giao an tieng anh 3 full

8 Ss repeat the answers Others listen - Listen and check again - Others listen and give comment - Chant in chorus - Listen and remember Work in pairs - Listen - Read and match - Wo[r]

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ME AND MY FRIENDS UNIT 1: HELLO

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

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

III Teaching methods :

- Communicative approach - Techniques:

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

+ Discuss IV Teaching aids :

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

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

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

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

Time Steps/Activities Work

arrangement 1’

5’

10’

I. Class organization II. New lesson.

1 Warm up : Chatting.

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

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

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

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

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

* Checking vocabulary : Slap the board.

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

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

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Whole class, group and individual

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10

4’

- T gives a situation to present (using picture)

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

Hello I’m Mai Hi, Mai I’m Nam

3 Practice :

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

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

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

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

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

- Have the class repeat all the phrases

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

assimilation of sound and intonation) and offer help when necessary

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

- Make some questions to check Ss’ comprehension of language

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

4 Production :

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

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

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

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

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

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

- 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 :

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Pair- work

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

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

class

UNIT 1: HELLO Lesson 2

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

II Objectives :

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

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

- Communicative method

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

+ Work in groups, discuss IV Teaching aids :

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

V Language focus :

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

VI Procedures :

Time Steps/Activities Work

arrangement 1’

5’

10’

I. Class organization II. New lesson :

1 Warm up : Noughts and crosses

2. Lis

ten and repeat

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

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

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I Nga Hello

Nam am Mai

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10’

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

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

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

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

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

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

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

3 Listen and number

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

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

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

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

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

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

Transcript:

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

4 Read and match.  Pre-reading :

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

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4’

- Have Ss trade the answers in pairs for correction

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

 Post-reading :

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

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

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

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

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

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

class

Pair- work

T – whole class

UNIT 1: HELLO Lesson 3 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 :

5’

I. Class organization II. New lesson

1 Warm up : Chatting

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10’

- T asks Ss to repeat the greeting and introducing oneself

- T sets the scene

2 Listen and repeat.

- Have Ss to look at the book at page 10

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

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

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

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

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

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

- Elecit the structures

3 Look and say.

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

Ss to guess and complete the speech bubbles

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

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

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

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

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Whole class

Groups individually

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Pairwork T – whole

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Individually Pairwork/ Bye

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4’

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

Answers:

1. Hi, I’m 2. boy; girl

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

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

III. Home- link:

- Consolidate the content of the lesson - Ask Ss to learn and write new words and

structure

- Prepare for Section B: 4, 5, 6,

Groupwork

Whole class

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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 :

arrangement 5’ I Warm up :

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

S2: Hi, Mai I’m Nam II. New lesson.

1. Look, listen and repeat.

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10’

12’

10’

- 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. 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/

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3’

correct typical pronunciation errors

their pronunciation III Home- link:

- Encourage Ss to for Unit 2- Section

T- whole class

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’

10’

I. Class organization II. New lesson :

1 Warm up : Noughts and crosses

2. Lis

ten and repeat

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

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

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I Nga Hello

Nam am Goodbye

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- 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.

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

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

Transcrip

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

Mai: Sorry?

Tony: Tony T – O – N – Y.

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

Phong: Sorry?

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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.)

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

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

Answers: – b; – a III. Summary

- Ss have revised how to greet and say goodbye

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

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

IV. Home- link :

- Sing The ABC Song on page at home

T – whole class

Pair- work Individually

T – whole class

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 :

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L – I – N – D – A VI Procedures :

5’

10’

I. Class organization II. New lesson

1 Warm up: Chatting

- T asks Ss to repeat the greeting and introducing oneself

- T sets the scene

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

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

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

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

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

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

- Play the recording again for the whole class to repeat 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

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Groups individually

Groupwork

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10’

4’

chorus to reinforce their pronunciation 4 Write.

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

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

- Ss read silently and complete the sentences

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

corection

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

Answers:

1. Mai; Tony

2. L – I – N – D – A

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

III. Summary

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

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

Pairwork/ Groupwork Individually

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 :

IV Languages focus :

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

- How are you?

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V Procedures :

10’

12’

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)

- 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

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10’

3’

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

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

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Pair – work

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Pair – work

T – whole class UNIT 3: HOW ARE YOU?

Lesson 2 I Objectives :

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

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

IV Language focus :

 Phonics: hello thanks

- How are you?

