giao an family and friend HK1

Objectives: Identifying colours, Listening and speaking skills Language focus: It’s yellow Time Contents T’s Activities S’s Activities Notes Teaching aids: - Colours flashcards 15-21; - [r]

Week 1: Period 1- 35 minutes Planning date: Aug 13th From: Aug 20th 2012 to : Aug 24th 2012 UNIT : STARTER – LESSON SKILL: SPEAKING SKILL Objectives: Giving and responding to greetings and introductions, speaking skills Language focus: Hello My name’s What’s your name? My name’s …………… Teaching aids: CD tracks 1-3; Hello flash cards – Time Contents T’s Activities S’s Activities Notes 2’ Warm up : Introductions - Says Hello to all the -Say Hello to the children and elicit Hello teacher and My New words: in response Ask every name’s…… follow 7’ - Everyone: người child to say Hello to the teacher’s - Class: lớp other children Say My instructions - fun: vui name’s… - come: đến - Rosy, Tim, Billy, Miss Jones * Check memory: Rub out and remember Set the scene: -Shows the flashcards - Listen and repeat 10’ form: and say the names of the What’s your name? characters for children to My name’s……… repeat -Divide the class into - Follow teacher’s Use: Dùng để hỏi và đáp two When you show a instructions tên flashcard, half of the - Practice class says, What’s your name? The other half responds with My name’s Billy, etc… 6’ 8’ Listen and point: part page - Say Open your books, Listen and point to and mime the action the characters and Play the first part of the say the name recording and model pointing to the pictures as you listen - Play again and give the flashcards to four children Get them to stand up when they hear their character’s name Let’s chant: part page 3’ - Let children listen and chant along – then again without recording - Divide the class into four, give each group a character’s name and ask them to stand up when they hear their name Listen and chant Join the game - asks them to homeworks Do at home Consolidation: Trace and Circle: Do exercise in the Workbook Week 1: Period 2- 35 minutes From: Aug 20th 2012 to : Aug 24th 2012 UNIT : STARTER – LESSON Planning date: Aug 13th SKILL: SPEAKING SKILL Objectives: Giving and responding to greetings and introductions, speaking skills Language focus: Who’s this? She’s……………He’s………………… Teaching aids: - CD tracks 3-4 - Story Poster Starter Unit ; Hello flashcards Time Contents T’s Activities S’s Activities Notes 5’ Warm up : - Begin the class by saying -Say Hello to the Hello to the children and teacher Ordering the words encouraging them to greet each other in the same way -Lets them to work in -follow teacher’s groups, gives each group a instructions bag with the letters inside -Asks the to make a word that teacher said (in vietnamese) ex: người The children will make the word “everyone” Which group finished first is winner 7’ New words: -Pre-teach vocabulary - Who? Ai? - Listen,repeat -follows the steps of - Who this ? đây? and copy down teaching vocabulary - cousin: anh, em họ - He’s my cousin - come on: đến đây nào -Goodbye: tạm biệt * Check memory: Rub out and remember -Shows the pictures in 15’ Set the scene: Go to the board wrong order form: and order the -Divide the class into two Who’s this? pictures Asks them to go to the He’s Tim board and order the She’s Rosy pictures into right order -Checks the answers, then Use: Dùng để hỏi và đáp giving corrections người - Play recording and children can say it along Repeat the story with the audio -asks the children to repeat the story -elicit the form - Decide on actions for the story and get the students to the actions as they say the story 5’ practice in group: Group of Copy down the form Practice -divides class in group of five, asks them to role play the story Consolidation: 3’ Do exercise in the Workbook -Ask students to open their Work Books to page Ask students what is Do at home happening in the story Do exercise Put students in pairs to practice the story Students then Exercise Week 1: Period 3- 35 minutes Planning date: Aug 13th From: Aug 20th 2012 to : Aug 24th 2012 UNIT : STARTER – LESSON SKILL: SPEAKING SKILL Objectives: Talking about health, speaking and listening skill Language focus: How are you? I’m fine Thank you Time Contents T’s Activities Teaching aids: CD tracks 7’ Warm up : - Begin the class by asking the children and Ask children to act the story encouraging them to act the story again 8’ New words: How are you? Bạn khỏe không? I’m fine Thank you: Tôi khỏe Cám ơn * Check memory: Rub out and remember Set the scene: form: How are you? I’m fine Thank you S’s Activities -act the story -Pre-teach vocabulary -follows the steps of teaching vocabulary - Listen,repeat and copy down -shows the picture page -elicits the form Copy down the