2 Boy: Hi, Linda This is Mai.

Girl: Mai? How you spell that? Boy: Mai M – A – I.

Answers: – b: – a.

- Ask Ss to identify the characters in the pictures on page 27 - Set the scence: “ you are going to read the text and use the

information to match each of them with the right picture ” - Identify the characters in the pictures and detail in each

picture to find out the differrences between these two pictures

- Ask Ss to read the text individually and the task - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction

- Call on one student to report their answer Others listen and comment

Answers: – b; – a III. Summary.

- Ss have learnt to introduce someone, using This is + name.

- Produce the sounds of the letters th in this and that of t in Tom

- Ss recite the rhyme What is your name? on page 25 at home

class

Individually

Pair- work

T – whole class

Individually Pair – work T – whole

class

(26)

- Recite the chant on page

UNIT 4

WHAT’ S YOUR NAME?

- By the end of this lesson, Students will be able to spell someone’s name (review)

- Develop speaking and listening skill II Teaching methods :

 Vocabulary: what, my, your, this, friend

 Sentence patterns: How you spell your name?

L – I – N – D – A V Procedures :

10’

I. Warm up :

- Ss recite the rhyme What is your name? on page 25 II. New lesson

- Have Ss to look at the book at page 28 and identify the characters

- Set the scene: “we are going to recall how to spell someone’s name and say the alphabet letters” - Teach Ss to spell some specific names and sing the

Alphabet Song

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

- Play the recording again for the whole class to repeat each line in the text a few times Ensure their correct pronunciation (sentence stress, the assimilation of sound

T – whole class

(27)

10’

3’ 2’

and intonation)

2 Look and say.

- Have Ss look at the pictures a, b, c and d on page 28 - Elicit the characters in the pictures and spell the name in

each picture Recall sentence patterns “How you spell your name?”

◦ Assign a pair to pretend to be Mary Point to P.a

and ask How you spell your name?

◦ Have Ss repeat the answer M – A – R – Y ◦ Tell them to repeat the question and the answer ◦ Repeat the step with the other names

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

3 Write.

- Set the scene: “We are going to choose the right word from the frame to complete the missing words.”

- Ss read silently and complete the sentences - Ss trade their answers within pairs or groups for

corection

Answers: 1 this 2 What 3 spell

- Ss have learnt how to spell someone’s name, using How do you spell your name? and say the alphabet letters.

IV. Homelink

- Practice singing the rhyme What is your name?

T – whole class

Pairwork

T – whole class

Whole class

(28)

UNIT 5: OUR FRIENDS

Lesson 1

I.Objectives:

- By the end of this lesson, Students will be able to know otherone - Develop speaking and listening skill

II.Teaching methods:

III.Teaching aids:

IV.Languages focus:

 Vocabulary: Who , She , He

 Sentence patterns: Who’s that? – It’s + name

Is that Tony? – Yes, he is./ No,he isn’t

Is he/she + name? – Yes,he,she is./ - No, he/she isn’t V.Procedures:

10’

V. Warm up:

- Ss recite the rhyme Meet my friend VI. New lesson

1.Look listen and repeat

- Have Ss to look at the book at page 30 and identify the question:

? Who are they? – They are Mai, Phong and Tony. ? What are they talking about?

-You are going to listen the dialogue between Phong and Mai

- T reads the dialogue again,Ss listen and repeat (twice) (Exchange)

- Have Ss work in pairs,read the dialogue again

- Some pairs to come to the front to read the dialogue, the

T – whole class

(29)

10’

class listen and give the comment - Model sentence:

Mai: Who’s that? Phong: It’s Tony

- Play the recording again for the whole class to repeat each line in the text a few times Ensure their correct pronunciation (sentence stress, the assimilation of sound and intonation)

2.Look and say

each picture Recall sentence patterns “Who is that? ” - T models the dialogue

◦ Assign a pair to pretend to be Mai and Phong

Point to P.a and ask “ Who is that “?

◦ Have Ss repeat the answer : It’s ……

◦ Tell them to repeat the question and the answer ◦ Repeat the step with the other names

- Ask Ss look at the pictures and answer the question ? Who are they? – They are Nam, Phong, Tom and Linda. T models: Nam: Who’s That?

