T – whole - Asks Ss to read the letter and do the task circle the class correct answers - Monitors the activity and offers help when necessary Pair- work - Has Ss trade the answers in p[r]
(1)Đề nghị người tải bài tẩy chay giáo án Ngô Thanh Trà Không hiểu đây là loại giáo viên gì nữa, toàn ăn trộm bài người khác, không thèm chỉnh sửa Tình hình này không tôi đưa bài lên Lúc đầu nghĩ đơn giản mình lấy bài người thì chỉnh sửa, up lên tất cùng xem, dùng thì dùng Bây thấy bài vừa đưa lên lại bị ăn cắp ngay, người tải thị Trà về, thật là ghê tởm loại người Trà hixhixx… Week: Period : 2nd UNIT 1: GOOD MORNING HOW ARE YOU? Lesson I Aims: Practise listening and numbering the pictures about greeting “Good morning/ Good afternoon/ Good evening” and ask about the health II Objectives: III By the end of this lesson, students will be able listen to the dialogue and tick on the pictures about greeting “Good morning/ Good afternoon/ Good evening” and ask about the health - Develop listening, reading and writing skill IV Teaching methods: - Communicative method - Techniques: + Work in pairs and individually + Ask and answer + Work in groups, discuss V Teaching aids: - Teacher’s aids: pictures, word cards, extra board, tape, cassette - Student’s aids: book, notebook, workbook VI Language focus: - Revision the structures: Good morning! How are you? - Phonics: morning/ afternoon VII Procedures: Time 1’ 5’ Steps/Activities I II Class organization New lesson: Warm up: Bingo Work arrangement T-WC (2) 10’ Good Good Good morning afternoon evening Goodbye Good night Hello Listen and repeat - Has Ss open the book page 8, look at the words morning, afternoon and notice the letter coloured differently in both words - Produces the sound of the letter ng in the word morning and n in the word afternoon - morning afternoon Good morning, Miss Hien Good morning, Nga - 10’ - Good afternoon, Miss Hien Good afternoon, Nga Asks Ss to say what they think about when they hear the sound Plays the recording all the way through for Ss to listen while they are reading the chant in their books Calls on a group of six: three of them to repeat each line of the chant, other three clap the syllables Has Ss practice the chant in groups and clap the syllables Monitors the activity and offer help when necessary/ correct typical pronunciation errors Calls on a group to recite the chant The others clap the syllables Makes a few questions to check Ss’ comprehension of language Has the whole class recite the chant to reinforce their pronunciation Has Ss circle all the words containing the focused sounds morning and afternoon in the chant Listen and number Has Ss look at Pictures a, b, c and d on Page Elicits the identification of the characters in the pictures and the characters’ words Asks Ss to listen to the recording and match the information they hear to the pictures and number the pictures 1st:Plays the recording all the way through for Ss to listen T-WC T-WC Whole class, group and individual T-WC (3) 10’ 4’ while they are looking the pictures in their books - 2nd: plays the recording for Ss to listen and number Group work rd - : plays the recording for Ss to check their answers Pair- work - Has Ss trade their answers in pairs for correction - Asks some questions to ensure Ss’ comprehension of the listening text Answers: – a; – d; – b; – c Read and tick 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” - Asks Ss to predict “What is what” While-reading: - 1st reading: Ss read the sentences individually and check their prediction T – whole nd - reading: Ss the task (match the sentence with a class appropriate picture.) - Monitors the activity and offer help when necessary - Has Ss trade the answers in pairs for correction - Calls on some Ss to report their answers Others listen and comment Post-reading: T – whole - Makes a few questions to check Ss’ comprehension of the class sentences - Has the whole class read each sentence in chorus to reinforce their pronunciation Pair- work Answers: – a; – b; III Other activities - Consolidates the content of lesson IV Home- link: T – whole - Learn to greet each other and ask about the health using class “ How are you? - I’m very well ” Week: Period: 3rd UNIT 1: GOOD MORNING HOW ARE YOU? (4) Lesson I Aims: Practise greetings and suggest SB to ST with us II Objectives: - By the end of this lesson, Students will be able to greet and suggest SB to ST - Develop speaking and listening skill III Teaching methods: - Communicative method - 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: “ Let’s play football” VI Procedures: Time 1’ 5’ 10’ Steps/Activities I Class organization II New lesson Warm up: Chatting - T asks Ss to repeat the greeting and introducing oneself - T sets the scene Listen and repeat - Has Ss to look at the book at page 10 - Elicits the character and has Ss guess what they are saying - Sets the scene: we are going to review phrases saying “How are you? – I’m fine, thank you” - Has Ss listen to the recording as they read the dialogue - Plays the recording again for Ss to repeat the dialogue two times - Divides the class into two groups One repeat Tom’s part and the other repeat Mr Robot’s part - Plays the recording again for the whole class to repeat each line in the dialogue to reinforce their pronunciation Work arrangement T – whole class T – whole class T – whole class Whole class Groups individually (5) - Elecits the structures: Let’s play football Look and say - Has Ss look at the pictures a, b, c and d on page 10 - Elicits the characters in the pictures 10’ 10’ 4’ - Asks Ss to guess and complete the speech bubbles - T models/ allocates the parts of characters Mai to Ss - Asks them to act out the dialogue - Repeats the step with some other pairs for pictures b, c, d - Has Ss practise acting out the dialogue in pairs, using the pictures Groupwor - Monitors the activity and offer help Corrects k pronunciation errors (stress, assimilation of