Giao an lop 3 chuan T27

- Sentence patterns: Hello. Resources: Student book, fresh cards, posters, pupets... Tell Ss that they are going to read and get the information to write the missing words in dialogues 1[r]

(1)

Week 2

Unit 1: Hello

Lesson - Period (Page 6) I/ Overview.

1 Objectives: By the end of this lesson, Ss will be able to greet and self-introduce. 2 Languge focus:

- Sentence patterns: Hello I’m Mai. Hi, Mai.

- Vocabulary: hi, hello, I’m.

3 Resources: Student book, recording, fresh cards, posters, pupets II/ Procedure.

Procedure Tasks Way/Mode

Warm-up (3’)

- Ask Ss some questions: + Do you like English? + Who can speak English?

- Teacher – Whole class

Look, listen and repeat

(10’)

- Ask Ss to describe the picture by using the questions “ Who’s he?”; “Who’s she?”; “Where are they?”; “What are they doing?”

- Ask Ss to listen to the tape and point to the text

- Ask Ss to listen and repeat the dialogue

- Ask Ss to practise the dialogue

- Check pronunciation ( stress, assimilation of sounds and intonation) - Use a poster or two characters puppets to present the situation and new language

- Whole class - Whole class

- Teacher – Whole class; Half – half; Pairs

Look and say (20’)

- Sentence patterns: Hello I’m Mai. Hi, Mai.

- Ask the whole class to listen and repeat the sentence patterns in a few time * Note: + “Hi” is very informal It can be used with friends but not with adults

“ Hello” is also informal and friendly but more formal than “Hi”. It can be used with adults

(2)

+ I’m = I am

- Ask Ss to describe the picture by using the questions “ Who’s he?”; “Who’s she?”

- Model Point to picture a and say “

Hello I’m Nam” and have Ss to be Mai to respond

- Ask Ss to repeat in a few times and fill in the bubble speech

- Ask Ss to practise

- Check pronunciation ( stress, assimilation of sounds and intonation)

- Teacher – Whole class - Whole class

- Whole class

Reinforcement (5’)

* Name cards

- Explained how the game is played: Each Ss holds up one piece of paper on which his/her name is written When he/she holds the piece of paper up in the air, he/she introduces himself or herself, saying, eg: Hello, I’m Mai

- Call on some Ss to demontrstrate the game at the front of the class The rest of the class observe and give comments

- Individually

Homelink (2’)

- Practise greeting and self-introducing at home

- Do at home

Unit 1: Hello

1 Objectives: By the end of this lesson, Ss will be able to greet and self-introduce. ( Review)

2.Languge focus:

3.Resources: Student book, recording, fresh cards, posters, pupets II/ Procedure.

Warm-up (3’)

- Ask Ss to go in front of the class to greet and self-introduce

- Individually

(3)

(15’) the questions “ Who’s he?”; “Who’s she?”; “What are they doing?”. Point to picture a and ask Ss to guess what the girls would say to greet each other Fill the speech bubbles with the correct phrase provied by Ss Then have them to repeat the sentences in the bubbles a few times before letting them practise freely - Ask Ss to practise acting out in pairs, using the pictures in theirbooks or the character puppets

- Call on a pair to demonstrate at the front of the class, the rest of the class watch and comment

- Have Ss two minutes to practise, then ask some pairs to practise in front of the class

- Pairwork

Let’s chant (15’)

- Ask Ss to describe the picture by using the questions “ Who’s he?”; “Who’s she?”; “What are they doing?”.

- Put the piece of paper with the chant on the board

- Play the recording all way through for Ss to listen, clap the syllables

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

- Ask Ss to practise the chant

- Ask whole class to repeat the chant - Check pronunciation

- Half – half; group; individually

- Whole class

* Let’s chant “Hello” - Whole class; group;

individually Homelink

(2’)

- Recite the chant on page - Individually

Unit 1: Hello

(4)

I/ Overview.

1 Objectives: By the end of this lesson, Ss will be able to greet and self-introduce. ( Review)

2.Languge focus: - Phonics: hello hi

3.Resources: Student book, recording, fresh cards, posters, pupets II/ Procedure.