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

V Procedures :

arrangement 5’

10’

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

II. New lesson:

1 Listen and repeat

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

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

- Produce the sound l and n a few times

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

Hello thanks Hello, Mr Loc

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

- Make a few questions to check Ss’ comprehension of

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10’

4’

language

- 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

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.)

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

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

Answers: – b; – a III. Summary

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

IV. Home- link :

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

T – whole class

Individually

Pair- work

T – whole class

Individually

Pair – work

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UNIT 3: HOW ARE YOU? Lesson 3

I Objectives :

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

- Develop speaking and listening skill II Teaching methods :

- How are you?

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

V Procedures :

10’

I. Warm up

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

II. New lesson

- 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

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10’

3’

2’

+ 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 - Ask Ss to practice in pairs

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

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

Pair – work

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Individually Pair – work

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I Objectives :

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

- Develop speaking skill II Teaching methods :

- Communicative approach - Techniques:

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

+ Discuss III Teaching aids :

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

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

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

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

10’

I. Warm up :

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

II. New lesson

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

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

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

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

2 Look and say

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

repeat each name a few times

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

- Fill the bubble on the left edge of the page with the phrase prompted by Ss and have Ss to repeat the question

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10

3’

2’

and answer a few times before going on with other pictures

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

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

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

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

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

3 Talk

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

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

B: My name’s Hoa.

- Repeat the step swith other pictures

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

- Have Ss to work in pairs to practice

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

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

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

IV. Home- link:

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

Pair- work

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Pair- work

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I Objectives :

- 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 :

arrangement 5’

10’

I. Warm up :

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

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

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

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

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

sounds

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

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

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

each line of the chant

T-WC

T – whole class

(23)

10’

- 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

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

Transcrip

1 Girl: Hi, Nam This is Peter.

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

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

Answers: – b: – a.

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

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

picture to find out the differrences between these two pictures

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

- Call on one student to report their answer Others listen

Group work

T – whole class

Individually

Pair- work

T – whole class

(24)

3’

2’

and comment

Answers: – b; – a III. Summary.

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

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

IV. Home- work :

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

- Recite the chant on page

T – whole class

UNIT 4: WHAT’ S YOUR NAME? Lesson 3

I Objectives :

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

- Develop speaking and listening skill II Teaching methods :

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

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

V Procedures :

10’

I. Warm up :

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

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

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

Alphabet Song

T – whole class

(25)

10’

- 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.

- 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:

Whole class

Groups individually

T – whole class

Pairwork

T – whole class

Individually Pairwork/ Groupwork

Whole class

(26)

3’ 2’

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

IV. Homework:

- Practice singing the rhyme What is your name?

class

UNIT 5: OUR FRIENDS Lesson 1

I.Objectives:

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

II.Teaching methods:

III.Teaching aids:

IV.Languages focus:

 Vocabulary: Who , She , He

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

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

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

10’

V. Warm up :

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

1.Look listen and repeat.

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

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

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

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

- Have Ss work in pairs,read the dialogue again

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

T – whole class

Whole class

(27)

10’

class listen and give the comment - Model sentence:

Mai: Who’s that? Phong: It’s Tony

2.Look and say.

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

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

+ Have Ss repeat the answer : It’s ……

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

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

Phong: It’s Phong => Exchange

- Ss work in pairs

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

3 Talk

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

individually

T – whole class

Pairwork

T – whole class

Whole class

(28)

10’ - 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

Objectives:

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

Teaching methods:

Teaching aids:

(29)

- Students’ aids: book, notebook, workbook Languages focus:

 Vocabulary:

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

10’

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

Yes: phải,ừ, có(đồng ý) Know: biết

T elicits the words

- T modles (twice or three times)

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

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

1.Listen and repeat:

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

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

- Produce the sound t and y a few times

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

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

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

T – whole class

Whole class

Groups individually

T – whole class

Pairwork

(30)

10’

5

- 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.

- Do exercise in workbook

- Prepare the lesson for the next period

Whole class

T – whole class

I.Objectives:

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

II Teaching methods: - Communicative method

(31)

- III Teaching aids :

- IV Languages focus :

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

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?” - T models the dialogue

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

+ Have Ss repeat the answer Yes he is

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

6 Write.

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

T – whole class

Whole class

Groups individually

T – whole class

(32)

2’

1’

34

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 ?