sounds,intonation) when necessary - Calls on some pairs to perform the task at the front of the class The others observe and give comments - Has the whole class repeat all the phrases in chorus to reinforce their pronunciation Pairwork Write - Gets Ss to identify the characters in the pictures on page T – whole 11 and what they are saying class - Tells Ss that they are going 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 - Asks Ss to read the answers aloud to the class The others listen and give comments Answers: Good evening - Good evening Individually Good afternoon - Good afternoon Pairwork/ - Makes somes questions to check Ss’ comprehension of Groupwork the reading text - Has the whole class read each line of the dialogues chorally to reinforce their pronunciation III Home- link: Whole class - Consolidates the content of the lesson - Asks Ss to learn and write new words and structure (6) Week: Period: 4th UNIT MY NEW FRIENDS Lesson I Objectives: - By the end of this lesson, students will be able to say their countries (review) - Develop listening, reading and talking skill II Teaching method: - Communicative method - Techniques: - Work in pairs and individually - Work in groups, discuss III Teaching aids: - Teacher’s aids: audio, stickers, puppets, flashcards - Students’ aids: book, notebook, workbook IV Languages focus: Vocabulary: Vietnam, Japan, America, England, Australia Sentence patterns: Where are you from? I am from Japan V Procedures: Time 5’ Steps/Activities I Warm up: Guessing Game - Shows some pictures about cities of some countries and ask Ss to guess what country is - Then T gives the new words II Work arrangement T-WC New lesson Look, listen and repeat 10’ - Asks Ss to identify the characters in the picture on page T – whole (7) - 10’ - - 8’ - 12 and what they are saying class Sets the scence “This is International chess competition T so there are many people from many countries Now listen to the CD and we’ll know where Linda and Akio T-WC come from” Plays the recording and asks Ss to listen to the tape twice T asks Ss to listen and repeat in chorus two times Holds up the specific character puppets in the air / points Pair- work to each character and tells the whole class to say the appropriate line in the dialogue Has whole class repeat all the phrases a few times to reinforce their pronunciation Look and say Has Ss look at the pictures a and b on page 12 T- whole Asks them to identify the characters in the pictures, class retell the question in the dialogue they’ve studied Points to Picture a, asks Ss to guess what each character should say Fill the speech bubbles with correct phrases prompted by the Ss and has Ss to repeat the lines a few times T models the dialogue ◦ Assigns a pair to pretend to play roles in picture T- whole a class A: Where are you from? B: I am from Vietnam Has one repeat A’s part, the other B’s part Then has the pair swap their parts Repeats the step with a few more pairs Asks Ss to act the dialogue using picture a, b, c, d T- whole Monitors the activity, checks the pronunciation ( sound, class assimilation of sound and intonation) and offers help when necessary Calls on some pairs to perform the task at the front of Group work the class Others observe and comment Has the whole class repeat all the phrases to reinforce their pronunciation Talk Has Ss look at the pictures on page 13 and identify the T – whole (8) - 5’ 2’ characters in the pictures Recalls some countries they’ve learned: Vietnam, England, American, Australian Points to Picture a, ask Ss to guess what the characters should say Fills in the speech bubbles with the correct phrases promted by Ss A:Where are you from? B: I am from England Has Ss to repeat the lines in the bubbles a few times before lettting them practise freely (using the characters in their books to practise or play roles Has Ss to work in pairs to practise acting abilitiies Monitors the activity and offers help when necessary/ corrects typical pronunciation errors Calls on a pair to demonstrate at the front of the class Has the whole class repeat all the phrases to reinforce their pronunciation Listen and tick: Has Ss open the book page 13, look at the pictures Sets the scence: “you are going to listen about some people and where they are from Before listening, let’s repeat some contries, please!” Plays the recording all the way through for Ss to listen while they are ticking the correct picture in their books Calls on some students to repeat the correct answer Makes a few questions to check Ss’ comprehension of language Has the whole class recite abilities to reinforce their pronunciation III Home- link: Week: Period: 5th UNIT MY NEW FRIENDS Lesson I Aims: After studying, Ss can say about nationality class Pairwork Pairwork T- whole class T – whole class (9) II Objectives: - By the end of this lesson, students will be able to say about their nationality - Developing listening and reading 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, audio, puppets, flashcards - Student’s aids: book, notebook, workbook V Language focus: - Revision the structures: + Vietnamese, Japanese, Chinese, English, Australian, American + I am Vietnamese VI Procedures: Time 1’ Steps/Activities I II Work arrangement Class organization New lesson: Warm up: Noughts and crosses T-WC 5’ Vietnam Japan London China Hanoi Tokyo Australia America England 10’ Listen and repeat: - Has Ss to look at the book at page 14; identifies the characters in the picture and what they are doing - Sets the scene: “you are going to learn how to pronunce ese in the word Vienamese” - Produces the sound ese a few times - Uses a poster to set up the situation T-WC T-WC Whole class, group and (10) 7’ 8’ - Has Ss listen to the recording as they read the lines in their individual books - Plays the recording again for Ss to repeat the lines two times - Lets Ss repeat individually - Plays the recording again for the whole class to repeat