Warm-up (3’)

- Ask Ss to recite the chant on page - Whole class ; Individually Listen and

repeat (10’)

- Ask Ss to describe the picture by using the questions “ Who’s he?”; “Who’s she?”; “What are they doing?”

- Have Ss to look at the words “hello”

and “hi” and notice the letter coloured differently in both words

- Produce the sounds of letter “h” and

“i” in a few times

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

- Check pronunciation ( stress, assimilation of sounds and intonation) - Make a few questions to check Ss’ comprehension

- Ask Ss to recite the chant to reinforce their pronunciation

- Have Ss to circle all the words containing the focused sounds “hello”

and “hi” in the chant

- Whole class

- Half – half; group; - Group

- Whole class - Whole class - Whole class

(5)

number (20’)

using the questions “ Who’s he?”; “Who’s she?”. Tell Ss that they are going to listen to the recording and match the information they hear to the pictures They should number the boxes - Play the recording all way through for Ss to listen while they are looking closely the pictures in their books

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

- Ask Ss to give their answers

- Replay the recording for Ss to check their answer

- Ask Ss some questions to check Ss’ comprehension

- Whole class

- Individually - Individually - Whole class Key:1d,; 2c; 3b; 4a - Whole class

Let’s chant: “ hello hi” - Whole class; group; individually

Homelink (2’)

- Recite the chant on page - Individually

Unit 1: Hello

1 Objectives: By the end of this lesson, Ss will be able to read names and match and know how to play game “Name cards”

2.Languge focus:

- Sentence patterns: The boy is Nam The girl is Hoa. - Vocabulary: boy, girl

3.Resources: Student book, fresh cards, posters, pupets II/ Procedure.

Warm-up (3’)

- Ask Ss to recite the chant on page - Whole class ; Individually Read and

match (20’)

- Ask Ss to describe the picture by using the questions “ How many pictures are ther?”; “How many sentences are there?”; “ Who’s he?”; “Who’s she?”; “What is he/she doing?”. Tell Ss that they are going to read the sentences to get the information in order to match the

(6)

pictures to the text Explain new words “boy, girl”

- Ask Ss to read the sentences individually and the task

- Ask Ss to compair with their partners - Ask Ss to give their answers

- Make somw questions to check Ss’ comprehension

- Check

- Ask Ss to read the text aloud in chorus to reinforce their pronunciation

- Individually - Pairwork - Individually - Whole class

Key: 1d; 2c; 3b; 4a - Whole class

Let’s play (10’)

* Name cards

- Explained how the game is played: Each Ss holds up one piece of paper on which his/her name is written When he/she holds the piece of paper up in the air, he/she introduces himself or herself, saying, eg: Hello, I’m Mai

- Call on some Ss to demontrstrate the game at the front of the class The rest of the class observe and give comments

- Individually

Let’s play “Name cards” - Individually

Homelink (2’)

- Greet and self-introduce - Individually

Week 3

Unit 1: Hello

(7)

1 Objectives: By the end of this lesson, Ss will be able to say goodbye. 2 Languge focus:

- Sentence patterns: Bye (Goodbye).

Warm-up (3’)

- Ask Ss greet and self-introduce - Individually Listen and

repeat (10’)

- Check pronunciation ( stress, assimilation of sounds and intonation) - - Use a poster or two characters puppets to present the situation and new language

Look and say (20’)

- Sentence patterns:

Bye (Goodbye).

- Ask Ss to listen and repeat the sentence partterns in a few times

* Note: “ Bye” is a short form of

“Goodbye” and more informal It would be used wit friends

“ Goodbye” can be used with friends, but also with people older than speakers - Ask Ss to describe the picture by using the questions “ Who’s he?”; “Who’s she?”; “ What are they doing”; “Where are they?” Ask Ss to guess and

complete the speech bubbles

- Model Call on a pair Allocate the parts of the characters Mai and Nam to the Ss Ask them to act out the dialogue

- Ask Ss to practise acting out the

- Whole class

- Pairwork

(8)

dialogues, using the pictures in their books

- Call on some pairs to perform at the front of the class, the rest of the class observer and give comment

- Ask the whole class repeat all the phrases in chorus to reinforce their pronunciation ( stress, assimilation of sounds and intonation)

- Pairwork

- Whole class

* Let’s sing “ Goodbye teacher”

Goodbye teacher Goodbye teacher. See you again See you again.