T – whole class

Whole class

T – whole class

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

II Practice:

Unit One: HELLO A: Hello I’m + tên

B: Hi I’m + tên ( My friends )

A: Hello I’m Huyen B: Hi I’m Duy

Unit Two: my name is ?

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 ? 1.A: How are you ?

B: I’m fine ,thank you

(33)

And how are you? A: Fine, thank

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

B: My name is mai

Unit Five: OUR FRIENDS

Test 1 1 Odd one out:

1 Hello how what you fine I are you am this that Tony thanks good bye bye 2 Reoder the words to make sentences: 1.fine /thank/ I/ you/ am

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

-……… Mai / am / I /

-……… are / How / you /?

3 Complete the dialouge:

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

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

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

……… 2.How are you?

………

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

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

(34)

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:

7’

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 introductions using picture a and b

- Monitor the activity, check the pronunciation ( sound,

T – whole class

Whole class

Groups individually

(35)

10’

2’

3 Talk

- This is my school ?

- It’s Thang Long primary school

their pronunciation

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

Encourage Ss to for Unit 6- Section

Pairwork

T – whole class

Whole class T – whole

class

UNIT 6: My school

Lesson 2 I Objectives:

(36)

- 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:

7’

I.Warm up:

II New lesson: 1 Listen and repeat

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

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

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

sounds

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

to each line of the chant

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

syllables

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

T – whole class

Whole class

Groups individually

(37)

10’

2’

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

Transcript

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

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

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

B: Which one.

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

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

- 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

- Call on one student to report their answer Others listen

Pairwork

T – whole class

class

(38)

and comment

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

Whole class UNIT 6: My school

- 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:

10’

I Warm up:

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

1.Listen and repeat.

T – whole class

(39)

7’

10’

Alphabet Song

- 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

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

8 Write.

corection

Answers: 1 Which 2 one 3 School

Whole class

Groups individually

T – whole class

Pairwork

T – whole class

(40)

2’

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?

T – whole class

UNIT 7: Places in my school

Lesson 1

- Ask and answer

iv Teaching aids :

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

Sentence patterns:

- Is this a classroom ? - Yes , it is

- No, it isn’t

- Is that a classroom ? - Yes , it is

- No, it isn’t Procedures:

10’

I Warm up:

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

- S2: Yes , it is II New lesson.

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

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

T – whole class

(41)

10’

2’

reinforce their pronunciation 2 Look and say

◦ 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

introductions using picture a and b

3 Talk

- Is this a classroom ? - Yes , it is

- No, it isn’t

- Is that a classroom ? - Yes , it is

- No, it isn’t

their pronunciation III Summary:

Groups individually

T – whole class

Pairwork

T – whole class

(42)

Lesson 2

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

II Objectives:

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

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:

10’

I Warm up :

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

Alphabet Song

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

T – whole class

Whole class

Groups individually

(43)

12’

2’ 1’

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 ?

Yes , it is No, it isn’t

◦ Have Ss repeat the answer

10.Write.

corection

III.Summary

IV.Homework:

Practice singing the rhyme

Is this your classroom ?

Pairwork

T – whole class

class

Lesson 3

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

II Objectives:

(44)

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

+ Work in groups, discuss IV Teaching aids:

V.Language focus: - Revision the structures:

 this is my classroom ?  it is big

 That is my school ?  it is small

VI.Procedures:

10’

I Warm up :

Alphabet Song

11.Look and say.

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

Yes , it is No, it isn’t

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

Yes , it is

T – whole class

Whole class

Groups individually

(45)

12’

2’ 1’

No, it isn’t

◦ Have Ss repeat the answer

12.Write.

corection

III.Summary

IV.Homework:

Pairwork

T – whole class

class

UNIT 8: School things

Lesson 1

- Ask and answer

(46)

V Languages focus: Sentence patterns:

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

10’

I Warm up:

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

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

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

2 Look and say

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

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

introductions using picture

3 Talk

- Have Ss look at the pictures on page 55 and identify the

T – whole class

Whole class

Groups individually

T – whole class

(47)

10’

2’ 1’

characters in the pictures

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

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

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

III Summary: IV.Homwork:

Encourage Ss to for Unit 8- Section

T – whole class

Whole class

Lesson 2 I.Objectives:

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

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

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

+ 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:

(48)

V Procedures:

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

T – whole class

(49)

2’ 1’

Transcript

A: What’s this ? B: It’s a pen 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

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

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

Pairwork/ Groupwork

class

- Develop speaking and listening skill II.Teaching methods:

(50)

+ Ask and answer III.Teaching aids:

IV.Languages focus:  Vocabulary:

 Sentence patterns:

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

10’

I.Warm up:

- Set the scene:

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

13.Look and say.