Phong: It’s Phong => Exchange

- Ss work in pairs

- Some Ss volumteer come to the class, the other listen and give the coment

3 Talk

- Ask Ss open their book P.31 and look at the pictures - Ask Ss look at the Picture a,b and answer the question: ? Who are they? – They are Hoa, Mai, Nam and their friends

- Ask Ss to guess what they should say to their frienfs and vice versa

Groups

individually

T – whole class

Pairwork

T – whole class

Whole class

(30)

10’

T models:

Mai: Who’s that? Nam: It’s … => Exchange - Ss work in pairs

- Some Ss volumteer come to the class, the other listen and give the comment

* Let’s chant

- Ask Ss open their book P.31 and read the chant (twice) - Ss clap the hands forward rythym

- Ask Ss work in groups Is this Tom? No, he’s not Is this Tony? No, he’s not Is this Linda? Yes, she is Come on

Let’s play together Yeah! Yeah!

III.Summary

- Ask Ss repeat the pattern and read the chant IV.Homelink

- Do exercise in workbook

- Prepare the lesson for the next period

Lesson 2

I.Objectives:

- By the end of this lesson, Students will be able to greet and answer - Develop speaking and listening skill

II Teaching methods:

III Teaching aids:

IV Languages focus:

 Vocabulary:

(31)

Is that… ? Is this V.Procedures:

10’

I.Warm up: II.New lesson * Vocabulary No: khơng

Yes: phải,ừ, có(đồng ý) Know: biết

T elicits the words

- T modles (twice or three times)

- T - Whole Class(twice or three times) - Ss repeat in individuals

- T write the words on the board - T checks the Vietnamese meaning - Ss copy down

1.Listen and repeat:

- Ask Ss open the book page 32, look at the words: Tony, yeah and notice the letter coloured differently in both words

- Produce the sound of the letter t in the word Tony and y in the word yeah

- Produce the sound t and y a few times

Is this Tony? Yeah! Yeah!

Hi, Tony Is that Tom? No, no

- Call on a group of six: three of them to repeat each line of the chant, other three clap the hands

2 Listen and tick

- Ask Ss look at the pictures on p.32 - T set the scene

- T gets Ss to predict some of the things they think they will hear

- Play the recoding (twice) Have Ss listen and tick the correct pictures

- play the recording for Ss to check their answers - Ss pair compare

- Transcrip

3 A: Hi, Mai Who’s this? B: It’s Nga.

A: Is Nga your friend? B: Yes, she is.

T – whole class

Whole class Groups

individually

T – whole class

Pairwork

(32)

5

4 A: Hi, Phong Who’s this? B: It’s Nam.

A: Is Nam your friend? B: Yes, he is

3 Read and match:

T asks Ss practice the dialogue Have Ss to

4 Let’s sing

Help Ss listen and sing the song my friends on page 33 III Production

- Ss have learnt to ask and answer about: Who’s this? and Is that….?

- Ask Ss sing the song again IV Homework

- Do exercise in workbook

- Prepare the lesson for the next period

Whole class

T – whole class

Lesson 3

I.Objectives:

(33)

- Develop speaking and listening skill II Teaching methods:

- III Teaching aids:

- IV Languages focus:

 Vocabulary: Who , She , He  Sentence patterns: Who’s that

Is that… ? Is this… ? V Procedures:

12’

10,

I.Warm up:

- Ss recite the rhyme Our friend on page 30 II New Lesson:

4. Listen and repeat

- Divide the class into two groups One repeat Tony’s part and the other repeat Tom’ part

5. Look and say

each picture Recall sentence patterns “Is he Tony?” - T models the dialogue

◦ Assign a pair to pretend to be Nam Point to P.a

and ask Is he Nam?

◦ Have Ss repeat the answer Yes he is

T – whole class

Whole class Groups

individually

(34)

10,

2’ 1’

6. Write

correction

Answers: 1 he 2 is 3 I

- Make some questions to check Ss’ comprehension of the reading text

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

- Ss have learnt how to spell someone’s name, IV.Homework:

- Practice singing the rhyme Who’s that? Is she Tom ?