form -asks children to read the song -plays the audio the first time for children listen to the melody -the second for scanning the words -the third for singing along Read the song aloud Follow teacher’s instructions Notes Use: Dùng để hỏi và đáp sức khỏe 15’ Sing a song: Hello song Consolidation: 5’ Do at home Learn the song -Ask students to learn the song Week 1: From: Aug 20th 2012 to : Aug 24th 2012 Period 4-35 minutes UNIT : STARTER – LESSON th Planning date: Aug 13 SKILL: SPEAKING SKILL Objectives: Talking about ages, Speaking and listening skills Language focus: How old are you? I’m eight Time Contents T’s Activities S’s Activities Teaching aids: CD tracks 5-7 ;Numbers flashcards 5-14; - Extra Practical 3’ Warm up : - Begin the class by asking -Sing the Hello Classroom Activities: Days of the Week Pair Activity the children and Song Sing the Hello Song encouraging them to sing the Hello Song again 12’ New words: One to ten How old are you? Bạn tuổi? * Check memory: call and stand up Set the scene: form: How old are you? I’m eight -Pre-teach vocabulary Use the number flashcards -follow teacher’s to elicit numbers 1-10 instructions Give a flashcard to 10 different students in the class and get them to stand up when they hear their number ( for checking memory) Use: Dùng để hỏi và đáp tuổi 15’ Listen and point: Part page Listen and tick: Part page 5’ Consolidation: Play the recording and ask students to point to the - Listen and pictures as they hear the point ages Play the second part of the recording for children to repeat Point to different people in the pictures and ask individual children to say the numbers Look at the pictures again and point and say, Look, he’s six Then point to the first boy and ask How old is he? Play recording, and Exercise Check answers as a class Practice to ask and answer about age Notes Week 2: Period 5-35 minutes Planning date: Aug 20th From: Aug 27th 2012 to : Aug 31st 2012 UNIT : STARTER – LESSON SKILL: SPEAKING & WRINGTING SKILL Objectives: Talking about ages, Speaking and writing skills Language focus: How old are you? I’m eight Time Contents T’s Activities S’s Activities Notes Teaching aids: CD tracks 5-7 ;Numbers flashcards 5-14; - Extra Practical 7’ Warm up : Taking the fruits -Begin the class by saying Join the game Classroom Activities: Number 1-10 Memory cards hello to the children and -follow teacher’s ask some pupils to review instructions The number 1-10 10’ 7’ New words: Monday: thứ hai Tuesday: thứ ba Wednesday: thứ tư Thursday: thứ năm Friday: thứ sáu Saturday: thứ bảy Sunday: chủ nhật * Check memory: matching Listen and point: 2a Speaking in turn old lesson (such as: how are you? How old are you? -Divides class in teams, and give each team with words inside (one-ten) draw a tree with numbers as fruits and ask them to go to the board and tick the word on correct numbers Which team finished first is winner -show a calendar to children and elicit them about the days of the week -Pre-teach vocabulary Use the days flashcards Give the days flashcard to different students in the class and get them to and go to the board and macth ( for checking memory) - follow teachers’ instructions Divide class in two teams Teacher says a word ex: “Monday” then the first pupil repeat and the next continue until all pupils finish.Which team finish first is winner 2b.Listen and point: Part page Play the recording and ask Listen and point students to point to the day as they hear the day.Play Listen and repeat the second part of the recording for children to repeat Listen and chant: 6’ Play the recording and ask Listen and repeat Part page pupils to listen first The second times for repeating Consolidation: 5’ Exercise 3-4 page workbook Ask pupils to exercises in workbook at home Do exercise at home Week 2: Period 6-35 minutes Planning date: Aug 20th From: Aug 27th 2012 to : Aug 31st 2012 UNIT : STARTER – LESSON SKILL: SPEAKING & LISTENING SKILL Objectives: Identifying colours, Listening and speaking skills Language focus: It’s yellow Time Contents T’s Activities S’s Activities Notes Teaching aids: - Colours flashcards 15-21; - CD tracks 8-10; - Extra Practical 5’ Warm up : Shark attack Gives instructions Join the game Classroom Activities: Song worksheet - Colour pencils for each child Follows the steps of the -follow teacher’s game instructions Colour 10’ New words: red: đỏ yellow: vàng pink : hồng Show the colours flashcards and elicit the different names of the colours - follow teachers’ instructions green: xanh lá cây purple: tím orange: cam blue: xanh biển * Check memory: matching -Pre-teach vocabulary Use the colour flashcards Give the colour flashcard to different students each team (two teams) in the class and get them go to