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

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

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

assimilation of sound and intonation) and offer help

T – whole class

Whole class

Groups individually

T – whole class

(51)

12’

2’ 1’

when necessary

14.Write.

correction

- 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

T – whole class

class

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:

(52)

20’

10’

IV Warm up :

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

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

V. New lesson.

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

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

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

T – whole class

Whole class

Groups individually

T – whole class

Pairwork

T – whole class

(53)

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

D: Open your book, please

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

correct typical pronunciation errors 7. Let’s chant

Come in yes, Miss sit down

………

their pronunciation - III Summury :

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

IV.Home- work:

Encourage Ss to prepare for Unit - Lesson

Pairwork/ Groupwork

class

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:

(54)

Time Steps/Activities Work arrangement 5’

20’

10’

I.Warm up:

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

II.New lesson :

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

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

- Produce the sound c and sc a few times

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

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

T – whole class

Whole class

Groups individually

T – whole class

Pairwork

(55)

Transcript

3 Boy: Can I open my book, Miss?

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

4 Boy: Can I sit down, Sir?

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

Answers: – b: – a.

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

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

- 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: – 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

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:

(56)

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

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

10’

I.Warm up

II.New lesson.

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

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

5 Look and say

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

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

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

◦ Assign a pair to pretend to

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

parts

T – whole class

Whole class

Groups individually

T – whole class

(57)

15’

2’

1’

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

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

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 III Teaching method:

- Ask and answer

(58)

Languages focus:

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

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

10’

I Warm up:

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

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

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

2 Look and say

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

I play badminton

Repeat the step with a few more pairs

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

3 Talk

T – whole class

Whole class

Groups individually

T – whole class

Pairwork

(59)

2’

1’

- 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

class

Lesson 2 I.Objectives:

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

 Phonics: break play

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

What you at break time ? I play hide and seek

(60)

Time Steps/Activities Work arrangement 5’

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

- 2 Listen and tick.

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

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

T – whole class

Whole class

Groups individually

T – whole class

Pairwork

(61)

10’

2’

1’

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

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

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

IV.Home- work:

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

class

- 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:

(62)

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

 Vocabulary: puzzle, football  Sentence patterns:

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

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

◦ Assign a pair to pretend to Do you like playing badminton ? Yes, I

No, I don’t I like playing chess

◦ Repeat the step but have the pair swap their parts

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

T – whole class

Whole class

Groups individually

T – whole class

(63)

15’

2’

1’

when necessary

3.Write.

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

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

T – whole class

class

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

II Practice:

Unit six: My school

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

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

Park primary school

(64)

- 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

- asking and answering about school rooms 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 sit down, please Open/ close your book May I come in ?

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

Saying the name of games/ activities at break time

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

I play hide – and – seek

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

Yes, I / No, I don’t

ME AND MY FAMILY 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

(65)

- 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 V Procedures:

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

3 Talk

- Fill in the speech bubbles with the correct phrases

T – whole class

Whole class

Groups individually

T – whole class

(66)

2’

1’

promted by Ss

- Who’s -? It’s my

- 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

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

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

T – whole class

Whole class

UNIT 11: My family

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

VI Teaching aids :

VII Language focus :

 Phonics: father mother

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

Is this your father ? No, he isn’t

V Procedures:

(67)

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

- 2 Listen and tick.

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

T – whole class

Whole class

Groups individually

T – whole class

Pairwork

T – whole class

(68)

10’

2’

1’

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.

Answers: – b: – a. - 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

Answers: – 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

Pairwork/ Groupwork

class

UNIT 11: My family

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

II Teaching methods:

(69)

+ Ask and answer III Teaching aids:

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

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

10’

8’

I. Warm up

- II New lesson

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

2Look and say

◦ Assign a pair to pretend to What’s his name ?

