GIAO AN LOP 3 MOI TRON BO

- Play the recording for Ss to listen and repeat each line of the text (Correct typicl pronunciation error(s) when necessary)3. - Ask a few questions to ensure Ss’ comprehension of th[r]

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Lesson planning School year: 2011-2012

ME AND MY FRIENDS Week: 1.

Period: 1st

UNIT 1: HELLO

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

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

III Teaching methods :

- Communicative approach - Techniques:

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

+ Discuss IV Teaching aids :

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

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

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

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

Organization:

Class Date of preparing Date of teaching Absent Students 3A4

Time Steps/Activities Work

arrangement 1’

5’

10’

I. Class organization.

II. New lesson.

1 Warm up : Chatting.

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

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

2 Presentation :

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

+ Hello/Hi (translate)

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10’

10

+ am = ’m (translate)

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

* Checking vocabulary : Slap the board.

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

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

- Gets some pairs to read it aloud * Presenting new structure:

- T gives a situation to present (using picture)

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

Hello I’m Mai Hi, Mai I’m Nam

3 Practice :

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

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

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

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

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

- Have the class repeat all the phrases

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

assimilation of sound and intonation) and offer help when necessary

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

- Make some questions to check Ss’ comprehension of language

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

4 Production :

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

Whole class, group and individual

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class

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4’

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

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

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

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

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

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

their pronunciation III. Other activities :

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

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

Pair – work

T – whole class

Week: .

Period: 2nd

UNIT 1: HELLO

Lesson 2

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

II Objectives :

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

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

- Communicative method

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

+ Work in groups, discuss IV Teaching aids :

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

V Language focus :

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

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Time Steps/Activities Work

arrangement 1’

5’

10’

II. New lesson:

1 Warm up : Noughts and crosses

2. Lis

ten and repeat

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

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

I’m Nam Hello, Nam

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

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

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

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

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

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

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

- Have Ss circle all the words containing the focused sounds

hello and hi in the chant 3 Listen and number

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

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I Nga Hello

Nam am Mai

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10’

4’

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

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

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

while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and number.

- 3rd: play the recording for Ss to check their answers.

- Have Ss trade their answers in pairs for correction

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

Transcript:

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

4 Read and match.  Pre-reading :

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

- Ask Ss to predict “What is what”  While-reading :

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

their prediction

- 2nd reading: Ss the task (match the sentence with a

appropriate picture.)

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

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

 Post-reading :

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

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

Answers: 1 – d; – c; – b; – a III. Other activities

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

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

- Practice the sound h as in hello and hi.

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- Recite the chant on page

Week: . Period: 3rd

UNIT 1: HELLO

Lesson I Aims : Practice saying goodbye.

II Objectives :

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

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

IV Teaching aids :

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

V Languages focus :

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

Organization:

5’

10’

1 Warm up : Chatting

- T asks Ss to repeat the greeting and introducing oneself

- T sets the scene

2 Listen and repeat.

- Have Ss to look at the book at page 10

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

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

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10’

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

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

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

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

- Elecit the structures

3 Look and say.

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

Ss to guess and complete the speech bubbles

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

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

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

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

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

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

4 Write.

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

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

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

corection

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

Answers:

1. Hi, I’m

2. boy; girl

Whole class

Groups individually

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Pairwork T – whole

class

Individually Pairwork/ Groupwork

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4’

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

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

III. Home- link:

- Consolidate the content of the lesson

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

Whole class

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Week: .

Period: 4th

UNIT 2

MY NAME IS …

Lesson 1

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

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

- Develop writing, reading skill III Teaching method:

- Communicative method - Techniques:

- Ask and answer

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

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

V Languages focus : Sentence patterns:

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

Organization:

Class Date of preparing Date of teaching Absent Students 3A

3A 3A 3A

arrangement 5’ I. Warm up :

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

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10’

12’

10’

S2: Hi, Mai I’m Nam II. New lesson.

1. Look, listen and repeat.

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

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

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

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

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

2 Look and say

- Have Ss look at the pictures a and b

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

- T models the dialogue

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

Mai: Hello I’m Mai

Tom: Hello, Mai I’m Tom

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

introductions using picture a and b

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

3 Talk

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

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

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

A: Hello, I’m Mai.

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3’

B: Hi, Mai I’m Nga.

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

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

correct typical pronunciation errors

their pronunciation III Home- link:

- Encourage Ss to for Unit 2- Section

Group work

T- whole class

Week: .

Period: 5th

UNIT 2

MY NAME IS …

Lesson 2

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

II Objectives :

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

+ Work in groups, discuss IV Teaching aids :

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

V Language focus :

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

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

- Phonics: Linda Nam VI Procedures :

arrangement 1’

5’

II. New lesson:

1 Warm up : Noughts and crosses

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10’

2. Lis

ten and repeat

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

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

- Produce the sound l and n a few times

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

Linda Nam I’m Linda.

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

I’m Nam.

How you spell Nam? N – A – M

3 Listen and tick.

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 14 - Identify the characters and guess what they are saying - Set the scence: “you are going to listen to the recording,

match the information they hear to the pictures and tick the box in the appropriate picture.

while they are looking the pictures in their books

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Group work Pair- work

I Nga Hello

Nam am Goodbye

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10’

4’

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

pictures

Transcrip

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

Mai: Sorry?

Tony: Tony T – O – N – Y.

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

Phong: Sorry?

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

4 Read and match.

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

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

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

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

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

Answers: 1 – b; – a III. Summary

- Ss have revised how to greet and say goodbye

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

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

IV. Home- link :

- Sing The ABC Song on page at home

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Pair- work Individually

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Week: Period: 6th

UNIT 2

MY NAME IS …

Lesson 3 I Aims : Practice spelling simple names. II Objectives :

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

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

V Languages focus :

- Structures: How you spell your name?

L – I – N – D – A VI Procedures :

Organization:

5’

10’

1 Warm up: Chatting

- T asks Ss to repeat the greeting and introducing oneself

- T sets the scene

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

names and recall the alphabet.”

- Use a poster to set up the situation

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

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10’

the speech bubbles

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

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

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

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

3 Look and say

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

names”

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

◦ Assign a pair to pretend to be the characters in the pictures

◦ Ask the pair to act out the question and answer about spelling Repeat the step but have the pair swap their parts

◦ Continue the activities with sonme pairs - Ask Ss to practice asking and answering

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

4 Write.

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

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

- Ss read silently and complete the sentences

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

corection

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

Answers:

1. Mai; Tony

Groups individually

Groupwork

Pairwork

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4’

2. L – I – N – D – A

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

III. Summary

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

IV. Homelink

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

T – whole class

UNIT 3

HOW ARE YOU?

Lesson 1 I Objectives :

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

II Teaching method:

III Teaching aids :

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IV Languages focus :

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

- How are you?

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

V Procedures : Organization:

3A 3A 3A

10’

I. Warm up :

- Have Ss tofind out the names of the Ss L A N A B C D E A V D E F M U F B X P L R L T G

C Z H M W I S H

D T O N Y N Q I E Y N O P D P J

F H G I J A O K

U X Y Z N A M L V T X Q P O N M - Answers: Lan, Phong, Tony, Nam, Linda - Ask Ss work in pairs:

S1: Hello I’m Nam S2: Hi, Nam I’m Tom

II. New lesson.

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

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12’

10’

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

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

Note:

 Children not tend to ask each other How are you? (That is something adults to each other and to children, but not child to child

 Thanks is an informal expression of thank you 2 Look and say

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

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

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

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

Mrs Lan: How are you, Tom?

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

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

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

3 Talk

- Recall the titles Mr., Mrs., Miss

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

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Group work

T – whole class

Pair – work

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3’

A: How are you?

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

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

their pronunciation III Home- link:

- Encourage Ss to prepare for Unit - Lesson

Group work

Pair – work

T – whole class

Week:

Period:8th

UNIT 3

HOW ARE YOU?

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

II Teaching methods :

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

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IV Language focus :

 Phonics: hello thanks

- How are you?

3A

arrangement 5’

10’

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

II. New lesson:

1 Listen and repeat

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

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

- Produce the sound l and n a few times

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

Hello thanks Hello, Mr Loc

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

- Have Ss practice the chant in groups and clap the

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10’

syllables

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

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

pictures

Transcrip

1 Nam: Hello, Mr Loc How are you?

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

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

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

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

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

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

T – whole class

Individually

Pair- work

T – whole class

Individually

Pair – work

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4’

Answers: 1 – b; – a III. Summary

- Ss have learn how to greet and express greeting phrases, using How are you?/ fine/ thank you/ thanks/ and you?

- Produce the sound of the letter l in hello and a in thanks

IV. Home- link :

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

T – whole class

Evaluation: Ss did them well.

UNIT 3

HOW ARE YOU?

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

- Develop speaking and listening skill II Teaching methods :

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- How are you?

3A

10’

I. Warm up

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

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

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

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

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

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

2 Look and say

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

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

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

◦ Assign a pair to pretend to be Linda and Miss Hien to act out the dialogue

◦ Repeat the step but have the pair swap their parts

- Have the whole class repeat all the phrases

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Whole class

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10’

3’

2’

- Ask Ss to practice in pairs

3 Write.

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

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

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

corection

Answers:

1. Hi

2. How

3. thank

4. thanks

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

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

IV. Homelink

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

T – whole class

Individually Pair – work

T – whole class

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Week: 5

Period: 10th

UNIT 4

WHAT’ S YOUR NAME?

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

- Develop speaking skill II Teaching methods :

- Communicative approach - Techniques:

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

+ Discuss III Teaching aids :

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

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

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

Organization:

3A

10’

I. Warm up :

- Help Ss listen and sing the song How are you on page 23

II. New lesson

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

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

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

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

2 Look and say

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

repeat each name a few times

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

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

pictures

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

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10

3’

2’

- Monitor the activity and offer help Correct

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

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

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

3 Talk

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

- Fill in the speech bubble with the answer promted by Ss

A: What’s your name? B: My name’s Hoa.

- Repeat the step swith other pictures

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

- Have Ss to work in pairs to practice

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

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

- Ss have learnt to ask and answer aboutnames, using

What’s your name? and My name’s + name.

IV. Home- link:

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

T – whole class

Pair- work

T – whole class

Evaluation: Ss did them well Week:

Period:11th

UNIT 4

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

This is + name.

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

+ Work in groups, discuss III Teaching aids :

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

 Phonics: this Tom

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

 What’s your name? My name’s Linda  This is Linda V Procedures :

Organization:

3A

arrangement 5’

10’

I. Warm up :

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

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

- Have Ss open the book page 26, draw their attention to the letters coloured diferrently in the words this and Tom

- Set the scene: “We are going tolearn how to produce the sound of letters th in the word this and that of the letter T in the word Tom”

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

T-WC

(28)

10’

sounds

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

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

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

each line of the chant

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

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 26 and identify the characters in these pictures

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

pictures

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

Transcrip

1 Girl: Hi, Nam This is Peter.

Boy: Peter? How you spell that? Girl: Peter P – E – T – E – R.

Whole class

Group work

T – whole class

Individually

(29)

10’

3’

2’

2 Boy: Hi, Linda This is Mai.

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

Answers: – b: – a.

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

information to match each of them with the right picture ”

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

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

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

Answers: 1 – b; – a III. Summary.

