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-Tell pupils that they are going to answer the questions Whole class.. about what someone is doing, using the picture cues. -Ask them to look at the four pictures to identify what the [r]

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Week – Period Date of preparation: 4/9/2016

Date of teaching : 6/9/2016 UNIT 1: NICE TO SEE YOU AGAIN

I OVERVIEW

Objectives: By the end of period, Ss will be able to: greet and respond to greetings formally, using Good morning / Good afternoon/ Good evening and Nice to see you again.

Language focus:

+ New word: morning, afternoon, evening, night, tomorrow, later, again, see, meet

+ Structures: Good morning / Good afternoon/ Good evening and Nice to see you again.

Resources: Ss’ book, recording, fresh cards, puppets, posters, … II PROCEDURE

Steps Learning activities Language focus Modes

1 Warm-up -Get Ps sing a song How are you again. -Play the recording a few time for Ps to listen and sing the song again

Hello, Peter How are you?

I’m fine, thank you How are you? Thank you, Peter I’m fine too Let’s go to school together.

How are you, Nam, Quan and Mai?

We’re fine, thank you, Miss Hien.

T-Whole class

2 Look, listen & repeat

- Tell pupils that they are going to learn to: greet and respond to greetings formally - Have them look at the four pictures to discuss the contexts in which the language is use Ask them

questions such as Who are they?/ Where are they?/ What are they talking about?

-Good morning, class.

-Good morning, Miss Hien

T-Whole class Lesson 1:

1 Look, listen and tick. 2 Point and say.

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Picture a: The pupils meet Miss Hien formally in the

classroom using Good morning, Miss Hien Good morning, class. Picture b: Miss Hien responds to her Ps’ greeting using -Nice to meet you again.

Picture c: Miss Hien and a P greet each other How are you, Mai?-I’m very well, thank you And

?Picture d: Nam greets Miss Hien when he comes into the classroom late,

saying Good morning, Miss Hien I’m late! Yes, come in.

- Play the recording a few time for Ps to listen and repeat Do choral and individual repetition, pointing to the characters

speaking

- Play the recording again for Ps to listen and say along

-Work in pairs/groups

Whole class

3 Point & say -Tell Ps that they are going to practice

greeting and

responding to each other formally by Good morning / Good afternoon and Good evening.

- Have them look pictures to understand how the language is used in different contexts Point to the first picture and elicit

Good morning/ Good afternoon and Good evening

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the formal greeting used in the morning Ask Ps to say the phrase chorally and responding to greeting in pairs, using the prompts in bubbles Picture a: Good morning, Miss Hien. Good morning, Mai. Picture b: Good afternoon, Mr Loc. Good afternoon, Phong.

Picture c: Good evening, Mr Thanh. Good evening, Miss … - Repeat the same procedure with the rest of pictures

- Call a few pairs to act out in front of the class Check as a class and correct

pronunciation, if necessary

Pairs or groups

Pairs- WC

4 Practice - Tell pupils that they are going to revise what they have learnt it in Activity and in real contexts

- Remind pupils how to use Good morning / Good afternoon/ Good evening to greet each other formally and how to use See you tomorrow/ See you later/ Good night to respond to Goodbye/ Good night.

- First get one pupil to act as a teacher and he/she greets the other formally, using Good morning / Good

See you tomorrow/ See you later/ Good night Goodbye/ Good night

T-Whole class

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afternoon/ Good evening Nice to meet you Then ask pupils to say goodbye to each other, using Goodbye See you tomorrow and then say Good night Put the sentences on the board and

choral and individual repetition, if necessary Have pupils work in pairs, acting out how to greet and say goodbye

- Call a few pairs to act out in front of the class Correct the pronunciation, if necessary

Work in pairs

5 Homelink - Have pupils practice greeting and

responding the other formally use Good morning / Good afternoon/ Good

evening and how to use See you tomorrow/ See you later/ Good

night to respond to Goodbye/ Good night at home

Good morning / Good afternoon/ Good evening See you tomorrow/ See you later/ Good

night/Goodbye

Individual

Week – Period Date of preparation: 4/9/2016

Date of teaching : 7/9/2016

UNIT 1: NICE TO SEE YOU AGAIN

I OVERVIEW

Objectives: By the end of period, Ss will be able to: listen to dialogues about greeting and responding and tick, using Good morning / Good afternoon/ Good evening and Nice to see you again; look and write the missing word under the each picture

Lesson 1:

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Language focus:

+ New word: Revision the words: morning, afternoon, evening, night, tomorrow, later, again, see, meet

+ Structures: Revision the sentence: Good morning / Good afternoon/ Good evening and Nice to see you again.

Resources: Ss’ book, recording, fresh cards, puppets, posters of the song Good morning to you.

II PROCEDURE

Steps Learning activities Language focus Modes

1 Warm-up Spend a few minutes revising

Good morning / Good afternoon/ Good evening and Nice to see you again.

2 Listen and tick -Tell Ps that they are going to listen to three dialogues about how people greet/say goodbye and tick the correct pictures -Have Ps look at the pictures to identify the similarities and

different between pictures (The Ps and T are greeting each other at different times of the day) Check

understanding

-Playing the recording a few times Ask pupils to listen to the

recording and tick the correct pictures Tell Ps not to worry if they cannot understand every word, and that they should focus on who Miss Hien is talking to (Dialogue 1), when they are speaking (Dialogue 2), and to whom Mai says

goodbye (Dialogue 3) -Get Ps to swap their answer their answers before you check as a

T-Whole class

Whole class

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class Monitor activity and offer help when necessary

3 Look and write -Tell Ps that they are going to fill the gaps with morning,

afternoon or bye -Give them a few seconds to look at the pictures First, focus Ps on the time of the day the greetings are used and the people who use the greetings (Picture and 2) Remind them that the two children are leaving school in Picture Then have Ps fid appropriate words to complete the

phrases If necessary, get Ps to work in pairs -Give Ps time to the task independently Go around and offer help, if necessary

-Get them to swap their answers before

checking as a class If there is enough time, call some Ps to read aloud the complete sentences

1 Good morning Good afternoon Goodbye

T-Whole class

Pairs or groups Whole class

4 Let’s sing -Tell them that they are going to sing a song - Hang poster of the song Good morning to you on the board Have them read each line of the lyrics Explain the new words or

structures, if necessary Check comprehension -Play the recording all the way through Ask Ps to choral and

Good morning to you

Good morning to you Good

morning to you. Good morning, dear Miss Hien. Good morning to you.

Good morning to you Good

T-Whole class

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individual repetition of the song When pupils are familiar with the tune, ask a group to the front of the class to sing the song The class may sing along and clap hands or actions

-Have the class sing the song again and clap their hands or actions reinforce the activity

morning to you Good morning, dear children. Good morning to you.

Work in groups

Whole class

5 Homelink - Pupils sing and write the song Good

morning to you on Page at home again

Individual

Week: 1

Period:

Date of planning: 5/9/2016

Date of teaching: 8/ /2016

UNIT 1: NICE TO SEE YOU AGAIN Lesson 2:

1 Look, listen and tick. 2 Point and say.

3 Let’s talk.

I Objectives: By the end of period, Ss will be able to: say and respond to goodbye, using Goodbye/Bye/ Good night and See you to morrow/ See you later

II Language focus: + New word: bye, night, tomorrow, later, see

+ Structures: Goodbye/Bye/ Good night and See you to morrow/ See you later.

III Resources: Ss’ book, recording, fresh cards, puppets, posters, … IV PROCEDURE

Activities Work

arrangement 1 Warm-up

- Call some Ps to front of the class to sing the song Good morning to you The class may sing the song, clap the hands.

2 New lesson

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2.1 Look, listen & repeat

- Tell pupils that they are going to learn to: say and respond to goodbye

- Have them look at the four pictures to understand the contexts in which the language is used Ask them questions such as Who are they?/ Where are they?/ What are they saying? Focus Ps on the first picture Elicit how Hoa greets Miss Hien and introduces herself, using Good morning, Miss Hien I’m Hoa I’m a new pupil

Picture b: Miss Hien and Hoa greet each other, Miss Hien responds to her Ps’ greeting using Nice to meet you, too

Picture c: Hoa says goodbye Miss Hien and Miss Hien responds to Hoa, saying See you to morrow Check understanding

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

- Play the recording again for Ps to listen and say along 2.2 Point & say

-Tell Ps that they are going to practice saying and responding to goodbye

- Draw their attention to the pictures to understand how the language is used in different contexts Ask Ps to look at the first two pictures Tell them that they are going to practice saying and responding to Goodbye See you tomorrow./later In the third picture, the girl uses Good night to respond to her parents before going to bed

-Point to the first picture and get one P to say Goodbye See you tomorrow, and another to respond Goodbye See you tomorrow. Repeat the procedure with the next pictures Point to the third picture and get one P to say Good night, and another respond Good night

-Ask Ps to work in pairs, pointing to the characters speaking

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

2.3 Let’s talk

-Tell Ps that they are going to revise what they have learnt in Lesson and Remind Ps how to use Good morning/Good afternoon/good evening to greet each other formally and how to use See you tomorrow/ See you later/ Good night to respond to Goodbye/ Good night.

-First, get one P to act as a teacher He/She greets the others formally, using Good morning/Good afternoon/Good evening Nice to meet you Then ask Ps to say goodbye to each other, using Goodbye See you tomorrow, and then say Good night Put the sentences on the board and choral and individual repetition, if necessary

-Have Ps work in pairs, acting out how to greet and say goodbye -Call on a few pairs to act out the dialogue if front of the class

T-Whole class Pairs or groups

Whole class Whole class T-Whole class Individual- WC

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Correct the pronunciation, if necessary 3 Homelink

-Pupils practice saying and responding to goodbye, used See you tomorrow/later./Good night at home.

Pairs or groups Pairs –WC

Week:

Period:

Date of planning: 6/ /2016

Date of teaching: / 9/2016 UNIT 1: NICE TO SEE YOU AGAIN

I Objectives: By the end of period, Ss will be able to: listen to dialogues about greeting and responding and number, using Goodbye/Bye/ Good night and See you to morrow/ See you later; look and write the missing word under the each picture

II.Language focus:

+ New word: Revision the words: bye, night, tomorrow, later, see + Structures: Revision the sentences: Goodbye/Bye/ Good night and See you to morrow/ See you later

III Resources: Ss’ book, recording, fresh cards, puppets, posters of the game IV PROCEDURE

Learning activities Modes

1 Warm-up

-Get Ps to revision lesson by asking some pairs to greet each other Good morning / Good afternoon/ Good evening and Nice to see you again.

Goodbye/Bye/ Good night and See you to morrow/ See you later.

Work in pairs

2 Listen and number

-Tell Ps that they are going to listen to three dialogues about how people greet/say goodbye and tick the correct pictures

-Have Ps look at the pictures to identify the similarities and different between pictures (The Ps and T are greeting each other at different times of the day.) Check understanding

-Play the recording a few times Ask Ps to listen the recording and tick the correct pictures Tell them not to worry if they cannot understand every word, and that they should focus on who Miss Hien is talking to (Dialogue 1), when they are speaking (Dialogue 2), and to whom Mai says goodbye (Dialogue 3)

-Get Ps to swap their answer before you check as a class Monitor the activity and offer help when necessary

T-Whole class Whole class Whole class

Whole class 3 Look and write

-Tell Ps that they are going to read the dialogues and fill in gaps, T-Whole class Lesson 2:

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using the pictures cues

-Ask them to look the dialogue Explain that they need to fill the gaps with place A is from the name of B Then ask them to look at the pictures to identify the answers Have Ps look at Dialogue Tell them that they are going to fill in the missing words when Tom greets Mr Loc in the morning In Dialogue 3, Ps fill the words that Tom says to his mum before going to bed Check understanding

-Set a time limit for Ps to the task independently Go around and offer help, if necessary

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

Work in pairs/groups

Whole class 4 Let’s play

-Tell Ps that they are going to play the game Bingo

-Draw a word grid on the board and ask Ps to copy it Have them tell you the words they have learnt in their lessons List the words on the board Each P chooses nine words from the list to copy into their grid While they are doing this, copy each word onto a piece of paper, put the pieces of paper into the bag and mix them up Select Ps to pick out a piece of paper and call out the word Ps with that word in their grid can cross it out The quickest P to cross out an entire row of the words in their grid and call out Bingo is the winner You can continue the game until a P has crossed out all the words

T-Whole class Whole class

Groups

Whole class 5 Homelink

-Have Ps a dictation, using the phrases learnt in the previous lessons at home

Goodbye, Bye, Good night, See you to morrow, See you later.

Individual

Week: 2

Period:

Date of preparation: 11/9/2016 Date of teaching : 13/9/2016

UNIT 1: NICE TO SEE YOU AGAIN Lesson 3:

1 Listen and repeat. 2 Listen and circle Then write and say aloud

3 Let’s chant.

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sounds of the letters l and n in the words Linda and night respectively

II Language focus: + New word: Revision the words: bye, night, tomorrow, later, see

+ Structures: Revision the sentences: Goodbye/Bye/ Good night and See you to morrow/ See you later.

III Resources: Ss’ book, recording, fresh cards, puppets, posters of the chant Hello, friends!

IV PROCEDURE

- Get Ps to a dictation, using the phrases learnt in the previous lessons

Whole class 2 New lesson

2 Listen & repeat

- Tell Ps that they are going to practice saying the sounds of the letters l and n in the words Linda and night respectively

- First, put the letter l and n on the board Play the recording and ask Ps to repeat a few times and let Ps say the words and the phrases, paying attention to the target sounds

- Do choral and individual repetition of the sounds, words and phrases until Ps feel confident

-Get some Ps to perform in front the class Check as a class and correct the pronunciation, if necessary

T-Whole class

Individual

2.2 Listen and circle Then write and say aloud.

- Tell Ps that they are going to listen to recording, circle the correct options and then write the words in the blanks

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

- Have Ps listen to the recording and circle the appropriate options Allow them time to the task independently If necessary, have Ps listen to the recording more than once

- Give them time to write the words in the gaps independently Have them swap their answers before checking as a class Go around and offer help, if necessary

-Ask Ps to read the sentences aloud

T-Whole class

Groups or pairs

Whole class 2.3 Let’s chant

- Tell them that they are going to read a chant

- Have them read each line of the lyrics Explain the new words or structures, if necessary Check comprehension

-Play the recording all the way through Ask Ps to choral and individual repetition of the chant When pupils are familiar with the tune, ask a group to the front of the class to read the chant The class may read along and clap hands or actions

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- Have the class read the chant again and clap their hands or

actions reinforce the activity Whole class

3 Homelink

- Have Ps read and a dictation, using the chant learnt in the previous lessons at home

- Do tasks in Workbook Unit 1.(A, B)

Individual

Week :2

Period:

Date of preparation: 11/9/ 2016 Date of teaching : 14/9/2016

UNIT 1: NICE TO SEE YOU AGAIN.