each line to reinforce their pronunciation T-WC Listen and number: - Has Ss open the book page 14, look at the flags - Sets the scence: “you are going to listen about some nationalities, then you have to number them into correct order Before listening, let’s repeat countries, please!” - Plays the recording all the way through for Ss to listen Group work while they are numbering the countries in their books Pair- work - Calls on some students to repeat the correct order - Has Ss practise nationalities in groups - Monitors the activity and offers help when necessary/ correct typical pronunciation errors - Makes a few questions to check Ss’ comprehension of language - Has the whole class recite nationalities reinforce their pronunciation T – whole Read and circle class - Asks Ss to identify the characters in the letter on page 15 - Sets the scence: “ you are going to read the letter to get the information in order to circle the sentences correct answers.” - Has a revision of the language: I’m Vietnamese T – whole - Asks Ss to read the letter and the task (circle the class correct answers ) - Monitors the activity and offers help when necessary Pair- work - Has Ss trade the answers in pairs for correction - Calls on some Ss to report their answers Others listen and Individually comment - Makes a few questions to check Ss’ comprehension of the sentences - Has the whole class read the sentences in chorus to (11) 5’ reinforce their pronunciation 4’ Let’s play Asks Ss to identify the characters in the pictures on page 15 Guides the way to play Divides class into groups and lets Ss play Monitors the activity and offer helps when necessary/ correct typical pronunciation errors - III Summary - Ss have revised nationalities - Produce the sound of the letter ese in Vietnamese IV Home- link: - Do excercises in workbooks Week: Period: 6th UNIT MY NEW FRIENDS Lesson I Aims: After the lesson, Ss can say their full names II Objectives: - By the end of this lesson, Ss will be able to say their full names - Develop speaking and listening and writing skill T – whole class Groupwork (12) III Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss + Ask and answer IV Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards - Students’ aids: book, notebook, workbook V Languages focus: - Structures: What’s his full name? - His full name is Le Nam VI Procedures: Time Steps/Activities 1’ 5’ 10’ 5’ I II - Class organization New lesson Warm up: Chatting T asks Ss to talk about their nationalities Listen and repeat Work arrangement T – whole class T – whole - Has Ss to look at the book at page 16; identifies the class characters in the picture and what they are doing - Sets the scene: + Where are they? + Who are they? + What are they talking about? “Let’s listen and tell me what Tom’s full name is” - Has Ss listen to the recording as they read the lines in the speech bubbles Whole class - Plays the recording again for Ss to repeat the dialogue two times Groups - Divides the class into two groups Allocates the line of individually Miss Hien and Mrs Green to Ss of each group - Has one group repeat Miss Hien’s part and the other Mrs Green’s part - Plays the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation Write (13) - Gets Ss to identify the characters in the letter - Asks Ss to write the letter - Monitors the activity and offers help when necessary - Asks some Ss to read their letters o the class The others listen and give comments - Makes somes questions to ensure Ss’ comprehension of the writing text Let’s sing - Shows the picure - Plays the recording twice - Divides class into two groups and asks them sing aloud - Monitors the activity and offer helps when necessary/ correct typical pronunciation errors 5’ Groupwork Individually Groupwork III Summary - Ss have learnt to ask and answer about the date : What’s is his full name? - His full name is Le Nam IV Homelink 4’ Week: Period: 7th UNIT MY BIRTHDAY Lesson I II - Objectives: By the end of this lesson, students will be able to say which month is their birthday (review) Develop listening, reading and talking skill Teaching method: Communicative method Techniques: (14) III IV V Time 5’ Work in pairs and individually Work in groups, discuss Teaching aids: Teacher’s aids: audio, stickers, puppets, flashcards Students’ aids: book, notebook, workbook Languages focus: Vocabulary: use a computer, play the piano, speak English , ride a bike Sentence patterns: When’s your birthday? - It’s in May Procedures: Steps/Activities I Warm up: Guessing Game - Gives a picture about a birthday cake, two puppets and asks Ss : Who is this? It’s Mai Who is this? It’s Nga What is this? It’s a birthday cake “ Yes, it’s a birthday cake, and today we’ll listen and we’ll know when is their birthdays” 10’ II New lesson Look, listen and repeat - Asks Ss to identify the characters in the picture on page 18 and what they are saying - Plays the recording and asks Ss to listen to the tape twice - T asks Ss to listen and repeat in chorus two times - Holds up the specific character puppets in the air / points to each character and tells the whole class to say the appropriate line in the dialogue - Has whole class repeat all the phrases a few times to reinforce their pronunciation Note: We use in with months Work arrangement T-WC Pair- work T – whole class T T-WC Pair- work T- whole (15) 6’ Look and say - Has Ss look at the calendars on page 18 - Asks them to practise months Game : Noughts and crosses 8’ 8’ January September Monday July May October February November December Monitors the activity and offers help when necessary - Has the whole class repeat all months to reinforce their pronunciation Talk - Has Ss look at the pictures on page 19 and identify the characters in the pictures - Recalls some months - Points to Picture, asks Ss to guess what the characters should say - Fills in the speech bubbles with the correct phrases promted by Ss A: When’s your