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

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

Tom

IV. Home- work :

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

- Recite the chant on page

T – whole class

Individually Pair – work

T – whole class

(30)

Week: . Period: 12th

UNIT 4

WHAT’ S YOUR NAME?

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

- Develop speaking and listening skill II Teaching methods :

IV Languages focus :

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

 Sentence patterns: How you spell your name? L – I – N – D – A

(31)

10’

I. Warm up :

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

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

- Set the scene: “we are going to recall how to spell someone’s name and say the alphabet letters”

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

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

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

2 Look and say.

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

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

◦ Assign a pair to pretend to be Mary Point to P.a and ask How you spell your name?

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

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

3 Write.

T – whole class

Whole class

Groups individually

T – whole class

Pairwork

(32)

10’

3’ 2’

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

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

corection

Answers:

1. this

2. What

3. spell

III. Summary:

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

IV. Homework:

- Practice singing the rhyme What is your name?

Whole class

(33)

Period 16

review

A/ Aims:

By the end of the lesson, Ss will be able to review from Unit to Unit

B /Teaching aids:

- Lesson plan, books, chalk and pictures

C/Proceduce:

Step 1: Organization:

Class Date of teaching Absent students

……… ……… ………… ……… ……… ………… ……… ……… …………

Step 2: Warm up

Chatting Step 3: Let's review.

pronounciation (Ngữ âm)

1 Aims: Ss review the sound that they have learn in the theme Procedure:

Ss read aloud the words

Hello hi Linda Nam Hello thanks

This Tom

Tony Yeah

- Ss read words individually

- Some Ss read aloud the words, other Ss listen and give coments - T ask Ss to give meaning of the words

Grammar (Ngữ pháp)

(34)

2 Procedure:

- Say again and give structures

*Hello, I’m Mai – Hi, Mai I’m Nam

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

*How are you? – I’m fine,thank you And you? Fine, thanks

* What’s your name? – My name’s Linda * Who is that? – It’s…

* Is that Tony? – Yes, he(she) is/ No, he(she) isn’t Do test

I/ Complete each word Say it aloud.

(35)

OUR FRIENDS

Lesson 1 I.Objectives:

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

II.Teaching methods:

III.Teaching aids:

IV.Languages focus:

 Vocabulary: Who , She , He

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

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

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

Organization:

3A

10’

V. Warm up :

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

1.Look listen and repeat.

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

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

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

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

- Have Ss work in pairs,read the dialogue again

- Some pairs to come to the front to read the dialogue, the class listen and give the comment

- Model sentence:

T – whole class

Whole class

(36)

10’

Mai: Who’s that?

Phong: It’s Tony

2.Look and say.

each picture Recall sentence patterns “Who is that? ”

◦ Assign a pair to pretend to be Mai and Phong Point to P.a and ask “ Who is that “?

◦ Have Ss repeat the answer : It’s ……

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

- Ask Ss look at the pictures and answer the

question

? Who are they? – They are Nam, Phong, Tom and Linda.

T models: Nam: Who’s That? Phong: It’s Phong => Exchange

- Ss work in pairs

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

3 Talk

- Ask Ss open their book P.31 and look at the pictures

- Ask Ss look at the Picture a,b and answer the question:

individually

T – whole class

Pairwork

T – whole class

Whole class

(37)

10’

? Who are they? – They are Hoa, Mai, Nam and their friends

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

T models:

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

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

* Let s chant’

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

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

Come on

Let’s play together Yeah! Yeah!

III.Summary

- Ask Ss repeat the pattern and read the chant

IV.Homelink

- Do exercise in workbook

- Prepare the lesson for the next period

Evaluation: Ss did them well

UNIT 5

OUR FRIENDS

Lesson 2 Objectives:

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

Teaching methods:

(38)

+ Work in groups, discuss + Ask and answer

Teaching aids:

Languages focus:  Vocabulary:

 Sentence patterns: Who’s that Is that… ? Is this… ? Procedures:

Organization:

3A

10’

I.Warm up:

II.New lesson.

* Vocabulary.

No: khơng

Yes: phải,ừ, có(đồng ý) Know: biết

T elicits the words

- T modles (twice or three times)

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

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

1.Listen and repeat:

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

T – whole class

Whole class

Groups individually

(39)

10’

5

- Produce the sound of the letter t in the word Tony andy in the word yeah.

- Produce the sound t and y a few times

Is this Tony? Yeah! Yeah! Hi, Tony Is that Tom? No, no

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

- Ask Ss look at the pictures on p.32

- T set the scene

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

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

correct pictures

- play the recording for Ss to check their answers

- Ss pair compare

- Transcrip

3 A: Hi, Mai Who’s this? B: It’s Nga.

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

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

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

3 Read and match:

T asks Ss practice the dialogue Have Ss to

4 Let s sing’

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

III Production

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

- Ask Ss sing the song again

IV Homework.

Pairwork

T – whole class

Whole class

(40)

- Prepare the lesson for the next period

* Evaluation.

UNIT 5

OUR FRIENDS

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

- II Teaching methods : - Communicative method

(41)

- III Teaching aids :

- IV Languages focus :

 Vocabulary: Who , She , He  Sentence patterns: Who’s that Is that… ? Is this… ? - Procedures :

Organization:

3A

12’

10,

I.Warm up:

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

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

5 Look and say.

each picture Recall sentence patterns “Is he Tony?”

◦ Assign a pair to pretend to be Nam Point to P.a and ask Is he Nam?

◦ Have Ss repeat the answer Yes he is

T – whole class

Whole class

Groups individually

(42)

10,

2’

1’

6 Write.

correction

Answers:

1. he

2. is

3. I

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

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

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

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

Pairwork

T – whole class

Whole class

T – whole class

(43)

UNITS ONE TO THREE I Recall the old lessons:

II Practice:

Unit One: HELLO

- Giới thiệu cách chào làm quen với bạn - giới thiệu tên với bạn

1.A: Hello Im + tên B: Hi I’m + tªn

( My friends )

A: Hello I’m Huyen

B: Hi I’m Duy

Unit Two: my name is ?

- giới thiệu tên với bạn

- Hỏi cách đánh vần tên bạn - Làm quen với bảng chữ Tiếng anh

1.A: My name is… ?

B: My name is Hue

*.A: Hello, My name is Nam

B: Hi, Nam. My name is Mai

A : How you spell your name ? B : T-O-M

Unit Three: How are you ?

- Giới thiệu cách hỏi thâm sức khỏe cách chào tạm biệt - Làm quen với bảng chữ Tiếng anh

1.A: how are you ? B: I’m fine ,thank you

*.A: Hello, Nam How are you? B: Hi, Mai. I’m fine, thank you And how are you?

A: Fine, thank

Unit Four: What’s your name ?

- Giíi thiƯu c¸ch hái tên

- Tr li y tên

(44)

Week 9: Period 17th:

Test 1

1.Khoanh tròn từ khác nhóm

1 Hello how what you fine I are you am this that Tony thanks good bye bye

2 Viết thành câu hoàn chỉnh

1.fine /thank/ I/ you/ am

- ……… do/ spell/ name/ how/ your / you?

-………

3.Alan /is /name /My

-……… Mai / am / I /

-……… are / How / you /?

3 Hoàn thành hồi thoại

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

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

A: ., thanks

4 Viết câu trả lời

1.What is your name?

(45)

2.How are you?

5 Đọc ghép cột A với cét B

A B

1.What’ your name? a.I’m fine,thank you

2.How are you? b.Hello.My name’s Mai

3.Hi.I’m Minh C My name is Linda

UNIT 6

My school Lesson 1

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

- Ask and answer

iv Teaching aids:

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

Sentence patterns:

- This is my school ?

- It’s Thang Long primary school Procedures:

Organization:

(46)

7’

10’

I Warm up:

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

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

1 Look, listen and repeat.

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

2 Look and say

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

◦ Assign a pair to pretend to be school in picture a

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

3 Talk

- This is my school ?

- It’s Thang Long primary school

T – whole class

Whole class

Groups individually

T – whole class

Pairwork

(47)

2’

their pronunciation

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

Encourage Ss to for Unit 6- Section

Whole class T – whole

(48)

Week: 10 Period:19 th

UNIT 6

My school Lesson 2 I Objectives:

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

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

+ Work in groups, discuss III Teaching aids:

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

IV Language focus:

 Phonics: Which school

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

 Which is your school? This one

 Which is your school? That one

Procedures: Organization:

3A

7’

I.Warm up:

II New lesson: 1 Listen and repeat

T – whole class

(49)

7’

10’

2’

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

School

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

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

sounds

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

to each line of the chant

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

syllables

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

while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and tick the

correct pictures

Transcript

class

Whole class

Groups individually

T – whole class

Pairwork

T – whole class

(50)

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

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

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

B: Which one.

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

A: Yes, Hoa Sen Primary

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

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

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

III Summary.

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

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

IV Home- work:

Ss recite the rhyme Which is your school

class

Work individually

Whole class

Evaluation:

(51)

UNIT 6

My school Lesson 3 I Objectives:

- Develop speaking and listening skill II Teaching methods:

III Teaching aids:

IV Languages focus:  Vocabulary:

 Sentence patterns: What school is it? Park primary school

Procedures: Organization:

3A

10’

I Warm up:

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

1.Listen and repeat.

- Play the recording again for Ss to repeat the lines in the

T – whole class

(52)

7’

10’

2’

speech bubbles two times

- Divide the class into two groups

7 Look and say.

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

◦ Assign a pair to pretend to be Mary Point to P.a and ask What school is it?

◦ Have Ss repeat the answer Tien xuan B primary school

8 Write.

corection

Answers:

1. Which

2. one

3. School

Groups individually

T – whole class

Pairwork

T – whole class

(53)

1’

III Summary

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

IV Homework

Practice singing the rhyme What school is it? Whole class T – whole

class

Whole class

(54)

Week 11 Period:21 th

UNIT 7

Places in my school Lesson 1

- Ask and answer

iv Teaching aids :

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

Sentence patterns:

- Is this a classroom ? - Yes , it is

- No, it isn’t

- Is that a classroom ? - Yes , it is

- No, it isn’t Procedures:

Organization:

3A

(55)

5’

10’

I Warm up:

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

- S2: Yes , it is II New lesson.

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

2 Look and say

◦ Assign a pair to pretend to be school in picture a

3 Talk

- Is this a classroom ? - Yes , it is

- No, it isn’t

- Is that a classroom ? - Yes , it is

- No, it isn’t

T – whole class

Whole class

Groups individually

T – whole class

Pairwork

T – whole class

(56)

2’

their pronunciation III Summary: IV Homework:

Pairwork/ Groupwork

class

(57)

UNIT 7

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

II Objectives:

III Teaching methods: - Communicative method

+ Work in groups, discuss IV Teaching aids:

V.Language focus: - Revision the structures:

 this is my classroom ?  it is big

 That is my school ?  it is small

VI.Procedures: Organization:

3A

10’

I Warm up :

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

- Set the scene: “we are going to recall how to spell

T – whole class

(58)

10’

12’

someone’s name and say the alphabet letters”

9 Look and say.

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

Yes , it is No, it isn’t

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

◦ Have Ss repeat the answer

10.Write.

corection

Whole class

Groups individually

T – whole class

Pairwork

T – whole class

(59)

2’ 1’

III.Summary

IV.Homework:

Practice singing the rhyme

Is this your classroom ? Yes , it is

No, it isn’t

class

(60)

UNIT 7

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

II Objectives:

III Teaching methods: - Communicative method

+ Work in groups, discuss IV Teaching aids:

V.Language focus: - Revision the structures:

 this is my classroom ?  it is big

 That is my school ?  it is small

VI.Procedures: Organization:

3A

10’

I Warm up :

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

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

T – whole class

(61)

10’

12’

they read the dialogue

11.Look and say.