the board and macth to correct word ( for checking memory) Listen, repeat, and copy down Listen, point and repeat: Plays the track 08, asks pupils to listen and piont to the colour they hear The second times for listening and repeating Listen and point 5’ Part page Listen and repeat Read aloud 10’ Listen and sing: Part page 5’ Consolidation: Matching part page Asks pupils to read aloud the song Listen t Play the recording and ask students to listen the melody of the song.Play the second of the recording for children to scan the words Listen and The third times for repeat singging along Do matching Asks pupils to match the colour and the word Delivers exercise Week 2: Period 7- 35 minutes Planning date: Aug 20th From: Aug 27th 2012 to : Aug 31st 2012 UNIT : – LESSON (Words) SKILL: SPEAKING SKILL Objectives: - Identifying objects, Speaking skills Language focus: What’s this? It’s a …………… Teaching aids: - CD tracks 10-12;- Story Poster 1;- School things flashcards 22-26;-PMB Activity 1A Bingo Time Contents 2’ Warm up : singing the song “ singing a rainbow” 7’ New words: - pen: bút mực - rubber: cục tẩy - pencil: bút chì - ruler: thước - book: sách T’s Activities Revise the colours by singing Sing a Rainbow from Class Book p.7 - Use real objects to present the vocabulary Hold up each object (ruler, pen, rubber, pencil, and book) in turn and say the words for S’s Activities Singing the song - Listen and repeat Notes - train; xe lửa - Look at: nhìn này * Check memory: Check the vocabulary again by holding up the flashcards 22-26 and hold them up one at a time ask Is it a pen/book/rubber? The students answer Yes or No 11’ Set the scene: Listen and point: part page Let’s chant: part page 5’ Read and listen: The Story 5’ Consolidation: Bingo 5’ children to repeat - follow the steps of teaching voc - Plays the first part of the recording while children listen and point to the school things - Play the recording again, all the way through and ask children to listen, point and then repeat the words together Then hold up the flashcards and ask individual children to repeat the words - copy down Listen and point to the school things Ask children to listen to Listen and chant the chant once Then Join the game play it a second time for children to say the words If children have all of the objects, ask them to put them on the desk and pick them up when they chant each word Use the Poster Story to present the story Point to the characters and ask Who’s this? Point to the different school things and ask, What’s this? Play the recording and point to the pictures Listen and answer Ask children to cut out Follow teachers’ the cards You will also instructions need a set Children choose four cards from their set and put them face up on the desk in front of them Pick up one of your own cards at random, and say, e.g It’s a pen Any child with that card turns it face down Repeat, until a child has turned over all his/her cards He/She shouts Bingo! and is the winner Week 2: From: Aug 27th 2012 to : Aug 31st 2012 Period 8- 35 minutes UNIT : – LESSON (Words) th Planning date: Aug 20 SKILL: SPEAKING SKILL Objectives: - Identifying objects, Speaking skills Language focus: What’s this? It’s a …………… Teaching aids: - CD tracks 10-12;- Story Poster 1;- School things flashcards 22-26;-PMB Activity 1A Bingo Time Contents 5’ Warm up : Play the game ‘Jump T’s Activities S’s Activities Revise the vocabulary by Join the game showing the objects and asking children what they are Ask students to stand up Show them one flashcard at a time Say a word (sometimes the same word as the picture on the card, sometimes a different word) If the Notes word is the same as the picture, the children jump If the word is different, they don’t move 7’ Vocabulary check: - pen - rubber - pencil - ruler - book - train Display the flashcards - Listen and point around the room Say the chant from Class Book page again and get children to point to the correct word as they it Do exercise on p.8 of the Workbook 8’ Spelling: Put the flashcards up on the board Elicit the spelling and write it on the board under the picture Cover the words Then ask children to open their Workbooks once again and exercise Show the spelling again and ask children to check Read out the spelling together as a class 5’ Pronunciation: Use the flashcards again to elicit the sounds Focus on /r/ - ruler, rubber and /p/ - pen, pencil Listen and repeat 10’ 4.Consolidation: Choose children to come to the front Put the flashcards on the floor, face up, in a row Each child stands opposite another child with the flashcard in the Listen and answer Bingo middle One row points to the flashcard in front of them and says What’s Follow teachers’ this? The other child