I Objectives: By the end of period, Ss will be able to: read and write a short paragraph about themselves

II Language focus: + New word: Revision of words: bye, night, tomorrow, later, see

+ Structures: Revision of sentences: Goodbye/Bye/ Good night and See you to morrow/ See you later.

III Resources: Ss’ book, recording, fresh cards, puppets, posters, … IV PROCEDURE

- Get Ps read and copy the chant on the board, using the chant Hello, friends! Learnt in the previous lessons.

Work in group 2 New lesson

2.1 Read and answer

- Tell Ps that they are going to read the two texts and answer the four questions

- Get them to read the first text and focus on the information to answer the first two questions (what the girl’s name is and where she is from) Then ask them to read the second texts to answer the last two questions (what the boy’s name and where he is from) If necessary, get Ps to work in pairs or small groups

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

- Get them to swap their answers before checking as a class If there is enough time, let some pairs ask and answer the

T-Whole class Work in pairs

Individual Individual-WC Lesson 3:

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questions

2.2 Write about you

- Tell Ps that they are going to write a short paragraph about themselves

- Have them work in pairs or group to discuss what are they going to write Focus Ps on their names, their hometowns and the name of their school Check comprehension

- Get them to swap their answer before checking as a class - If there is time, ask one P to write the answer on the board

T-Whole class Work in

pairs/groups

2.3 Project

- Tell Ps that they are going to a project Explain the activities and check understanding

- Give each P a small card Let Ps to copy the four categories from book onto their cards

- Ask them to write the information about themselves

Encourage them to decorate their cards Get them to swap their cards in pairs They should look at their partners’ cards and describe each other

- Call some Ps to the front of the class and tell the class about their partners’ cards To make this activity more challenging, you may ask them not to look at the cards

T-Whole class

Work in pairs/groups Work in pairs 3 Homelink

- Have Ps revision greeting and responding learnt in the previous Unit1 at home

- Do tasks in Workbook Unit

Individual

Week : 2

Period:

Date of preparation: 12/9/2016 Date of teaching : 15/9/2016

UNIT2: I’M FROM JAPAN Lesson 1: part 1-2-3 I Objectives: After the lesson, students are able to: - Asking where someone is from.

- Respond to the question Listen for specific information - Skills: Listening, writing, reading and speaking.

II Language contents:

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

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- Teaching aids: recording,

- Resources: student’s book , workbook IV Procedures

arrangement 1 Warm up

- Have Ss play the game: Noughts and Crosses

2 New lesson

2.1 Look , listen and repeat

- Have ss look at the picture and identify the characters and what they are doing

- Introduce the dialogue: They are going to listen to Nam and Akido talking about where they are from

- Play the recording for the ss

- Play again , have ss listen and repeat

- Elicit the new word and new sentence from ss - Teach the new word and new sentence

- Ask ss give some more examples - Have ss read the dialogue

- Check some pairs

2.2 Point and say

- Have ss look at the picture and identify the characters and what they are doing

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

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

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

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

2.3 Listen and tick

- Have pupils look at pictures on page 13 of the Student Book Elicit the identification of the characters in the pictures and the characters’ words Tell pupils that they are going to listen to the recording and tick the pictures they hear

- Play the recording times

- Play the recording again pupils check their answers T

- Groupwork

- T- WC

- Ss work in pair ask & answer - T and WC

Whole class

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give the answer:

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

3 Homelink - Ask Ss to A,B at home

- Whole class - Individually

Answer: 1.b 2.a 3.c

- Individually

Week:

Period:

Date of preparation: 13/9/ 2016

Date of teaching : 16/9/ 2016

UNIT 2: I’M FROM JAPAN.

I Objectives: By the end of period, Ss will be able to: Asking and answering questions about one’s nationality ”

- Listen and read for specific information - Skills: Listening and speaking.

II Language focus: - Vocabulary: nationality,American, Malaysian, Japanese, English, Australian.

- Sentence patterns: What nationality are you?- I’m III Resources: Ss’ book, recording, fresh cards, puppets, posters of the

song IV PROCEDURE

Spend a few minutes revising

2 New lesson 2.1 Listen and tick

- Tell Ps that they are going to listen to three dialogues about how people greet/say goodbye and tick the correct pictures - Have Ps look at the pictures to identify the similarities and different between pictures (The Ps and T are greeting each other at different times of the day) Check understanding

- Playing the recording a few times Ask pupils to listen to the recording and tick the correct pictures Tell Ps not to worry if they cannot understand every word, and that they should focus on who Miss Hien is talking to (Dialogue 1), when they are

Whole class Lesson 1:

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speaking (Dialogue 2), and to whom Mai says goodbye (Dialogue 3)

- Get Ps to swap their answer their answers before you check as a class Monitor activity and offer help when necessary

Whole class 2.2 Look and write

- Tell Ps that they are going to fill the gaps with morning, afternoon or bye

- Give them a few seconds to look at the pictures First, focus Ps on the time of the day the greetings are used and the people who use the greetings (Picture and 2) Remind them that the two children are leaving school in Picture Then have Ps fid appropriate words to complete the phrases If necessary, get Ps to work in pairs

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

T-Whole class

Pairs or groups Whole class 2.3 Let’s sing

- Tell them that they are going to sing a song

- Hang poster of the song Good morning to you on the board Have them read each line of the lyrics Explain the new words or structures, if necessary Check comprehension

- Play the recording all the way through Ask Ps to choral and individual repetition of the song When pupils are familiar with the tune, ask a group to the front of the class to sing the song The class may sing along and clap hands or actions - Have the class sing the song again and clap their hands or actions reinforce the activity

T-Whole class Whole class Work in groups - Whole class 3 Homelink

- Pupils sing and write the song Good morning to you on Page at home again

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Week: 3 Date of planning:18/9/2016 Period: Date of teaching:20/9/2016

UNIT2: I’M FROM JAPAN Lesson 2: part 1-2-3 I Objectives: After the lesson, students are able to:

- Asking and answering questions about one’s nationality ” - Listen and read for specific information

- Skills: Listening and speaking. II Language focus:

- Vocabulary: nationality,American, Malaysian, Japanese, English, Australian. - Sentence patterns: What nationality are you?- I’m

III Resources:

- Recording, student’s book , Workbook IV Procedures

arrangement 1 Warm up:

- Have ss play the game: Jumbled letters

+ Show ss words in which all the letters have got mixed up + Have ss put the letters in the correct order to make a word + Call ss to give the answer

- Have ss read aloud all words

2 New lesson

2.1 Look, listen and repeat. - Have Ss to look at the book at page 14

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

- Set the scene: we are going to ask and answer questions about one’s nationality

- 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 Teach vocabulary:

Nationality American Malaysian

- T and whole class

T and whole class

- Read in groups - Read in pairs

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Japanese English Australian Vietnamese - Sentence: What nationality are you?- I’m

- Have ss look at the picture and identify the characters - Say: “ You are going to practice answering the question What nationality are you?- I’m

- Do picture a as a model

- Have Ss work in pairs to practice

- Call some pairs to talk in front of the class 2.3 Let’s talk

- Have Ps work in pair to ask and answer questions: + What’s your name?

+ Where are you from? + What nationality are you? Listen and correct

3 Homelink - Ask Ss to Ex in Part E

- Whole class

- Pairwork

- Individually -Individually

Week: 3

Period: 10

Date of planning: 18/ 9/2016

Date of teaching: 21/ 9/2016 UNIT 2: I’M FROM JAPAN.

I Objectives: By the end of period, Ss will be able to: Asking and answering questions about one’s nationality ”

- Listen and read for specific information - Skills: Listening and speaking.

II.Language focus: - Vocabulary: nationality,American, Malaysian, Japanese, English, Australian.

- Sentence patterns: What nationality are you?- I’m

III Resources: Ss’ book, recording, fresh cards, puppets, posters of the game IV PROCEDURE

Learning activities Modes

1 Warm-up

- Get Ps to revision lesson by asking some pairs to greet each other Good morning / Good afternoon/ Good evening and Nice to see you again.

Work in pairs Lesson 2:

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Goodbye/Bye/ Good night and See you to morrow/ See you later.

2 New lesson 2.1 Listen and number

- Tell Ps that they are going to listen to three dialogues about how people greet/say goodbye and tick the correct pictures - Have Ps look at the pictures to identify the similarities and different between pictures (The Ps and T are greeting each other at different times of the day.) Check understanding - Play the recording a few times Ask Ps to listen the recording and tick the correct pictures Tell them not to worry if they cannot understand every word, and that they should focus on who Miss Hien is talking to (Dialogue 1), when they are speaking (Dialogue 2), and to whom Mai says goodbye (Dialogue 3)

- Get Ps to swap their answer before you check as a class Monitor the activity and offer help when necessary

T-Whole class Whole class Whole class

Whole class 2.2 Look and write

- Tell Ps that they are going to read the dialogues and fill in gaps, using the pictures cues

- Ask them to look the dialogue Explain that they need to fill the gaps with place A is from the name of B Then ask them to look at the pictures to identify the answers Have Ps look at Dialogue Tell them that they are going to fill in the missing words when Tom greets Mr Loc in the morning In Dialogue 3, Ps fill the words that Tom says to his mum before going to bed Check understanding

- Set a time limit for Ps to the task independently Go around and offer help, if necessary

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

T-Whole class Work in pairs/groups

Whole class 2.3 Let’s play

- Tell Ps that they are going to play the game Bingo

- Draw a word grid on the board and ask Ps to copy it Have them tell you the words they have learnt in their lessons List the words on the board Each P chooses nine words from the list to copy into their grid While they are doing this, copy each word onto a piece of paper, put the pieces of paper into the bag and mix them up Select Ps to pick out a piece of paper and call out the word Ps with that word in their grid can cross it out The quickest P to cross out an entire row of the words in their grid and call out Bingo is the winner You can continue the game until a P has crossed out all the words

Groups Whole class 3 Homelink

- Have Ps a dictation, using the phrases learnt in the previous lessons at home

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Week: 3 Date of planning: 21/9/2016 Period: 11 Date of teaching:22/9/2016

Unit 2: I’M FROM JAPAN Lesson 3(1, 2, 3)

I Objectives

+ By the end of the unit, Ps can:

- Use the words and phrases related to the topic Countries and nationalities - Ask and answer Qs about where s/o is from, using Where are you from?- I’m from

- Ask and answer Qs about one’s nationality, using What nationality are you?-I’m…

II Language focus

- Pronounce the sounds of the letter J and V in the words Japan and Vietnamese.

Language note: America is used instead of the USA to facilitate the association between the name of the country and the nationality America/ American The UK (United Kingdom) consists of England, Scotland, Ireland, Wales and Northern Ireland

III Teaching aids

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

IV Teaching procedure:

Activities Work arrangement

1 Warm up (5’)

Revising previous lesson by asking 6ps to point and introduce Mai, Linda, Tony, Peter, Hakim and Akiko Eg: This is Mai She is from Viet Nam She is Vietnamese Use flashcards of the characters if possible

- Group work

2 New lesson

2.1 Listen and repeat (10’)

- Tell ps that they are going to practice saying the sounds of the letter J and V in the words Japan and

Vietnamese

- Play the recording and ask ps to point respectively at each letter(J, V) word (Japan, Vietnamese) or sentence (I’m from Japan I’m Vietnamese) in their books while they are listening Then have them repeat the sounds, words and sentences twice before doing choral and individual repetition until they feel confident

- Get some ps to perform in front of the class Check as a

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class and correct the pronunciation Individually 2.2.Listen and tick Then say aloud(10’)

- Tell ps that they are going to listen to the recording and tick the correct words before playing the recording - Check as a class and ask ps to say the words aloud To

extend this activity, ask ps to say sentences with the words (ex: Akiko is from Japan She’s Japanese Quan is from Viet Nam He’s Vietnamese)

- Key: 1b, 2a

Wh-class

2.3 Let’s chant(10’)

Tell ps to match each character with the corresponding lines Then play the recording for them to repeat the line twice

-Divide the class into groups: one chant the qs and the other chant the answers Swap the role after one round -Encourage the ps to substitute the countries and nationalities and chant again

Wh-class

Group work 3 Homelink(4)

- Asking Ps to focus on the lesson once again.- Retell the content of the lesson

- Learn by heart the structure.

Individually

Week: 03 Date of planning:19/9/2016

Period: 12 Date of teaching:26/9/2016 Unit 2: I’M FROM JAPAN

Lesson 3(4, 5, 6) I Objectives:

- Use the words and phrases related to the topic Countries and nationalities - Ask and answer Qs about where s/o is from, using Where are you from?- I’m from

- Ask and answer Qs about one’s nationality, using What nationality are you?-I’m…

II Language focus:

- Pronounce the sounds of the letter J and V in the words Japan and Vietnamese.

Language note: America is used instead of the USA to facilitate the association between the name of the country and the nationality America/ American The UK (United Kingdom) consists of England, Scotland, Ireland, Wales and Northern Ireland

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Nice to meet you is used when people 1st meet. III Teaching aids:

Teacher’s activities Students’

activities 1 Warm up (5’)

Revising the previous lesson by asking the class to say the chant “What nationality you are?”