birthday? B: It’s in May - Has Ss to repeat the lines in the bubbles a few times before lettting them practise freely (using the characters in their books to practise or play roles - Has Ss to work in pairs to practise months - Monitors the activity and offers help when necessary/ correct typical pronunciation errors - Calls on a pair to demonstrate at the front of the class - Has the whole class repeat all the months to reinforce their pronunciation Listen and tick: - Has Ss open the book page 19, look at the calendars - Sets the scence: “you are going to listen about some months and you have to tick the month you’ve listened Before listening, let’s read the months, please!” - Plays the recording all the way through for Ss to listen while they are ticking the months in their books - Calls on some students to say the correct answer - Others listen and give their comments class T- whole class T- whole class Group work T – whole class Pair – work T- whole class Group work (16) 3’ - Monitors the activity and offers help when necessary/ correct typical pronunciation errors - Makes a few questions to check Ss’ comprehension of language - Has the whole class recite months to reinforce their pronunciation III Summary - Ss have learnt to ask and answer about the date : When’s your birthday? - It’s in May IV Home- link: - Encourage Ss to prepare for Unit - Lesson T – whole class Week: Period: 8th UNIT MY BIRTHDAY Lesson I Aims: Practising months and the way to ask and answer about months they were born II Objectives: - By the end of this lesson, students will be able to say about their birthday - Developing listening, reading and reading skill III Teaching methods: (17) - Communicative method - Techniques: + Work in pairs and individually + Ask and answer + 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: + January, February, March, April, May, June, July, September, October, November, December + When’s your birthday? It’s my birthday today VI Procedures: Time 1’ Steps/Activities I II Work arrangement Class organization New lesson: Warm up: Noughts and crosses T-WC 5’ January July Sunday September Tuesday November Monday October Saturday 10’ Listen and repeat: T-WC - Has Ss to look at the book at page 20; identifies the characters in the picture and what they are doing - Sets the scene: “you are going to learn how to produce the sound of the letter er in the word September and J in T-WC the word June Whole class, - Produces the sound er and J a few times group and - Uses a poster to set up the situation - Has Ss listen to the recording as they read the lines in their individual books (18) - Plays the recording again for Ss to repeat the lines two times - Lets Ss repeat individually - Plays the recording again for the whole class to repeat each line to reinforce their pronunciation - 10’ - - Listen and number: Has Ss open the book page 20, look at the calendars Sets the scence: “you are going to listen about some months in a year, the you have to number them into correct order Before listening, let’s repeat months, please!” Plays the recording all the way through for Ss to listen while they are numbering the months in their books Calls on some students to repeat the correct order Has Ss practise months in groups Monitors the activity and offer help when necessary/ correct typical pronunciation errors Makes a few questions to check Ss’ comprehension of language Has the whole class recite months reinforce their pronunciation Read and number Asks Ss to identify the characters in the pictures on page 21 Sets the scence: “ you are going to read the dialogue to get the information in order to number the sentences into the correct order.” Has a revision of the language: “When’s your birthday? - It’s my my birthday today.” Asks Ss to read the dialogues and the task (number the sentences ) Monitors the activity and offer help when necessary Has Ss trade the answers in pairs for correction Calls on some Ss to report their answers Others listen and comment Makes a few questions to check Ss’ comprehension of the sentences T-WC Group work Pair- work T – whole class (19) 10’ - - 4’ - Has the whole class read the dialogue in chorus to reinforce their pronunciation Let’s sing Asks Ss to identify the characters in the pictures on page 21 Sets the scence: “ you are going to listen to the a song Happy birthday Let’s look at the picture in your book, please!.” Plays the recording once Replays and asks Ss to sing in chorus Divides class into groups and asks Ss to sing Monitors the activity and offer help when necessary/ correct typical pronunciation errors T – whole class Pair- work Individually T – whole class III Summary - Ss have revised months in a year - Produce the sound of the letter er in September and that the letter J in June IV Home- link: - Do excercises in workbooks Week: Period: 9th UNIT MY BIRTHDAY Lesson I Aims: After the lesson, Ss can use Ordinal Numbers II Objectives: - By the end of this lesson, Ss will be able to use ordinal numbers to say the date (20) - Develop speaking and listening and writing skill III Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss + Ask and answer IV Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards - Students’ aids: book, notebook, workbook V Languages focus: - Structures: What’s the date today? - It’s the first of October VI Procedures: Time 1’ 5’ Steps/Activities I II Class organization New lesson Warm up: Chatting Work arrangement T – whole class - T asks Ss to talk about their birthday (in which month) Listen and repeat 10’ - Has Ss to look at the book at page 22; identifies the characters in the picture and what they are doing - Sets the scene: + Where are they? + Who are they? + What are they talking about? “Let’s listen and tell me what Miss Hien wants Ss to say” - Has Ss listen to the recording as they read the lines in the speech bubbles - Plays the recording again for Ss to repeat the dialogue two times - Divides the