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

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

◦ Have Ss repeat the answer

12.Write.

corection

Whole class

Groups individually

T – whole class

Pairwork

T – whole class

(62)

2’ 1’

III.Summary

IV.Homework:

Is this your classroom ? Yes , it is

No, it isn’t

class

Evaluation: Ss did them well, some Ss not pay attention

UNIT 8

School things Lesson 1

- Ask and answer

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

V Languages focus: Sentence patterns:

(63)

3A

10’

. I Warm up:

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

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

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

2 Look and say

- Have Ss look at the pictures a,b,c,d,e and f - Ask them to identify the characters in the pictures and

what they should say Fill the bubbles and have Ss to repeat the lines a few times

◦ Assign a pair to pretend to be in picture a Linda: What’s this ?

Tom: It’s a ruler

introductions using picture

T – whole class

Whole class

Groups individually

T – whole class

Pairwork

(64)

2’ 1’

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

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

their pronunciation III Summary: IV.Homwork:

Encourage Ss to for Unit 8- Section

(65)

UNIT 8

I.Objectives:

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

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

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

+ Work in groups, discuss III.Teaching aids:

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

IV.Language focus:

 Phonics: Pens Pencils  Vocabulary:

 Sentence Patterns:

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

Organization:

(66)

10’

- I Warmup:

II New lesson: 1 Listen and repeat

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

Pencils

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

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

sounds

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

to each line of the chant

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

syllables

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

T – whole class

Whole class

Groups individually

T – whole class

Pairwork

(67)

2’ 1’

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

correct pictures

Transcript

A: What’s this ? B: It’s a pen

1 A: What’s that ? B: It’s a ruler

Answers: – a: – a.

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

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

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

III.Summary.

- Ss have learnt to introduce someone, using What is +

- Produce the sounds of the letters ns in pens and that of

ls in pencil

IV.Home- work:

Ss recite the rhyme What is this? at home

(68)

UNIT 8

I.Objectives:

- Develop speaking and listening skill II.Teaching methods:

IV.Languages focus:  Vocabulary:

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

Organization:

3A

arrangement 5’ I.Warm up:

- Ss recite the rhyme Is this your classroom ?on page 58

(69)

10’

12’

II.New lesson.

- Set the scene:

13.Look and say.

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

 What’s this ?  It’s a book  What’s that ?  It’s a ruler - T models the dialogue

Assign a pair to pretend Point to P.a and ask ◦ Have Ss repeat the answer

14.Write.

correction

T – whole class

Whole class

Groups individually

T – whole class

Pairwork

T – whole class

(70)

2’ 1’

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

III.Summary

IV.Homewor:k

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

class

(71)

UNIT 9

IN MY CLASSROOM

Lesson 1

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

II.Teaching methods:

IV.Languages focus:  Vocabulary:

 Sentence patterns: V Procedures:

Organization:

3A

20’

IV. Warm up :

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

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

V. New lesson.

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

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

T – whole class

(72)

10’

present the situation)

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

5 Look and say

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

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

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

- T models

◦ Assign a pair to pretend in the picture a -, please

Stand up, please

Have one repeat Then have the pair swap their parts

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

6 Talk

- Recall the Ss to speak “please”

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

A: Stand up, please B: Sit down, please

D: Open your book, please

- Have Ss to repeat the lines in the bubbles a few times before let them practice freely (use the characters in their books to practice or role play the greeting phrases - Have Ss to work in pairs to practice acting the greeting

Whole class

Groups individually

T – whole class

Pairwork

T – whole class

(73)

7. Let’s chant Come in yes, Miss sit down

………

their pronunciation - III Summury :

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

IV.Home- work:

Encourage Ss to prepare for Unit - Lesson

T – whole class

(74)

IN MY CLASSROOM

Lesson 2 I.Objectives:

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

 Phonics: can school

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

We go to school May I open my book?

V Procedures: Organization:

3A

20’

I.Warm up:

Let’s Ss chant ( L2 – 4) - Play the recording

II.New lesson :

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

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

- Produce the sound c and sc a few times

T – whole class

(75)

10’

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

CAN SCHOOL School, school, school! We go to school

……… No, you can’t

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

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

correct pictures

Transcript

3 Boy: Can I open my book, Miss?

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

4 Boy: Can I sit down, Sir?

Man: Sit down? Of course, you can You can sit down now.

Whole class

Groups individually

T – whole class

Pairwork

T – whole class

(76)

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

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

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

and comment

Answers: 1 – d; – a ; 3- c; 4- b III.Summary

- Ss have learn how to greet and express greeting phrases, using How are you?/ fine/ thank you/ thanks/ and you?

- Produce the sound of the letter c in can and sc in school

IV.Home- work:

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

class

UNIT 9

IN MY CLASSROOM

(77)

I.Objectives:

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

- Develop speaking and listening skill II.Teaching methods:

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

May I come in? Yes, You can No, You can’t V Procedures:

Organization:

3A

10’

I.Warm up

II.New lesson.

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

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

T – whole class

(78)

15’

2’

5 Look and say

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

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

◦ Assign a pair to pretend to

May I -go out -? Yes, you can ◦ Repeat the step but have the pair swap their

parts

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

6 Write.

correction

Answers:

1. Come; in

2. Go ; out

3. close

4. open

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

Groups individually

T – whole class

Pairwork

T – whole class

(79)

1’

III.Summary:

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

IV.Homework:

Ss practice singing the rhyme COME IN and SIT DOWN

T – whole class

UNIT 10

Our break time Lesson 1

I Aims: Ss will be able to name some specific games and actives. II Objectives:

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

- Develop listening, speaking skill.

(80)

- Ask and answer

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

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

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

Organization:

3A

10’

. I Warm up:

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

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

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

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

2 Look and say

Assign a pair to pretend to be school in picture a

T – whole class

Whole class

(81)

10’

2’

1’

What you at break time? I play badminton

Repeat the step with a few more pairs

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

3 Talk

- What -? I

- Have Ss to work in pairs to practicing

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

At break time

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

III

Summary:

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

IV Home- work:

Ss practice reciting the chant on page 67 at home

T – whole class

Pairwork

T – whole class

(82)

UNIT 10

I.Objectives:

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

(83)

 Phonics: break play

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

What you at break time ? I play hide and seek

3A

10’

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

II.New lesson:

- Have Ss open the book page 68, look at the words break

and play and notice the letter colored differently in both words

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

- Produce the sound br and pl a few times

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

break play

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

……… Let’s play football At break time

T – whole class

Whole class

Groups individually

(84)

10’

10’

- 2 Listen and tick.

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

correct pictures

Transcript

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

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

 A: what you at break time?

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

Answers: – a: – b.

- 3 Read and match.

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

and comment

Pairwork

T – whole class

(85)

2’

1’

Answers: 1 – c; – d ; 3- b; 4- a III.Summary:

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

play

IV.Home- work:

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

UNIT 10

I.Objectives:

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

- Develop speaking and writing skill II.Teaching methods:

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

(86)

 Sentence patterns:

Do you like playing chess ? I like playing badminton V Procedures :

Organization:

3A

10’

I. Warm up

- II New lesson.

1Listen and repeat.

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

2Look and say

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

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

Do you like playing badminton ? Yes, I

No, I don’t I like playing chess

- Have the whole class repeat all the phrases

T – whole class

Whole class

Groups individually

(87)

15’

2’

1’

- Ask Ss to practice in pairs

3.Write.

correction

Answers:

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

I like doing puzzle

- III Summary:

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

- IV Homework :

Ss practice singing the rhyme hide – and seek at home

Pairwork

T – whole class

(88)

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

II Practice:

Unit six: My school

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

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

Park primary school

Unit 7: place in my school

- naming school rooms

- describing school rooms

- asking and answering about school rooms

- Is this a classroom ?

- Yes, it is

- Is it new ?

- Yes, it is ( no, it isn’t) it’s old

Unit : school things

- naming school rooms

- describing school rooms

(89)

1- What’s this/ that ?

- it’s a book

2- What are these/ those ? - they are rulers

Unit : in my school

- Performing classroom instructios

- Asking for permission

- Giving permission

1-sit down, please Open/ close your book

2. may I come in ?

- Yes, You can/ no, You can’t

Unit 10 : our break time

Naming games and activities

Saying the name of games/ activities at break time

Asking and answering about games and activities at break time.

1. What you at break time ? I play hide – and – seek.

I like playing football/ badminton. 2 Do you like playing chess ?

Yes, I / No, I don’t

Week 17: Period34

REVIEW 3

Test

1.Khoanh tròn từ khác nhóm

1 A student B brother C doctor D ten 2.A you B fine C I D me A are B your C am D is A this B that C Tuan D these 5.A thanks B good bye C bye D new

2 Viết thành câu hoàn chỉnh

1.do /you/ what/ time/ at/ break/do ?

(90)

2 do/ spell/ name/ how/ your / you?

-………

3 /go out/may / I?

-……… which / your / school / is ?

-……… school / what / it / is ?

………

3 Hoµn thµnh câu sau cho hoàn chỉnh

2 A: Hi, m - - I go - - - ? A:What’s your…….? B: That is the l - - - y B: My name’s ………… C I like playing b – d - - - - on

4 Viết câu trả lời

1.What you at break time ?

………

2.which is your school?

5 Đọc ghÐp cét A víi cét B

A B

1.What you at break time? a hop A primary school

2.what is your school? b yes

(91)

Week:

Period 35: THE FIRST TERM TEST HA LONG EDUCATIONAL & TRAINING DEPARTMENT

Cao xanh primary school

Name: ……… Class: …3A… Date: ……… Time: 40’

-

-I,Complete each word( hoàn thành từ sau)

II, Circle (khoanh tròn đáp án đúng)

1,May I ……… the book? A, go B, open C,

2,……… is your school? A, Which B, What C,

How

3,It’s Kim Dong ……… school? A, classroom B, library C, primary

4, _ I go out? A, May B, Am C,

Is

5, Is that girl ? A, new B, the C,

4,ba kpac 2, pen_ il sha pener

(92)

III, Put a missing word (điền từ vào chỗ trống)

1, _ are you? I’m fine, thank you 3,This is friend Nam

2,What’s your ? I’m Tom 4,What is ? It’s a pencil

IV, Read and tick v(đọc tích v vào tranh đúng)

1,This is my classroom It’s big

2,What you at breaktime? I play hide and seek

Key

I,Complete each word( hoàn thành từ sau) 2,5 đ 1, r,b

2, c,r 3, h,b 4, c,k

II,Circle (khoanh tròn đáp án đúng) đ 1, B

2, A 3, C 4, A 5, A

III, Put a missing word (điền từ vào chỗ trống) 2,5 đ 1, H ow

2, name 3, my 4, this

a, b,

(93)

IV, Read and tick v(đọc tích v vào tranh đúng) đ 1, b

2, b

Week 18: Period 36 th :

UNIT 11

My family Lesson 1 I Aims: Ss will be able to identify family member. II Objectives:

- By the end of this lesson, students will be able to ask and answer the member of family

- Develop reading, speaking skill.