Group work 2 New lesson

2.1.Listen and complete (10’)

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

- Give ps few seconds to look at the table, point to the children in the pic and ask: Who’s in the pic? Where are they? Where’s he/ she from? What’s he/ her nationality? - Tell ps that the text will tell them more about the children, they will know which cities they are from

- Set a time limit for ps to the task independently Walk around monitoring and offering help, if necessary

- Get ps to swap their answers before checking Do a choral repetition of the text if there is enough time

- Key:

Tony Sydney Australia Australian Linda Londo

n

England English

Tom New

york

America American

Wh-class

Individually

2.2.Let’s write (10’)

- Tell ps that they are going to write the answers to Quan’s qs

- Set a time limit for ps to the task independently Remind ps to give genuine facts about themselves

- Get ps to swap their writing and call one or two to read aloud their works

Key: Ps’ own answers.

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2.3.Project (10’)

Tell ps about the project P should select a country and make name card for themselves They should also draw a small flag of the country Prepare resources like scissors, cards, rulers, pens and crayons

- Ask ps to look at the sample name cards in their books, and tell them to draw a rectangular box of 9cm(W) *5cm(H) on a card Have them copy down the text on to the box and complete the details before drawing the flag and trimming the card

- Have a display of all the name cards and select a few ps to present their orally before removing all the cards to keep in ps’ portfolios

- T may also select best cards and award the ps small prizes, that’s the way ps will be more motivated to project

Individually

Whole class

Wh-class 3 Homelink(4)

Wh-class

Period: 13 Date of teaching:27/9/2016 .

Unit 3: WHAT DAY IS IT TODAY? Lesson 1(1, 2, 3)

I Objectives

- Use the words and phrases related to the topic Day of the week - Ask and answer qs about the day of the week

- Ask and answer qs about weekly activities II Languague focus

- Vocabulary: Days of week

- Structure: What day is it today? – It’s…

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- Pronounce: ir, ur and er in the words first, Thursday and her III Teaching aids

IV Teaching procedures

arrangement 1 Warm up (5’)

- Revising the previous unit: Sing the song Where are you from?

- Write the today’s date on the board Point to it and say Today is +( name of the day), and write the name of the day on the board In order to give p an idea of days, use a calendar, point to each day and tell ps that they go to school on Monday, Tuesday, Wednesday, Thursday, and Friday and that they study English on Monday, Tuesday, Wednesday, and Friday, for example.

- Wh-class

2 New lesson

2.1 Look, listen and repeat (10’)

- Tell Ps that they are going to read a story in which Ps ask and answer qs about day of the week

- Give them a few second to look at pics and read the story Then ask a few qs to check comprehension, such as Where are the ps? Who’s the teacher? What day is it? What lesson is it? When is the next English lesson? (They are in the class room Miss Hien is the teacher It’s Monday T’s English lesson)

- play the recording more than once, if necessary, for ps to listen and repeat

- Wh-class - individually

2.2 Point and say:(10’)

- Tell ps that they are going to practice asking the qs What day is it today?- Answer with It’s +( name of the day)? - Get them to point to the each name of each day on the calendar and repeat each twice

- Drill ps on the qs and answers chorally before getting them to work in pairs Check their performance as a class

Language note: Remind ps that the day of the week start with capital letters Write the abbreviations of the day on the board (Ie: Mon, Tue, Thurs, Fri, Sat and Sun)and ask ps to read aloud the days in full forms.

Pairs work: asking and answering

2.3.Free practice (10’)

Work in pairs Ask your partners what day is it today. - Tell ps that they are going to asking about the days of the week, using What day is it? And answering with the name

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of a special day

- Have them to play a guessing game in pairs Ask each pair to write each day of the week on a slips paper and put the paper slip face down on the desk P1 draw a slip of paper without looking at it P2 ask what day is it? P1 should guess and say a day, and then look at the paper If the answer matches the day on the paper, he/she score mark and continues to draw an other slip If the answer does not match, P2 has turn The p scoring the most marks will be the winner

Pairwork

3 Homelink(4)

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

Wh-class

Period: 14 Date of teaching:28/9/2016 Unit 3: WHAT DAY IS IT TODAY?

Lesson 1(4, 5, 6) I Objectives

What you on +( name of the day)? I…in the morning,…in the afternoon.

Greets the class and ask What day is it today? Write the answer on the board Then draw a calendar, showing one week with abbreviate days Tell ps that those are

abbreviations for the days used in the calendar or timetable Point to each abbreviations and get ps to tell you the full form

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2 New lesson 2.1 Listen and tick (10’)

- Tell Ps that they are going to listen to dialogues about days of the week and tick the correct pics

- Ask them to look at the pics to see the different days of the week

- Read aloud the days in English before playing the recording

- Have them swap their answers before checking Key: B, 2a, 3c.

T and Wh- class

2.2 Look and write (10’)

- Tell ps that they are going to look at the table and complete the sentences with the name of the days

- Give ps few seconds to look at the table and the sentences Then set the time limit for them to task - Check the answers as a class

- Call ps to read the completed text aloud If there is enough time, ask ps more qs about days of the week (ex: I listen to music today What day is it?) Key: Monday, 2 Tuesday, Saturday, Sunday.

- Individually - Pairs work discuss what are being to be written

2.3.Let’s sing(10’)

-Tell ps that they are going to sing the song We have English today.

- Divide the class into groups, group singing the qs and the other singing the answer

- When ps can sing the song confidently, ask them to replace days in the song with the real days on their English timetable

Whole class

3 Homelink

- Learn by heart the song

Individually

Period: 15 Date of teaching:29/9/2016

.

Unit 3: WHAT DAY IS IT TODAY? Lesson 2(1, 2, 3)

I Objectives

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Revising the previous unit: Sing the song We have English today.

Wh-class 2 New lesson

2 Look, listen and repeat (10’)

- Tell ps that they are going to read a story in which ps about their weekly activities

- Give them a few seconds to look at the pics and read the text Get them to identify the characters and the setting of the

conversation by asking What is this? Where are they? What does Nam on Friday? What does Quan Nam on

Saturday?

- Play the recording more than once, if necessary, for ps to listen and repeat Do choral and individual repetition, pointing to the characters speaking

- If time allows, ask Ps to work in pair to role play the dialogue

T and wh-class

- Pairwork 2.2 Point and say (10’)

- Tell ps that they are going to practise asking and answering qs about weekly activities

- Have them to look at the table in their books Ask them to identify the day when the characters the activities Check comprehension

- Point to the 1st table and get ps to repeat the words each row. Then an example with a pupil: What you on Monday?- I go to school in the morning I listen to music in the afternoon.

- Ask Ps to work in pairs to ask and answer the qs using the given text in the bubbles and the information in the table - Invite a few pairs to act out the exchanges, using facts about themselves

Wh-class

Pair work

2.3 Let’s talk (10’)

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about themselves

- Invite a few pairs to perform in front of the class

Pairs work 3 Homelink (4’)

- Learn by heart new structures

Individually

Lesson 2(4, 5, 6) I Objectives

1 Warm up (5’)

- Revising the previous unit by play Spelling Bee, using day of the week Then invite a pair of ps to act out the exchanges in lesson 2(Act 2)

2.1.Listen and number (10’)

-Tell ps that they are going to listen to dialogues about what the children on different days of the week and number the pics

- Focus their attention on the pics and ask them to identify each activities

- Play the recording more than one, if necessary Ask ps to listen and number the pics Tell them that they should focus on the order of the dialogues as they hear them Get ps to swap their answers before checking - Key: 1d, 2b, 3a, 4c.

Pairs work

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- Tell ps that they are going to complete sentences using the given information

- Give them a few second to look at the timetable and read the text.Then check comprehension - Set a time limit for Ps to the task

- Checking: read aloud the sentences to reinforce Key: Friday, go to school,

go swimming, Saturday go to school

Wh-class

2.3 Let’s play(10’)

- Tell ps that they are going to play Slap board - Put the words on the board, ask ps to come to the front Say one of the words on the board The ps who is quickest to slap the correct words gets one point The one who gets the most points at the end of the game is the winner

- Invite another ps to play the game

- To make more challenging, you may say words that are not in the board (and the ps should not slap any words)

Wh-class

Individually 3 Homelink(4)

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

Learn by heart the structures

Wh-class

Period: 17 Date of teaching:04/10/2016

.

Unit 3: WHAT DAY IS IT TODAY? Lesson 3(1, ,3)

I Objectives

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arrangement 1.Warm up (5’)

- Revising previous lesson by asking 6ps or ps to act out the story in lesson (Act1)

- Groupwork 2.New lesson

2.1.Listen and repeat (10’)

- Tell ps that they are going to practice saying the sounds of the letter ir , ur and er in the words first, Thursday and her.

- Put the letters ir , ur and er on the board Play the recording and ask ps to repeat a few times Then write the words first, Thursday and her and the sentences on the board Play the recording more than one If necessary, and let ps say the words and the sentences, paying attention to the target sound - Do choral and individual repetition until they feel confident

- Get some ps to perform in front of the class Check as a class and correct the pronunciation

- Pairs work

Individually

2.2.Listen and circle Then say aloud(10’) - Tell ps that they are going to listen to the recording and circle the correct words then read the sentences aloud

- Introduce the activity and give a few seconds for ps to read the text

- Play the recording for ps to circle the words Then set a time limit for ps to complete the sentences and check their answer in pairs

- Call a few ps to read aloud the complete the sentences

Key: 1b,, 2b, 3a

- Wh-class

2.3 Let’s chant(10’)

- Tell ps that they are going to say the chant

- Have them to read the chant and check comprehension

- Then play the recording for them to repeat the line twice

- Divide the class into groups: one chant the qs and the other chant the answers Swap the role after one round Remind ps to pronounce the final s sounds in Fridays and Saturday

- Call small groups of ps to the font of the class to say the chant The rest of the class claps a long to the rhythm

- Whole class

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3 Homelink(4)

Learn by heart the structure

Wh-class

-Week: 05 Date of planning:02/10/2016

- Ask and answer qs about weekly activities II Languague focus:

- Pronounce: ir, ur and er in the words first, Thursday and her III Teaching aids:

Activities Work arrange ment

1 Warm up (5’)

Revising the previous lesson by asking the class to say the chant “What you on?” Divide the class into groups for qs and answers

- group work

2 New lesson

2.1 Read and answer (10’)

- Tell ps that they are going to read the text about Mai’s weekly activities and answer the qs

- Give ps few seconds to look at the pic and ask: Who’s in the pic? When does she go to school?(This is Mai She goes to school on Mondays, Tuesdays, Wednesdays, Thursdays, and Fridays)

- Tell ps to work in pairs and set a time limit for them to read the text and answer the qs

- Walk around monitoring and offering help, if

- Wh-class

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necessary

- Get ps to swap their answers before checking - Call a pair to ask and answer the qs

Key:

1 Her name is Mai. 2 It’s Monday’s today.

3 No, she doesn’t she goes to school on Mondays, Tuesdays, Wednesdays, Thursdays, and Fridays 4. She goes swimming on Saturday and visits her

grandparents on Sundays.

2.2 Write about you(10’)

- Tell ps that they are going to answer some qs about themselves

- Set a time limit for ps to the task When time is up, get them Remind ps to give genuine facts about themselves

- Get ps to swap their answers before checking Invite or ps to read aloud their works

- Key: Ps’ own answers.

- Role play the dialogue in pairs

2.3 Project (10’)

- Tell ps about the project Interview of their classmate about what they on the weekend

- Write some sample qs on the board and have ps copy them down Then an interview with a pupil as an example

- Ask ps to rehearse the interview if there is enough time Then ask them to the interviews after class or over the weekend and report the results in the next lesson

- Teach them how to report the results

Ex: Good morning (greetings) Here are the results of my interview On Saturdays, Minh plays football in the morning and listen to music in the afternoon On Sunday , he goes swimming in the morning and visits his grandparents in the afternoon.

- Remind them to speak slowly and clearly, and keep eye contact with the audience

- Whole class

3 Homelimk(2)

Redo the project

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Unit 4: WHEN’S YOUR BIRTHDAY? Lesson 1(1, 2, 3)

I Objectives:

- Use the words and phrases related to the topic Date and birthday

- Ask and answer qs about the day of the week, using What is the date today? – It’s…

- Ask and answer about someone’s birthday, using When is your birthday? It’s on…

II Languague focus:

- Vocabulary: Date and birthday

- Structure: What is the date today? – It’s… When is your birthday? – It’s on…

- Pronounce: th and ch in the words fourth and March III Teaching aids:

Revising the previous unit: say the chant What you on…?

2.1 Look, listen and repeat (10’)

- Tell Ps that they are going to read a story in which Ps ask and answer qs about date, using What is the date today? – it’s

- Have them look at to discuss the context in which the language is used Ask them qs such as Who are they? Where are they? And What they are saying? (In pics a and b , Miss Hien greets the ps and they then respond to her greeting in the class) Focus ps on pic c where Miss Hien asks Nam the date, using What date is it today?, and Nam answer It’s the second of October Check comprehension - Play the recording more than once, if necessary, for ps to listen and repeat

Language note: Ordinal numbers are use for saying dates Remember to use the before ordinal numbers

Ex: (one)- 1st (the first), 2(two)-2nd(the second)

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2.2 Point and say (10’)

- Tell ps that they are going to asking about the days of the week, using What date is it today?, - It’s…

- Have them look at the pics to understand how language is used

- In order for ps to say the dates, they need to know the ordinal numbers 1st to 31st - Point to picture a and have them repeat the date under

the picture Do choral and individual repetition Then tell ps to practice asking and answering about the dates in pairs using the prompts in the bubbles and the pics

Pairs work: asking and answering

2.3 Free practice (10’) Tell your class the date today.

- Tell ps that they are going to asking about the days of the week, using What date is it today?, - It’s…

- Pair work, one point to the calendar and ask the question, the other looks at the calendar and answers You can call 1p to write the answer on the board

- Call some pairs to practice in front of the class

Pairwork

3 Homelink(2)

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

- Learn by heart the new words and structures

Wh-class

Week: 05 Date of planning: 02/10/2016

Period: 20 Date of teaching: 07/10/2016 Unit 4: WHEN’S YOUR BIRTHDAY?