Bye see you tomorrow, Bye see you tomorrow.

Bye goodbye, bye goodbye

- Put the large piece of paper on the board Tell Ss that they are going to sing the song Tell Ss the rhythms of the song

- Ask Ss to listen while they are reading the song

- Ask Ss to listen and repeat each line of rhythms Have Ss the action while they are repeating

- Ask a group of to the front of the class, three of them sing and the left the action

- Ask a student to the front of the class to sing and the action

- Ask the whole class to sing and the action to reinforce their pronunciation

- Groupwork

- Individually - Whole class

Homelink (2’)

- Recite the song “Goodbye teacher”. - Individually

Unit 1: Hello

(9)

2 Languge focus:

- Sentence patterns: Hello I’m Mai. Hi, Mai.

3 Resources: Student book, fresh cards, posters, pupets II/ Procedure.

Warm-up (3’)

- Ask Ss play game “ Name cards”. - Whole class Write

(15’)

- Ask Ss to describe the picture by using the questions “ Who’s he?”; “Who’s she?”; “Where are they?”; “What are they doing?”. Tell Ss that they are going to read and get the information to write the missing words in dialogues and - Ask Ss to read silently and complete the dialogues individually

- Ask Ss to compare with their partners - Ask Ss to give their answers,the rest of the class give comment

- Check

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

- Individually - Pairwork - Whole class Key: Hi; I’m boy; girl - Whole class

Let’s sing (15’)

* The Hello song

- Put the large piece of paper on the board Tell Ss that they are going to sing the song “ The hello song”

- Play the recording all the way through for Ss to listen while they are reading the song

- Play the recording again for Ss to repeat each line of rhythms Have Ss point to the corresponding words while they are repeating

- Call on a group of to the front of the class, have three of them repeat each line

- Whole class

(10)

of the rhythms, others the action - Ask Ss to work in group to practise singing and doing the action

- Call on a group to perform the song at the front of the class, the rest of the class sing along and clap the rhythms

- Call on a student to perform the song - Have the whole class sing the song again to reinforce their pronunciation

- Groupwork - Groupwork

- Let’s sing “The hello song”

* Summary: In this lesson, Ss have been able to greet, self-introduce, and say goodbye using hello/hi + name, goodbye + name.

- Whole class; group; individually

Homelink (2’)

- Recite “The hello song” - Individually

Unit 2: My name is Lesson - Period (Page 12) I/ Overview.

1 Objectives: By the end of this lesson, Ss will be able to make and respond to introductions

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

Warm-up (3’)

- Ask Ss to sing the song “The hello song”

- Whole class Look, listen

and repeat (10’)

- Ask Ss to listen and repeat each line in the speech bubbles as they point to it - Ask Ss to practise the dialogue

- Check pronunciation ( stress,

- Whole class

(11)

assimilation of sounds and intonation) - Use a poster or two characters puppets to present the situation and new language

Look and say (20’)

Hello I’m Mai. Hi, Mai I’m Nam.

- Ask Ss to listen and repeat the sentence patterns in a few times

- Model Point to picture a and say “

Hello I’m Tom” and have Ss to be Mai to respond

- Ask Ss to repeat in a few times and fill in the bubble speech

- Ask Ss to practise making and responding introductions

- Teacher – Whole class - Teacher - Whole class - Teacher – Whole class - Whole class

- Half – half; Pairs - Pairwork

* Let’s sing

Hello I’m Mai Hello I’m Mai. Hi! Hi Mai Hi! Hi Mai

Hi! Hi ! Hi Mai Hi! Hi! Hi Mai I am Nam I am Nam.

- Put the large piece of paper on the board Tell Ss that they are going to sing the song Tell Ss the rhyme of the song - Ask Ss to listen while they are reading the song

- Ask Ss to listen and repeat each line of rhyme Have Ss the action while they are repeating

- Ask a student to the front of the class

- Groupwork

(12)

to sing and the action

- Whole class Homelink

(2’)

- Recite the song - Individually

1 Objectives: By the end of this lesson, Ss will be able to make and respond to introductions ( Review)

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

Warm-up (3’)

- Ask Ss to sing the song at last lesson - Whole class Talk

(15’)

- Ask Ss to describe the pictures by using the questions “ Who’s he?”; “Who’s she?”; “What are they doing?”.