III Teaching method:

- Ask and answer

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

Vocabulary: father, mother, sister, brother Sentence patterns:

- Who’s this/ that?

- It’s

(94)

3A

10’

I Warm up:

- T asks some pairs to play a game of charade or listen to the chant on page 7, the student book

II New lesson.

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

- Set the scene “you are going to listen to

2 Look and say

Assign a pair to pretend to be school in picture a Who’s this ?

It’s my father

Repeat the step with a few more pairs

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

3 Talk

- Who’s -? It’s my

-T – whole class

T – whole class

Whole class

Groups individually

T – whole class

Pairwork

(95)

2’

1’

- Have Ss to work in pairs to practicing

- Call on a pair to demonstrate at the front of the class 9. Let’s chant

This is my mother. I call her mummy ……… In my family

III

Summary:

in this lesson , Ss have learnt how to ask and answer about family members, using; Who’s this ? It’s my ( father, mother )

IV.Home work:

Ss practice reciting the chant on page at home

class

Week 18: Period 37th :

UNIT 11

My family Lesson 2 I. Objectives :

- By the end of this lesson, students will be to ask who someone is - Develop listening, reading and writing skill

(96)

VI Teaching aids :

VII Language focus :

 Phonics: father mother

 Vocabulary: grandfather, grandmother, girl, woman  Sentence patterns:

Is this your father ? No, he isn’t

3A

10’

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

- II New lesson:

- Have Ss open the book page 8, look at the words father

and mother and notice the letter colored differently in both words

- Set the scene: “you are going to learn how to produce the sound of the letter th in the word father and er in the word mother

- Produce the sound th and er a few times

- Teach the new phrases ; Who’s this ? This is my + Name – Then show them how to spell father and mother and some other words

father mother

This is my grandfather I call him grandpa

……… And me ?

We are a big family

T – whole class

Whole class

Groups individually

(97)

10’

10’

- 2 Listen and tick.

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

correct pictures

Transcript

1 A: who’s this ?

B: It’s my grandfather. A : Your grandpa

B: yes He’s grandpa. A: who’s this ? B: It’s my brother. A : Your brother B: yes He’s brother.

- 3 Read and complete.

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

and comment

Pairwork

T – whole class

(98)

2’

1’

Answers: 1 – man; – Mrs binh ; 3- Nam ; 4- girl - III Summary

- Ss have learn how to ask and answer about family member, using : Who’s this? It’s my father

- Produce the sound of the letter th in father and er in

mother

- IV Home- work :

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

UNIT 11

My family Lesson 3 I Objectives:

- By the end of this lesson, Students will be able to ask - Develop speaking and writing skill

II Teaching methods: - Communicative method

(99)

IV.Languages focus:  Vocabulary: her, his  Sentence patterns:

What’s his name? His name is …… V Procedures :

Organization:

3A

10’

8’

I. Warm up

- II New lesson.

1Listen and repeat.

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

2Look and say

- Have Ss look at the pictures a, b, c, d and e on page 10 - Elicit the actives in the pictures and their doing

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

What’s his name ?

His name’s …JOHNBROWN

T – whole class

Whole class

Groups individually

(100)

12’

2’

1’

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

3.Write.

correction

Answers:

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

I like doing puzzle

- III Summary:

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

- IV Homework:

Ss practise singing the rhyme hide – and seek at home

Pairwork

T – whole class

(101)

Week 19:

Period 39th :

UNIT 12

HOW OLD ARE YOU?

Lesson 1 I Objectives:

- By the end of this lesson, Students will be able to ask about ages,then chant and develope skills

- Develop speaking and writing skill II Teaching methods:

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

New words: year, old, how, number to

- Sentence patterns: How old are you?- I’m nine years old - Skills: Listening and speaking

(102)

Organization:

3A

10’

8’

I.Warmup

Have ss to play “ Slap the board”

- Call on groups go to the board and play - Listens and gives comment

1 Pre –talking:

- Have Ss look at the picture, identify the characters and the names of the pictures

- Have Ss repeat the name of Ss and the sentence patterns

2 While - talking

- Have Ss act out and practice with the pictures - Ss practice asking and answering about ages - Go around and help Ss to practice

- Notes: Pronunciation

- Call 10 pairs standing and practice - Listen and help Ss to practice fluently

3 Post – talking:

- Ss practice about the real things - Listen and give comment

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

- Have whole class repeat the sentence patterns

4 Follow up: Let’s chant - Have Ss discuss chant ? What is he doing? - Presents how to chant - Play the recording one time - Listen and give comment

- Have Ss repeat all the words written on the board

III Summary:

IV Homewor:k

- Asks Ss to practice the model sentences more and more - Do the exercises B2, C1,2

Listen and play

- groups go to the board and play

- Others listen and give comment - Work in pairs

- Listen and repeat

- Work in pairs - Listen - Work in pairs

- Others listen - Others listen and give commen seven

year

how

(103)

12’

- Read in chorus one time

- Listen and play

- Others listen and give comment - Read in chorus

- Listen

(104)

UNIT 12

- By the end of this lesson, Students will be able to count from 10 to 20

-II Teaching methods: - Communicative method

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

IV Language focus:

- New words: Review both, how, numbers 1- 10- 20 - Sentence patterns: How about you?

- Skills: Listening

- Sentence patterns: How old is he?- He’s eight years old - Skills: Reading and singing

3A

10’

I Warm up:

- Asks Ss to ask and answer some questions about ages Then have them recite the chant on page 13

- Listens and gives comment

* Listening:

1 Pre – listening:

- Have Ss turn your book to page 14 and asks Ss the name, characters of schools

- Notes: the letters color different in both words how / ten ? How to produce the sound of the letter ow / how; e / ten - Produce the sounds of the letters

2 While – listening:

(105)

8’

12’

- Play the recording sentence by sentence times - Help Ss to clap the syllable

- Have Ss chant in groups G1: chant

G2: clap the syllables

- Go around and help Ss to chant

- Call on Ss repeat the stress, intonation - Listen and help Ss to practice

3 Post – listening:

- Call on groups standing and chant - Listen and give comment

- Ss look at the pictures and recall from to 10, identify the characters in the pictures and their ages

- Tell Ss how to listen “listen and complete”

- Play the cording one time for Ss listen to information - Play the cording two times

- Have Ss trade their answers - Calls Ss repeat the answers

- Replay the recording again for Ss check their answers - Listen and give comment

Answers: 2.nine, seven, eight

4 Follow up

- Have Ss produce the sound how/ ten, recite the chant in chorus

- Play the recording one time

- Play the recording sentence by sentence times - Ask Ss to act out and read

- Go around and help Ss to practice

Present the new words and sentence pattern + A: How old is he?

B: He is nine years old - Have Ss practice in groups - Listen and help Ss to practice Post – listening:

- Call on pairs or groups act out and practice

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

* Speaking

1 Pre – speaking:

- Have Ss look at the pictures a,b,c,d on page 16 identify the characters and talking about the names and ages of these characters

- Call one St to point to picture a, asking How old is Tom? Then have another St answer He s years old.’

Notes: the pronunciation (stress, assimilation of sounds and intonation)

2 While - speaking

- Have Ss repeat the step with some others pairs for pictures a, b, c, d

- Go around and help Ss to practice Post – speaking:

- Call on pairs to perform and practice

- Calls pairs to perform the task at the front of the class - Listen and give comment

(106)

4 Follow up

- Have Ss to answer questions about the your family members, writing their ages

- Listen and give comment

IV Homework:

- Asks Ss to practice the model sentences more and more - Do the exercise

- Prepare for the next parts

UNIT 12

- By the end of this lesson, Students will be able to ask and answer about ages of family members

-II Teaching methods: - Communicative method

(107)

+ Ask and answer III.Teaching aids:

- New words: Review

- Sentence pattern: How old is he? He is ………

- Listening and speaking - Sentence patterns: Review - Skills: Writing and play

3A

10’

I Warm up:

- Have Ss sing “Counting to Twenty” lesson 2, page 15 - Listens and gives comment

II.Newlesson:

* Listening

- Have Ss turn your book to page 16 and asks Ss to identify the characters in the top picture

2 While – listening:

Present the new words and sentence pattern + A: How old is he?

B: He is nine years old - Have Ss practice in groups - Listen and help Ss to practice Post – listening:

*Speaking

1 Pre – speaking:

- Have Ss look at the pictures a,b,c,d on page 16 identify the characters and talking about the names and ages of these characters

- Call one St to point to picture a, asking How old is Tom? Then have another St answer He s years old.’

Sing and slap the rhyme - Look and talk

- Listen - Listen and repeat

Work in groups

Ss listen and repeat

- Work in pairs

(108)

12’

Notes: the pronunciation (stress, assimilation of sounds and intonation)

2 While - speaking

- Have the class repeat all the questions and answers in this section to reinforce their pronunciation

3 Follow up

- Have Ss to answer questions about the your family members, writing their ages

*Writing:

1 Pre – writing:

- Have Ss look at the picture on page 17 then identify the characters and write sentences using the information provided

2 While - writing

- Have Ss read individually silently and complete the sentences

- Go around and help Ss to

- Have Ss trade their answers in pairs

3 Post – writing:

- Call on Ss rewrite the sentences on the board - Calls pairs act out and read the sentences - Listen and give comment

Answers:

– This is Mary She’s years old – This is Linda She’s years old – This is Peter He’s years old

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

4 Follow up:

Let s play ’ “ Listen, point and say”

- Asks Ss to discuss the picture; Place the flashcards of numbers – 20 around the classroom

- Ss play the game in groups - Go around and help Ss help

- Call out a word ex: four Ss point to the correct flashcard as they hear the word

- Others listen and give comment - Listen and give comment

III Homework:

- Have Ss sing “Counting to Twenty” - Do the exercise E on your workbook - Prepare for the next unit

practice

- Others listen and give comment - Read in chorus - Look and say

- Ask and answer Ss practice Ss practice asking and answering on pairs Others listen and comment Ss ask and

answer

- Work in pairs

- Silent reading and complete the sentences - Work in pairs

- Ss rewrite their answers on the board - pairs act out and read the sentences - Others listen and give comment Ss read aloud - Work in group

(109)

2’

Listen and remember

UNIT 13 MY HOUSE

By the end of this lesson, Students will be able to identify rooms in the house and practice identify rooms in the house

- New words: kitchen, bedroom, house, living room, dining room, bath room, garden

- Sentence patterns: This is my house There is a living room - Skills: Listening and speaking and play

(110)

3A

15’

I Warm-up

Ss sing the song Counting to Twenty II Newlesson:

* Listening. 1 Pre-listening:

* Picture description: (Picture 1)

- Ss guess Mai and Nam talk about her house

2 While-listening:

- Have Ss listen to the tape first - Let Ss listen and repeat twice

- Present the vocabulary and Sentence patterns Vocabulary: house: living room: kitchen: dining room bath room bed room garden:

2 Sentence patterns: This is my house There is a living room - Have Ss work in pairs to read

3 Post-listening:

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

* Speaking: 1 Pre-talking:

* Picture description: (Pictures a, b, c and d) T: This is my house

S: There is ………

2: While-talking:

- Ask Ss to practice according to the picture in groups

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

3: Post-talking:

- Ask Ss practice with friends in the class

4.Follow up

- Ask Ss draw a favorite room of their in a house

- Ask Ss look at the picture on page 19 and practice talking about these rooms

- Have Ss act out and practice with the pictures

- T givean example in picture a T: What’s this? Ss: This is living room - Ask Ss to act out and practice - Have Ss work in pair

- Go around and help Ss to practice Correct pronunciation

- Ss draw - Look at the picture and describe it - Listen - Work in pairs

- Others listen and comments - pairs standing and practice - others listen - Ss practice - Others listen and give comment - Read in chorus one time

- Listen and repeat

- Listen the rhyme

- Listen and repeat the slap the rhyme - Others listen andgive comment - Look at the picture and describe it - Ss listen and repeat

- Ss listen - Ss listen and repeat twice times

- work in pairs

(111)

5’

2’

error(s)

- Call pairs standing and practice - Listen and help Ss to practice fluently - Ss practice about the real things

- Listen and give the comment

* Let s play’ “Bingo”

- Presents the new words: kitchen, house, bedroom, living room, dining room, bath room, garden

- Play sentence by sentence times - Goes around and help Ss to play - Play the recording all the way - Listen andgive comment

III Homework:

- Ask Ss to the exercises A1,2 in the workbook - Prepare for the lesson 3,4

- Ss show their drawing

- Ask Ss to the exercise B1 in the workbook - Prepare for the next parts

groups

Look and talk - Listen to information - Listen and tick

- Work in pairs

8 Ss repeat the answers

Others listen - Listen and check again - Others listen and give comment - Chant in chorus - Listen and remember

By the end of this lesson, Students will be able to talk about rooms in the house

(112)

+ Ask and answer III.Teaching aids:

- New words: teddy bear, chair, cat, running, fast, the way, clean, early - Sentence patterns: review

- Skills: Listening

- Skills: Reading and singing

3A

15’

I.Warm-up

Ss talks about rooms in their own houses II.Newlesson:

* Listening. 1 Pre-listening:

* Picture description: Picture 1on page 20

Note: The letter color different in words Kitchen / bedroom

- How to produce the sound of the letter ch / kitchen, r / bedroom

2 While-listening:

- Have Ss listen to the tape first

- Let Ss listen sentence by sentence twice times - Have Ss work in pairs to read

- Call some Ss to play the role to practice

3 Post-listening:

- Have Ss read the chant Clap the rhythms - Chant in groups

* Listen and number

- Have Ss look at the pictures identify theobjects in the pictures

- Tell Ss how to listen “ listen and number” While - Listening:

- Have Ss trade their answers - Calls Ss repeat the answers Post – listening:

Answers: 1- b ; 2- c; – d; - a

4 Follow up

- Ss talks - Look at the picture and describe it - Ss listen and repeat

- Ss listen - Ss listen and repeat twice times

- work in pairs

- Others listen and comment - Read the chant - Chant in groups

Look and talk - Listen to information - Listen and tick

- Work in pairs

(113)

15’

2’ 1’

- Have Ss chant kitchen / bedroom in part again *Reading:

1 Pre – reading:

- Have Ss look at the pictures, sentences then elicit the names of the characters in the pictures

- Tell Ss that they are going to read the dialogue and tick the correct pictures

2 While - reading

- Have Ss read individually and the text - Go around and help Ss to

- Have Ss trade their answers in pairs - Call on Ss report their answers

3 Post – reading:

- Call on Ss read the dialogue - Listen and give comment

- Have Ss read the sentences in chorus to reinforce their pronunciation

- Listen and give comment Answers: picture b

4Follow up: Let’s sing “ The way I clean my house”

- Presents the new words: the way, clean and early - Play the recording one time

- Play sentence by sentence times - Goes around and help Ss to play - Play the recording all the way - Listen and help Ss to sing - Have Ss sing in groups

- Go around and help Ss to sing

- Call on one group sing the song again - Listen and give comment

III.Summary: IV homework:

- Have to practice the sing more and more - Do the exercise D (1) on page 55

- Prepare for the next part

comment - Chant in chorus - Listen and remember Work in pairs - Listen - Read and match - Work in pairs

- Ss report the answers - Others listen and give comment - Ss read the dialogue again

- Whole class read in chorus - Listen and repeat

- Listen the rhyme

- Listen and repeat the slap the rhyme - Sing in chorus - Sing in groups, slap the rhyme and the action - One groups (8 Ss) go to the board and sing

- Others listen and give comment - Sing in chorus - Listen

(114)

By the end of this lesson, Students will be able to talk about rooms in the house (review).And review the model sentences to talk about rooms in the house then develop skills

- New words: the way, clean, early - Sentence patterns: review

- Skills: Listening and speaking , writing and let’s chant

3A

10

I Warm up:

- Have Ss sing “ The way I clean my house” - Listens and gives comment

II Newlesson:

* Listening

- Have Ss turn your book to page 22 and asks Ss the names of the Ss, the characters, names of the pictures

- Using puppets to present the situation While – listening:

- Play the recording sentence by sentence times Present the new words and sentence pattern + he, she

+ There is one bedroom There are two bedrooms

Sing and slap the rhyme

- Listen and answer the T’s - Listen

(115)

10’

10

Have Ss practice in groups Listen and help Ss to practice Post – listening:

* Speaking

1 Pre – speaking:

- Have Ss look at the pictures and identify the characters and the names of friends

- Call on pairs repeat the sentence patterns Notes: the pronunciation

2 While - speaking

- Have the class repeat all the sentence patterns in chorus to reinforce their pronunciation

4 Follow up

- Have Ss play “reorder the words in the sentences” living room/ a / There is

2 bedrooms/ three / There are

- Call on groups (8 Ss) go to the board and play - Listen and give comment

*Writing:

1 Pre – writing:

- Have Ss look at the picture a, b, c and d on page 23 then identify the rooms in order to get the information, and write the missing words in each sentence

3Post – writing:

Answers: – a bedroom – a bathroom – two bedrooms – two bathrooms

4 Follow up: Let s chant’

- Put the large piece of paper with the chant from page 23, teach the new phrases

- Have Ss chant in groups - Go around and help Ss

- Call on groups to the frond of the class and chant, groups actions

- Have the whole class say the chant in chorus to reinforce their pronunciation

book

- Listen and repeat

- Work in groups - pairs act out and practice Others listen - Listen and repeat the pronunciation in chorus -Work in pairs - pairs repeat the sentence patterns - Listen - Work in pairs

- pairs act out, standing and practice pairs act out, go to the board and practice

- Others listen and give comment - Read in chorus - Listen

- groups go to the board and play - Others listen and give comment - Listen

Sing in chorus

(116)

2’ 1’

III.Summary: IV.Homework:

- Have to practice the sentences and chant more and more - Do the exercise D, E on your workbook

- Prepare for the next unit

- Silent reading and complete the sentences - Work in pairs

- Ss rewrite their answers on the board - pairs act out and read the sentences - Others listen and give comment - Read in chorus - Listen - Ss look

UNIT 14 OUR ROOM

By the end of this lesson, Students will be able to indentify things in a bedroom

- New words: ball, above, under, behind, on - Sentence patterns: Where’s it ?

It’s ……… - Skills: Listening and speaking

- Skills: Talking and playing

(117)

Organization:

3A

10

10’

I Warm up:

Have ss to play “ Slap the board”

- Call on groups (10 Ss) go to the board and play - Listens and gives comment

II Newlesson: * Listening

1 Pre – listening:

- Have Ss turn your book to page 24 and asks Ss to identify the characters of the picture and what they say

- Using the pictures of the school to present the situation 2 While – listening:

- Play the recording sentence by sentence times Present the new words and sentence patterns + ball:

+ here: Where’s it ?

It’s in your bedroom

- Help Ss to read the new words, model sentences - Ask Ss to act out and read the dialogue

- Go around and help Ss to practice 3 Post – listening:

- Call on 10 pairs act out and practice - Listen and help Ss to practice fluently *Speaking

1 Pre – speaking:

- Have Ss look at the pictures and identify the characters Present the new words

+ ball:

- Play game - Listen and open your book then identify the characters in the pictures - Listen - Listen and point to the appropriate line in the book

- Listen and repeair - Listen and take note - Listen and repeat

- Work in pairs

- 10 pairs act out and practice the dialogue - Others listen - Work in pairs - Listen - pairs repeat the sentence patterns - Listen - Work in pairs

Ss pairwork - pairs act out, standing

ball o under

n

(118)

Lesson planning School year: 2011-2012 10 2’ 1’ + on: + above: + under: + behind:

- Asks Ss repeat the sentences patterns Where is it ? It’s in your bedroom - Call on pairs repeat the sentence patterns Notes: the pronunciation

2 While – speaking: - Have Ss practice in pairs

- Go around and help Ss to practice 3 Post – speaking:

- Call on pairs to perform the task , standing and practice - Calls pairs to perform the task at the front of the class - Listen and give comment

- Have the class repeat all the sentence patterns 4 Follow up

- Have Ss to play “rub out and remember” + ball: bóng

+ on: + above:

+ under: + behind: bên cạnh - Presents how to play

- Call Ss go to the board and play - Listen and give comment

Have ss to play “ Slap the board

- Call on groups (10 Ss) go to the board and play

- Listens and gives comment

II: Pre –talking:

III: While - talking

- Have Ss act out and practice with the pictures - Give an example in picture a

- Asks Ss to act out and practice - Go around and help Ss to practice - Notes: Pronunciation

- Call pairs standing and practice - Listen and help Ss to practice fluently

IV: Post – talking:

S1: Where is it ?

S2: It’s ………

E: Follow up: Let’s sing

4 pairs act out, go to the board and practice

- Others listen and give comment - Read in chorus - Listen and play Others listen and give comment - Listen Others listen and give comment - Work in pairs

- Listen and repeat

- Work in pairs - Listen - Work in pairs - pairs standing and practice

- Others listen - SS practice - Others listen and give comment - Read in chorus one time

- Listen and repeat

- Listen the rhyme

(119)

“ The Bedroom in the House” - Play the recording one time

- Play sentence by sentence times - Goes around and help Ss to play - Play the recording all the way - Listen and help Ss to sing - Have Ss sing in groups

- Go around and help Ss to sing

- Call on one group sing the song again - Listen and give comment

III Homework:

- Asks Ss to practice the model sentences more and more - Do the exercises

- One groups (8 Ss) go to the board and sing

- Others listen and give comment - Sing in chorus

- Listen

By the end of this lesson, Students will be able to learnt how to describe things in a room

- New words: bag, floor, mirror, door, desk,review - Sentence patterns: Where’s it ?