instructions replies, It’s a rubber/ruler/pen etc and then each row moves one step to the left (the children at the end of the rows move around to the other side) and they repeat Keep the children moving round the cards so they all take turns saying What’s this? And then, It’s a … Week 3: From: Sep 03rd 2012 to : Sep 07th 2012 Period 9- 35 minutes UNIT : – LESSON (Grammar) th Planning date: Aug 20 SKILL: SPEAKING SKILL Objectives: - Identifying objects, Speaking skills and writing skills Language focus: What’s this? It’s a …………… Teaching aids: - School things flashcards 22-26- CD Track 12- Story Poster Time Contents 5’ Warm up : Play the game Board slap SENTENCE PATTERN: T’s Activities S’s Activities Put the school things Join the game flashcards on the whiteboard and bring up two teams of children to the front Two children from each team compete against each other to slap the correct flashcard as the teacher spells the word The first child to touch for their team wins a point Notes 7’ form: What’s this? It’s a pen Use: Dùng để hỏi và đáp đồ vật What’s = what is It’s = It is Writing: 8’ Exercise (SB page 9) Asks pupils exercise Lets Children listen again to the story and follow Story Poster Elicits the form - Listen and copy down - Look at exercise and hold up different flashcards asking students What’s this? They reply It’s a (rubber) - Put flashcards on the board again and write a gapped sentence like the ones in the Class Book, for example _a pen; _ a rubber Elicit the target structure and get two children to come to the front to write the missing words Listen and answer -Focus on the Listen and read Follow teachers’ instructions Children the exercises (Exercise in pairs) Pronunciation: 5’ 4.Consolidation: 10’ Grammar Reference Guessing game contractions of What’s (What is) and It’s (It is) and have children practicing the words as a class, groups and pairs Children can play the point and ask game again, but this time substituting real class objects -Ask children to open their Class Books to p.74 and the Unit Grammar activity to practice the target structure further Follow teachers’ instructions -Ask volunteers to come to the front of the class Each child can choose a flashcard They don’t show the class Each child takes turns standing in front of the class The child says What’s this? And the children in the class take turns guessing It’s a rubber, It’s a ruler etc…when they say the correct school object, the child shows the flashcard and it is the next child’s turn Week 3: Period 10- 35 minutes Planning date: Aug 20th From: Sep 03rd 2012 to : Sep 07th 2012 UNIT : – LESSON (Grammar) SKILL: SPEAKING SKILL Objectives: - Identifying objects, Speaking skills and writing skills Language focus: What’s this? It’s a …………… Teaching aids: - School things flashcards 22-26.- Colour pencils for each child or each group of children Time Contents 5’ Warm up : Play the game Snap T’s Activities S’s Activities - Say one of the school Join the game objects, show the flashcards one by one If the word is different to the picture, the children say the word matching the picture If it is the same they shout “Snap” and the first child to say it can hold the flashcard Notes for the rest of the game 9’ 9’ 7’ 5’ ASK AND ANSWER: - What colour is it? It’s blue -Ask children to colour the school objects in Exercise Then in pairs, they ask What colour is it? And answer, It’s (green) Go around the room pointing to individual pictures and asking What colour is it? The children answer individually, and the rest of the class put up their hands if their object is Writing: the same colour - Asks Children the Exercise & (WB page 9) exercise, unscrambling and writing the words After doing exercises, lets children check the answer together - Gives the corrections Exercise extension: - Ask children to draw three pictures as in drawing Exercise in the Workbook They can draw pictures and hide the school object in the pictures They then give the pictures to their partner who colours in the object The children then take turns asking each other What’s this? and answering 4.Consolidation: - Stick the flashcards on Touching the wall around the classroom The children ask together, What’s this? And you reply It’s a (pen) The children then run and touch the Listen practice Listen and answer Follow teachers’ instructions Children the exercises then check together Draw then ask the others about the picture Follow teachers’ instructions Join the game correct flashcard Week 3: Period 11- 35 minutes Planning date: Aug 20th From: Sep 03rd 2012 to : Sep 07th 2012 UNIT : – LESSON (Song) SKILL: SPEAKING AND LISTENING SKILL Objectives: - Responding to instructions, Listening and speaking skills Language focus: What’s this? It’s