class into two groups Allocates the line of Miss Hien and Children to Ss of each group - Has one group repeat Miss Hien’s part and the other Children’s part - Plays the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation T – whole class Whole class Groups individually (21) Look and say - Has Ss look at the pictures a, b, c and d on page 22 - Elicits the characters in the pictures and the dates - Sets the scence “ we are going to practise how to ask and answer about the date” - T models the dialogue ◦ Assigns a pair to pretend to be the characters in the pictures ◦ Asks the pair to act out the question and answer about date Repeats the step but has the pair swap their parts ◦ Continues the activities with other pairs - Asks Ss to practise asking and answering - Monitors the activity, checks the pronunciation ( sound, assimilation of sound and intonation) and offers help when necessary - Calls on some pairs to perform the task at the front of the class Others observe and comment - Has the whole class repeat the question and answer in chorus to reinforce their pronunciation Write 10’ - Gets Ss to identify the characters in the first postcard on page 23 and what Linda wrote - Tells Ss that they are going to read and get information to write the missing words in the second postcard - Ss read silently and complete the sentences - Monitors the activity and offers help when necessary - Ss trade their answers within pairs or groups for corection - Asks some Ss to read their answers aloud to the class The others listen and give comments - Makes somes questions to ensure Ss’ comprehension of the writing text - Has the whole class read each line of the postcard chorally to reinforce their pronunciation III Summary - Ss have learnt to ask and answer about the date : What’s the date today? Groupwork Pairwork Individually T – whole class (22) 4’ IV It’s the first of October Homelink T – whole class Week: Period: 10th UNIT THINGS I CAN DO Lesson I Objectives: - By the end of this lesson, students will be able to say their abilities (review) - Develop listening, reading and talking skill II Teaching method: - Communicative method - Techniques: - Work in pairs and individually - Work in groups, discuss (23) III Teaching aids: - Teacher’s aids: audio, stickers, puppets, flashcards - Students’ aids: book, notebook, workbook IV Languages focus: Vocabulary: use a computer, play the piano, speak English , ride a bike Sentence patterns: What can you do? I can use a computer V Procedures: Time 5’ Steps/Activities I Warm up: Guessing Game - Calls some Ss to go to the board and the actions, the others guess what they are doing What is Mai doing? - She is swimming What is Nam doing? - He is cooking What is Ha doing? -She is running - Gives a picture about riding a bike (do the action) and ask: What am I doing? - You are riding a bike Ok , I have some new words… 10’ - II New lesson Look, listen and repeat Asks Ss to identify the characters in the picture on page 24 and what they are saying Sets the scence “ You are going to listen about Mai, Nam, and Phong and you will know their abilities – what they can do” (use three puppets to present the situation) Plays the recording and asks Ss to listen to the tape twice T asks Ss to listen and repeat in chorus two times Holds up the specific character puppets in the air / points to each character and tell the whole class to say the appropriate line in the dialogue Has whole class repeat all the phrases a few times to Work arrangement T-WC Pair- work T – whole class T T-WC Pair- work T- whole class (24) 12’ 10’ reinforce their pronunciation Note: After can, we use Verb infinitive Look and say - Has Ss look at the pictures a and b on page 24 - Asks them to identify the characters in the pictures, retell the question in the dialogue they’ve studied - Points to Picture a, asks Ss to guess what each character should say Fill the speech bubbles with correct phrases prompted by the Ss and has Ss to repeat the lines a few times - T models the dialogue ◦ Assigns a pair to pretend to play roles in picture a A: What can you do? B: I can use a computer Has one repeat A’s part, the other B’s part Then has the pair swap their parts Repeats the step with a few more pairs - Asks Ss to act the dialogue using picture a and b - Monitors the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offers help when necessary - Calls on some pairs to perform the task at the front of the class Others observe and comment - Has the whole class repeat all the phrases to reinforce their pronunciation Talk - Has Ss look at the pictures on page 25 and identify the characters in the pictures - Recalls some verbs: paint, use a com puter, ride a bike, speak English - Points to Picture a, ask Ss to guess what the characters should say - Fills in the speech bubbles with the correct phrases promted by Ss A: What can you do? B: I can paint - Has Ss to repeat the lines in the bubbles a few times before lettting them practise freely (using the characters T- whole class T- whole class Group work T – whole class Pair – work T- whole class (25) 3’ - in their books to practise or play roles Has Ss to work in pairs to practise acting abilitiies Monitors the activity and offers help when necessary/ correct typical pronunciation errors Calls on a pair to demonstrate at the front of the class Has the whole class repeat all the phrases to reinforce their pronunciation Listen and number: Has Ss open the book page 25, look at the pictures Sets the scence: “you are going to listen about some people and what they can Before listening, let’s repeat some verbs, please!” Plays the recording all the way through for Ss to listen while they are numbering the months in their books Calls on some students to repeat the correct order Has Ss practise in groups Monitors the activity and offers help when necessary/ correct typical pronunciation errors Makes a few questions to check Ss’ comprehension of