Point to picture a and ask Ss to guess what the girl would say to the boy and vice versa Fill the speech bubbles with the correct phrase provied by Ss Then have them to repeat the sentences in the bubbles a few times before letting them practise freely They can use the pictures in their notebooks to practise or role-play the exchanges

- Ask Ss to practise acting the greeting in pairs

- Pairwork

- Pairwork - Pairwork

(13)

Let’s chant (15’)

- Put the piece of paper with the chant on the board Spell M-A-I and N-A-M for Ss to repeat

- Whole class

- Ask Ss to write a dictation of the chant on their notebooks

- Individually

Homelink (2’)

- Recite the chant on page 13 - Individually

Week Unit 2: My name is

1 Objectives: By the end of this lesson, Ss will be able to make and respond to greet and say goodbye ( Review)

- Vocabulary: how, spell. - Phonics: Linda Nam

(14)

Warm-up (3’)

- Ask Ss to recite the chant on page 13 - Whole class ; Individually Listen and

repeat (10’)

- Ask Ss to describe the picture by using the questions “ Who’s he?”; “Who’s she?”; “What are they doing?”; “Where are they?”

- Have Ss to look at the words “Linda”

and “Nam” and notice the letter coloured differently in both words

- Produce the sounds of letter “l” and

“n” in a few times

- Teach the new phrase How you spell + name?; then show Ss how to spell Nam, Linda and some other names in their class

- Have Ss to circle all the words containing the focused sounds “Linda”

and “Nam” in the chant

- Whole class

- Whole class - Whole class - Whole class

Listen and tick (20’)

- Ask Ss to describe the pictures by using the questions “ Who’s he?”; “Who’s she?”. Tell Ss that they are going to listen to the recording and

(15)

match the information they hear to the pictures They should tick the box in the appropriate picture

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

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

- Whole class

- Individually - Individually - Whole class

Key: 1.a; 2b - Whole class

Let’s chant: “ Linda Nam” - Whole class; group; individually

Homelink (2’)

1 Objectives: By the end of this lesson, Ss will be able to read simple names and match and sing the song “The ABC song”

- Vocabulary: how, spell.

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

(16)

Procedure Tasks Way/Mode Warm-up

(3’)

- Ss recite the chant on page 14 - Whole class ; Individually Read and

match (20’)

- Ask Ss to describe the picture by using the questions “ How many pictures are ther?”; “How many sentences are there?”; “ Who’s he?”; “Who’s she?”; “What is he/she doing?”. Tell Ss that they are going to read the sentences to get the information in order to match the pictures to the text

- Check

- Ask Ss to read the text aloud in chorus to reinforce their pronunciation

Key: 1b; 2ab - Whole class

Let’s sing (10’)

* The ABC song

- Ask Ss to describe the picture by using the questions “ What is it”; “ What are they?” “What arethey doing?”.

- Put the large piece of paper on the board Tell Ss that they are going to sing the song “ The ABC song”

- Play the recording all the way through for Ss to listen while they are reading the song

- Play the recording again for Ss to repeat each line of rhythms Have Ss point to the corresponding letters while they are repeating

- Call on a group of to the front of the class, have four of them repeat each line of the rhythms, others clap the rhythms - Ask Ss to work in group to practise singing and clap the rhythms

- Call on a group to perform the song at the front of the class, the rest of the class sing along and clap the rhythms

- Whole class

- Groupwork

(17)

- Whole class

Let’s sing “The ABC song” - Whole class; group; individually

Homelink (2’)

- Recite the song“ The ABC song”. - Individually

1 Objectives: By the end of this lesson, Ss will be able to spell simple names. 2 Languge focus:

- Vocabulary: how, spell, name.

- Sentence patterns: How you spell your name? L-I-N-D-A.

Warm-up (3’)

- Sing “The ABC song”. - Whole class Listen and

repeat (10’)

- Ask Ss to describe the picture by using the questions “ Who’s he?”; “Where are they?”; “What are they doing?”