a …………… Teaching aids: - School things flashcards 22-29, CD Tracks 13 & 14, Extra Practical Classroom Activities: Song worksheet Time Contents T’s Activities S’s Activities Notes 5’ Warm up : Play the game - with flashcards 22-26 Join the game to revise vocabulary Slow reveal Say What’s This? as you reveal each one NEW WORDS: - Bag: cặp xách - Door: cửa vào - Window: Cửa sổ -Open the book: Mở sách -Close the book: Đóng sách -Uses flashcards 27-29 to Listen introduce the three new Repeat words Hold up each one Copy down and say the words for children to repeat 9’ lại * check memory: Rub out and remember SENTENCE PATTERN What’s this? It’s a _ Open the door Close the window Open the bag Follows the steps of teaching Vocabulary Elicits the sentence Listen and repeat pattern then asks children to repeat Listen and point: Part page 10 (SB) -Ask children to look at Listen, point and the pictures and play the repeat first and second parts of the recording as children point to the words Play again for children to repeat the words after the audio Sing and act: -Either use the song worksheet (without opening the Class Book) where children listen and fill in the correct words, or Exercise in the Class Book After either activity, ask children to sing along with the CD and then sing together without the CD audio -Tell children they are going to sing the song again, but this time they are going to the actions Elicit the actions from the pictures in the Class Book, and then practice them as a class before doing the activity - Point to the door, bags 9’ 7’ Singing and acting 4.Consolidation: Listen and fill in the blanks Listen and 5’ Point and say Say and mime and windows around the Follow teachers’ room and elicit the target instructions vocabulary from Join the game students Say What’s this? Children answer as a class Children can the same in pairs, pointing and answering - Say and mime, Open a book/Close the door/Open the bag/Close the window Then say them again for the class to mime the actions as you speak Ask children to give the same instructions to their partner to mime They can take turns and work with different partners for further practice Week 3: From: Sep 03rd 2012 to : Sep 07th 2012 Period 12- 35 minutes UNIT : – LESSON (Words) th Planning date: Aug 30 SKILL: SPEAKING AND LISTENING SKILL Objectives: - Responding to instructions, Listening and speaking skills Language focus: What’s this? It’s a …………… Time Contents T’s Activities S’s Activities Notes Teaching aids: - School things flashcards 22-29, Extra Practical Classroom Activities: 5’ Warm up : Sing the song -Sing the song from Sing the song School Objects Memory Cards Class Book p.10 again, “Open the book” with students doing the actions at the same time Sing a second time, with students at the front holding the three flashcards (door, bag, and window) and every time they hear their word they hold the card up in the air Writing : 15’ Exercise page 10 WB Exercise page 10 WB 2.Consolidation: 15’ Simon Says : Group activity: - Asks children to write - exercise the target vocabulary in the gaps Elicit the spelling of each word and write it on the board for children to check Children complete the crossword, and check their answers in pairs Complete the crossword then check in pairs - Play Simon Says, using the target sentence Follow teachers’ patterns, of Open the instructions window, close the door etc… Explain that students just have to mime the actions If you say ‘Simon Says,’ before the instruction, children mime it If you don’t say Simon Says, they shouldn’t it If they do, they are out of the game - Give a set of memory cards to each group of 46 children Ask them to shuffle and place the cards face down on the desk They then take turns turning two cards over If the cards match (picture and word) they keep the cards, if they don’t match they turn them back over and the next child takes a turn The winner is the child with most matching cards at the end of the game Week 4: Period 13- 35 minutes Planning date: Aug 30th From: Sep 10th 2012 to : Sep 14th 2012 UNIT : – LESSON (Words) SKILL: SPEAKING AND WRITING SKILL Objectives: - Responding to instructions, writing and speaking skills Open the bag Language focus: Open the door Time Contents T’s Activities S’s Activities Teaching aids: - School Close the things flashcards 22-29, PMB p 2, Extra Writing 5’ Warm up : -Put the flashcards Follow teachers’ around the room, on the instructions Simon say walls Ask What’s this? Show a real object or point to a real object Children point to the corresponding flashcard and say the word - Play Simon Says again to revise the sentence structures of Open the door, close the window etc Picture Dictionary: -Asks children open their 