Pairwork

T – whole class

Whole class

T – whole class

REVIEW 1 UNIT ONE TO FIVE I Recall the old lessons:

II Practice: Unit One: HELLO A: Hello I’m + tên B: Hi I’m + tên ( My friends )

(35)

Unit Two: my name is ? A: My name is… ?

B: My name is Hue

A: Hello, My name is Nam B: Hi, Nam My name is Mai A : How you spell your name ? B : T-O-M

Unit Three: How are you ? 1.A: How are you ?

B: I’m fine ,thank you A: Hello, Nam How are you?

B: Hi, Mai I’m fine, thank you And how are you?

A: Fine, thank

Unit Four: What’s your name ? A: What’s your name ?

B: My name is mai

Unit Five: OUR FRIENDS Test

1 Odd one out:

1 Hello how what you fine I are you am this that Tony thanks good bye bye Reoder the words to make sentences: 1.fine /thank/ I/ you/ am

- ……… do/ spell/ name/ how/ your / you? -……… 3.Alan /is /name /My

-……… Mai / am / I /

-……… are / How / you /?

3 Complete the dialouge:

1.A: Hi, Linda … Are you? A:What’s your…….?

B: I’m fine…… you, and you? B: My name’s Quan.That’s Q U A N A: …., thanks

4 Write the answers: 1.What is your name?

……… 2.How are you?

………

Match the sentences in column A with the sentences in column B A B

(36)

1.What’ your name? a.I’m fine,thank you 2.How are you? b.Hello.My name’s Mai 3.Hi.I’m Minh c My name is Linda

ME AND MY SCHOOL UNIT 6: My school

Lesson 1

I Aims: To understand about making and responding to instructions. II Objectives:

- Ask and answer

(37)

- Teacher’s aids: audio, stickers, puppets, - Students’ aids: book, notebook, workbook V Languages focus:

Sentence patterns:

- This is my school ?

- It’s Thang Long primary school V.Procedures:

arrangement 5’

7’

10’

I Warm up:

- T asks some pairs to greet and introduce oneself - S1: This is my school ?

S2: It’s Thang Long primary school II New lesson

1 Look, listen and repeat

- Set the scence “you are going to listen to hear Tony and Mai greet each other

2 Look and say

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

◦ Assign a pair to pretend to be school in picture

a

Repeat the step with a few more pairs - Ask Ss to practice making and responding to

3 Talk

T – whole class

Whole class Groups

individually

T – whole class

Pairwork

(38)

2’

- This is my school ?

- It’s Thang Long primary school

their pronunciation

III.Summary: Give the comment IV Home- work:

Encourage Ss to for Unit 6- Section

Whole class T – whole class

UNIT 6: My school

Lesson 2 I Objectives:

- By the end of this lesson, students will be able to introduce someone, using - Which is…… ?

- Develop listening, reading and writing skill II Teaching methods:

+ Work in groups, discuss III Teaching aids:

- Teacher’s aids: pictures, extra board, tape, cassette - Student’s aids: book, notebook, workbook

IV Language focus:

 Phonics: Which school

 Vocabulary: Which, go, early , morning  Sentence Patterns:

 Which is your school?

This one

 Which is your school?

(39)

V.Procedures:

7’

10’

I.Warm up:

II New lesson: Listen and repeat

- Have Ss open the book page 44, draw their attention to the letters coloured diferrently in the words Which and School

- Set the scene: “We are going to learn how to produce the sound of letters in the word Which and School of the letter ch and oo”

- Produce the sound of the letter th and t a few times - Ask Ss to say what they think about when they hear the

sounds

- Play the recording all the way through for Ss to listen while they are reading the chant T claps the rhythms - Play the chant again Have Ss repeat each line and point

to each line of the chant

- Call on a group of six: three of them to repeat each line of the chant, other three clap the the focus sounds - Have Ss practice the chant in groups and clap the

syllables

2 Listen and tick

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 44 and identify the characters in these pictures

- Set the scence: “you are going to listen to the recording and match the information they hear to the correct picture and tick the box in the correct picture

T – whole class

Whole class Groups

individually

T – whole class

Pairwork

T – whole class

(40)

2’

Transcript

1 A: this is my School? B: Which one.

A: that one Thang long primary school B:Thang Long?