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2 Students’: books, notebooks, workbooks. IV Teaching procedure:

arrangdment 1.Warm up (5’)

- Revise the previous lesson: Ask and answer the question: What is the date today?, using the real date

T- Wh-class - New lesson

2.1 Listen and tick (10’)

- Tell Ps that they are going to listen to dialogues about dates and tick the correct pics

- Ask them to look at the pics to identify that the month is the same but the dates are different Revise the ordinal numbers from 1st to 31st with them Then ask them to say the nine dates shown in the pics Remind them the differences between cardinal and ordinal numbers.(ex: fourteen & fourteenth)

- Play the recording more than once, if necessary Ask ps to listen to the recording and tick the correct pics Tell them to focus on the dates

- Have them swap their answers before checking - Key: b, 2c, 3a.

- Wh-class - Individual

- Pairs work 2.2 Look and write (10’)

- Tell ps that they are going to fill the gaps of the sentences with different date suggested in the pics - Give ps a few seconds to look at the pics and the

sentences Remind them to write the word for the numbers instead of digits Ask them to pay attention to the spelling of 12th– the twelfth If necessary, get ps to work in pairs Then set the time limit for them to task

- Check the answers as a class

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

- individual - Pairs work discuss what are being to be written

2.3 Let’s chant(10’)

- Have them to read the chant and check comprehension - Then play the recording for them to repeat the line

twice

- Put them into groups of four to sit opposite of each other and practice chanting and doing actions

- Call groups of ps to the font of the class to say the chant The rest of the class claps a long to the rhythm

Whole class

3.Homelink(4)

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I Objectives:

Activities Work arrangment

1.Warm up (5’)

- Revising the previous unit: Sing the chant Month of the year Ask the class to chant and clap their hands or actions

T & Wh-class 2 New lesson

2.2.Look, listen and repeat (10’)

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ps ask and answering about birthdays using When is your birthday?- it’s on the…

- Give them a few seconds to look at the pics and read the text Get them to identify the characters and the setting of the conversation by asking What is this? Where are they? What does Nam on Friday? What does Quan Nam on Saturday? Who are they? Where are they? And What are they saying?

- Play the recording more than once, if necessary, for ps to listen and repeat Do choral and individual repetition, pointing to the characters speaking - Play the recording again for ps to listen and repeat

- Individual

- Wh-class 2.2.Point and say (10’)

- Tell ps that they are going to practise asking and answering qs about someone’s birthday

- Have them to look at the pics and focus on the months and circled dates In order for ps to say the dates, teach the months of the year: (12months) check comprehension

- Play the recording again for ps to listen and repeat each word a few times You may use a calendar to aid teaching

- Point to pics a and ask ps to say the date(the first of January) Then let one p ask When is your birthday? And another - It’s on the first of January Put the question and the answer on the board Have the class repeat them.

- Repeat the same procedure with the rest of the pics Do choral and individual repetition and then practice asking and answering the qs in pairs

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

Language note: On is used for answering When is your birthday?- It’s on the …/The first letters of the names of the months must be in capital

- T & Wh-class

- Pairwork

2.3.Let’s talk (10’)

- Tell ps that they are going to revise what they have learnt in the lesson 1, Remind ps od the qs What is the date today?, When is your birthday? And how to respond to them

- Ask ps to work in pairs ask and answer the above two qs Remind them to use real dates of their birthday

- Wh-class

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- Invite a few pairs to perform in front of the class - Individual 3 Homelink(2)

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

Wh-class

Week: 06 Date of planning: 9/10/2016

Period: 22 Date of teaching:12/10/2016 Unit 4: WHEN’S YOUR BIRTHDAY?

1.Warm up (5’)

Revising the previous unit by asking ps to write today’s date on the board, then sing the song What the date today?

T & Wh-class 2 New lesson

2.1.Listen and number (10’)

- Tell ps that they are going to listen to dialogues about children’s birthdays and number the pics

- Give them a few seconds to look at the pics Ask them to say the date aloud

- Play the recording more than one, if necessary Ask ps to listen and number the pics Tell them that they should focus on the order of the dialogues as they hear them Get ps to swap their answers before checking

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

- T & Wh-class - Individual

2.2.Look and write (10’)

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qs, using the pics cues

- Give them a few second to read qs about Tony’s, Mai’s and Phong’s birthday fisrt Then tell them to look at the pics to find the date of children’s birthdays Ask them to write the words for the date(ex: The fourth of February) Check understanding

- Set a time limit for Ps to the task

- Checking: read aloud the sentences to reinforce - Key: on the fourth of February,

- on the fifth of March.

- on the twenty third of June

- individual

2.3.Let’s play(10’)

- Tell ps that they are going to play Slap board

- Put the words on the board, ask ps to come to the front Say one of the words on the board The ps who is quickest to slap the correct words gets one point The one who gets the most points at the end of the game is the winner

- Invite another ps to play the game

- To make more challenging, you may say words that are not in the board (and the ps should not slap any words)

T & Wh-class

groupwork

3 Homelink(2)

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

Wh-class

Week: 06 Date of planning: 9/10/2016 Period: 23 Date of teaching:13/10/2016.

Unit 4: WHEN’S YOUR BIRTHDAY? Lesson 3(1, ,3)

I Objectives:

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When is your birthday? – It’s on…

Revising previous lesson by asking 6ps or ps to act out the story in lesson (Act1)

- Go to the board and act out 1 New lesson:

2.1 Listen and repeat:

- Tell ps that they are going to practice saying the sounds of the letter ir , ur and er in the words first, Thursday and her.

- Put the letters ir , ur and er on the board Play the recording and ask ps to repeat a few times Then write the words first, Thursday and her and the sentences on the board Play the recording more than one If necessary, and let ps say the words and the sentences, paying attention to the target sound

- Do choral and individual repetition until they feel confident

- Get some ps to perform in front of the class Check as a class and correct the pronunciation

- Pairs work greetings together - Listen to the

teacher

Look at pics, get the meaning

- Take note 2.2 Listen and circle Then say aloud:

- Tell ps that they are going to listen to the recording and circle the correct words then read the sentences aloud

- Introduce the activity and give a few seconds for ps to read the text

- Play the recording for ps to circle the words Then set a time limit for ps to complete the sentences and check their answer in pairs

- Call a few ps to read aloud the complete the sentences - Key: 1b,, 2b, 3a

- Practise

- Listen and as T’s guide

- Practise 2.3 Let’s chant:

- Have them to read the chant and check comprehension

- Then play the recording for them to repeat the line twice

- Divide the class into groups: one chant the qs and the other chant the answers Swap the role after one

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round Remind ps to pronounce the final s sounds in Fridays and Saturday

- Call small groups of ps to the font of the class to say the chant The rest of the class claps a long to the rhythm

3.Homelink

- Do exercises in the workbook Learn by heart the structure

Whole class

Week: 06 Date of planning: 9/10/2016 Period: 24 Date of teaching:14/10/2016.

I Objectives:

- Revising the previous lesson by asking the class to say the chant “What you on?” Divide the class into groups for qs and answers

- Group work - Each group

saying verse of the chant 2 New lesson:

2.1.Read and answer:

- Tell ps that they are going to read the text about Mai’s weekly activities and answer the qs

- Give ps few seconds to look at the pic and ask: Who’s in the pic? When does she go to school?(This is Mai She goes to school on Mondays, Tuesdays, Wednesdays,

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Thursdays, and Fridays)

- Tell ps to work in pairs and set a time limit for them to read the text and answer the qs

- Walk around monitoring and offering help, if necessary

- Get ps to swap their answers before checking - Call a pair to ask and answer the qs

- Key:

5 Her name is Mai. 6 It’s Monday’s today.

7 No, she doesn’t she goes to school on Mondays, Tuesdays, Wednesdays, Thursdays, and Fridays 8. She goes swimming on Saturday and visits her

grandparents on Sundays.

- Do the task in pairs

2.2 Write about you:

- Tell ps that they are going to answer some qs about themselves

- Set a time limit for ps to the task When time is up, get them Remind ps to give genuine facts about themselves

- Get ps to swap their answers before checking Invite or ps to read aloud their works

- Key: Ps’ own answers.

- Role play the dialogue in pairs

2.3 Project:

- Tell ps about the project Interview of their classmate about what they on the weekend

- Write some sample qs on the board and have ps copy them down Then an interview with a pupil as an example

- Ask ps to rehearse the interview if there is enough time Then ask them to the interviews after class or over the weekend and report the results in the next lesson

- Teach them how to report the results

- Ex: Good morning (greetings) Here are the results of my interview On Saturdays, Minh plays football in the morning and listen to music in the afternoon On Sunday , he goes swimming in the morning and visits his grandparents in the afternoon.

- Remind them to speak slowly and clearly, and keep eye contact with the audience

- Listen

- Whole class

3.Homlink

- Do exercises in the workbook Redo the project

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Week: 07 Planning Day : 16/10/2016 Period : 25 Teaching Day : 18/10/2016

UNIT : CAN YOU SWIM? Lesson 1- Part 1,2 I Objectives:

By the end of this unit, pupils will be able to use the words and phrases related to the topic “Things we can do” Ask and answer questions about what someone can/cannot do, using What can you do? I can

* Vocabulary: skip, swim, skate, cook , dance, sing … * Sentence pattern: What can you do? I can………… III Teaching aids:

Posters, flashcards, puppets, CD player and projector IV PROCEDURE:

arrangement 1 Warm up

*Check-up: Review the verbs/verb phrases to talk about activities pupils learnt in Tieng Anh (e.g read, cycle, skip, skate, cook, swim, play football, play volleyball)

Individual 2 New lesson

2.1 Look, listen and repeat: a New words:

- skip: nhảy dây (picture) - swim : bơi (picture) - skate: trượt patanh (picture) -cook : nấu ăn (picture) -cycle: xe đạp (picture) -dance: nhảy dây (picture) -sing: ca hát (picture) -can:

-can’t:

*Check-up vocabulary: R.O.R

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

-Ask them to look at the four pictures to identify the characters (Mai, Nam and Phong) and the context in which the language is used Ask them questions such as Where are they? What are they doing? Check comprehension

-Play the recording more than once, if necessary, for pupils to listen and repeat Do choral and individual repetition, pointing to the characters speaking

-Play the recording again for pupils to listen and repeat 2.2 Point and say.

* Model sentence: S1: What can you do? S2: I can draw a cat.

-Tell pupils that they are going to practice asking and answering questions about what someone can • Have them look at the bubbles to understand how to use the language Ask pupils to look at the four pictures to identify what the girl can in each picture Revise the words skip, skate, cook and swim

-Point to the first picture and model the task with one pupil, using the expressions in the bubbles and the word under the picture (Teacher: What can you do? Pupil: I can skip.) Ask pupils to say the phrases chorally and individually Repeat the same procedure with the rest of the pictures • Ask pupils to practice in pairs, using the prompts in the bubbles and the pictures

-Select some pairs to role-play the dialogue in front of the class Monitor the activity and offer help, if necessary

Whole class

individual

Pair works

2 Work in pairs Tell your partners what you can do -Tell pupils that they are going to practise using What can

you do? and I can

- Ask them to work in pairs: one pupil asks the question and the other answers with facts about themselves

- Monitor the activity and offer help, if necessary - Select some pairs of pupils to role-play in front of the

class

-To extend this activity, ask them to say something they cannot (e.g I can't skate.)

Guessing game

-Introduce how to play the games for Ss, remember that: Ss can only but he/she can’t say any words

Whole class

Pair works

Whole class Pair work 3 Home link.

-Learn by heart the new words and model sentence -Be ready for lesson 1: 4,5,6

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UNIT 5: CAN YOU SWIM? Lesson 1(3,4,5)

I Objectives:

By the end of the lesson Ss will be able to listen to the CD , tick to the correct picture and using the structure What can you do? I can ………… to complete the exercise

* Sentence pattern: What can you do? I can ………… III Teaching aids:

Posters, flashcards, puppets, CD player and projector IV PROCEDURE:

Steps/ activities Work

* Check-up: Review the verbs/verb phrases to talk about activities pupils learnt in Tieng Anh (e.g read, cycle, skip, skate, cook, swim, play football, play volleyball)

Individual 2 New lesson:

2.1 Listen and tick:

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

-Ask them to look at the pictures to identify the similarities and differences among them

-Play the recording more than once, If necessary, for pupils to listen and tick the correct pictures

Get pupils to swap their answers before you check as a class Key: 1a , c ,3 a

Audio script

1 Mai:What can you do?

Tony:I can draw Look at this! Mai:Oh, what a nice picture! 2 Mai:What can you do?

Nam:I can cycle

Mai:Cycle? Lees cycle together in the park 3 Mai: How old are you?

Akiko: I’m nine years old Mai: What can you do? Akiko: I can skate

Mai:Oh, really? Ifs wonderful

Whole class Read in chorus Group works , Individual

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

- Ask them to look at the four pictures to identify what the character in each picture can Then have them find appropriate words to complete the sentences Get pupils to work in pairs, if necessary

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

- Get them to swap their answers before checking as a class If there is enough time, invite some pupils to read the

complete sentences aloud

Key: dance , skate , swim , cycle

Whole class

individual Pair works

2.3 Let’s play:

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

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

- Divide pupils into groups of five A pupil in one group says two sentences about one of the animals, using can and can't, and then asks what it is (e.g It can swim, but it can't walk What is it?) The pupils of the other groups guess (e.g it's a fish.) The group that gives the right answer the quickest gets one point,

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

Whole class

Group works

3 Homelink

-Learn by heart the new words and model sentence -Be ready for lesson

Individual

Week : 07 Planning Day : 16/10/2016 Period : 27 Teaching Day : 20/10/2016

I Objectives:

By the end of the lesson Ss will be able to ask and answer questions about whether someone can something, using Can you ? Yes, I can./No, I can't II Language focus:

* Vocabulary: play table tennis , play volleyball , play the piano , play the guitar * Sentence pattern: Can you ? Yes, I can./No, I can't

III Teaching aids:

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IV PROCEDURE:

* Check-up: Ask some Ss the question “What can you do?” * Guessing game: Let’s play-page 32

2.1 Look, listen and repeat: * New words:

- play table tennis: chơi bóng bàn (picture) - play volleyball: chơi bóng chuyền (picture) - play the piano: chơi đàn piano (picture) -play the guitar: chơi đàn ghita (picture) *Check-up vocabulary: R.O.R

*Note: the + musical instrument ( the guitar, the piano…) -Tell Ss that they are going to read a story in which pupils express their ability

-Tell them that they are going to look at listen to and repeat the dialogue between characters in the three pictures

-Ask Ss to look at the pictures to identify the characters (Tom and Peter) and the context in which the language is used Ask them questions such as:

Who we the boys? Where are they? What are they doing? -Check comprehension

-Play the CD more than once for Ss to listen and repeat Do choral and individual repetition, pointing to the characters speaking

-Play the recording again for pupils to listen and repeat

2.2 Point and say: * Model sentence:

S1: Can you play volleyball? S2: Yes, I can/ No, I can’t

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

-Have they looked at the bubbles to understand how to ask and answer questions about someone's ability?