7’ Workbooks to p.68 Tell Exercise page 68 WB them to colour in the - exercise Notes school objects (Number 1, School things) and then tell them to point and ask and answer using the target sentence structures with their partner Writing Exercise 1: PMB p 2, Extra Writing worksheet 8’ Writing Exercise 2: Students the exercise and finish writing the words and drawing the objects Consolidation: - Children draw three 5’ 10’ -Children the exercise, circling the odd one out Follow teachers’ and writing the word instructions Elicit the spelling and ask five individual children to come up and write the words on the board Writing extension Draw more school objects in their notebook They then give their notebook to their partner Their partner writes below each picture, It’s a (ruler) They then swap back again and tick the sentences if they are correct Week 4: Period 14- 35 minutes Planning date: Aug 30th From: Sep 10th 2012 to : Sep 14th 2012 UNIT : – LESSON (phonics) SKILL: SPEAKING AND WRITING SKILL Objectives: - First letter sounds a/b/c/d, Speaking and writing skills Language focus: First letter sounds a/b/c/d Time Contents T’s Activities S’s Activities Teaching aids: Phonics cards 1-4, CD Tracks 153’ 17 Warm up : - mime the words and Follow teachers’ children guess the words instructions Mime game - Draw dotted outlines of the letters a,b,c, and d in upper-and lower-case on the board Ask different children to come and join the letters - Point to each letter on the board and say the letter name and the sound for both upper- and lower-case letters for children to repeat Say the sounds again and children can draw the letters in the air New words: 7’ -Elicit the words on the Apple: Quả táo phonics cards and say the Listen and repeat Notes Bird: Con chim Cat: Con mèo Dog: Con chó Here: đây Like: thích letter names and sounds Copy down for children to repeat Use the cards in order and then out of order to drill the first letter sounds and the words * Check memory: matching 5’ Listen, point, and repeat: part page 11 SB 5’ Listen and chant: part page 11 SB 5’ Listen to the sound and join the letters: part page 11 SB 5’ Read and circle the sounds: part page 11 5’ Consolidation: Phonics activity - Children the exercise and point to the letters -Do the exercise, and children join in with the chant Put the four cards around the room and children point as they say the chant -Ask children what the dog has got Tell children they can find out by listening Model the activity and then children listen and draw the lines -Read the text for children to follow and model the activity first on the board Then children read and circle the sounds at the start of the words -Give the children different actions to for the different letters (e.g stand up for a, clap their hands for b, put their right hand in the air for c, left hand in the air for d) Then say the letters in order, and then out of order and the children the actions as they hear the different sounds Volunteers can come up to the front of the class and the children can run the activity themselves, either with the whole class or in smaller groups Week 4: Period 15- 35 minutes Planning date: Aug 30th From: Sep 10th 2012 to : Sep 14th 2012 UNIT : – LESSON (phonics) SKILL: SPEAKING AND WRITING SKILL Objectives: - First letter sounds a/b/c/d, Speaking and writing skills Language focus: First letter sounds a/b/c/d Time Contents T’s Activities S’s Activities Notes Teaching aids: Phonics cards 1-4, Extra Practical Classroom Activities: Sounds Fun 7’ Warm up : -introductions Follow teachers’ Pair Activity -Show the phonics cards instructions Freeze and elicit the words again Ask individual children to come to the front and write the first letters on the board, in both upper- and lowercase Ask the children to trace the letters in the air and say the sounds as they so 5’ Look and trace: Exercise page 11 WB 5’ Exercise 2: Exercise page 11 WB - Children exercise 1, tracing the correct first letter sound for each picture -Children the exercise and write the words Put the children in pairs and ask them to point and answer about the Listen and repeat Copy down Exercise & 4: 8’ pictures, What’s this? It’s a (dog) Exercise & page 11 SB Do the exercise Children write the first letters of the words, ask children to match the upper- and lower-case letters Consolidation: 10’ Phonics game Put children in pairs again and ask them to trace one of the letters a, b, c or d (in upper- or lower-case) on their partner’s back Their partner must guess the correct letter and whether it is upper or lower They can take turns and work with different partners Model the activity first with one or two stronger students Week 4: Period 16- 35 minutes Planning date: Aug 30th