language Has the whole class recite abilities to reinforce their pronunciation III Home- link: Encourage Ss to prepare for Unit - Lesson Week: Period: 11 UNIT 4: THINGS I CAN DO? Group work Pair – work T – whole class (26) Lesson I II III Aims: Practising about abilities can and can’t Objectives: By the end of this lesson, students will be able to say about their abilities - Develop listening, reading and writing skill IV Teaching methods: - Communicative method - Techniques: + Work in pairs and individually + Ask and answer + Work in groups, discuss V Teaching aids: - Teacher’s aids: pictures, word cards, extra board, tape, cassette - Student’s aids: book, notebook, workbook VI Language focus: - Revision the structures: I can swim, but I can’t ride a bike - Phonics: can/can’t VII Procedures: Time 1’ 6’ 10’ Steps/Activities I II Class organization New lesson: Warm up: Guessing Game - Calls some Ss to go to the board and the actions, the others guess what they are doing What is Mai doing? - She is swimming What is Nam doing? - He is cooking What is Ha doing? -She is running Listen and repeat - Has Ss open the book page 26, look at the words can and can’t and notice the letter coloured differently in both words - Produces the sound of the letter an in the word can and Work arrangement T-WC T-WC T-WC (27) an’t in the word can’t - can can’t Parrrot! Parrot! You can fly You can’t swim Whole class, group and individual Rabbit! Rabbit! You can run You can’t fly - Asks Ss to say what they think about when they hear the sound - Plays the recording all the way through for Ss to listen while they are reading the chant in their books - Calls on a group of six: three of them to repeat each line of the chant, other three clap the syllables - Has Ss practice the chant in groups and clap the syllables - Monitors the activity and offer help when necessary/ corrects typical pronunciation errors - Calls on a group to recite The others clap the syllables - Makes a few questions to check Ss’ comprehension of language - Has the whole class recite to reinforce their pronunciation - Has Ss circle all the words containing the focused sounds can and can’t in the chant 12’ - T-WC Group work Pair- work 3.Read and complete Pre-reading: T introduces the topic “you are going to read the sentences T – whole to get the information in order to complete the sentences” class Asks Ss to predict “What he/she can/can’t do” While-reading: 1st reading: Ss read the text individually and check their Individual prediction work nd reading: Ss the task (write the sentences ) Monitors the activity and offers help when necessary Has Ss trade the answers in pairs for correction Calls on some Ss to report their answers Others listen and comment (28) 7’ Post-reading: - Makes a few questions to check Ss’ comprehension of the text - Has the whole class read each sentence in chorus to reinforce their pronunciation Let’s play - Asks Ss to identify the characters in the pictures on page 27 - Guides the way to play - Divides class into groups and lets Ss play - Monitors the activity and offer helps when necessary/ correct typical pronunciation errors 4’ III Other activities - Consolidates the content of lesson IV Home- link: Week: Period: 12th UNIT 4: THINGS I CAN DO? T – whole class T – whole class, group work (29) Lesson I Aims: Ss can say about what they can or can’t II Objectives: - By the end of this lesson, Students will be able to say about their abilities - Develop speaking, listening and writing skill III Teaching methods: - Communicative method - 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: “ Can you play football ? ” VI Procedures: Time Steps/Activities 1’ I Class organization 5’ 10’ - II New lesson Warm up: Chatting T asks Ss to say about their abilities T sets the scene Listen and repeat Has Ss to look at the book at page 28 Elicits the character and has Ss guess what they are saying Sets the scene: “ We are going to listen a dialogue between Tom and Peter, and we’ll know what they can or can’t do” Has Ss listen the recording as they read the dialogue Plays the recording again for Ss to repeat the dialogue two times Divides the class into two groups One repeat Tom’s part and the other repeat Peter’s part Plays the recording again for the whole class to repeat each line in the dialogue to reinforce their Work arrangement T – whole class T – whole class T – whole class Whole class Groups individually (30) pronunciation - Elecits the structures: Can you play football ? 10’ 10’ 4’ Look and say - Has Ss look at the pictures a, b, c and d on page 28 Groupwork - Elicits the characters in the pictures Asks Ss to guess and complete the speech bubbles - T models/ allocates the parts of characters to Ss - Asks them to act out the dialogue - Repeats the step with some other pairs for pictures b, c, Pairwork d - Has Ss practise acting out the dialogue in pairs, using the pictures - Monitors the activity and offers help Corrects T – whole pronunciation errors (stress, assimilation of class sounds,intonation) when necessary - Calls on some pairs to perform the task at the front of the class The others observe and give comments - Has the whole class repeat all the phrases in chorus to reinforce their pronunciation Write - Gets Ss to identify the characters of the email on the computer on page 29 and what they have to - Tells Ss that they are going to read and get information Individually to write another email Pairwork/ - Ss read silently and write the email below Groupwork - Asks Ss to read their emails aloud to the class The others listen and give comments - Makes somes questions to check Ss’ comprehension of the reading text Whole class II Home- link: - Consolidates the content of the lesson - Asks Ss to learn and write new words and structure Week: Period: 13th (31) UNIT 5: OUR HOBBIES Lesson I II III IV V Time 5’ 10’ Objectives: By the end of this lesson, students will be able to say their hobbies Develop