-Point to the first picture and model the task with one pupil, using the sentences in the bubbles and the phrases under the picture Ask pupils to say the question and answer chorally and individually Repeat the same procedure with the rest of the pictures

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

Whole class

individual

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-Select some pairs to demonstrate the task in front of the class Monitor the activity and offer help

2.3 Let’s talk:

-Tell Ss that they are going to practice asking and answering about ability, using

What can you do? I can……. Can you ….? Yes, I can/No, I cant

-Do the task with one pupil as a model Put the sentences on the board and choral and individual repetition

-Ask them to work in pairs, one pupil asking the questions and the other giving the answers to talk about their abilities Monitor the activity and offer help

-Select some pairs of pupils to role-play in front of class

Whole class

Pair works

3 Homelink:

Individual

I Objectives:

By the end of the lesson Ss will be able to ask and answer questions about whether someone can something, using Can you ? Yes, I can./No, I can't II Language focus:

* Sentence pattern: Can you ? Yes, I can./No, I can't III Teaching aids:

Posters, flashcards, puppets, CD player and projector IV/ PROCEDURE:

* Check-up: Ask some Ss the question “What can you do?” * Guessing game: Let’s play-page 32

2.1 Listen and number:

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

- Ask them to look at the pictures and identify what the character in each picture can Check understanding

- Play the recording for pupils to listen and number the pictures - Play the recording again for them to check their answers - Get pupils to swap their answers before you check as a class

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Monitor the activity and offer help, if necessary Key: a2, b , c , d

Audio script

1 Mai: Can you play table tennis? Nam: Yes, I can Ifs my favorite sport. Mai: Let's play it together

Nam: OK

2 Tony:Can you play the guitar? Tom: No, I can't

Tony: What about the piano? Can you play the piano? Tom: Yes, I can.

3 Tom: Let's play chess Peter: Sorry, I can't

Tom: What about football? Can you play football? Peter: Yes, I can

4 Mai: Do you like music ? Phong: Yes, I

Mai: Can you dance?

Phong: No, I can't I can't dance, but I can sing 2.2 Look and write:

- Tel pupils that they are going to write the answers to the questions about what the children can do, using picture cues – Ask them to look at the four pictures to identify what the

character in each picture can/ cannot Then ask them to read the questions and think of possible answers, using the picture cues After that, have them write the appropriate answers Get pupils to work in pairs, if necessary

- Get them to swap their answers before checking as a class If there is enough time, call some pairs to act out the complete dialogues

Key: No, I can’t Yes, I can No, I cant No, I can’t

Whole class

Pair works

2.3 Let’s sing

- Tell pupils that they are going to sing the song Can you swim? Teach the song, following the procedure in Teaching the unit components in Introduction:

- Play the recording all the way through Ask pupils to choral and individual repetition of the song line by line until they get familiarized with the pronunciation, the stress, the rhythm and the tune of the song

- Play the recording again and get pupils to sing along with the recording

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

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Individual Week : 08 Planning Day : 23/10/2016 Period : 29 Teaching Day : 25/10/2016

I/ Aim: By the end of the lesson Ss will be able to ask and answer questions about whether someone can something, using Can you ? Yes, I can./No, I can't

Pronounce the sounds of the letters s and sw in the words sing and swim respectively

II/ Language focus: * Sentence pattern: Can you ? Yes, I can./No, I can't III/ Resources:Posters, flashcards, puppets, CD player and projector

IV/ PROCEDURE:

Steps of activities Work arrangement

1 Warm up

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

Individual

2 New lesson 2.1 Listen and repeat:

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

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

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

-Get some pupils to perform in front of the class Check as a class and correct the pronunciation

Whole class Read in chorus

Individual Group works

2.2 Listen and number and say aloud

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

-Ask them to read the sentences and identify the words with the letters s and sw Explain the new word swing, Check pupils' understanding

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

-Play the recording again for them to check their answers -Get pupils to swap their answers before you check as a class Monitor the activity and offer help, if necessary -Ask pupils to say the sentences aloud

Key: a , b1 , c2 , d3 Audio script:

1.Can you swim? Can you sit on the chair? 3.Can you swing? Can you sing?

Pair works

2.3 Let’s chant

-Tell pupils that they are going to say the chant Follow the procedure in Teaching the unit components in Introduction

-Have them read the chant and check comprehension -Play the recording more than once, if necessary, for pupils to choral and individual repetition until they get familiarized with the pronunciation, the stress, the rhythm and the intonation of the chant Show pupils how to chant and actions Divide the class into groups of four and call two groups to give a demonstration one group chants the questions, the other chants the answers

-Get groups to sit opposite of each other and practice chanting and doing actions, Go around offering help -Call three groups to the front of the class to chant and actions The rest of the class claps along to the rhythm

Individual

Read in chorus

Group works

3 Homelink

-Learn by heart the new words and model sentence -Be ready for lesson 3: 4,5,6 page 35

Individual

I/ Aim: By the end of the lesson Ss will be able to read and write about themselves

II/ Language focus:

III/ Resources:Posters, flashcards, puppets, CD player and projector IV/ PROCEDURE:

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1 Warm up

Spend a few minutes revising the previous lesson, Get three groups of two to go to the front of the class to sing the chant Can you sing? and actions Have the class listen and clap their hands

2.1 Read and complete:

-Tell pupil!, that they are going to read the text about Mai and her friends Nam and Phong and write their names under the pictures Explain the meaning of V and X in the pictures (V: can, X: can't) Check understanding

-Have pupils read the first three lines of the passage and explain why we put Mai under the third pair of pictures, (Mai can sing, but she can't play the piano)

-Get them to read the text and focus on the information to complete the blanks (what each character can and cannot do) If necessary, get pupils to work in pairs or small groups

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

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

Whole class

Individual Pair works

2.2 Write about yóurself

-Tell pupils that they are going to write a short paragraph about what they can and cannot do, following the structure of the given text

-You may want to introduce the word blog (A blog, or a web log, is a website with short articles that are changed regularly a Ask pupils if they or their family members have written a blog, Explain how and why people write a blog (People usually write about their daily lives, interests, opinions, and/or experiences on their blog)

-Tell pupils that the given text is an article from a blog Ask pupils to read the blog to understand what Linda writes about herself- her name what she can and what she cannot

-Have pupils work in pairs or groups to discuss what they are going to write Then give them time to the task independently

-Get pupils to swap their answers before checking as a class If there is time, ask one pupil to write the answer on the board Key: Pupils own answers

Whole class

Pair works

2.3 Project

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

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complete the chart

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

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

-Give pupils time to the interview in class

-Call some pupils to the front of the class to report on their work

-If time allows, you may make a chart to show the number of pupils who can each of the four activities and put it on the wall for display

Key: Pupils' own answers

Group works Pair works

3 Homelink

-Learn by heart the new words and model sentence -Be ready for Review 1-page

Individual

Week : 08 Planning Day : 23/10/2016 Period : 31,32 Teaching Day : 27,28/10/2016

REVIEW 1 I Objectives:

By the end of the lesson, Ss will be able to :

- Listen,read and identify specific information related to the theme Me and my friends

- Use simple sentences to write about themselves - Read, listen and understand a short story

II Language contents: * Vocabularies : review

* Structure: review III Teaching aids:

Teaching plan , English 4, workbook, pictures , cassette… IV Procedures:

1 Warm up: Play Bingo

2 New lesson 2.1.Listen and tick

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

- Get Ss to look at the pictures and identify the similarities and differences among them

- Play the recording more than times for them to

whole class

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listen and tick

- Get Ss to swap their answers before checking as a class

Key: 1b 2b 3b 4c 5a

2.2.Read and write.

- Get Ss to read the text and the questions in silence Check understanding

- Have them read the text again, focusing on the information to answer the questions

- Let them the task independenty

- Ask them to show their answers before checking as a class

Key: She’s from England She’s nine years old

She cand play the guitar and sing many Vietnamese songs.

She goes to the Music club 2.3 Read and match.

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

understanding

- Ask them to the task in pairs

- Have them to show their answers Give feedback Key: 1d 2a 3e 4c 5b

2.4 Look and write

- Get Ss to look at the pictures to get some

information about Tom Elicit the words to fill the gaps

- Get Ss to work in pairs

- Call on some pairs to say the sentences about Tom in front of the class Give feedback

Key: America

the fifteenth of January play the badminton Sunday

2.5 Write about you

- Tell Ss that they are going to complete the paragraph about themselves, using word cues - Ask Ss to look at the incomplete sentences to identify the information needed to fill the gaps - Set a limited time for Ss to the task

- Get them to show their answers

Show the answers

Readin silence Read again to focus Do the task and show the answers

Checked understanding Work in pairs

Show the answers Look at the pictures to get information

Work in pairs

Some pairs say aloud

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- Call on some Ss to read aloud their works Give feedback

3.Consolidation and homelink - Review the unit

- Do homework in workbook

Show the answers Some Ss read aloud

Do homework

SHORT STORY: CAT AND MOUSE I Objectives:

- By the end of this lesson, students will be able to PRACTICE all the knowledge they have learn

- Develop speaking skill

- Ss look after , solve problems and study themselves - Studious and obedient students and love their friends 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, puppets

IV Languages focus:

 Vocabulary: cat, mouse, story, cousin V Procedures:

1.Presentation

a vocabulary: cat, mouse, story, cousin ( picture, real object).I’m very well b Set the scene: Have Ss look at the pictures and introduce six characters Teacher describe the content of each picture

Ss look at the picture and read the story

Ss look at the picture carefully and listen to the tape 2 Practice

a Complete the conversation

- Ss look & read silently the sentences Then complete the sentences in individual

- Have Ss trade their answers in pairs for correction

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

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- 1st reading: Ss read the sentences individually

- 2nd reading: Ss read the sentences in groups of three. - Ss act the conversation out with their names

- Call on some Ss to role play in front of the class Others listen and comment

c Unscramble these words from conversation - Asking Ss to unscramble in individual

- Call some Ss to write on the board The rest give comment - Correct

Week : 10 Planning Day : 30 /10/2016 Period : 34 Teaching Day : 02/11/2016

TEST 1 Exercise 1: Odd one out

1 A good morning B goodbye C good evening D hi

2 A Linda B Tony C name D Peter

3 A Japan B Australia C country D Malaysia A Vietnamese B Chinese C Indonesian D America

5 A New York B England C Ha Noi D Tokyo

Exercise 2: Choose the word whose underlined part is pronounced differently from the rest

1 A light B night C knight D knife

2 A Japan B giraffe C orange D goat

3 A jacket B Japanese C glass D German

4 A next B lake C lane D let

5 A first B mirror C Thursday D birthday Exercise 3: Complete the sentences

1 Nice……meet you I’m …….new pupil Linda is ……….England

4 What is the girl’s ……… ? - Her name’s Mary ………… is he from? - Japan

Exercise 4: arrange the sentences you / again / Nice / see / to

……… Mai? / How / you, / are

……… And you? / very / I’m / well, / you / thank

……… tomorrow / you / Goodbye / See

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5 My / Hello / Le Nam / name / is

………

Week : Planning Day : 30 /10/2016 Period : 35 Teaching Day : 03/11/2016

CORECTION OF TEST 1 Exercise 1: Odd one out

1 A good morning B goodbye C good evening D hi

2 A Linda B Tony C name D Peter

3 A Japan B Australia C country D Malaysia A Vietnamese B Chinese C Indonesian D America

5 A New York B England C Ha Noi D Tokyo

Exercise 2: Choose the word whose underlined part is pronounced differently from the rest

1 A light B night C knight D knife

2 A Japan B giraffe C orange D goat

3 A jacket B Japanese C glass D German

4 A next B lake C lane D let

5 A first B mirror C Thursday D birthday Exercise 3: Complete the sentences

1 Nice…to…meet you I’m …a….new pupil

3 Linda is ……from….England

4 What is the girl’s ……name… ? - Her name’s Mary

5 …Where……… is he from? - Japan

Exercise 4: arrange the sentences you / again / Nice / see / to

Nice to see you again

2 Mai? / How / you, / are

How are you, Mai?

3 And you? / very / I’m / well, / you / thank

I’m very well, thank you And you?

4 tomorrow / you / Goodbye / See

Goodbye, see you tomorrow

5 My / Hello / Le Nam / name / is

Hello, my name is Le Nam

Week : Planning Day : 30 /10/2016 Period : 36 Teaching Day : 04/11/2016

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Lesson (1-2) I Objectives:

By the end of the lesson, students will have been able to ask and answer questions about where a school is

- Vocabulary: street, road, village, district, cousin.

- Structures: Where’s your school? It’s in + (place) III Resources:

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

arrangement 1 Warm up.

- Spend a few minutes asking and answering questions about the pupil’s school

2.New lesson

2.1 Look, listen and repeat.

-Tell pupils that they are going to learn to ask and answer questions about where their school is

- Have them look at the four pictures to discuss the content in which the language is used Ask them questions such as Who are the pupils? Where are they? And What are they talking about?