It’s ………

- Skills: Listening and speaking,reading and playing

3A

(120)

15’

I Warm up :

- Ss sing “The Bedroom in the House” - Listens and gives comment

II Newlesson:

* Listening:

- Have Ss turn your book to page 56 and asks Ss the name , characters of schools

- Notes: the letters color different in words chairs / bed

? How to produce the sound of the letter s / chairs; b / bed

- Produce the sounds of the letters While – listening:

Listen and tick

- Have Ss look at the pictures identify the names of the schools and say the names in English and how to listen - Tell Ss how to listen “listen and tick”

2 While - Listening:

Answers:1.a , 2.b 4Follow up

- Have Ss chant which / school in part again *Reading:

1 Pre – reading:

- Have Ss look at the pictures, sentences on page 27 then elicit the names of the characters in the pictures

- Tell Ss that they are going to read and draw things in the room as the text describing

- Have Ss read individually and draw things in the room - Go around and help Ss to

- Have Ss share their drawings in pairs

- Call on Ss to show and talk about their drawings

Post – reading:

- Call on Ss read the text - Listen and give comment

Ss sing Others listen and give comment

- Listen

- Listen and remark - Listen and repeat

- Clap your hands times - Work in groups

- Ss repeat the stress, intonation - groups standing and chant

- Others listen and give comment - Ss

complete the sentences - Others listen and give comment - Work in pairs

- Listen to information - Listen and tick

- Work in pairs

Ss read the text again - Whole class read in chorus

(121)

1’

- Have Ss read the text in chorus to reinforce their pronunciation

4 Follow up: Let’s play “Spot the Differences”

- Presents how to play - Asks Ss to play in groups

- Goes around and helps Ss to play

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

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

III Homework:

- Have to practice the sing more and more - Do the exercise

- Prepare for the next part

groups

- groups go to the board and play - Others listen and give comment - talking

By the end of this lesson, Students will be able to review about many things in the

bedroom, using there is/ there are……

describe a bedroom

(122)

- New words: nice, tidy, untidy Review - Sentence patterns: It’s nice and tidy

- Skills: Listening and speaking Writing and chant

3A

15’

10’

I Warm up:

- Have Ss drawing that they did at home - Look and gives comment

II.Newlesson: *Listening:

- Have Ss turn your book to page 28 and asks Ss to indentify the characters, names of the pictures

- Using puppets to present the situation

Present the new words and sentence pattern + A: This is my bedroom

B: Oh, it’s nice and tidy - Have Ss practice in groups - Listen and help Ss to practice Post – listening:

* Speaking

1 Pre – speaking:

- Have Ss look at the pictures and ask them to talk about the rooms

2 While - speaking

- Ss drawing - Look and talk

- Work in groups

- Ss listen and repeat

- Work in pairs

- Others listen and comment - Listen and repeat the pronunciation - pairs act out, standing and practice - pairs act out, go to the board and practice

(123)

12’

- Have Ss repeat the step with some others pairs for pictures a, b, c and d

4 Follow up

- Have Ss to answer questions about the real things in their bedrooms

Have Ss look at the picture on page 29 then identify things in the room and write the missing words in each line of the text *Writing:

- Have Ss read individually silently and complete the text - Go around and help Ss to

Answers: 1- two – picture – desk – lamp

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

3 Follow up: Let s chant ’

- Have Ss read the chant - Presents how to chant

- T play the tape Ss listen and repeat Clap the rhythm - T divide the class in to two One group repeat each line of the chant The other clap the rhythm

- Call on groups go to the board and chant - Listen and give comment

- Have Ss repeat the chant in chorus to reinforce their pronunciation

III.Summary: IV Homework:

-Have to practice the sentences to ask and answer about the name of a school

-Do the exercise E on your workbook - Prepare for the next unit

- Look and say

- Listen and repeat

- Ss practice - Ss practice asking and answering on pairs

(124)

2’ 1’

UNIT 15 AT HOME

By the end of this lesson, Students will be able to indentify family activities at leisure

- New words: read, do, cook, sing, skate, jum, run robot, speak - Sentence patterns: What’s Mai doing?

She’s skipping

What’s he/ she doing ? He/ she is ……

- Skills: Listening and speaking Talking and chant

3A

(125)

15’

10’

I Warm up:

- Have Ss recite the chant in Unit 14 on page 29 + Chant in chorus

+ Chant in groups (G1 chant, G2 clap the hands) -Listens and gives comment

II Newlesson:

* Listening

1 Pre – listening:

- Have Ss turn your book to page 30 and asks Ss to identify the characters of the picture and what they are doing?

- Using a poster and two puppets to set up the situation

- Play the recording sentence by sentence times - Present the new words and sentence patterns + skip

+ do:

What’s Mai doing ? She’s skipping

- Help Ss to read the new words, model sentences - Ask Ss to act out and read the dialogue

3 Post – listening:

- Call on 10 pairs act out and practice - Listen and help Ss to practice fluently

* Speaking

1 Pre – speaking:

- Have Ss look at the pictures and identify the characters Present the new words

+ reading: + doing: + cooking: + singing: + skating: + jumping: + running:

- Asks Ss repeat the sentences patterns What’s he doing ?

He’s reading

2 While – speaking: - Have Ss practice in pairs

3 Post – speaking:

- Call on pairs to perform the task , standing and practice - Calls pairs to perform the task at the front of the class - Listen and give comment

- Have the class repeat all the sentence patterns

4 Follow up

- Have Ss to play “rub out and remember” + read: đọc, do: làm, cook: nấu, sing: hát

+ skate: trượt giầy có bánh xe, jump: nhảy cao, run: chạy

- Presents how to play

- Ss chant - Ss chant in group

- Listen and open your book then identify the characters in the pictures - Listen and point to the appropriate line in the book

- Listen and repeat

and take note - Listen and repeat

- Work in pairs - Ss chant - Ss chant in group

- Listen and open your book then identify the characters in the pictures - Listen - Listen and point to the appropriate line in the book

- Listen and repeat

(126)

12’

2’ 1’

- Listen and give comment *Speaking

1 Pre –talking:

2 While - talking

- Have Ss act out and practice with the pictures - Give an example in picture a

- Asks Ss to act out and practice - Go around and help Ss to practice - Notes: Pronunciation

- Call pairs standing and practice - Listen and help Ss to practice fluently

3 Post – talking:

S1: What’s ………… ?

S2: …… ………

4 Follow up: Let s chant ’

- Asks Ss that they are going to chant

- Have Ss read the phrases we are together, we learn how to read, how to write, it is so much fun which is written on paper

- Play the tape again for Ss to listen and repeat each line Mine the chant

- Have Ss chant in groups - Go around and help Ss chant

- Call on groups to the front of the class and chant - Others listen and give comment

- Have whole class read the sentences in chant again to reinforce their pronunciation

III Homework:

- Asks Ss to practice the model sentences more and more - Do the exercises

- Work in pairs

- 10 pairs act out and practice the dialogue - Others listen - Work in pairs - Listen - pairs repeat the sentence patterns - Listen - Work in pairs

Ss pairwork - pairs act out, standing and practice pairs act out, go to the board and practice

- Others listen and give comment - Read in chorus

(127)

By the end of this lesson, Students will be able to describe on-going activities II Teaching methods:

- New words: skipping around, skating along, jumping up high, at home, happy family touching the sky

- Sentence patterns: review

- Skills: Listening Reading and singing

3A

arrangement 10’ I.Warm up:

- Have Ss revise the chant on page 31 - Chant in chorus

- Chant in groups (group1 chant, group2 clap the hand) - Listens and gives comment

II Newlesson:

* Listening

- Ss chant - Chant in gpoups

(128)

15’

- Have Ss turn your book to page 39 and put the large piece of paper with the chant written on it on the board

- Notes: the letters colour different in words sky / skipping

? How to produce the sound of the letters sk / skipping; ng / skipping

- Produce the sounds of the letters While – listening:

Listen and number

- Have Ss look at the pictures identify theobjects in the pictures

- Tell Ss how to listen “listen and number” While - Listening:

Answers: 1- c ; 2- d; – a; - b

4 Follow up

- Have Ss chant sky / skipping in part again *Reading:

Pre – reading:

- Have Ss indentify Characters a, b, c, dad the objects below - Tell Ss read the text and match the things needed for their activities

- Have Ss read individually and the task - Go around and help Ss to

- Have Ss trade their answers in pairs for correct - Call on Ss to perform the task

Post – reading:

- Call on Ss read the text - Listen and give comment

- Have Ss read the text in chorus to reinforce their pronunciation

* Answer: 1.d 2.c 3.b 4.a

4 Follow up: Let’s sing “I Love My Mummy”

- Listen and remark - Listen and repeat

- Clap your hands times - Work in groups - Ss repeat the stress, intonation - groups standing and chant

- Others listen and give commen

Look and talk - Listen to informatio - Listen and tick

- Work in pairs

Others listen - Read and match

- Work in pairs

- Ss to show and talk - Others observe and give comment - Ss read the text again - Whole class read in chorus

(129)

1’

- Play the song sentence by sentence (give actions)

- Have Ss point to the corresponding words while they are repeating

- Have Ss sing in groups - Go around and help Ss singing

- Call on groups to the front of the class and sing, groups actions

(sentence by sentence)

- Call on one group to the front of the class sing Others clap the rhythm

- Have whole class sing again to reinforce their pronunciation

- Listen and give comment III Homework:

- Have to practice the sing more and more - Do the exercise

(130)

By the end of this lesson, Students will be able to ask and answer about family activities in progress

- New words: review

- Sentence patterns: What are they doing?

- Skills: Listening and speaking Writing and playing

- Sentence patterns: What are they doing?

3A

(131)

10’

I Warm up:

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

II.Newlesson:

* Listening:

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

- Play the recording a second time

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

B: They are………

- Have Ss practice in groups - Listen and help Ss to practice Post – listening:

* Speaking

1 Pre – speaking:

- Have Ss look at the pictures and tell Ss they are going to practise asking and answering about what the people in these pictures are doing

2 While - speaking

- Have Ss repeat the step with some others pairs for pictures b, c and d

4 Follow up

- Have Ss to ask and answer the questions use V-ing - Listen and give comment

*Writing:

1 Pre – writing:

- Have Ss look at the picture on page 35 then identify the characters what they are doing and write the missing words in the sentences provided

- Have Ss trade their answers within pairs for correction

- Ss sing - Look and talk

- Work in groups

- Ss listen and repeat

- Work in pairs

- Others listen and comment - Listen and repeat the pronunciation - pairs act out, standing and practice - pairs act out, go to the board and practice

- Others listen and give comment - Read in chorus - Look and say

- Listen and repeat

- Ss practice - Ss practice asking and answering on pairs

(132)

12’

2’ 1’

Answers:

1- Linda is skipping – Tom is skating

– Mai and her brother are reading

4 Follow up:

Let s play Mime and Guess’ “ ”

- Presents how to play - Asks Ss to play in groups

- Goes around and help Ss to play

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

III Summary: main points

IV Homework:

- Have to practice the sentences to ask and answer about the name of a school

- Do the exercise E on your workbook - Prepare for the next parts

Ss read aloud - Listen - Play in groups

(133)

Evaluation:

Week 25:

Period 51th : REVIEW 3- A I Objectives:

By the end of this lesson, Students will be able to perform their abilities to listen, speak and write related to the topics they have learnt from units 11- 15 using the phonics, the vocabulary and the sentence patterns

IV Language focus: - New words: review

- Sentence patterns: review - Skills: Listening and speaking

3A

8

I Warm up: - Sing a song II.Newlesson:

1 Unit 11: My Family

- Vocabulary:

Family, father, mother, grandmother, grandfather, brother, sister, grandpa, grandma, who

- Phonics: father, mother - Sentence patterns:

+ who is this? – It’s my father

+ What’s his name? – His name’s Peter

2 Unit 12: How Old Are You?

- Vocabulary:

Sing

Ss playing a game: pass the word - Identifying family

(134)

Lesson planning School year: 2011-2012 8’ 8’ 8’ 8’ 1’

Year, old, how, both, numbers - 20 - Phonics: how, ten

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

3 Unit 13: My House

- Vocabulary:

House, living room, kitchen, dining room, bathroom, bedroom, garden

- Phonics: kitchen, bedroom - Sentence patterns:

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

4.Unit 14: Our Room

- Vocabulary:

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

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

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

5 Unit 15: At Home

- Vocabulary:

Robot, children, read, do, cook, sing, skate, jump, run - Phonics: sky, skipping

- Sentence patterns: + What’s Mai doing? She’s skipping

+ What are they doing? They are reading

III Homework:

Prepare the review

Ss playing a game: slap the board

- Asking and answering about ages Counting -20

- Asking and answering about ages of family

members Ss playing a game: crossword puzzle

- Identifying rooms in the house

- Talking about rooms in the house (singular) - Talking about rooms in the house (plural) - Identifying things in the room

- Specifying location of things in the room

- Describing a bedroom - Identifying family activities at leisure - Describing on-going activities - Askin

(135)

Week 26:

Period 52th : REVIEW 3- B

I Objectives: By the end of the lesson Students will be able to review in class

IV Language focus: - New words: review

- Sentence patterns: review - Skills: Listening and speaking

3A

24’

I Warm up: - Sing a song II Newlesson:

1 Complete each word Say it aloud

Key:

1 mother brother

3 chairs mirrors

5 room ruler

7 kitchen chair

9 skip 10 sky

2 Write the missing letters Key:

1 seven house

3 computer kitchen

5 skipping

Sing

Ss look at the picture to speak as required Then

complete each word Say it aloud

Ss look at the picture to speak as required Then call on some

(136)

1’

3 Listen and tick.

Play the recording twice Key:

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

4 Read and tick

Key

1.b 2.a 3b 4.a

5 Look, read and complete

Key

1 is are

3 on lamp

5 picture

6 Look and talk

1

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

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

c) The father is reading (a book)

III Homework:

Prepare the review

speak as required Ss answer Ss look at the picture to speak as required Ss work in groups

Ss look at the picture to speak as required Ss read the sentences and number

Then call on some

volunteers to speak aloud Ss look at the picture to speak as required Ss work in groups

Then call on some

volunteers to speak aloud Ss look at the picture to speak as required Ss work in groups

Then call on some

volunteers to speak aloud

(137)

UNIT16 The Weather

By the end of this lesson, Students will be able to ask and answer about the weather in seasons

- New words: weather, sunny, rainy, cloudy, windy - Sentence patterns: What’s the weather like?

3A

10’

I Warmup: clap the board

Reading ,speaking, running, cooking jumping,skating

II Newlesson: 1 Presentation

(138)

10’

12’

- weather (n): thoi tiet - sunny (n): nang - rainny (n) :mua - windy ( n) :gio

- hometown (n): noi o, que huong - warm (a) : Êm ¸p

- cool (a) : mát mẻ

- T models (twice or three times)

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

- T writes the words on the board - T checks the Vietnamese meaning

Check : What and Where “ ”

- T gives a picture and asks Ss look at the picture:

? How many people are there in the picture? ? Who are they?

- Yes

? What are they doing?

? What are they talking about?

- Now, open your books at the page 42

- T reads the dialogue, Ss look at the picture and listen - T reads the dialogue again, Ss listen and repeat (2 times) ( exchange)

- T – W class - Half- Half

- Some pairs read the dialogue, the class listen and give the comment

- Ss find out the new structure and read it aloud

- T writes it on the board and reads, Ss read after the T * What’s the weather like ?

It’s sunny

? Is this W-h question or Yes/No question ?

? Khi hái c¸c em xuèng giäng cuối câu hay lên giọng cuối câu?

- ? In Vietnamese

2 Practice:

There are some people They are Mai, Linda

- They are talking - I don’t know - Ss as requirements

- Read

- Look at the pictures and read in E - Read after the T

(139)

2’ 1’

2,3 Look and say

- T gives some pictures, Ss look at the pictures and practice - T runs through the Ps

- T models :

* What’s the weather like in Ha noi? It’s sunny

- T – W class ( exchange) - H- H

- Ss work in pairs ( N1- N2) - N1 hands up, N2 hands up ? Which number are you? ? You ask or answer?

- - Some Ss volunteer to come to the class, the others listen and give the comments

4 Let s Sing: The weather song’

-III.Summary: main points IV Homework:

- Learnt by heart newwords, write each of word one

line

- Do exercises:

N1, I’m N2 I ask, I answer

- Play role - W-h Q - Xuèng giäng

- Answer: Wh Q

- xng giäng ¹

- Mïa hÌ thêi tiÕt ntn?

-

(140)

UNIT16 The Weather

By the end of this lesson, Students will be able to ask and answer the weather

3A

10’

I Warm up

- Use the Ps

- Point the Ps and ask sts to read aloud

- Ask two sts to make sentences with the words in A5

- Comment and give marks

II Presentation

- Use the picture - Ask: Who?

What you see in the picture? Quantity?

- Express in English

- Guide sts to read the dialogue - Check

Play a game: Look and say

- Look at the Ps and say: cloudy/ rainy/

- Make sentences with the words in A5

How’s the weather

today?

B1 Listen and repeat

- Look at the picture

(141)

10’

12’

- Explain the structure: To ask and express quantity

- Explain the new words

III.Practice

- Guide sts to practice speaking like the model

IV.Production

- Hang the Ps

- Ask: How’s the weather?

- Get sts to state the task have to - Play tape

- Check

- Play tape once more

V.Homework

- Practice reading the dialogue again - Review the structure that just learned - Guide sts to Ex3 in W.B, page 72

There are clouds - Listen

- Listen and repeat - Work in pairs

Note:

How many + N ( plural) ? There are + N ( plural) There is + N (singular) - Listen and remember New words:

Let’s count: N o à đếm

cloud: Đám mây

over there: Đằng kia

How many: Bao nhiêu

B2 Let s talk’ - Work in pairs

- Practice speaking following the model

B3 Listen and number

- Look at the Ps

- Answer: cloudy/ rainy/ sunny

- State the task have to - Guess

- Listen

- Listen and number - Sharing

- Report

1- c 2- b 3- a - Listen and check again

Ex3: Match

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

1 It’s not rainy in Ho Chi Minh City It’s sunny It’s not sunny in Hanoi It’s rainy

3 It’s not sunny in Hue It’s cloudy

How many clouds are there? _

(142)

2’ 1’

Evaluation:

(143)

The Weather

By the end of this lesson, Students will be able to ask and answer the weather

3A

10’

I.Warm up

- State the way to play

- Divide the class into groups, the group circles more and ealier is wi

B6 Let’s play: Circle the weather words

- Listen G1:

(144)

10’

12’

2’ 1’

II Pre- reading - Use picture

- Offer to talk about the Ps

- Ask sts state the task have to III While- reading

- Get sts to work in groups of - Observe groups working - Have sts give result + Read

+ Match IV Post- reading

- Review the sentence learned

It’s windy today.

- Demand sts write, basing on B4 to write about the weather today

- Have some sts write on the board - Comment and conclude

* Consolidation

- Offer to look the table

- Repeat the structures learned

B4 Read and match

- Look at the Ps - Talk about the Ps:

- State the task have to

- Read and match ( work in groups ) - Discuss

- Report

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

B5 Let’s write - Look and listen - Basing on B4 to write about the weather today

- Write down - Check across - Write on the board - Comment

- Complete B7 Summary - Look

- Review and remember

* Note :

WE ASK WE ANSWER WE WRITE

How’s the weather today? It’s sunny How’s = How is

How many clouds are there? There are seven

WE SAY

(145)

V Summary: VI Homework:

- Review the structures and vocabulary in unit 10 - See the rest of Exs in W.B to correct next period

Evaluation:

(146)

UNIT17 OUR PETS

Lesson 1

Objectives: - By the end of the lesson, sts will be able to talk about pets. + Structure : I have a dog

+ Vocab: pets: dog, cat, fish, bird II Teaching methods:

IV Language focus : pets, dog, cat, fish,birb… V Procedures :

Organization:

3A

10’

I Warm up - Guide to play

- Divide the class into groups - Find the winner

- Ask sts to state the topic of the game II Presentation

- Use the picture - Ask: + Who’s this ? + Where are they ? + What are there pets? - Ask sts to give their photos

Play a game : Slap the board

- Try to slap the word that the teacher say right and fast

G1: G2:

- Talk about the topic : vật nuôi A1 Look, listen and repeat - Look

- Answer: Mai and LiLi

Nơi bán thú ni nhà Chim, cá, chó, mèo

- Give the prepared photos and introduce them to the friends

Con

chó Conmèo chimCon

(147)

10’

12’

2’ 1’

- Choose a photo then point it and say aloud: dog/ cat/

- Explain the meaning again

- Guide sts to read the dialogue - Play tape

- Have some sts read again - Explain the structure : III Practice

- Point the Ps ask sts to read the words - Read the model

- Offer to read all the sentences - Check and correct

IV Pre- listening - Use the Ps - Ask:Who?

What animal?

- Get sts to state the task have to V.While- listening

- Play tape - Check

- Ask sts to report

- Play tape once again

VI.Post- listening

- Write the words in the board

- Guess the meaning - Read the new words dog : chó

cat : mèo

bird : chim

fish : cá

- Listen

- Listen and repeat - Pracice with a partner - Check and correct * Note :

Do you have pets? I have a dog

A2 Look and say

- Look and say the words - Listen

- Say sentences - Work in pairs

A3 Let’s talk

- Practice with the friends A: Do you _?

B: Yes, I have a What about you?

A: I have a _

+ Ex1: Circle the odd one out pet cat dog he she they cat fish dog have are am many what who

A4 Listen and check Mai: Hi, my name’s Mai I have a pet It’s a cat LiLi: My name’s LiLi I have no cats I have a fish What about you, Nam?

Nam: Well, I have no fish I have a bird And you, Alan? Alan: I have no birds I have a dog

Do you have pets?

(148)

- Pronounce and analyse the way to read /e/ /t/

- Guide sts to read - Check and correct

- Have sts make sentences with the words

- Listen and comment

- Offer sts to complete like the model - Demand two sts to write on board - Comment

VII Production

- Let sts free practice with friends, use the model

A: Do you have pets?

B: Yes, I have a bird What about you?

A: I have a fish VIII.Homework - Complete A6

- Make sentences with the words in A5 ( write)

- Guide sts to Ex in W.B on page 79

+ Ask the meaning of the words + Point the pictures and ask : What pet?

+ Sts state the task have to do( match

- Answer: Mai/ LiLi/ Nam/ Alan Cat/ dog/ fish/ bird - State the task have to - Guess

- Listen

- Listen and check - Sharing

- Report

Mai: cat Nam: bird LiLi: fish Alan: dog - Listen and check again

A5 Say it right - Look at the words

cat ten pet

has table yes

- Listen

- Listen and repeat - Work in pairs

- Make sentences with the words school: I have a cat

A6 Let’s write

- Complete the sentences following the model:

A: How many _ you have? B: I have

- Write down

- Write on the board- comment +Ex2: Match

1- c 2- b 3- d Evaluation:

d

We have two birds c

They have two dogs

b

I have a fish I have a cat

(149)

Lesson 2 Objectives:

- By the end of the lesson, sts will be able to further practice reading about possessive and quantity

+ Structure( Review) : How many cats you have? - I have a cat

+ Vocab: pets: dog, cat, fish, bird II Teaching methods:

Organization:

3A

10’

I Warm up

- Ask two sts to make sentences with the words in A5

- Comment and give marks

- Offer sts to draw about pets you like

- Comment and choose the nice picture II Presentation

- Make sentences with the words in A5 I have a cat

Play a game: Draw Draw

(150)

10’

12’

- Use the picture - Ask: Who? What pets Quantity? - Express in English

- Guide sts to read the dialogue - Check

- Explain the structure again: To ask and express the possessive

III.Practice

- Guide sts to practice speaking like the model

IV Pre- reading

- Use picture

- Offer to talk about the Ps

- Ask sts state the task have to do.