From: Sep 10th 2012 to : Sep 14th 2012 UNIT : – LESSON (reading) SKILL: SPEAKING AND READING SKILLS Objectives: - Identifying objects, Reading skills Time Contents T’s Activities S’s Activities Notes Language focus: My name’s… This is my… 5’ Warm up : Sing Open the book! Follow teachers’ Teaching aids: CD Track 18, Natasha’s Extra Activity Handouts: What’s in our bag? from p 10 in the Class instructions Pair interview Sing a song Book New words: School bag: cặp xách học Pencil case: hộp bút See: nhìn, xem * check memory: R &R 7’ Point to four school things Say the word: Part page 12 SB 4’ Listen and read: part page 12 SB 7’ -Ask children to name all Listen and repeat the school things they Copy down have learned in this unit – elicit them and write the words on the board Use flashcards to remind the children if necessary -Children exercise 1, Do exercise pointing to four school things and saying the words -Children listen to the recording and follow the Follow teachers’ words in their book instructions Check comprehension by asking simple questions: What’s the girl’s name? Is there a ruler/rubber/ball in the bag? Is the pencil case black? Has Emma got three pens? Describe some of the objects in the picture for students to guess Exercise page 12 SB Do the exercise Children tick or cross the objects that appear in the text Model the activity by playing and doing the 5’ first part for the children Consolidation: - Put four school objects into a bag on the table in Group activity front of the class Tell children that they have to guess which items are in 7’ the bag Children work in small groups to make a list of four items they think are in the bag Invite guesses from the children and take out the objects as they are guessed Week 5: Period 17- 35 minutes Planning date: Sep 10th From: Sep 17th 2012 to : Sep 21st 2012 UNIT : – LESSON (reading) SKILL: WRITING AND READING SKILLS Objectives: - Identifying objects, Reading and writing skills Time Contents T’s Activities S’s Activities Language focus: My name’s…This is my….And this is… 6’ Warm up : - With school things Follow teachers’ Teaching aids: School things flashcards 22-29, PMB Activity 1B Write and flashcards Stick them instructions What’s missing? all on the board and elicit all the words to revise vocabulary Then quickly take one flashcard off the board, and ask students to work in pairs to decide which flashcard is missing Find out if all the class agrees before showing them the card taken off the board Do this again with different cards 6’ Exercise 1: - Children exercise 1, Do exercise circling the correct word Exercise page 12 WB and writing the word to complete the sentence 6’ Exercise 2: Exercise page 12 WB 10’ Write and draw: drawing and writing -Children the exercise and colour the school objects by following the instructions Do exercise -Gives students the PMB Follow teachers’ activity worksheet instructions Children complete the sentences with nouns and colours They swap sheets with their partner, who draws and colours the pictures to match the sentences They then Notes check each other’s work by taking turns to read the sentences and check the pictures 7’ Consolidation: -Invites a child to come to the front of the class What’s the picture? and whisper the name of a school object that s/he has to draw The child draws the picture on the board for the rest of the class to guess what it is The first child to guess the object correctly comes to the front of the class to draw the next picture Repeat until all the target vocabulary has been used Week 5: Period 18- 35 minutes Planning date: Sep 10th From: Sep 17th 2012 to : Sep 21st 2012 UNIT : – LESSON (Listening) SKILL: LISTENING AND SPEAKING SKILLS Objectives: - Identifying objects, Listening and speaking skills Time Contents T’s Activities S’s Activities Notes Language focus: What’s this? It’s a… 6’ Warm up : -Asks children what they Follow teachers’ Teaching aids: CD track 19, Extra Practical Classroom Activities: My School Things can remember from the instructions board game, Dice and counters Review the Vocabulary reading text in the previous lesson Encourage them to name as many objects from Emma’s bag as they can 6’ Listen and tick : Part page 13 SB Practice: 8’ Open the bag, ask and answer Part page 13 SB Write: 8’ Part page 13 SB - Children exercise 1, listening and ticking the correct picture Check together as a class - Models the activity first by showing some objects from your bag Then ask a strong student to come to the front and show what is in their bag Ask the child What’s this? The child answers, for example, It’s a ruler Children open their bags and ask and answer about the different objects with their partner Swap and the activity again