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

- Play the recording again for them to listen and repeat

-Tell pupils that they are going to practice asking and answering questions about where a school is, using Where’s your school? It’s in + (place)

- Have them look at the bubbles and the pictures to

- Whole class

- Individual

- Whole class

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understand how the language is used in different contexts Point to the first picture and teach the word Oxford Street Get pupils to ask the question Where’s your school? and give the answer It’s in Oxford Street chorally and individually Then tell them to practice asking and answering the question in pairs, using the prompts in the bubbles and the words under the picture

- Repeat the same procedure with the rest of the pictures

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

* Work in pairs Ask and answer questions about your school Ask its name and where it is.

- Tell pupils that they are going to say the name and location of their own school

- First, tell pupils to work in pairs: one pupil asks What’s the name of your school? Where is it? and the other answers My school is + (school) It’s in + (place)

3 Homelink - Prepare the next period

- Individual, Pair work

- Pair work

- Whole class - Pair work

- Whole class

UNIT 6: WHERE’S YOUR SCHOOL? Lesson (3-4-5)

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By the end of the lesson, students will have been able to listen for detail information and write about where the schools are

- Vocabulary and structures: Review III Resources:

- Spend a few minutes revising the previous lesson Call a few pupils to the front of the class to talk/write about their school

2 New lesson 2 Listen and tick.

- Tell pupils that they are going to listen to three dialogues and tick the correct pictures

- Have pupils look at the pictures to identify the similarities and differences by saying what the schools are and where they are Have them read aloud the names of the schools and their location Check understanding

- Play the recording a few times Ask pupils to listen to the recording and tick the correct pictures Tell them to focus on the names of the schools and their locations

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

Key: c a c

2.2 Look and write.

- Tell pupils that they are going write where the schools are - Give a few seconds for pupils to look at the pictures First, focus pupils on the locations of the schools Then have them look at the sentence under each picture and find the appropriate words to complete the sentence If necessary, get them to work in pairs

- Whole class

- Individual

- Pair work

- Whole class

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

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

Key: Nguyen Trai Street in Van Noi Village

is in South Street, London 2.3 Let’s sing.

- Tell pupils that they are going to sing the song This is the way Teach the song following the procedure in the Teaching the unit components in the Introduction

- Read the song and check comprehension Give the meaning of unfamiliar vocabulary Play the recording or sing the song all the way through

- Have choral and individual repetition of each line of the lyrics When pupils are familiar with the tune, give a demonstration of the song and actions

- Get groups of pupils to sit face to face and practise singing and doing the actions

- Call a group of six to the front of the class The group sings the first four lines in every stanza and the rest of the class sings the last four lines

- Have the whole class sing the song to reinforce the activity 3 Homelink:

- Prepare the next period

- Pair work

- Whole class

- Whole class - Individual - Group work

- Whole class

- Whole class Week : 10 Planning Day : 07 /11/2016 Period : 38 Teaching Day : 09/11/2016

I Objectives:

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- Vocabulary: class, school

- Structures: What class are you in? – I’m in Class… III Resources:

Spend a few minutes revising the previous lesson by calling pupils to sing the song This is the way Have the class clap hands

2 New lesson

2 Look, listen and repeat.

-Tell pupils that they are going to learn to ask and answer questions about the class someone is in

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

- Play the recording again for them to listen and repeat 2.2 Point and say

-Tell pupils that they are going to practice asking and answering questions about the classes the pupils are in

- Have them look at the bubbles and the pictures to understand how the language is used in different contexts In the first two bubbles, pupils ask and answer questions about what class they are in, using What class are you in? I’m in Class… In the next two bubbles, pupils ask and answer questions about what class someone is in, using What class is she/he in? She’s/He’s in Class… Ask pupil to look at the pictures and say the classes 4A, 5B, 3C and 2D Check comprehension

- Point to the first picture and get one pupil to ask What class are

- Whole class

- Individual - Whole class

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you in? and the other to answer I’m in Class 4A Do choral and individual repetition

- Point to the second picture and get one pupil to ask What class is she in? and the other to answer She’s in Class 5B Repeat the procedure with the rest of the pictures

- Ask pupils to work in pairs, pointing to the characters speaking Then call a few pairs to act out the dialogue in front of the class Check as a class and correct pronunciation, if necessary

2.3 Let’s talk.

- Tell pupils that they are going to revise what they have learnt in Lessons and 2, using facts about themselves

- Ask them to work in pairs and ask and answer questions What’s the name of your school? Where is it? What class are you in? - Call on a few pairs to role-play in front of the class Correct pronunciation, if necessary

- Individual - Pair work

- Whole class

I Objectives:

By the end of the lesson, students will have been able to listen for detail information and write about where a school is and what class someone is in II Language focus:

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Spend a few minutes revising the previous lesson by asking some pupils to talk about their school and class

2 New lesson 2 Listen and number

-Tell pupils that they are going to listen to four dialogues and number the pictures

- Give them a few seconds to look at the pictures Ask them to focus on the names and locations of the schools (Pictures a and b) and the names of the classes (Pictures c and d)

- Play the recording more than once, if necessary, for pupils to listen and number the pictures

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

-Tell pupils that they are going to read the dialogues and fill the gaps, using the picture cues

- Have them look at Dialogues and Explain that they need to complete the answers with the streets where the schools are in Then ask them to look at the pictures to identify the answers Then have pupils look at Dialogues and Explain that they need to complete the answers with the classes the pupils are in Then ask them to look at the pictures to identify the answers - Set a time limit for pupils to the task independently Go around offering help, if necessary

- Get pupils to swap their answers before checking as a class Key: Chu Van An Street in South Street, London Class 4B in Class 4C

2.3 Let’s play

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

- Divide them into groups of six Ask them to line up in rows Then whisper the first pupil in each row a sentence The first pupil then whispers the sentence to the second one The last pupil in the row says aloud the sentence she/he heard The group that says the teacher’s sentence correctly in the shortest time will win the game

- Whole class

- Individual, - Pair work

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3 Homelink

- Prepare the next period - Whole class

Week : 10 Planning Day : 07 /11/2016 Period : 40 Teaching Day : 11/11/2016

I Objectives

By the end of the lesson, students will have been able to pronounce the sounds of the letters sch, sk and str in the words school, skipping and street respectively

- Vocabulary and structures: Review - Phonics: school, skipping and street

III Resources:

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

Spend a few minutes revising the previous lesson by getting pupils to a dictation

2 New lesson 2.1 Listen and repeat.

-Tell pupils that they are going to practise saying the sounds of the letters sch, sk and str in the words school, skipping and street respectively

- Put the letters sch, sk and str on the board Play the recording and ask pupils to repeat a few times Then put the words school, skipping and street, the three sentences on the board Play the recording more than once, if necessary, and let pupils say the words and the sentences, paying attention to the target sounds

- Whole class

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

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

2.2 Listen and circle Then write and say aloud.

- Tell pupils that they are going to listen to the recording, circle the correct answers and write the words in the blanks

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

- Have pupils listen to the recording and circle the appropriate options Allow them time to the task independently

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

- Get pupils to read the sentences aloud Key: b b b a a

- Tell pupils that they are going to say the chant School, school, school!

- Have pupils read the chant and check comprehension

- Play the recording a few times for pupils to choral and individual repetition Show them how to chant and actions - Put the class into two groups to practice chanting and doing actions Each of the groups should sing one verse of the chant Go around offering help, if necessary

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

- Whole class - Individual

- Whole class

- Individual

- Pair work - Whole class

- Whole class

- Group work

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I Objectives

By the end of the lesson, students will have been able to read for detail information and write the name and address of school and class

- Vocabulary and structures: Review III Resources

- Teacher’s: Picture

- Students’: Book, notebook IV Procedure

Spend a few minutes revising the previous lesson by getting two groups of pupils to go to the front of the class to chant School,school, school The rest of the class claps to the rhythm.

2 New lesson 2.1 Read and complete.

-Tell pupils that they are going to read the text and focus on the information to complete the passage Then have them read the passage to find the information to fill the gags If necessary, get pupils to work in pairs or groups Check understanding

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

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

- If there is enough time, let some pairs ask and answer the

- Pair work - Whole class

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questions

Key: Le Mai Vietnamese Nguyen Du Primary School

4 Nguyen Du Street, Hoan Kiem District, Ha Noi 4A 2.2 Write about your school

- Tell pupils that they are going to write a short paragraph about their school and their class

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

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

2.3 Project.

- Tell pupils that they are going to make a card about your friend’s school and class

- Set a time limit for them to decorate their cards - Have pupils write on the cards

- Have pupils tell the class about their cards You may put their cards on the classroom board for display

Key: Pupils’ own answers

- Whole class

- Pair work/ group work - Individual - Pair work - Individual

- Whole class

UNIT 7: WHAT DO YOU LIKE DOING? Lesson (1-2)

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By the end of the lesson, students will have been able to ask and answer questions about what someone likes doing

- Vocabulary: swimming, cooking, collecting stamps, watching TV - Structures: What you like doing? I like+verb-ing+( noun) III Resources:

- Spend a few minutes revising the previous unit by having the class sing the song This is the way And actions

2 New lesson

-Tell pupils that they are going to learn to read a story in which the characters ask and answer questions about things someone likes doing, using What you like doing?

I like+verb-ing+( noun)

- Have them look at the four pictures to discuss the content in which the language is used Ask them questions such as Who are they? Where are they? And What are they saying?

-Tell pupils that they are going to practice asking and answering questions about what someone likes doing, using What you like doing? I like+verb-ing+( noun)

- Have them look at the pictures to understand how the language is used in different contexts Point to the first picture and the task with one pupil, using the expressions in the bubbles and the words under the picture Ask them to say the phrase chorally and individually

- Whole class

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- Repeat the same procedure with the rest of the pictures

* Work in pairs Tell your partners what you like doing

- Tell pupils that they are going to practice asking and answer questions , using What you like doing? I like…

- Ask them to work in pairs, one pupil asks the question, the other answers, you can call one pupil to write the answer on the board

- Call some pairs to practise in front of the class 2.3 Homelink

- Prepare the next period

- Whole class

UNIT 7: WHAT DO YOU LIKE DOING? Lesson (3-4-5)

I Objectives

By the end of the lesson, students will have been able to ask and answer questions about what someone likes doing

- Vocabulary and structures: Review III Resources

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

arrangment 1 Warm up.

- Spend a few minutes revising the previous lesson Call a few pairs to the front of the class to ask and answer the questions about what someone likes doing, using What you like doing? I like+verb-ing+( noun)

2 New lesson

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2.1 Listen and tick.

- Tell pupils that they are going to listen to three dialogues about hobbies and tick the correct pictures

- Have pupils look at the pictures to identify the characters’ hobbies Check understanding

- Play the recording a few times Ask pupils to listen to the recording and tick the correct pictures Tell them to focus on what the characters like doing

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

Key: b c a

2.2 Look and write.

-Tell pupils that they are going fill the gaps of the sentences relating to the characters’ hobbies

- Give a few seconds for pupils to look at the pictures and find appropriate words to complete the sentences each picture If necessary, get them to work in pairs Go around and offer help, if necessary

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

Key: playing football playing chess reading (books) collecting stamps

2.3 Let’s sing.

- Tell pupils that they are going to sing the song I like doing things Teach the song following the procedure in the Teaching the unit components in the Introduction

- Read the song and check comprehension Give the meaning of unfamiliar vocabulary Play the recording or sing the song all the way through

- Have choral and individual repetition of each line of the lyrics When pupils are familiar with the tune, give a demonstration of the song and actions

- Get groups of pupils to sit face to face and practise singing and doing the actions

- Call a group of six to the front of the class The group sings the

- Whole class

- Individual

- Pair work

- Whole class - Individual

- Pair work

- Whole class

- Individual

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first two lines in every stanza and the rest of the class sings the last

- Have the whole class sing the song to reinforce learning 3 Homelink

- Prepare the next period.

- Whole class - Whole class - Whole class

I Objectives

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

- Vocabulary: riding a bike, playing badminton, flying a kite, taking photos - Structures: What’s your hobby? I like+ verb-ing+( noun)

III Resources

Spend a few minutes revising the previous lesson by asking some pupils to go to the front of the class to sing the song I like doing things Have the class clap hands.

2 New lesson

-Tell pupils that they are going to read a story in which pupils ask and answer questions about hobbies, using What’s your hobby? I like…

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

- Whole class

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-Tell pupils that they are going to practice asking and answering questions about someone’s hobbies, using What’s your hobby? I like…

- Have them look at the pictures to identify what the characters like doing Check comprehension Have pupils repeat each word a few times

- Point to the pictures and an example with a pupil: What’s your hobbies? I like riding a bike

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

- Tell pupils that they are going to revise what they have learnt in Lessons and Remind pupils of the questions What you like doing? and What’s your hobby?, and how to respond to them

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

- Call on a few pairs to act out the dialogue in front of the class 3 Homelink

- Prepare the next period.

- Whole class - Whole class

- Whole class Pair work

- Whole class

Pair work

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Week : 12 Planning Day :20/11/2016 Period : 45 Teaching Day : 22/11/2016

I Objectives:

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

Spend a few minutes revising the previous lesson by playing a Guessing Game Have pupils play the game in small groups They should take turns acting out their hobbies while the others guess what the hobbies are

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

- Give them a few seconds to look at the pictures to identify who the characters are and what they like doing Check understanding

- Play the recording more than once, if necessary, for pupils to listen and number the pictures

- Get pupils to swap their answers before you check as a class Key: a2 b4 c1 d3

-Tell pupils that they are going to write the answers to the questions about someone’s hobbies

- Have them look at the questions What you like doing? in the

- Whole class - Group work

- Whole class

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first two pictures Then have them find the answers by using the picture cues Then get pupils to look at the question What’s your hobby? in the last two pictures Have them find the answers. - Set a time limit for pupils to the task independently Go around offering help, if necessary

- Get pupils to swap their answers before checking as a class Key: riding a bike flying a kite

taking photographs playing badminton 2.3 Let’s play.

- Tell pupils that they are going to play the game What’s your hobby?