His name’s …JOHNBROWN

◦ Repeat the step but have the pair swap their parts

T – whole class

Whole class

Groups individually

T – whole class

(70)

12’

2’ 1’

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

T – whole class

class

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:

III Teaching aids:

(71)

- Students’ aids: book, notebook, workbook IV.Languages focus:

New words: year, old, how, number to

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

V Procedures :

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:

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 seven

year

how

(72)

12’

IV Homewor:k

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

- Others listen - Others listen and give commen

- Read in chorus one time

- Listen and play

- Others listen and give comment - Read in chorus

- Listen

UNIT 12: HOW OLD ARE YOU? Lesson 2

I Objectives:

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

-II Teaching methods:

(73)

- 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

V Procedures:

10’

8’

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:

- Play the recording one time

- 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

(74)

12’ - 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

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

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; HOW OLD ARE YOU? Lesson 3

I Objectives:

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

-II Teaching methods:

(75)

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

- New words: Review

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

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

10’

I Warm up:

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

II.Newlesson: * Listening Pre – listening:

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

2 While – listening:

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

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

Notes: the pronunciation (stress, assimilation of sounds and

Sing and slap the rhyme - Look and talk

- Listen - Listen and repeat

Work in groups

Ss listen and repeat

- Work in pairs

(76)

12’

2’

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

- Listen and give comment

- Prepare for the next parts *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

- 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

(77)

III Homework:

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

groups go to the board and play - Others listen and scores a point

UNIT 13: MY HOUSE Lesson 1

I Objectives:

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

V Procedures :

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:

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

(78)

15’ 5’ 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 give an 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 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

- Have whole class repeat the sentence patterns * 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

- 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

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

Look and talk - Listen to information - Listen and tick

- Work in pairs

8 Ss repeat the answers Others listen

(79)

2’ - 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

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

UNIT 13: MY HOUSE Lesson 2

I Objectives:

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

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

- Skills: Listening

- Skills: Reading and singing V Procedures:

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

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

- Ss listen - Ss listen and repeat twice times

- work in pairs

(80)

15’

2’ 1’

* Listen and number Pre – listening:

- 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

- 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:

- Chant in 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 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

(81)

IV homework:

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

- Prepare for the next part

- 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 UNIT 13: MY HOUSE

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 V Procedures:

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:

Sing and slap the rhyme

- Listen and answer the T’s

(82)

10’

10

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

+ There is one bedroom There are two bedrooms 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

- Have Ss trade their answers in pairs 3Post – writing:

Answers: – a bedroom

- Listen and point to the appropriate line in the 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

(83)

2’ 1’

– 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

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

- Listen

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

Sing in chorus

- Work in pairs - Listen - 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 Lesson 1

I Objectives:

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

(84)

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

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

- Skills: Talking and playing V Procedures:

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

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

- 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

ball under

o n

(85)

10

2’ 1’

1 Pre – speaking:

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

+ ball: + 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:

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

- Ss practice about the real things

- 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

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

- Listen and repeat

(86)

- Listen and give comment S1: Where is it ?

S2: It’s ………

- Have whole class repeat the sentence patterns E: Follow up: Let’s sing

“ 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

- 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 - 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 UNIT 14: OUR ROOM

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

(87)

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

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

It’s ………

- Skills: Listening and speaking,reading and playing V Procedures:

15’

I Warm up :

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

II Newlesson: * Listening: Pre – 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

2 While – listening:

Listen and tick Pre – listening:

- 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

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

(88)

15’

1’

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

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

- Listen and give comment 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

- Listen and give comment III Homework:

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

- Prepare for the next part

information - Listen and tick

- Work in pairs

Ss read the text again - Whole class read in chorus

- Listen - Play in groups

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

UNIT 14: OUR ROOM Lesson 3

I Objectives:

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

(89)

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

- Skills: Listening and speaking Writing and chant V Procedures:

15’

10’

I Warm up:

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

II.Newlesson: *Listening: Pre – 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 2 While – listening:

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

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

- Have the class repeat all the sentence patterns in chorus to

- 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

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

- Listen and repeat

(90)

12’

2’ 1’

reinforce their pronunciation 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

- Have Ss trade their answers in pairs 2 Post – writing:

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

asking and answering on pairs

- Others listen and comment - Ss ask and answer Ss rewrite their answers on the board - pairs act out and read the sentences - Others listen and give comment Ss read aloud Listen and read the chant Clap the rhythm -Work in pairs

- groups go to the board and chant - Others listen and give comment -Read in chorus

UNIT 15: AT HOME Lesson 1

I Objectives:

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

(91)

+ Work in groups, discuss + Ask and answer

- 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 V Procedures:

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

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 2 While – listening:

- 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

- 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

+ reading: + doing:

- 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

(92)

12’

2’ 1’

+ 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

- 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” + read: đọc, do: làm, cook: nấu, sing: hát

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

- Presents how to play

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

*Speaking 1 Pre –talking:

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

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

S1: What’s ………… ? S2: …… ………

- Have whole class repeat the sentence patterns 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

- 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

- Listen and take note - Listen and repeat

- Work in pairs

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

(93)

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

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

- Work in pairs

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

UNIT 15; AT HOME Lesson 2

I Objectives:

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 V Procedures :

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

- Ss chant - Chant in gpoups

(94)

15’

II Newlesson:

* Listening

- 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

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 commen Look and talk - Listen to informatio - Listen and tick

- Work in pairs

8 Ss repeat the answers Others listen - Read and match

- Work in pairs

(95)

1’

- 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”

- Play the song sentence by sentence (give actions)

- Have Ss point to the corresponding words while they are repeating

- Have Ss sing in groups 6 - 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

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

text again - Whole class read in chorus

- Listen - Ss listen and repeat

UNIT 15: AT HOME Lesson 3

I Objectives:

By the end of this lesson, Students will be able to ask and answer about family activities in progress

(96)

- New words: review

- Sentence patterns: What are they doing?

- Skills: Listening and speaking Writing and playing - Sentence patterns: What are they doing?

V Procedures :

10’

I Warm up:

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

II.Newlesson: * Listening: Pre – listening:

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

2 While – listening:

- 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

- Have the class repeat all the sentence patterns in chorus to

- 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

(97)

12’

2’ 1’

reinforce their pronunciation 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 3 Post – writing:

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 practice - Ss practice asking and answering on pairs

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

Ss read aloud

- Listen - Play in groups

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

(98)

REVIEW 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

VI Procedures :

8

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:

Year, old, how, both, numbers - 20 - Phonics: how, ten

- Sentence patterns:

Sing

Ss playing a game: pass the word - Identifying family

(99)

8’

1’

+ 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

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 ME AND THE WORLD AROUND

UNIT16: The Weather

(100)

I Objectives:

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?

- Skills: Listening and speaking Writing and playing

V Procedures :

10’

I Warmup: clap the board

Reading ,speaking, running, cooking jumping,skating II Newlesson:

1 Presentation

Vocabulary: - 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

(101)

10

12’

- 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 ë cuối câu hay lên giọng cuối câu?

- ? In Vietnamese 2 Practice:

2,3 Look and say

- T gives some pictures, Ss look at the pictures and practice - T runs through the Ps

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

- Role- play - N1 ask and N2 answer ( exchange)

(102)

2’ 1’

- 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:

I ask, I answer

- Play role - Wh-Q

- Answer: Wh- Q

By the end of this lesson, Students will be able to ask and answer the weather

II Teaching methods:

(103)

V Procedures :

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

- 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 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

- Answer: Nam, Mai and LiLi Cây, mây, nhà đám mây,  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: Nào 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

How many clouds are there? _

There’re

(104)

12’ - 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

- 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

By the end of this lesson, Students will be able to ask and answer the weather

II Teaching methods:

- Skills: Listening and speaking Writing and playing V Procedures :

arrangement 5’ I.Warm up

- State the way to play

- Divide the class into groups, the group circles more and ealier is wi

II Pre- reading - Use picture

- Offer to talk about the Ps

B6 Let’s play: Circle the weather words

(105)

10’

12’

2’ 1’

- 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 V Summary:

VI Homework:

- Review the structures and vocabulary in unit 10 - See the rest of Exs in W.B to correct next period

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

UNIT 17: Outdoor activities

Lesson 1

(106)

- Ask and answer

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

Vocabulary: cycling, playing badminton, flying kites Sentence patterns:

- What are they doing ?

- They’re -VI Procedures :

Steps/Activities Work

arrangement I Warm up:

- Set the scence “you are going to listen to hear Hoa and Mai, asking about

2 Look and say

Assign a pair to pretend to be school in picture a What are they doing ?