- Whole class

Look and say (20’)

How you spell your name? T-O-M

(18)

partterns in a few times

- Ask Ss to describe the picture by using the questions “ Who’s he?”; “Who’s she?” Tell them that they are going to practise spelling names Ask Ss to guess and say the lines in the speech bubble Fill the bubbles with correct phrases prompted by Ss, then repeat the line in a few times

- Model Call on a pair Have them pretend to be the characters in the pictures Ask them to act out the question and answer about spelling - Ask Ss to practise acting out the question and answer about spelling - Call on some pairs to perform at the front of the class, the rest of the class observer and give comment

- Pairwork

- Whole class

* Let’s sing “ How you spell Tom?”

How you spell Tom? How you spell Tom?

T-O-M T-O –M

How you spell your name? How do you spell your name?

T-O-M T-O-M

- Ask a student to the front of the class

- Groupwork

(19)

to sing and the action

- Whole class

Homelink (2’)

- Recite the song - Individually

1 Objectives: By the end of this lesson, Ss will be able to write spelling simple names. 2 Languge focus:

- Sentence patterns: How you spell your name? L-I-N-D-A.

Warm-up (3’)

- Sing the song at last lesson - Whole class Write

(15’)

- Ask Ss to describe the picture by using the questions “ Who’s he?”; “Who’s she?”; “What are they doing?”. Tell Ss that they are going to read and get the information to write the missing word in tasks and

- Ask Ss to read silently and complete the sentences individually

- Check

- Individually - Pairwork - Whole class Key: Mai; Tony L-I-N-D-A - Whole class

Let’s play (10’)

* Circle the names Lan, Linda, ,phomg, Nam and Tony

- Ask Ss to describe the table by using the question “What are they?”

- Explain how the game is played: Ss look at the letters in the grid ans circle

(20)

the names Lan, Linda, Phong, Nam and Tony that they have to search, eg LAN - Ss play the game in groups

- Call on some volunteers to show their work to their classmates

- Have the whole class spell the names given to renforce their pronunciation

- Groupwork - Individually - Whole class

- Let’s sing “How you spell Tom”

* Summary: - In this lesson, Ss have learnt to ask and answer about names, and to spell simple names, using How do you spell your name?

Homelink (2’)

- Recite the song “The hello song” - Individually

Week 5

Unit 3: How are you? Lesson - Period (Page 18) I/ Overview.

1.Objectives: By the end of this lesson, Ss will be able to say goodbye (Review). 2 Languge focus:

- Sentence patterns: How are you?

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

- Vocabulary: how, thank, thanks, fine, and.

Warm-up (3’)

- Sing the song “ How you spell Tom?”

- Whole class

(21)

and repeat (10’)

the questions “ Who’s he?”; “Where are they?”; “What are they doing?”.

Tell them that they are going to review some phrases of greeting and some more Explain the situation and the use of the titles Mr, Mrs and Miss

Look and say (20’)

- Sentence patterns: How are you?

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

- Ask the whole class to listen and repeat the sentence patterns in a few time - Explain the use of “thanks”, “thank you”

* Note: “Thanks” is an informal expression of “thank you”

- Ask Ss to describe the picture by using the questions “ Who’s he?”; “Who’s she?” “What are they doing?”

- Model Point to picture a Ask Ss to guess what each character should say Then fill the speech bubbles with the correct phrases prompted by Ss Have the whole class repeat the lines in bubbles a few times

- Whole class

(22)

Hi, How Are You? I'm fine.

Hi, How Are You? I'm fine How Are You? I'm fine, I'm fine, I'm fine.

- Ask a student to the front of the class to sing and the action

- Groupwork

Homelink (2’)

- Recite the song “Hi, How are you?”. - Individually

1.Objectives: By the end of this lesson, Ss will be able to say goodbye (Review). 2 Languge focus:

(23)

Warm-up (3’)

- Ask Ss to sing the song “Hi, How are you?”.