A: Yes Thang Long Primary 2 A: this is my School?

B: Which one.

A: this one Hoa sen primary school B:Hoa sen?

A: Yes, Hoa Sen Primary Answers: – b: – a.

5. Read and match

- Ask Ss to identify the characters in the pictures on page 45

- Set the scene: “ you are going to read the text and use the information to match each of them with the right picture ”

- Identify the characters in the pictures and detail in each picture to find out the differrences between these two pictures

III Summary

- Ss have learnt to introduce someone, using Which is + name school.

- Produce the sounds of the letters Wh in Which and that of oo in School

IV Home- work:

Ss recite the rhyme Which is your school

Pairwork/ Groupwork

Work individually

(41)

Week: 10 Date of prepare: Period: 19th

UNIT 6: My school

Lesson 3

I Objectives:

- Develop speaking and listening skill II Teaching methods:

III Teaching aids:

IV Languages focus:

 Vocabulary:

 Sentence patterns: What school is it?

Park primary school V.Procedures:

10’

I Warm up:

- Ss recite the rhyme What school is it? on page 46 II New lesson

1.Listen and repeat

Alphabet Song

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

T – whole class

(42)

7’

10’

2’

they read the dialogue

- Divide the class into two groups

7. Look and say

each picture Recall sentence patterns “What school is it?”

◦ Assign a pair to pretend to be Mary Point to P.a

and ask What school is it?

◦ Have Ss repeat the answer Tien xuan B primary

school

8. Write

corection

Answers:

1 Which 2 one 3 School

III Summary

- Ss have learnt how to spell someone’s name, using

Whole class Groups

individually

T – whole class

Pairwork

T – whole class

(43)

1’

What school is it? IV Homework

Practice singing the rhyme What school is it?

T – whole class

UNIT 7: Places in my school

Lesson 1

- Ask and answer

iv Teaching aids:

- Teacher’s aids: audio, stickers, puppets, - Students’ aids: book, notebook, workbook V Languages focus:

Sentence patterns:

- Is this a classroom ? - Yes , it is

- No, it isn’t

- Is that a classroom ? - Yes , it is

- No, it isn’t

VI Procedures:

10’

I Warm up:

- T asks some pairs to greet and introduce oneself - S1: Is this a classroom ?

- S2: Yes , it is II New lesson

- Set the scence “you are going to listen to hear Tom and Mai greet each other

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

T – whole class

(44)

10’

2’

- T asks Ss to listen and repeat in chorus two times - Have whole class repeat all the phrases a few times to

reinforce their pronunciation Look and say

◦ Assign a pair to pretend to be school in picture

a

3 Talk

- Is this a classroom ? - Yes , it is

- No, it isn’t

- Is that a classroom ? - Yes , it is

- No, it isn’t

their pronunciation III Summary:

Whole class Groups

individually

T – whole class

Pairwork

T – whole class

(45)

Lesson 2

I Aims: Practice listening and ticking the pictures about greeting “A big book/ A small book ”

II Objectives:

III Teaching methods:

+ Work in groups, discuss IV Teaching aids:

V.Language focus:

- Revision the structures:

 this is my classroom ?  it is big

 That is my school ?  it is small

VI.Procedures:

10’

I Warm up:

- Ss recite the rhyme Is this your classroom ?on page 52 II.New lesson

1.Listen and repeat

Alphabet Song

9. Play the recording again for the whole class to repeat each line in the text a few times Ensure their correct pronunciation Look and say - Have Ss look at the pictures a, b, c and d on page 52 Elicit the characters in the pictures and spell the name in

T – whole class

Whole class Groups

(46)

12’

2’ 1’

each picture Recall sentence patterns Is this your classroom ?

Yes , it is No, it isn’t

Assign a pair to pretend Point to P.a and ask Is this your classroom ?

◦ Have Ss repeat the answer

10.Write.

- Get Ss to identify the characters in the pictures on page 53 - Set the scene: “We are going to choose the right word

from the frame to complete the missing words.” - Ss read silently and complete the sentences - Ss trade their answers within pairs or groups for

corection

III.Summary

- Ss have learnt how to spell someone’s name, using What school is it?