They are playing badminton

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

T-WC Pair- work

T – whole class

T T-WC

Pair- work

T- whole class

(107)

UNIT 17: OUTDOOR ACTIVITIES Lesson 2

I.Objectives:

 Phonics: boat door  Vocabulary: cycle, fly  Sentence patterns:

What are they doing ? V.Procedures:

Steps/Activities Work

arrangement I.Warm up: Let’s Ss chant ( L2 – 4)

- Play the recording II.New lesson:

- Have Ss open the book page 50, look at the words boatand

door 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 oa in the word boat door

- Produce the sound oaand da few times

- Teach the new phrases ;– Then show them how to spell Boat , doornd some other words

boat door

where are the children?

T – whole class T – whole

class

T – whole class

(108)

UNIT 17: OUTDOOR ACTIVITIES Lesson 3

I Objectives:

- Develop speaking and writing skill II Teaching methods:

 Vocabulary: playing football, flying  Sentence patterns:

What are they playing ? They’re V Procedures:

arrangement I. Warm up

- II New lesson.

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

2Look and say

What are they playing ? They ‘re

◦ Repeat the step but have the pair swap their

T – whole class

Whole class

T – whole class

(109)

UNIT 18: colours

Lesson 1

- Ask and answer

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

Vocabulary: red, orange, yellow Sentence patterns:

- What colour is it ?

- It’s - Procedures :

- Set the scence “you are going to listen to hear Nam and Mai, asking about

2 Look and say

Assign a pair to pretend to be school in picture a What colour is it ?

It’s (red)

- Ask Ss to practice making and responding to action

T-WC Pair- work

T – whole class

T T-WC

Pair- work

(110)

UNIT 18: COLOURS Lesson 2

I.Objectives:

 Phonics: like, blue  Vocabulary: review

 Sentence patterns: What colour is it ? V.Procedures:

- Have Ss open the book page 56look at the words like and blue 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 lin the word like and blin the word

blue

- Produce the sound l and bl a few minutes

- Teach the new phrases ; what colour is it?show them how to spell like and blueand some other words

like blue Roses are red

class

T – whole class

(111)

UNIT 18: colours

IV.Languages focus:  Vocabulary: review  Sentence patterns:

What colour are they ? They are V.Procedures:

- Have Ss to look at the book at page58identify the characters in the picture

2Look and say

What colour are they ? They are red

T – whole class

Whole class

T – whole class

(112)

UNIT 19: Our pets

Lesson 1

- Ask and answer

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

Vocabulary: tortoise, rabbit Sentence patterns:

I’ve got

- I haven’t got -V.Procedures:

II New lesson.

- Set the scence “you are going to listen to hear Mai and Quan .

2 Look and say

Assign a pair to pretend to be school in picture a I’ve got a tortoise

T-WC Pair- work

T – whole class

T T-WC

(113)

UNIT 19: OUR PETS Lesson 2

I.Objectives:

IV.Language focus:  Phonics: cat dog  Vocabulary: review  Sentence patterns:

I ‘ve go a cat I haven’t got a dog V.Procedures:

- Have Ss open the book page 62, look at the words catdog

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 cin the word cat and gin the word

dog

- Produce the sound c and g a few times

- Teach the new phrases ;– Then show them how to spell cat and dog and some other words

cat dog cats, cats

class

T – whole class

(114)

UNIT 19: Our pets

How many have you got ? I have got V.Procedures:

2Look and say

T – whole class

Whole class

(115)

UNIT 20: Our toys

Lesson 1

- Ask and answer

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

Vocabulary: balls, dolls, robos Sentence patterns:

- She’s got - He’s got V.Procedures:

II New lesson.

- Set the scence “you are going to listen to hear Nam and Mai, asking about.

2 Look and say

Assign a pair to pretend to be school in picture a She’s got ( five balls)

T-WC Pair- work

T – whole class

T T-WC

(116)

UNIT 20: OUR TOYS Lesson 2

I.Objectives:

 Phonics: four five  Vocabulary: review  Sentence patterns:

I’ve got She’s got V.Procedures:

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

and five 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 f in the word four and ve in the word five

- Produce the sound f and ve a few times

- Teach the new phrases ; Have you got any ? – Then show them how to spell four and five and some other words

four five You’ve got two dolls I’ve got three dolls

- Monitor the activity and offer help when necessary/

class

T – whole class

(117)

UNIT 20: Our toys

Whre is/are your ? It’s They’re

2Look and say

Where is your ball? It’s under the table

T – whole class

Whole class

T – whole class

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