- Whole class Talk

(15’)

Recall the titles Mr, Mrs, Miss Point to picture a and ask Ss to guess what the girl would say to the boy and vice versa Fill the speech bubbles with the correct phrase provied by Ss Then have them to repeat the sentences in the bubbles a few times before letting them practise freely They can use the pictures in their notebooks to practise or role-play the exchanges

- Ask Ss to practise in pairs

- Pairwork

Let’s chant (15’)

- Whole class

- Ask Ss to write a dictation of the chant on their notebooks

- Individually

(24)

(2’)

1.Objectives: By the end of this lesson, Ss will be able to say and listen to the greetings phrases they have learnt in the previous lesson

2 Languge focus: - Phonics: hello thanks

Warm-up (3’)

- Ss recite and clap the syllables of the chant on page 13

- Whole class ; Individually Listen and

repeat (10’)

- Ask Ss to describe the picture by using the questions “ Who’s he?”; “What are they doing?”; “Where are they?”

- Have Ss to look at the words “hello” and “thanks” and notice the letter coloured differently in both words

- Produce the sounds of letter “l” and “a” in a few times

- Put the piece of paper with the chant on the board Recall the words and phrases: Tony, how are you, fine, thanks, and you, thank you.

- Play the recording all way through for Ss to listen while they are reading the chant on the board, clap the syllables - Play the recording again for Ss to listen and repeat each line of the chant and clap the syllables

- Whole class

(25)

- Make a few questions to check Ss’ comprehension

- Whole class

Listen and tick (20’)

- Ask Ss to describe the pictures by using the questions “ Who’s he?”; “Who’s she?”; “ What are they doing?”

Tell Ss that they are going to listen to the recording and match the information they hear to the pictures They should tick the box in the coner of the correct picture

- Whole class

Key: 1.b; 2a - Whole class

Let’s chant: “ hello thanks” - Whole class; group; individually

Homelink (2’)

1.Objectives: By the end of this lesson, Ss will be able read the greetings phrases and match and know how to play game “Greeting”

- Vocabulary: now, together.

3 Resources: Student book, fresh cards, posters, pupets II/ Procedure.

(26)

Warm-up (3’)

- Ss recite the chant on page 20 - Whole class ; Individually Read and

match (20’)

- Ask Ss to describe the picture by using the questions “ How many pictures are ther?”; “How many dialogues are there?”; “ Who’s he?”; “Who’s she?”; “What is he/she doing?” Tell Ss that they are going to read the sentences to get the information in order to match the pictures to the text Explain the situation in each picture

- Teach new words and phrases : now, together, Let’s go together

- Check

- Ask Ss to read the dialogues aloud in chorus to reinforce their pronunciation

Key: 1b; 2ab - Whole class

Let’s play (10’)

* Greeting

- Ask Ss to describe the picture by the questions “ Who’s he?”; “Who’s she?”; “What are they taking?”

- Ask Ss to read the signs the characters have got Hello; Hi; Goodbye; fine; thanks.

- When the speaker says How are you?

the one who has got the right responding

I’m fine, thanks, raise his/her own sign or read the sentences aloud as it’s written

- Ask Ss to play in groups

- Call on some groups to demonstrade the game at the front of the class The rest of the class observer and give comments

- Have the whole class repeat all the sentence practised to reinforce their pronunciation

(27)

Let’s sing “Hi, How are you?” - Whole class; group; individually

Homelink (2’)

Week 6

1.Objectives: By the end of this lesson, Ss will be able to greet (Review), using the language they have learnt

2 Languge focus: - Vocabulary: school.

I’m fine, thank you

Warm-up (3’)

- Greet the class in the same way that Ss have learnt in lesson Have them reply Then get Ss to recite the chant on page 20

- Whole class

Listen and repeat

(10’)

- Ask Ss to describe the picture by using the questions “ Who’s he?”; “Who’s she”; “What are they doing?” Explain new words and language: school, let’s go to school.

- Ask Ss to listen to the tape and mime the dialogue

- Ask Ss to listen and repeat each line of

(28)

the dialogue

- Check pronunciation ( stress, assimilation of sounds and intonation) - Use a poster or two characters puppets to remind what they have learnt in last lesson

Look and say (20’)

- Sentence patterns: How are you? I’m fine, thank you.