V.While- reading

- Get sts to work in groups of - Observe groups working - Have sts give result + Read

+ Match

VI Post- reading

- Review the sentence learned

I have a dog It s big.’

- Demand sts write, basing on B4 to write about your pets

- Have some sts write on the board - Comment and conclude

* Consolidation

- Offer to look the table

- Repeat the structures learned

- Answer: Mai and LiLi Cat, dog …

cats birds, …  I have two cats

… - Listen

- Listen and repeat - Work in pairs Note:

How many + N ( plural) ? There are + N ( plural) There is + N (singular)

Eg: How many pets you have? I have a fish

- Listen and remember B2 Let’s talk

- Work in pairs

- Practice speaking following the model

B3 Listen and number - Look at the Ps

- Answer: dog, cat, …

Pa: two cats and a bird - State the task have to

- Guess - Listen

- Listen and number - Sharing

- Report

1- c 2- b 3- a - Listen and check again

B4 Read and match

- Look at the Ps - Talk about the Ps: - State the task have to

- Read and match ( work in groups ) - Discuss

How many you have?

I have _ What about you?

WE ASK WE ANSWER

How many dogs you have? I have one dog/ two dogs

Do you have cats? Yes I have a cat

WE SAY

(151)

2’ 1’

VII.Production - Hang the Ps - Ask: What pet? How many?

- Get sts to state the task have to - Play tape

- Check

- Play tape once more

VIII Homework

- Review the structures and vocabulary in unit 11

- See the rest of Exs in W.B to correct next period

- Report

1- b 2- a

B5 Let s write’ - Look and listen

- Basing on B4 to write about your pets - Write down

- Check across

- Write on the board - Comment - Complete

B7 Summary

- Look

- Review and remember * Note :

Ex3:

1 How many you have?

2 I have a _ and a _

3 I have two _

I have

1 How many pets you have? I have two dogs and a cat I’m Mai I have a dog and a cat I’m Nam I have two cats and a bird

P.a

P.b

(152)

Evaluation:

Lesson 3

Objectives: - By the end of the lesson, sts will be able to use the structures and vocab learned to Exs in W.B

+ Structure( Review) : How many cats you have? - I have a cat + Vocab( Review): pets and cadinal numbers

Organization:

3A

I Warm up

- Review sts some words learned

II Presentation

Play a game: Make sentences

there fish Have large

nine windy Bed old

book are How dog

(153)

10’

12’

- Offer sts to repeat structures learned III.Practice

- Guide sts to Exs in W.B - Offer sts to

+ Work in groups + Work in pairs + Individual

+Ex6: Read and complete the table

Names Pets

Mai A dog and a cat

Nam _

LiLi _

Alan _

+ Ex7 : Reorder the words

IV.Homework

- Review the structures and vocab learned in Unit 11

- Repeat the structures learned: + How many cats you have? I have a cat

+ Ex4: Complete and read aloud A: H_w many c_ts d_ you have? B: I h_ve tw_ c_ts

A: D_ you h_ve p_ts? B: Yes I h_ve _en p_ts Ex5: Reorder the sentences

+ Ex8: Write about the pets you have Questions Answers How many pets do

you have?

What pets you

have?

Ex9: Write the answers

1 You: How many pets you have? Mai: I have a dog and a cat

2 You: How many pets you have? Nam: I

3 You: How many cats you have? LiLi:

1 have/ pets/ how/you/do/many?



How many pets you have? two/ have/ pets/ I

Alan/ what/ about?

_? a/ has/ dog/ a/ and/cat/ he _

4 I have two cats and three dogs.What about you?

1 Do you have pets?

2 Yes I have some pets

5 I have a fish and two birds

(154)

2’ 1’

4 You: How many birds you have? Alan: _

Evaluation:

REVIEW

Week 35 period 69 Self- Check Four

Objectives: - - By the end of the lesson, sts will be able to use the structures and vocab from Unit 10 to Unit 12 to Exs

IV Language focus: + Structures: ( Review)  How’s the weather today? - It’s hot

 How many clouds are there? - There are eight  How many dogs you have? - I have three dogs  Do you have cats? - Yes, I have/ No, I haven’t  He has two robots

(155)

+ Vocab( Review): weather, pets and toys V Procedures :

Organization:

3A

10’

12’

I Warm up

- Let sts sing a song

- Guide sts to play a game: Slap on the board

+ Write 10 words on the board + Divide the class into groups + Members of the groups try to slap the word that the teacher reads fast and correct

+ Find the winner

II Presentation

- Ask sts to repeat the structures learned from Unit 10 to Unit 12

III.Practice

- Guide sts to Exs in Self- check one - Ask sts:

+ Work in groups + Individual - Help and correct  Listen and number

 It’s windy today

Sing a song

Play a game: Slap the board

- G1:

- G2:

- Try to slap the word that the teacher reads fast and correctfast and correct How’s the weather today? - It’s hot How many clouds are there? - There

are eight

How many dogs you have? - I have three dogs

Do you have cats? - Yes, I have/ No, I haven’t

He has two robots

Where are the balls? - They’re over there



Check the words you hear

1 cloud  close 

2 sunny  rainy 

3 has  cat 

4 balls  dolls 

5 pets  beds 



Select and tick the letter A, B, C

hot ten …

dog go …

(156)

2’ 1’

 I have five beds  I have five pets  I have no pets



Complete the sentences

t u s e a o i h r y It is wind_ t_day

2 How m_ny p_ts you have? I have f_ve dog_

4 W_ere are _he balls? The_e are fo_r dolls Key: y a e …



Write the words in the blanks It is (sunny)

2 How many ? (clouds) I have (a ball) She has _ ( a cat)

5 They have _ ( two toys)

IV.Homework

- Review the structures and vocab from Unit 10 to Unit 12

- Review the structures and vocab from Unit to Unit

- Next period is the second- term- test

1 _ the weather today?

 A What’s

 B Where’s

 C How’s

2 How _ dogs you have?

 A no

 B many

 C Two

3 has one dog and no cat

 A I

 B She

 C We

4 There many clouds in the sky

 A am

 B is

 C are My pet is a _

 A ship

 B bird

 C robot  Write the questions

1 A: _? ( How’s the weather today?) B: It’s rainy today

2 A: ? B: I have many toys

Evaluation:

TEST

Week 35 period 70 Written test A Objective

- Check sts structures and vocabulary from Unit7 to Unit12

- Assess sts if understand or not the lesson and sts’ level to find out suit methods when teaching

B Prepration

- Paper- tests ( photocopied ) C Procedure

Deliver students test- papers

(157)

Class Total 1- 4 5- 6 Mark 7- 8 9- 10

3A4

III Comment

ĐỀ THAM KHẢO

Week: 35 Date of teaching:

School: Primary School Name: Class:

Kiểm tra học kỳ II Mon: Tiếng Anh lớp 3 Năm học :

Thời gian : 40 phút

Marks

Q.1 Q.2 Q.3 Q.4 Q.5 Q.6 Q.7 Q.8 Oral

test Total

PART LISTENING ( 20 minutes)

Question 1: Listen and draw the line (1 pt)

2 3 4 5

(158)

Question 2: Listen and number (1 pt)

Question 3: Listen and tick (1 pt) 1 Tom: What is this?

Linda A:

B:

2 Nam: What is that?

Mai A:

B:

3 Tom: Who’s this?

Linda:

A:

B:

(159)

Mai:

A:

B:

Question 4: Listen and write the words or number (2 pts) How old is Hoa? - She is years old Where is the doll? - It’s the bed What colour are they? - They are Have you got a cat? - Yes, I PART READING AND WRITING ( 20 minutes) Question 5: Look, read and match (1 pt)

1 She is reading a book A

2 There are five flowers B

3 There is a bird in the sky C

4 I have got three dolls D

* Your answers:

1 Question 6: Look and read Put a tick () in the box (1 pt)

3

(160)

1 Is this a robot?

A Yes, it is

B No, it isn’t

What’s the weather like today?

A It’s cloudy B It’s sunny

Are they playing badminton?

A Yes, they are B No, they aren’t

What is she doing?

A She’s cooking B She’s reading

Question 7: Look at the pictures and the letters Write the words (1 pt)

This is my m

I have got a b

There is a d He is c

(161)

Ha Noi Hai Phong Ho Chi Minh City Lang Son This is the weather forecast today It is (1) in Hanoi It is

(2) in Hai Phong It is (3) in Ho Chi Minh City It is (4) in Lang Son

PART III: ORAL TEST (1 pt)

* Interview: How old are you?

2 Do you like playing foofball? What’s the weather like today? How many pets have you got?

-The

end-School: hop A Primary School Name: Class:

Kiểm tra học kỳ II Mon: Tiếng Anh lớp 3

Năm học 2011- 2012 Thời gian : 40 phỳt HƯỚNG DẪN VÀ ĐÁP ÁN CHẤM MÔN TIẾNG ANH 3

HỌC KỲ II/ NĂM HỌC : PART LISTENING ( 20 minutes)

Question 1: Listen and draw the line (1 pt)

Mỗi ý cho 0,25đ

2 3 4 5

(162)

Question 2: Listen and number (1 pt)

Question 3: Listen and tick (1 pt)

1 A B B A

Question 4: Listen and write the words or number (2 pts)

1 eight on red have PART READING AND WRITING ( 20 minutes) Question 5: Look, read and match (1 pt)

1 C D A B

Question 6: Look and read Put a tick () in the box (1 pt)

M i ý úng cho 0,25ỗ đ đ

1 A B

2 A A

Question 7: Look at the pictures and the letters Write the words (1 pt)

mother ball desk cycling

Question 8: Look at these pictures and write “What’s the weather like?” from number – (1 pt)

1 rainny windy sunny cloudy

2 4

(163)

PART III: ORAL TEST (1 pt)

Mỗi câu trả lời học sinh cho 0,25đ.

1 I’m eight/ nine (years old) Yes, I do./ No, I don’t

3 It’s sunny/ windy/ cloudy/ rainy

(164)

TAPE TRANSCRIPS * Transcrips for question 1:

Question 1: Look at this picture

1 A: What’s number one? B: That’s my family A: What’s number two? B: That’s my dog A: What’s number three? B: That’s number nine A: What’s number four? B: It’s rainny

5 A: What’s number five? B: That’s my house Transcrips for question 2:

Question 2:

1 There are five balls She’s singing

3 It is sunny in Hanoi today This is my bedroom

Transcrips for question 3: Question 3:

1 Tom: What is this? Linda: It’s a table Nam: What is that?

Mai: That’s a bathroom Tom: Who’s this?

Linda: This is my sister Nam: Where are the ball?

Mai: They’re under the table Transcrips for question 4:

Question 4:

1 How old is Hoa? - She is eight years old Where is the doll? - It’s on the bed

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