listening, reading and talking skill Teaching method: Communicative method Techniques: - Work in pairs and individually - Work in groups, discuss Teaching aids: Teacher’s aids: audio, stickers, puppets, flashcards Students’ aids: book, notebook, workbook Languages focus: Vocabulary: reading, cooking, swimming, skipping Sentence patterns: I like swimming Procedures: Steps/Activities I Warm up: Guessing Game - Shows some pictures about cities of some countries and ask Ss to guess what country is - Then T gives the new words Work arrangement T-WC II New lesson Look, listen and repeat - Asks Ss to identify the characters in the picture on page 30 and what they are saying - Sets the scence “There are many friends and they are talking about their abilities Let’s listen and we’ll know what they like doing ” - Plays the recording and asks Ss to listen to the tape twice - T asks Ss to listen and repeat in chorus two times - Holds up the specific character puppets in the air / points to each character and tells the whole class to say the T – whole class T T-WC Pair- work (32) appropriate line in the dialogue - Has whole class repeat all the phrases a few times to reinforce their pronunciation 10’ - - 8’ - Look and say Has Ss look at the pictures a on page 30 Asks them to identify the characters in the pictures, retell the sentences in the dialogue they’ve studied Points to Picture a, asks Ss to guess what each character should say Fill the speech bubbles with correct phrases prompted by the Ss and has Ss to repeat the lines a few times T models the dialogue ◦ Assigns a pair to pretend to make a sentence with picture a A: I like reading Repeats the step with Ss Asks Ss to make sentences using picture a, b, c, d Monitors the activity, checks the pronunciation ( sound, assimilation of sound and intonation) and offers help when necessary Calls on some Ss to perform the task at the front of the class Others observe and comment Has the whole class repeat all the phrases to reinforce their pronunciation Talk Has Ss look at the pictures on page 31 and identify the characters in the pictures Recalls some verbs they’ve learned: swimming, cooking, reading, skipping Points to Picture a, ask Ss to guess what the characters should say Fills in the speech bubbles with the correct phrases promted by Ss A: I like cooking Has Ss to repeat the lines in the bubbles a few times before lettting them practise freely (using the characters in their books to practise or play roles Has Ss to work in pairs to practise saying hobbies Monitors the activity and offers help when necessary/ T- whole class T- whole class T- whole class Individual work T – whole class Individual work (33) 5’ - 2’ corrects typical pronunciation errors Calls on a pair to demonstrate at the front of the class Has the whole class repeat all the phrases to reinforce their pronunciation Listen and tick: Has Ss open the book page 31, look at the pictures Sets the scence: “you are going to listen about some people’s hobbies and we have to tick the correct picture Before listening, let’s repeat some verbs, please!” Plays the recording all the way through for Ss to listen while they are ticking the correct picture in their books Calls on some students to repeat the correct answer Makes a few questions to check Ss’ comprehension of language Has the whole class recite abilities to reinforce their pronunciation III Home- link: Week: Period: 14th UNIT OUR HOBBIES Lesson I Aims: After studying, Ss can say what they like doing II Objectives: - By the end of this lesson, students will be able to say about their hobbies - Developing listening and reading skill III Teaching methods: - Communicative method - Techniques: + Work in pairs and individually Pairwork T- whole class T – whole class (34) + Ask and answer + 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: I don’t like reading, but I like drawing VI Procedures: Time Steps/Activities 1’ 5’ 10’ I II - Class organization New lesson: Warm up: Guessing game Asks some Ss to go to the board and others guess Gives marks and praises good Ss Listen and repeat: Work arrangement T-WC - Has Ss to look at the book at page 32; identifies the T-WC characters in the picture and what they are doing - Sets the scene: “You are going to listen to some people and what they like and don’t like doing” - Produces the sound c in the word cooking and c in the word dancing a few times T-WC - Uses a poster to set up the situation - Has Ss listen to the recording as they read the lines in their Whole class, group and books individual - Plays the recording again for Ss to repeat the lines two times - Lets Ss repeat individually - Plays the recording again for the whole class to repeat each line to reinforce their pronunciation 7’ Listen and match: - Has Ss open the book page 32, look at the pictures - Sets the scence: “you are going to listen about some people and some actions, then you have to match with the correct picture Before listening, let’s repeat T-WC (35) 8’ 5’ 4’ verbs,please!” Plays the recording all the way through for Ss to listen while they are numbering the countries in their books Calls on some students to repeat the correct order Has Ss practise nationalities in groups Monitors the activity and offers help when necessary/ corrects typical pronunciation errors Makes a few questions to check Ss’ comprehension of language Has the whole class recite nationalities reinforce their pronunciation Group work Pair- work T – whole Read and tick Yes or No Asks Ss to identify the characters in the dialogue on page class 33 Sets the scence: “ you are going to read the dialogue to get the information in order to tick the correct answers.” Has a revision of the language: Individually I like cooking, but I don’t like painting Asks Ss to read the letter and the task (circle the correct answers ) Monitors the activity and offers help when necessary Has Ss trade the answers in pairs for correction Calls on