- Ask Ss to describe the picture by using the questions “ Who’s he?”; “Who’s she?”; “ What are they doing?”. Tell them that they are going to guess and respond to the first character Then fill the bubbles with correct phrases

prompted by Ss, then repeat the line in a few times

- Model Call on a pair Have them pretend to be Miss Hien and Linda Ask them to act out the dialogue

- Whole class

- Pairwork

- Whole class

* Let’s sing “ Hi, How are you?” - Whole class; group; individually

Homelink (2’)

- Recite the song “ Hi, How are you?” - Individually

(29)

I/ Overview.

1.Objectives: By the end of this lesson, Ss will be able to greet (Review), using the language they have learnt

I’m fine, thank you

Warm-up (3’)

- Sing the song “ Hi, How are you?” - Whole class Write

(15’)

- Ask Ss to describe the picture by using the questions “Who’s she?”; “What are they doing?”; “ How many gaps are there?”; “How many words are there in the box?”. Tell Ss that they are going to read and get the information to write the missing words in the dialogue, using those from the frame on the top of the page

- Check

- Individually - Pairwork - Whole class

Key: Hi; How; thank; 4.thanks

- Whole class

Let’s sing (15’)

* How are you?

- Ask Ss to describe the picture by using the questions “ Who’s she?”; “Who’s he?”; “ Where are they going?”

- Put the large piece of paper on the board Tell Ss that they are going to sing the song “ How are you?”.

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

- Play the recording again for Ss to repeat each line of rhyme Have Ss point

(30)

to the appropriate lines as they sing - Call on a group of to the front of the class, have four of them repeat each line of the rhyme, others the actions - Ask Ss to work in group to practise singing and the actions

- Call on a group to perform the song at the front of the class, the rest of the class sing along

- Groupwork

Let’s sing “How are you”

* Summary: In this lesson, Ss have learnt how to use greeting phrases in comminicative skills

Homelink (2’)

- Recite the song “How are you?” - Individually

Unit 4: What’s your name? Lesson - Period (Page 24) I/ Overview.

1.Objectives: By the end of this lesson, Ss will be able to ask and answer about someone’s names

- Vocabulary: What, my, your

- Sentence patterns: What’s your name? My name’s Linda

Warm-up (3’)

- Sing the song “ How are you?” - Whole class Look, listen

and repeat (10’)

- Ask Ss to describe the picture by using the questions “ Who’s he?”; “ Who’s she?”; “Where are they?”; “What are they doing?”

(31)

Look and say (20’)

- Sentence patterns: What’s your name? My name’s Linda.

- Ask the whole class to listen and repeat the sentence patterns in a few times * Note: What’s = What is

name’s = name is

- Ask Ss to describe the picture by using the questions “ Who’s he?”; “Who’s she?” “Where is he/she?”. Ask Ss to repeat each name a few times

- Model Point to picture a Ask Ss to guess what each character should say to respond to the question What’s your name? Then fill the speech bubbles with the correct phrases prompted by Ss Have the whole class repeat the lines in bubbles a few times

- Whole class

* Let’s play “ Slap the board” - Whole class Homelink

(2’)

- Draw a picture of himself/herself and put thier name under it, eg My name is Lam.

- Individually

(32)

1.Objectives: By the end of this lesson, Ss will be able to ask and answer about someone’s names (Review)

- Sentence patterns: What’s your name? My name’s Linda

Warm-up (3’)

- Ask Ss to show the picture they drew and introduce their name

- Individually Talk

(15’)

Point to picture a and ask Ss to pretend to be Hoa Then ask them what they would say to respond to the question

What’s your name? Fill the speech bubbles with the correct phrase provied by Ss Then have them to repeat the sentences in the bubbles a few times before letting them practise freely They can use the pictures in their notebooks to practise or role-play the exchanges - Ask Ss to practise in pairs

- Pairwork

Let’s sing (15’)

- Ask Ss to describe the picture by using the questions “Who’s she?”; “Where is she going?”

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

- Play the recording again for Ss to repeat each line and clap the rhymes - Call on a group of to the front of the

(33)

class, have three of them repeat each line of the rhthyme, others clap the rhythmes - Ask Ss to work in group to practise singing and clapping the rhythmes

- Call on a student to perform the song - Have the whole class sing the song, clap the rhythms together to reinforce their pronunciation

- Group - Individually - Whole class

- Ask Ss to write a dictation of the song on their notebooks

- Individually

Homelink (2’)

(34)

Week 7

1.Objectives: By the end of this lesson, Ss will be able to introduce someone, using

This is + name

2 Languge focus: - Phonics: this Tom

- Sentence patterns: This is Linda

Warm-up (3’)

- Greet Ss and have them reply Walk around the class to ask the names of some specific Ss Ss sing the song on page 23

- Individually; Whole class

Listen and repeat

(10’)

- Ask Ss to describe the picture by using the questions “ How many Ss are there?”; “ Who’s he?”; “What are they doing?”.