IV.Homework:

Practice singing the rhyme Is this your classroom ?

T – whole class

Pairwork

T – whole class

(47)

I Aims: Practice listening and ticking the pictures about greeting “A big book/ A small book ”

II Objectives:

III Teaching methods:

+ Work in groups, discuss IV Teaching aids:

V.Language focus:

- Revision the structures:

 this is my classroom ?  it is big

 That is my school ?  it is small

VI.Procedures:

10’

I Warm up:

1.Listen and repeat

Alphabet Song

11.Look and say.

- Have Ss look at the pictures a, b, c and d on page 52 Elicit the characters in the pictures and spell the name in each picture Recall sentence patterns Is this your classroom ?

T – whole class

Whole class Groups

individually

(48)

12’

2’ 1’

Assign a pair to pretend Point to P.a and ask Is this your classroom ?

12.Write.

III.Summary

IV.Homework:

Practice singing the rhyme

Pairwork

T – whole class

Whole class

UNIT 8: School things

Lesson 1

(49)

- Ask and answer

IV Teaching aids:

- Teacher’s aids: audio, stickers, puppets, flashcards - Students’ aids: book, notebook, workbook

V Languages focus Sentence patterns:

- What’s this ? - It’s a book - What’s that ? - It’s a ruler V Procedures

10’

I Warm up:

- T asks some pairs to greet and introduce oneself - S1: What’s this ?

- S2: It’s a table - S1: What’s that ? - S2: It’s a pen II New lesson

- Set the scene “you are going to listen to hear Linda and robot greet each other

2 Look and say

- Have Ss look at the pictures a,b,c,d,e and f

◦ Assign a pair to pretend to be in picture a

Linda: What’s this ? Tom: It’s a ruler

introductions using picture

- Make some questions to check Ss’ comprehension of

T – whole class

Whole class Groups

individually

(50)

10’

2’ 1’

language

3 Talk

- Fill in the speech bubbles with the correct phrases promted by Ss

- S1: What’s this ? - S2: It’s a table - S1: What’s that ? - S2: It’s a pen

- Have Ss to work in pairs to practice acting the greeting - Call on a pair to demonstrate at the front of the class

III Summary: IV.Homwork:

Encourage Ss to for Unit 8- Section

Pairwork

T – whole class

Whole class

Lesson 2 I.Objectives:

- By the end of this lesson, students will be able to introduce someone, using - What’s this ?

- It’s a book - What’s that ? - It’s a ruler

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

(51)

- Teacher’s aids: pictures, extra board, tape, cassette - Student’s aids: book, notebook, workbook

IV.Language focus:

 Phonics: Pens Pencils  Vocabulary:

 Sentence Patterns:

 What’s this ?  It’s a book  What’s that ?  It’s a ruler

V Procedures:

10’

- I Warmup:

II New lesson: Listen and repeat

- Have Ss open the book page 56, draw their attention to the letters colored diferrently in the words Pens and Pencils

- Set the scene: “We are going to learn how to produce the sound of letters in the word Which and School of the letter ns and ls”

- Produce the sound of the letter ns and ls a few times - Ask Ss to say what they think about when they hear the

sounds

- Play the recording all the way through for Ss to listen while they are reading the chant T claps the rhythms - Play the chant again Have Ss repeat each line and point

to each line of the chant

- Call on a group of six: three of them to repeat each line of the chant, other three clap the the focus sounds - Have Ss practice the chant in groups and clap the

syllables

2 Listen and tick

T – whole class

Whole class Groups

individually

T – whole class

(52)

10’

2’ 1’

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 56 and identify the characters in these pictures

- Set the scene: “you are going to listen to the recording and match the information they hear to the correct picture and tick the box in the correct picture

Transcript

A: What’s this ? B: It’s a pen A: What’s that ? B: It’s a ruler Answers: – a: – a. Read and match

- Ask Ss to identify the characters in the pictures on page 57

- Set the scene: “ you are going to read the text and use the information to match each of them with the right picture ”

- Identify the characters in the pictures and detail in each picture to find out the differences between these two pictures

III.Summary

- Ss have learnt to introduce someone, using What is + - Produce the sounds of the letters ns in pens and that of

ls in pencil IV.Home- work:

Ss recite the rhyme What is this? at home

T – whole class

(53)

Lesson 3

I.Objectives:

- Develop speaking and listening skill II.Teaching methods:

 Vocabulary:

 Sentence patterns:  What’s this ?  It’s a book  What’s that ?  It’s a ruler

V Procedures:

(54)

5’ 10’

10’

12’

I.Warm up:

1.Listen and repeat

- Teach Ss to spell some specific names and sing the Alphabet Song

13.Look and say.