some Ss to report their answers Others listen and comment Makes a few questions to check Ss’ comprehension of the sentences Has the whole class read the sentences in chorus to reinforce their pronunciation T – whole class Let’s sing Asks Ss to identify the characters in the pictures on page 33 Groupwork Plays the recording two times Replays and asks Ss to sing Divides class into groups and lets them sing in chorus Monitors the activity and offer helps when necessary/ corrects typical pronunciation errors III Summary (36) - Ss have revised hobbies IV Home- link: - Do excercises in workbooks (37) Week: Period: 15th UNIT OUR HOBBIES Lesson I Aims: After the lesson, Ss can make questions and answer to know their friends’ hobbies II Objectives: - By the end of this lesson, Ss will be able to ask and answer about hobbies - Develop speaking and listening and writing skill III Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss + Ask and answer IV Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards - Students’ aids: book, notebook, workbook V Languages focus: - Structures: What’s the date today? - It’s the first of October VI Procedures: Time 2’ 5’ Steps/Activities I Class organization II New lesson Warm up: Chatting Work arrangement T – whole class - T asks Ss to talk about their hobbies 8’ Listen and repeat - Has Ss to look at the book at page 34; identifies the characters in the picture and what they are doing - Sets the scene: + Where are they? + Who are they? + What are they talking about? “Let’s listen and tell me what they are saying” T – whole class (38) 8’ - Has Ss listen to the recording as they read the dialogue Whole class - Plays the recording again for Ss to repeat the dialogue two times - Divides the class into three groups Allocates the line of Nam, Nga and Quan to Ss of each group Groups - Has one group repeat Nam’s part, Nga’s part and Quan’s individually part - Plays the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation Look and say 8’ - Has Ss look at the pictures a, b, c and d on page 34 - Elicits the characters in the pictures - Sets the scence “ we are going to practice what somebody’s hobby is Look at the pictures, please!” - T models the dialogue ◦ Assigns a pair to pretend to be the characters in the pictures ◦ Asks the pair to act out the question and answer about hobby Repeats the step but has the pair swap their parts ◦ Continues the activities with other pairs - Asks Ss to practise asking and answering - Monitors the activity, checks the pronunciation ( sound, assimilation of sound and intonation) and offers help when necessary - Calls on some pairs to perform the task at the front of the class Others observe and comment - Has the whole class repeat the question and answer in chorus to reinforce their pronunciation Write - Gets Ss to identify the characters in the sentences on page 34 and what their hobbies are - Tells Ss that they are going to read and get information to write the missing words - Ss read silently and complete the sentences - Monitors the activity and offers help when necessary - Ss trade their answers within pairs or groups for corection Groupwork Pairwork Individually (39) - Asks some Ss to read their answers aloud to the class The others listen and give comments - Makes somes questions to ensure Ss’ comprehension of the writing text - Has the whole class read the sentences chorally to reinforce their pronunciation Let’s chant - Shows the pictures and the content of the chant - Plays the recording two times - Replays and asks Ss to chant in chorus - Divides class into two teams and lets them chant - Monitors the activity and offers help when necessary 4’ III Summary - Ss have learnt to ask and answer about the date : What’s your hobby? My hobby is singing IV Homelink T – whole class Groupwork T – whole class (40) Week: Period: 16th V REVIEW Aims: Ss will practise all the vocabularies and model sentences from Unit to Unit Objectives: - By the end of this lesson, Ss will be able to the test - Develop reading, speaking and listening and writing skill Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss + Ask and answer Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards - Students’ aids: books, notebooks, workbooks Procedures: - Complete each word Say it aloud Shows the pictures and guides the way to Lets Ss complete the words Moves around to give help Calls Ss to read the words - Write the missing letters Shows the pictures and guides the way to Lets Ss complete the words Moves around to give help Calls Ss to read the words I II III IV Listen and tick - Shows the pictures “You are going to listen and you have to tick the correct pictures” - Plays the CD two times - After that, T asks Ss the correct answer - Replays to check - Calls Ss to repeat the sentences (41) - Read and answer the questions Introduces the content of the text Lets Ss read and answer the questions Moves around to give help Calls pairs The others listen and correct Write - Shows the pictures and guides the way to write - Lets Ss write, moves around to give help - Calls Ss to read the sentences The others listen and correct Look and talk - Shows the pictures and the symbols and the way to talk - Lets Ss workin pairs - Moves around to give help - Calls Ss to read the sentences The others listen and correct VI.Homework: - Do all the exercises in the workbooks (42) Week: Period: 17th Test 1 Circle one word that has different meaning: Hello how what you fine I are you am this that Tony thanks good bye bye Write the sentences: 1.fine /thank/ I/ you/ am - ………………………………… do/ spell/ name/ how/ your / you? -……………………………………… 3.Alan /is /name /My -…………………………………… Mai / am / I / -………………………………… are / How / you /? Complete the dialogue: 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 Write the answer: 1.What is your name? ……………………………… 2.How are you? ……………………………… Match column A with 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 (43)