- Have Ss to look at the words “this” and “Tom” and notice the letter coloured differently in both words

- Produce the sounds of letter “th” and

“t” in a few times

- Put the piece of paper with the chant on the board Teach the new words and phrases with this and that.

- Play the recording all way through for Ss to listen while they are reading the chant on the board, clap the rhythms - Play the recording again for Ss to listen and repeat each line of the chant and

- Whole class

(35)

clap the rhythms

- Call on a group to recite the chant, the rest of the class clap the rhythms

- Group

Listen and tick (20’)

- Ask Ss to describe the pictures by using the questions “ Who’s he?”; “Who’s she?”;“ What are they doing?”.

Tell Ss that they are going to listen to the recording and match the information they hear to the pictures They should tick the box in the coner of the correct picture

- Whole class

Key: 1.b; 2a - Whole class

Let’s chant: “ this Tom” - Whole class; group; individually

Homelink (2’)

1.Objectives: By the end of this lesson, Ss will be able to read someone’s names and match and know how to play game “Stand up when you hear ”

(36)

My name’s Linda

(37)

1.Objectives: By the end of this lesson, Ss will be able to spell someone’s name, using

How you spell our name?

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

Warm-up (3’)

- Sing the song “The ABC song” - Whole class Listen and

repeat (10’)

- Ask Ss to describe the picture by using the questions “ Who’s he?”; “Who’s she”; “What are they doing?” Explain new words and language: new friend.

Teach Ss to spell some specific names - Ask Ss to listen to the tape as they read the dialogue

- Ask Ss to listen and repeat each line of the dialogue

- Teacher – Whole class; Group

Look and say (20’)

- Sentence patterns (Review)

How you spell your name? LI-N-D-A.

- Ask Ss to describe the picture by using the questions “ Who’s he?”; “Who’s she?”.

- Model Point to picture a Ask Ss to pretend to be Mary Ask How you spell your name? Have Ss repeat the answer M-A-R-Y Then tell them to repeat the question and answer Repeat the step with the other names

- Whole class

- Teacher – Whole class - Teacher – Whole class

(38)

- Ask the whole class repeat all the questions and answers in chorus to reinforce their pronunciation ( stress, assimilation of sounds and intonation)

- Whole class

* Let’s sing “ The ABC song” - Whole class; group; individually

Homelink (2’)

- Spell the names of their family’s members

- Individually

1.Objectives: By the end of this lesson, Ss will be able to write the sentences of introducing and spelling names

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

This is Tom

What’s your name? – My name’s Linda

Warm-up (3’)

- Sing the song “ The ABC song”. - Whole class Write

(15’)

- Ask Ss to describe the picture by using the questions “ How many texts are there?”; “How many pictures are there?”; “Who’s she?”; “What are they doing?”; “ How many gaps are there?”; “How many words are there in the box?”. Tell Ss that they are going to read and get the information to write the missing words in the dialogue, using those from the frame on the top of the page

(39)

- Check

- Pairwork - Whole class

Key: this; What; spell

- Whole class

Let’s chant (15’)

* Meet my friends

- Ask Ss to describe the picture by using the questions “ How many Ss are

there?”; “What are they doing?”

- Put the piece of paper with the chant on the board Have Ss to repeat the names of the characters in the chant and spell them

- Play the recording all way through for Ss to listen, point to each line and mime - Teach the new phrases: meet my friends and play with my friends.

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

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

- Whole class

- Group; individually - Whole class

- Write a dictation of the chant

* Summary: In this lesson, Ss have learnt how to spellCreated by Installed by

Babim someone’s name, using How do

you spell your name? and say the alphabet letters

- Individually

Homelink (2’)

Định dạng
Số trang	39
Dung lượng	55,85 KB