- Stick a large sheet of paper with nine hobbies on the board Divide pupils into groups of five One pupil in group A will mime one of the phrases on the board and ask What’s my hobby? The other groups guess the hobby, put a tick next to the right one and say the answer The pupils of Group A say Yes, that’s right/ No, that’s wrong The quickest group will get five points The group that gets the most points wins

- Individual, - Pair work

- Whole class - Group work - Whole class

- Whole class

I Objectives:

By the end of the lesson, students will have been able to pronounce the sounds of the letters fl and pl in the words flying and playing respectively

- Vocabulary and structures: Review - Phonics: flying and playing

III Resources:

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- Students’: Book, notebook IV Procedure:

Spend a few minutes revising the previous lesson by calling two groups of three pupils to the front of the class to play the game What’s your hobby?

2 New lesson 2.1 Listen and repeat.

-Tell pupils that they are going to practise saying the sounds of the letters fl and pl in the words flying and playing respectively - Put the letters fl and pl on the board Play the recording and ask pupils to repeat a few times Then put the words flying and playing, the sentences I like flying a kite and He likes playing the piano on the board Play the recording more than once, if necessary, and let pupils say the words and the sentences, paying attention to the target sounds

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

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

2.2 Listen and circle Then say aloud.

- Tell pupils that they are going to listen to the recording and circle the correct phrases to complete the sentences

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

- Have pupils listen to the recording and circle the appropriate phrases Have pupils swap their answers before checking as a class Go around offering help, if necessary

- Get pupils to read the sentences aloud Key: b a b a

- Tell pupils that they are going to say the chant Flying a little kite.

- Have pupils read the chant and check comprehension

- Group work

- Whole class - Whole class - Group work - Individual

- Whole class

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- Play the recording a few times for pupils to choral and individual repetition Show them how to chant and actions - Put them to sit opposite of each other and practice chanting and doing actions Go around offering help, if necessary

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

- Whole class - Whole class - Individual - Group work - Whole class

I Objectives:

By the end of the lesson, students will have been able to read for detail information and write a reply email

- Teacher’s: Pictures

- Students’: Book, notebook IV Procedure:

Spend a few minutes revising the previous lesson Get two or three groups of pupils to go to the front of the class to chant Flying a little kite and the actions.

2 New lesson 2.1 Read and complete.

-Tell pupils that they are going to read Mai’s email and complete the sentences Get them to look at the email and discuss questions such as Who is writing the email? Who is he or she

- Group work - Whole class

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writing to? and What is the email about?

- Have them read the sentences under the email and focus on the gaps they need to complete Then ask them to read the text to find appropriate information to complete the sentences If necessary, get pupils to work in pairs or groups Check understanding

- Get pupils to swap and check their answers before checking as a class If there is enough time, let some pairs ask and answer the questions

Key: nine collecting stamps, taking photos playing chess penfriend

2.2 Add your photo and write a reply email to Mai. - Tell pupils that they are going to write a reply email to Mai, using the information from Activity

- Have them work in pairs or groups to discuss what they are going to write Focus pupils on their names and ages, what they like and not like doing and their email addresses Remind pupils how to open and close an email Check comprehension - Give pupils time to the task Go around to offer help, if necessary

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

2.3 Project.

- Tell pupils that they are going to collect things that they like, show them to their classmates and tell their hobbies (e.g I like collecting stamps.)

- Encourage them to collect different things You may give them more suggestions (e.g bookmarks, leaves, key chains)

3 Homelink - Prepare the next period.

- Whole class - Pair work/ group work

- Individual - Pair work - Individual

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Week : 12 Planning Day : 20 /11/2016 Period : 48 Teaching Day : 25/11/2016

UNIT : WHAT SUBJECTS DO YOU HAVE TODAY? Lesson (1-2)

I Objectives: By the end of this unit, pupils will be able to use the words and phrases related to the topic School subjects Pupils can ask and answer questions about school subjects, using What subjects , you have? I have

* Vocabulary: subject, IT, Maths , Music, English , Vietnamese , Art , Science * Sentence pattern: What subjects , you have? I have

III Resources:Posters, flashcards, puppets, CD player and projector IV PROCEDURE:

arrangement 1 Warm-up :

-Spend a few minutes revising the previous lesson by asking the class the question What you like doing?Then have the class say the chant Flying a little kite and clap their hands

2.1 Look, listen and repeat * New words:

-subject: môn học -IT: môn Tin học -Maths: mơn Tốn -Music: mơn Âm nhạc -English: môn Tiếng Anh -Vietnamese: môn Tiếng Việt -Art : môn Mỹ Thuật -Science: môn Khoa học *Check-up vocabulary: R.O.R

-Tell pupils that they are going to read a story in which pupils ask and answer questions about school subjects, using What subjects you have today? I have

- Have them look at the four pictures to discuss the context in which the language is used Ask some questions such as

Who are they? Where are they?

Who are they talking about? Check comprehension

- Play the recording more than once, if necessary, for pupils

Group works ,

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to listen and repeat Do choral and individual repetition, pointing to the characters speaking

- Play the recording again for pupils to listen and repeat Language note: Maths is the short form of Mathematics

2.2 Point and say *Model sentence:

S1:What subjects you have today? S2:I have

-Tell pupils that they are going to practise asking and answering questions about school subjects , using What subjects you have today?! have

-Have them look at the pictures to understand how to name the school subjects

- Point to Picture a and have pupils repeat the word of the subject under it Do choral and individual repetition Then tell pupils to practise asking and answering about the subject in pairs, using the prompts in the bubbles and the word under the picture Repeat the same procedure with the rest of the pictures

- Invite a few pairs to act out the dialogue in front of the class Check as a class and correct pronunciation

Language note: Names of school subjects start with capital letters, e.g Maths, Science

Whole class

individual

Pair works

2.3 Work in pairs Tell your partners what you like doing.

-Tell pupils that they are going to practise in pairs: one asks and the other answers questions about the actual subjects they have today, using What subjects you have today?I have

- Have them work in pairs, one asking and the other giving the answer

- Call on a few pairs to act out the dialogue in front of the class Correct pronunciation, necessary

Whole class

Pair works

3 Homelink

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Week : 13 Planning Day : 27 /11/2016 Period : 49 Teaching Day : 29/11/2016

UNIT : WHAT SUBJECT DO YOU HAVE TODAY? Lesson (3-4-5)

I Objectives: By the end of the lesson Ss will be able to listen to the CD , tick to the correct picture and using the structure :What subjects you have today? I have to complete the exercise

* Sentence pattern: What subjects you have today?I have / He has

arrangement -1 Warm-up :

-Spend a few minutes revising the previous lesson Call a few pairs to the front of the class rosa and answer the

question What subjects you have today? using the actual subjects

Individual

2 New lesson 2.1 Listen and tick.

-Tell pupils that they are going to listen to three dialogues about school subjects and tick the correct pictures

- Have them look at the pictures Ask them what these subjects are called in English Have pupils point to the pictures and say aloud the names of the subjects in English Check understanding

- Play the recording more than once, if necessary Ask pupils to listen to the recording and tick the correct pictures Tell them to focus on the subjects

-Get pupils to swap their answers before you check as a class

Key: b 2a 3c - Audio script

1 Mai: What day is it today Nam? Nam: It's Tuesday

Mai: What subjects you have today? Nam: I have Vietnamese, Art and Maths 2 Linda: Do you have Maths today, Phong? Phong: Yes, I

Linda: What about Science?

Phong:I don't have Science But I have Music and English

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3 Linda: What day is it today? Mai: It's Thursday

Linda: What subjects you have today, Mai? Mai: I have English, Vietnamese and IT

-Tell pupils that they are going to fill the gaps of the sentences with different days of the week and the subjects they have

-Have them look at the pictures to identify the days of the week and the subjects they have on each day Tell them that the days and subjects are written in Vietnamese Ask them what these days and subjects are called in English Check understanding

-Ask pupils to find appropriate words to complete the sentence under each picture

-Give them time to the task independently Go around offering help, if necessary

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

Key: Monday, Vietnamese, Science and English Wednesday, has Maths, IT and Music Friday, have Maths, Science and Art

Whole class

2.3 Let’s sing

-Tell pupils that they are going to sing the song What day is it today? Follow the procedure in Teaching the unit components in Introduction

-Have them read each line of the lyrics aloud Check comprehension

-Play the recording all the way through Ask pupils to choral and individual repetition of the song line by line -When they are familiar with the tune, ask two groups of pupilito the front of the class One group sings the first three lines and the other sings the last four Iines.Then the class sings the songWhat day is it today?together and claps hands

Whole class

Group works

3 Homelink

Individual

Week : 13 Planning Day : 27/11/2016 Period : 50 Teaching Day : 30/11/2016

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Lesson (1-2-3)

I Objectives: By the end of the lesson Ss will be able to ask and answer questions about school subjects, using When you have ? I have it on II Language focus:

* Vocabulary: when , who, on, PE , be late for

* Sentence pattern: When you have ? I have it on

arrangement 1.Warm-up :

Spend a few minutes revising the previous lesson by calling some pupils to the front of the class to sing the song I like doing things The class may sing the last four lines as a whole, clapping hands

Individual

2 New lesson

- when : - who : - on: (prep)vào

- PE: môn Thể Dục - be late for: trễ

*Check-up vocabulary: R.O.R

-Tell pupils that they are going to read a story in which pupils ask and answer questions about their timetables -Give them a few seconds to look at the pictures and read the text Get them to identify the characters and the setting of the conversation by asking

Who's this? What are they doing? What are they talking about?

-Play the recording more than once, if necessary, for pupils to listen and repeat Do choral and Individual repetition, pointing to the characters speaking

-Play the recording again for pupils to listen and repeat If time allows, ask a few pairs to role-play the conversation

Whole class Read in chorus Group works ,

Individual

2.2 Point and say * Model sentence:

S1 :When you have English? S2: I have it on……

-Tell pupils that they are going to practise the question and answer When you have Science? and I have it on -Let them look at the timetable Ask them to identify the names of the four pupils in the first column and the days when these pupils have Science Check comprehension

Whole class

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-Point to the first row of the table and get one pupil to ask When you have Science, Sam? and another to answer I have it on Mondays and Thursdays Repeat the procedure with the other rows in the table

-Ask them to work in pairs and ask and answer the question, using the given text in the bubbles and the information in the timetable

-Call a few pairs to act out the exchanges

Pair works

-Tell pupils that they are going to revise what they have learnt in Lessons and Get them to work in pairs and ask and answer the three questions Remind them to answer with facts about themselves

-Call a few pairs to act out their conversation

-Encourage pupils to observe and give comments in English

Whole class

Pair works 3 Homelink

Individual

I Objectives: By the end of the lesson Ss will be able to listen to the CD and number the pictures Look at the pictures and write about the pictures using I have on and

* Sentence pattern: I have on and

-Spend a few minutes revising the previous lesson by getting the class to Play slap the board using the days of the week and the word English Then ask pupils When you have English Remind pupil to answer with information from their actual English timetable

Individual

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different PE timetables and number them in thn order they hear - Ask them to look at the pictures and identify the days where there is a PE learn

- Have pupils read aloud the days before playing the recording - Playthe recording more than once, if necessary Ask pupils to listen and number the pictutes Tell them that they should focuson the days of the week

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

Key: a3, b4, c1, d2 Audio script

1 A: What day Is it today? B: Its Monday

A: We have PE today

B: Yes, we have it on Mondays and Wednesdays A: When you have PE?

B: I have it on Wednesdays and Thursdays A: Today is Thursday So we have PE today B: That's tight

Read in chorus Group works , Individual

-Tell pupils that they are going to complete the sentences, using the given timetable

-Give them a few seconds to look at the timetable and read the text.Then check comprehension by asking

When does the pupil have English?

- Set a time limit for the task and offer help, if necessary -Check the answers as a class and call one or two pupils to read aloud the completed text

Key: English, Wednesday, Wednesday(s)

Whole class

Pair works 2.3 Let’s play

-Tell pupils that they are going to the puzzle by writing the names of the school subjects

-Ask them to look at the word SUBJECTS and the rows of boxes I to Have pupils think about the names of the subjects bearing one letter of the word SUBJECTS and complete the puzzle, using one letter per box Do Number I as an example: SCIENCE

-Ask pupils to work in pairs to discuss the possible answers Go around offering help, if necessary Call on some of them to say the answers

Key: Science, Music, English ,4Vietnamese, Maths

Whole class Group works

3 Homelink

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I Objectives: By the end of the lesson Ss will be able to pronounce the sounds of the letters ct and cts in the words subject, subjects respectively

-Spend a few minutes revising the previous lesson by organising a Slap the board game using the words for school subjects

2.1 Listen and repeat

-Tell pupils that they are going to practise saying the sounds of the letters ct and cts in the words subject and subjects

respectively

-First put the letters ct and cts on the board Play the recording and ask pupils to repeat a few times Then put the words

subject, subjects and the sentences on the board Play the recording a few times and let pupils say the swards and the sentences, paying attention to the target sounds

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

Whole class

Read in chorus

Individual Group works 2.2 Listen and circle Then write and say aloud.