- Have Ss look at the pictures a, b, c and d on page 58 Elicit the characters in the pictures and spell the name in each picture Recall sentence patterns

 What’s this ?  It’s a book  What’s that ?  It’s a ruler

Assign a pair to pretend Point to P.a and ask

14.Write.

correction

- Make some questions to check Ss’ comprehension of the reading text

T – whole class

Whole class Groups

individually

T – whole class

Pairwork

T – whole class

(55)

2’ 1’

III.Summary

IV.Homewor:k

Practice singing the rhyme

 What’s this ?  It’s a book  What’s that ?

It’s a ruler

UNIT 9: IN MY CLASSROOM

Lesson 1

I.Objectives: By the end of this lesson, Students will be able to can adjust requirement in class

II.Teaching methods:

 Vocabulary:

 Sentence patterns:

V Procedures:

20’

IV Warm up :

- Have Ss to sing the rhyme, page 57 of Student book - Ask Ss work in pairs:

S1: Hello I’m Nam Good morning S2: Hi, Nam I’m Tom Good morning

V. New lesson.

- Ask Ss to identify the characters in the picture on page 60 and what they are doing

- Set the scene “you are going to review some phrases of greeting and learn some more.” (use two puppets to present the situation)

- Explain the situation and the use of the titles miss Hien,

T – whole class

(56)

10’

class

- Play the recording and asks Ss to listen to the tape twice - Have whole class repeat all the phrases a few times to

reinforce their pronunciation 5 Look and say

- Have Ss look at the pictures a and bon page 60

- Ask them to identify the characters in the pictures, recall the greeting phrases

- Point to Picture a, ask Ss to guess what each character should say.T models

◦ Assign a pair to pretend in the picture a

-, please Stand up, please

Have one repeat Then have the pair swap their parts

Repeat the step with a few more pairs - Ask Ss to act using picture a,b,c and

6 Talk

- Recall the Ss to speak “please”

- Point to Picture a, ask Ss to guess what the characters should

A: Stand up, please B: Sit down, please D: Open your book, please

- Have Ss to repeat the lines in the bubbles a few times before let them practice freely (use the characters in their books to practice or role play the greeting phrases - Have Ss to work in pairs to practice acting the greeting - Monitor the activity and offer help when necessary/

correct typical pronunciation errors 7. Let’s chant

Come in yes, Miss sit down

………

their pronunciation - III Summury :

In this lesson, Ss have learnt how to give and respond to classroom instructions such as sit down, stand up, open your book, close your book

Whole class Groups

individually

T – whole class

Pairwork

T – whole class

(57)

IV.Home- work:

Encourage Ss to prepare for Unit - Lesson

Lesson 2

I.Objectives:

- By the end of this lesson, students will be to learn how to give and respond to classroom instruction

 Phonics: can school

 Vocabulary: may, go out, go to  Sentence patterns:

We go to school May I open my book? V Procedures:

20’

I.Warm up:

Let’s Ss chant ( L2 – 4) - Play the recording II.New lesson :

- Have Ss open the book page 62, look at the words can and school and notice the letter colored differently in both words

- Set the scene: “you are going to learn how to produce the sound of the letter c in the word can and sc in the word school

- Produce the sound c and sc a few times

- Teach the new phrases May I + V + O ? – Then show them how to spell CAN and SCHOOL and some other words

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

T – whole class

(58)

10’

while they are reading the chant in their books CAN SCHOOL

School, school, school! We go to school

……… No, you can’t

- Have Ss look at Pictures 1a, b; 2a, b on Page 63 - Identify the characters and their relationship

- Set the scene: “you are going to listen to the recording, match the information they hear to the pictures and tick the box in the corner of the correct picture

Transcript

3 Boy: Can I open my book, Miss?

Lady: Open your book? Sorry You can’t You can’t open your book now.

4 Boy: Can I sit down, Sir?

Man: Sit down? Of course, you can You can sit down now. Answers: – b: – a.

- Set the scenc: “ you are going to read the sentences to match each of them with the right picture ”

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

Groups

individually

T – whole class

Pairwork

T – whole class

(59)

Answers: – d; – a ; 3- c; 4- b

III.Summary

- Ss have learn how to greet and express greeting phrases, using How are you?/ fine/ thank you/ thanks/ and you? - Produce the sound of the letter c in can and sc in school

IV.Home- work:

Ss recite the chant and clap the syllables on page 62 of the Student Book at home

Lesson 3

I.Objectives:

- By the end of this lesson, Students will be able to give some specific permission (review), using the language they have learnt

- Develop speaking and listening skill II.Teaching methods:

 Vocabulary: come in , can , can’t  Sentence patterns:

May I come in? Yes, You can

No, You can’t V Procedures:

10’

I.Warm up

II.New lesson.

(60)

10’

15’

- Make a few questions to check Ss’ comprehension of the dialogue

- Set the scene: “we are going to review greeting phrases that they have learnt in the previuos lesson.”

- Play the recording all the way through for Ss to listen and read the text Mime the dialogue

5 Look and say

- Have Ss look at the pictures a, b, c and d on page 64 - Elicit the actives in the pictures and their doing - Tell them to guess and respond to the first character

Then fill the speech bubbles with the correct phrases prompted by Ss

◦ Assign a pair to pretend to

May I -go out -? Yes, you

can ◦ Repeat the step but have the pair swap their

parts

6 Write.

- Ask them to talk about the situation in each picture - Tell Ss that they are going to read and get information to

correction

Answers:

1 Come; in 2 Go ; out 3 close

T – whole class

Whole class Groups

individually

T – whole class

Pairwork

T – whole class

(61)

2’

1’

4 open

- Make some questions to ensure Ss’ comprehension of the writing text

III.Summary:

- Ss have learnt to perform some specific commands and ask for and give permission , using May I come in/ go out? Yes, you can ( No, you can’t)

IV.Homework:

Ss practice singing the rhyme COME IN and SIT DOWN

UNIT 10: Our break time Lesson 1

(62)

- By the end of this lesson, students will be able to make some games and actives

- Develop listening, speaking skill III Teaching method:

- Ask and answer

IV Teaching aids:

- Teacher’s aids: audio, stickers, puppets, - Students’ aids: book, notebook, workbook Languages focus:

Vocabulary: play badminton, play chess, play hide- and – seek, chat with friend

Sentence patterns:

- What you at break time? - I -V Procedures:

10’

I Warm up:

- T asks some pairs to play a game of charade (guessing the words from actions or missing)

Ex; c - ess, - lay, h – de and s - ek II New lesson.

1 Look, listen and repeat.

- Ask Ss to identify the characters in the picture on page 66 and what they are doing

- Set the scene “you are going to listen to hear Mother and Mai, Phong asking about some games.

2 Look and say

Assign a pair to pretend to be school in picture a What you at break time?

I play badminton

Repeat the step with a few more pairs

- Ask Ss to practice making and responding to action using picture a, b, c and d

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

T – whole class

Whole class Groups individually

(63)

10’

2’

1’

when necessary

3 Talk

- What -? I

- Have Ss to work in pairs to practicing

- Call on a pair to demonstrate at the front of the class 7. Let’s chant

At break time

Chess, chess, chess Chat Chat Chat ……… Don’t peek!

III

Summary:

in this lesson , Ss have learnt how to name some activities at break time by answering the question: What you at break time ? and some memorised the phrases play chess/ hide and seek….