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

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

-Have pupils listen to the recording and tick the appropriate boxes Then ask them to fill the gaps with subject or subjects Have them swap their answers before checking as a class Go around offering help, if necessary

-Ask pupils to read the sentences aloud

Key: subjects , subject ,3 subjects , subject Audio script

1 What subjects you have today? What subject you like?

3 What subjects does she have on Fridays? What subject does she Ilke?

Whole class

Pair works

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do you hove today? Follow the procedure in Teaching the unit components in Introduction

-Have them read the chant and check comprehension

-Play the recording more than once, if necessary, for pupils to choral and individual repetition Show them how to chant and actions Call two groups of three to give a demonstration, one group chants the three questions and the other chants the three answers

-Get pairs or groups to sit opposite of each other and practise chanting and doing actions -Call two groups of three to the front of the class to chant and actions The rest of the class claps along to the rhythm

-Read in chorus -Group works Pairs works

3 Home link

Individual

I Objectives: By the end of the lesson Ss will be able to read and write about their school subjects

-Spend a few minutes revising the previous lesson by getting two groups of three to go to the front of the class to chant What subjects you have today? and actions The rest of the class craps to the rhythm or does actions

Individual

2 New lesson 2.1 Read and complete

-Tell pupils that they are going to read the text about Nga and complete the timetable

-Get them to look at the timetable and guess the subjects they

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can use to fill the gaps.Then have them read the text to find the information they need to complete the task If necessary, get them to work in pairs

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

-Get them to swap their answers before checking as a class Key: Vietnamese ,2 Maths ,3 Science ,4Art

Individual Pair works 2.2 Write about yourself

-Tell pupils that they are going to complete some sentences about their school subjects

-Have them work in pairs or groups to discuss what words they are going to fill the gaps with Focus them on the name of their school, the school days, the school subjects, when they have English, and their favourite subject

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

Key: Pupils' own answers

Whole class Pair works

2.3 Project

-Tell pupils that they are going to interview a friend in another school about his/her timetable and tell the class about it

-Give each of them a small piece of paper and ask them to copy the table in the Pupil's Book on the paper

-Tell pupils to ask a friend in another school about his/her timetable during break time and tick the table

-Have them tell he class about their friends' timetables

Example: Here is my friend's timetable Huang is a pupil of Quang Thing Primary School She has Moths and Vietnamese on Mondays, Tuesdays, Wednesdays and Thursdays She has Engl sh on Mondays, Wednesdays, Thursdays and Fridays She has Science on Tuesdays and Thursdays She has IT and Music on Wednesdays, and Art on Tuesdays She has PE on Fridays Thank you to listening

Individual

3 Home link

-Learn by heart the new words and model sentence -Be ready for Review 1-page

Individual

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I Objectives: By the end of this unit, pupils will be able to use the words and phrases related to the topic Classroom activities Pupils can ask and answer questions about school subjects, using What’s he/she doing? He’s/she’s

* Vocabulary: listen to music, read , write , watch, video, dictation * Sentence pattern: What’s he/she doing? He’s/she’s

-Ask pupils to play Bingo to revise verbs for learning activities in the classroom (e.g read, ;foe, listen, talk) Follow the procedure in Games in Introduction

-listen to music: nghe nhạc -read: đọc

-write a dictation: viết tả -watch a video: xem video *Check-up vocabulary: R.O.R

-Tell pupils that they are going to read a story in which pupils ask and answer questions about what someone is doing in the classroom

-Ask them to look at the four pictures to identify the characters and the context in which the language is used Ask questions such as

Where are they? What are they doing?

-Remind pupils of the meaning of be + verb-ing Check comprehension

-Play the recording more than once, if necessary, for pupils to listen and repeat Do choral and individual repetition, pointing to the characters speaking

Language note: be + verb-Mg is used to express an action happening at the moment of speaking (e.g They are making a boat)

Group works ,

Individual

2.2 Point and say. * Model sentence:

S1:What’s he/she doing? He’s/she’s S2:He’s/she’s

-Tell pupils that they are going to practise asking and answering questions about what someone is doing

-Have them look at the bubbles to understand how to use the

Whole class

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language Ask pupils to look at the four pictures to identify what the girl/boy is doing in each picture

-Point to the first picture and model the task with one pupil, using the expressions in the bubbles and the phrases under the picture Ask pupils to say the sentences chorally and individually Repeat the same procedure with the rest of the pictures

-Ask pupils to practise in pairs, using the prompts in the bubbles and the pictures

-Select some pairs to role-play the dialogue in front of the class

Language note: Draw pupils'attention to the ing-forms of different verbs (e.g write — writing)

Pair works

2 Work in pairs Tell your partners what you like doing

-Tell pupils that they are going to practise asking and answering questions about what one of their classmates is doing in the classroom, using What's he/she doing? and He's/She's You may ask pupils to mime different

activities (e.g leading, listening to music, playing football -Ask them to work in pairs: one pupil asks the question and the other gives the answer

-Select some pairs to role-play the dialogue

Whole class

Pair works 3 Home link

Individual

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I Objectives: By the end of this unit, pupils will be able to use the words and phrases related to the topic Classroom activities Pupils can ask and answer questions about school subjects, using What’s he/she doing? He’s/she’s

* Vocabulary: listen to music, read , write , watch, video, dictation * Sentence pattern: What’s he/she doing? He’s/she’s

Steps of activities Work

-Spend a few minutes revising the question What’s he/she doing? and the answer He’s/She’s Get pairs to act out the questions and the answers in front of the class

2.1 Listen and tick.

-Tell pupds that they are going to listen to three dialogues about what someone is doing and tick the correct pictures -Ask them to look at the pictures to identify the similarities and differences among them (la Linda is writing lb Linda is reading lc Linda is listening to music 2a Nam is

listening to music 2b Nam is reading 2c Miss Hien is reading and Nam is wilting 3a Peter is listening to music 3b Peter is reading 3c Peter is watching a video or

playing a game.) Check understanding

-Play the recording more than once, if necessary, for pupils to listen and tick the correct pictures

-Play the recording again for pupils to check their answers -Get pupils to swap their answers before you check as a class

Key: 1b 2c 3a Audio script:

• Tom: Where's Linda? Mai: She's in the library Tom: What's she doing? Mai: She's reading a book 2 Tom: Where's Nam?

Mai: He's in the classroom Tom: What's he doing?

Mai: He's writing a dictation 3 Tom: Where's Peter?

Mai: He’s in the computer room Tom: What's he doing?

Mai: He's listening to music

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about what someone is doing, using the picture cues -Ask them to look at the four pictures to identify what the character in each picture is doing Then ask pupils to read the questions and write the answers Get pupils to work in pairs, if necessary

-Get them to swap their answers before checking as a class If there is enough time, invite some pupils to read the complete questions and answers aloud

Key: He's reading a book She's writing a dictation. He's listening to music She's watching TV/a video

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

-Divide them into groups of three Pupil mimes a

classroom activity (e.g reading a book, listening to music) without making any sounds or lip movements Pupil points to Pupil and asks What's he/she doing? Pupil answers (e g He's/She's reading a book.)

-The pupils in groups take turns asking and answering the questions Monitor the activity and offer help, if necessary

Whole class

Group works 3 Home link

Individual

UNIT 9:WHAT ARE THEY DOING? Lesson 2- Part 1,2,3/ p 60

I Objectives: By the end of the lesson Ss will be able to ask and answer questions about what people are doing, using What are they doing?They're II Language focus:

* Vocabulary: paint , mask , make , puppet , paper plane, draw picture * Sentence pattern: What are they doing?They're

Spend a few minutes revising the previous lesson by calling some pupils to the hunt sd the %lass to ask and answer questions about activities happening In the classmom, using

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What’s he/she doing? He’s/she’s 2 New lesson

- paint : sơn - a mask : mặt nạ - make: tạo/làm - a puppet: rối

- a paper plane: máy bay giấy -draw picture: vẽ tranh *Check-up vocabulary: R.O.R

-Tell pupils that they are going to read a story in which pupils ask and answer questions about what pupils are doing in the classroom,

-Ask puplb to look at the pictures to identity the context in which the language is used Ask some questions such as

Who’s the boy/girl? Where are they? What are they doing? -Check comprehension,

-Play the recording more than once, if necessary, for pupils to listen and repeat Do choral and individual repetition pointing to the characters speaking

Language note: they’re = they are

Whole class Read in chorus Group works ,

Individual

2.2 Point and say. * Model sentence:

S1 :What are they doing? S2: They're

-Tell pupils that they are going to practise asking and answering questions about what people are doing

-Have them look at the bubbles to understand how to ask and answer questions about what people are doing, using

What are theydoing?They're

-Ask pupils to look at the four pictures to identify what the pupils are doing in each picture Teach the phrases painting mocks, makings puppet, playing badminton and making paper planes

-Point to the first picture and model the task with one pupil, using the sentences In the bubbles and the phrase under the picture (Teacher; What are they doing? Pupil: They're painting masks) Ask pupils to say the question and answer chorally and individually Repeat the same procedure with the rest of the pictures

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

Whole class

individual

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-Select some pairs to demonstrate the task in front of the class

2.3 Let’s talk

-Tell pupils that they are going to practise asking and answering questions about where their classmates are and what they are doing, using

Where is he/she? What's he/she doing?

Where are they? What are they doing?

-Remind pupils how to use be + verb-mg to ask and answer about what people are doing at the moment of speaking -Do the task with one pupil as a model Put the sentences on the board and choral and individual repetition

-Ask pupils to work in pairs, one pupil asking the questions and the other giving the answers about what their

classmates are doing at the moment of speaking Monitor the activity and offer help, if necessary

-Select some pairs to role-play in front of the class

Whole class

Pair works

3 Home link

Individual

I Objectives: By the end of the lesson Ss will be able to ask and answer questions about what people are doing, using What are they doing?They're II Language focus:

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* Sentence pattern: What are they doing?They're

Spend a few minutes revising the previous lesson by asking some pairs to ask and answer about what people are doing, using What are they doing? They're

2.1 Listen and number

-Tell pupils that they are going to listen to a text about what some pupils are doing at break time and number the pictures -Ask them to look at the pictures and identify what the

characters in each picture are doing (In Picture a, they are playing badminton In Picture b, they are making paper planes In Picture c, they are making a kite In Picture d, they are playing football.) Check understanding

-Play the recording for pupils to listen and number the pictures -Play the recording again for pupils to check their answers -Get them to swap their answers before you check as a class

Monitor the activity and offer help, if necessary Key: a2 b4 c3 dl

Audio script

It is break time now

1 The boys are playing football

2 The girls are playing badminton in the playground 3 The girls are making a kite

4 The boys are making paper planes

-Tell pupils that they are going to answer the questions about what the children are doing, using the picture cues

-Ask them to look at the four pictures to identify what the characters in each picture are doing Then ask them to read the questions and write the answers, using the picture cues Get pupils to work in pairs, if necessary

-Get them to swap their answers before checking as a class If there is enough time, invite some pairs to act out the dialogues Key: They're painting a mask They're making a kite

3They're making paper planes They're making a paper house

Whole class

Pair works

-Tell pupils that they are going to sing the song What ate theydoing?Teach the song following the procedure in Teaching the unit components in Introduction

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-Have them read each line of the lyrics aloud Check comprehension

-Play the recording all the way through Ask pupils to choral and individual repetition of the song line by line until they get familiarized with the pronunciation, the stress, the rhythm and the tune of the song Play the recording again and get pupils to sing along with the recording

-Divide the class into two groups: one sings the questions and the other sings the answers The rest of the class sings the song together, clapping hands

Group works

3 Home link

Individual

I Objectives: By the end of the lesson Ss will be able to pronounce the sounds of the letters sk and xk in the words mask, text respectively

Spend a few minutes revising the previous lesson by calling some pupils to the front of the class to sing the song What are they doing? Have the class listen and clap their hands

2.1 Listen and repeat

-Tell pupils that they are going to practise saying the sounds of the letters sic and xt in the words mask and text respectively -First, put the letters sk and xt on the board Play the recording

and ask pupils to repeat a few times Then put the words mask and ten on the board, play the recording and ask pupils to repeat a few times After that, write the sentences He's making a mask and She's reading a text on the board Play the recording a few times and let pupils say the sentences, paying attention to the target sounds

Whole class

Read in chorus

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-Get some pupils to say the sentences in front of the class Check as a class and correct the pronunciation, if necessary

Group works 2.2 Listen and tick Then write and say aloud

-Tell pupils that they are going to listen to the four sentences and tick the correct words

-Ask them to look at the sentences and guess the words to fill the gaps

-Play the recording so they can listen and tick the words Remind pupils to focus on the words with the letters sk and xt while listening

-Play the recording again for pupils to check their answers • Get them to swap their answers before you check as a class Monitor the activity and offer help, if necessary

-Ask pupils to read aloud the sentences KEY: 1a 2a 3a 4b

Audio script

1 She's looking at the mask She's drawing a desk 2 The desk Is long They're painting a mask

Whole class

Pair works

-Tell pupils that they are going to say the chant What's he doing? Follow the procedure in Teaching the unit components in Introduction,

-Have them read the chant and check comprehension

-Play the recording more than once, if necessary, for pupils to choral and Individual repetition until they get familiarized with the pronunciation, the stress, the rhythm and the intonation of the chant Show pupils how to chant and actions Divide the class into groups of four and call two groups of pupils to give a demonstration: one group chants the questions, the other chants the answers

-Get groups to sit opposite of each other and practise chanting and doing actions Go around offering help, if necessary -Call three groups to the front of the class to chant and actions The rest of the class claps along to the rhythm

-Individual -Read in chorus -Group works Pairs works

3 Home link

Individual

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I Objectives: By the end of the lesson Ss will be able to read and write about their Classroom activities

-Spend a few minutes revising the previous lesson Get three groups of four to go to the front of the class to say the chant What's he doing? and actions Ask the rest of the class to listen and cup their hands

Individual

2.New lesson 2.1 Read and tick.

-Tell pupils that they are going to read the text about what the pupils are doing and tick T for true statements or F for false statements

-Ask them to look at the statements first and then read the text, focusing on the information they need to the task (what the characters are doing) If necessary, get pupils to work in pairs or small groups

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

Key: 1F 2F 3F 4T 5F

Whole class

Individual Pair works

2 Write about the picture.

-Tell pupils that they are going to write a short paragraph to describe what the pupils are doing in their Art lesson, using the picture and word cues

-Have them look at the given words and guess what they are going to write.Then ask them to look at the picture and find out what the teacher, the girls and the boys are doing

-Have pupils work in pairs or groups to discuss what they are going to write Give them enough time to the task

independently

-Get them to swap their answers before checking as a class If there is time, ask one pupil to unite the answer on the board

Key: The teacher is drawing a mask on the board.The girls are making puppets and painting masks.The boys are making a kite and painting houses

Whole class Pair works

2.3 Project

-Tell pupils that they are going to choose a photo of their family and describe vehat each of the family members is doing in the photo

-Ask them to look at their photos and find out what each person

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is doing Then they should think of the words needed to describe the picture and make notes, eg mum - cooking kitchen; dad - reading, living room:sister - learning English, living room

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

Example: My mum is cooking in the kitchen My dad is reading in the living room My sister is learning English in the living room Call some pupils to the front of the class to describe their photos

3.Home link

-Learn by heart the new words and model sentence -Be ready for unit 10 -lesson 1,2,3 page 64

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