IV Home- work:

Ss practice reciting the chant on page 67 at home

Pairwork

T – whole class

Whole class T – whole

class Week: 15 Date of prepare:

Period: 30th

I.Objectives:

- By the end of this lesson, students will be to say the names of games/activities at break time ( review)

(64)

 Phonics: break play

 Vocabulary: chat, chess, football, volleyball  Sentence patterns:

What you at break time ? I play hide and seek

V Procedures:

10’

I.Warm up: Let’s Ss chant ( L2 – 4) - Play the recording

II.New lesson:

- Have Ss open the book page 68, look at the words break and play and notice the letter colored differently in both words

- Set the scene: “you are going to learn how to produce the sound of the letter br in the word break and pl in the word play

- Produce the sound br and pl a few times

- Teach the new phrases ; What you at break time ? S + V +O – Then show them how to spell break and play and some other words

break play

break time! Break time! Break time! What you at break time ? I play chess

……… Let’s play football At break time

- Have the whole class recite the chant to reinforce their

T – whole class

(65)

10’

10’

2’

1’

pronunciation - 2 Listen and tick.

- Have Ss look at Pictures 1a, b; 2a, b on Page 68 - Identify the characters and their relationship

- Set the scene: “you are going to listen to the recording, match the information they hear to the pictures and tick the box in the corner of the correct picture

Transcript

1A: what you at break time ? B: I play hide- and – seek

A: You play hide – and – seek? B: Yes, I do

 A: what you at break time?

B: I chat with my friends A You chat with your friends? B: Yes, I do

Answers: – a: – b. - 3 Read and match.

- Set the scence: “ you are going to read the sentences to match each of them with the right picture ”

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

- Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers Others listen

and comment

Answers: – c; – d ; 3- b; 4- a

III.Summary:

- Ss have learn how to say what activities they at break time, using ; I play ( hide – and – seek) at break time - Produce the sound of the letter br in break and pl in play

IV.Home- work:

Ss recite the chant and clap the syllables on page 68 of the Student Book at home

T – whole class

Whole class T – whole

(66)

I.Objectives:

-By the end of this lesson, Students will be able to ask and answer about some specific games and activities at break time

- Develop speaking and writing skill II.Teaching methods:

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

 Vocabulary: puzzle, football  Sentence patterns:

(67)

V Procedures:

10’

15’

I. Warm up

- II New lesson.

1Listen and repeat.

- Set the scene: “we are going to review phrases that they have learnt in the previous lesson.”

- Play the recording all the way through for Ss to listen and read the text Mime the dialogue

2Look and say

- Have Ss look at the pictures a, b, c, d and e on page 70 - Elicit the actives in the pictures and their doing

- Tell them to guess and respond to the first character Then fill the speech bubbles with the correct phrases prompted by Ss

◦ Assign a pair to pretend to

Do you like playing badminton ? Yes, I

No, I don’t I like playing chess

◦ Repeat the step but have the pair swap their

parts

3.Write.

Get Ss to identify the characters in the pictures on page 65 - Ask them to talk about the situation in each picture - Tell Ss that they are going to read and get information to

T – whole class

Pairwork

(68)

2’

- Monitor the activity and offer help when necessary - Ask some Ss to read their answers aloud to the class

The others listen and give comments Answers:

3 I like playing hide – and – seek 4 I don’t like chatting.

I like doing puzzle

- Make some questions to ensure Ss’ comprehension of the writing text

- III Summary:

- Ss have learnt how to talk about some games and activities at break time, using DO YOU LIKE …… ?

- IV Homework :

- Ss practice singing the rhyme hide – and seek at home

Whole class

REVIEW 2 UNIT SIX TO TEN I Recall the old lessons:

II Practice:

Unit six: My school

- introducing someone’s school - asking and answering about schools It’s Thang long primary school

Which is your schol ? This one/ that one What is it ?

Park primary school

Unit 7: place in my school - naming school rooms - describing school rooms

- asking and answering about school rooms - Is this a classroom ?

- Yes, it is Unit : school things

- naming school rooms - describing school rooms

- asking and answering about school rooms 1- What’s this/ that ?

(69)

Unit : in my school Asking for permission Giving permission sit down, please Open/ close your book May I come in ?

Yes, you can/ no, you can’t Unit 10 : our break time Naming games and activities

Saying the name of games/ activities at break time

Asking and answering about games and activities at break time 1. What you at break time ?

I play hide – and – seek

I like playing football/ badminton Do you like playing chess ?

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