with a different partner Asks children to the Writing box at the bottom of p.13 They count each word in the sentences Copy the sentences onto the board and ask individual students to come to the Listen and check Practice Follow teachers’ instructions Consolidation: 7’ Board game front and write the amount of words in one sentence Check with the rest of the class to see if they agree Counting extension: Ask children to choose three of the sentences from the reading text on p.12 and count the words in each Then ask their partner to check their answer -Gives each group of 4-6 Join the game children a copy of the board game They move around the board, saying the objects as they land on the squares with school object pictures The winner is the first child to reach the finish square Week 5: Period 19- 35 minutes Planning date: Sep 10th From: Sep 17th 2012 to : Sep 21st 2012 UNIT : – LESSON (Listening) SKILL: LISTENING AND SPEAKING SKILLS Objectives: - Identifying objects, writing and speaking skills Time Contents T’s Activities S’s Activities Notes Language focus: What’s this? It’s a….This is a… 15’ Warm up : - Put students into groups Follow teachers’ Teaching aids: PMB p.3 Values worksheet,Extra Practical Classroom Activities: Spelling of four and give each instructions Spelling quiz group a spelling quiz worksheet Tell children they cannot open their Class Books or Listen and write Workbooks, and to think of a team name Make one child the person responsible for writing the words, but make sure they understand they all must help to spell Read the words on the second page (only for the teacher) one by one and students write the words Tell each group to swap their worksheets with another group Check the spelling as a class by asking volunteers to write the words on the board 5’ Exercise 1: - Children exercise 1; Do exercise counting and writing how Exercise page 13 WB many words are in the sentences Exercise 2: - Students look at their 5’ own school things and Exercise page 13 WB Do exercise write the colours next to the school objects Model the activity first 5’ Exercise 3: Exercise page 13 WB Asks children to draw Draw and colour some school things in the picture on p.13 and to write the words and colours, completing the sentences Ask each child to find a partner and read the sentences to their partner 5’ Consolidation: Gives a copy of the Follow teachers’ Values worksheet to each instructions student Ask them to follow the instructions and circle the good actions, eliciting some of them before they start the activity Check the answers together as a class and then ask them to exercise 2, colouring in some of the objects as instructed As a follow-up activity they can colour in four more objects and then dictate the instructions to their partner Values Week 5: Period 20- 35 minutes Planning date: Sep 10th From: Sep 17th 2012 to : Sep 21st 2012 UNIT : – LESSON (Words) SKILL: LISTENING AND SPEAKING SKILLS Objectives: - Identifying common toys, Listening and speaking skills Time Contents T’s Activities S’s Activities Language focus: Is this your…?No, it isn’t Teaching aids: Toys flashcards 30-34, Story poster 2, CD tracks 20- Notes 5’ Warm up : Shark attack New words: 9’ Toys: Đồ chơi Doll: Búp bê Ball: bóng Teddy: gấu bông Puzzle: xếp hình Car: ô tô * Check memory: Matching 5’ Listen ,point and repeat: Part page 14 SB Listen and chant: 5’ Part page 14 SB Listen and read: 6’ Set the scene the story Who this? What this? -Gives instructions -Follows the steps of the game Follow teachers’ instructions Join the game - Uses flashcards 30-34 to elicit the vocabulary for this lesson Hold them up one at a time as ask What’s this? Model any vocabulary the children don’t know -Follows the steps of teaching vocabulary Listen and repeat Copy down Recording 20 & 21: Ask Listen and point children to listen to the words They point to the pictures as they listen Put the flashcards around the room and as they listen one further time, they point to the correct flashcards Listen and chant Students listen and point, and then listen and chant -Uses Story Poster to present the story Revise Listen and read the names of the characters Ask children to name as many things in the picture as they can Look at the story and ask children what is happening in each box Listen to the story as children follow with the poster, then listen again as children follow in their books and point to the objects Ask simple comprehension questions (Where’s the teddy? Who finds the teddy?) to check understanding -Play a guessing game Consolidation: with the class Tell 5’ children they are going to Guessing game guess which flashcards you are holding up, without seeing them If they name the object within three guesses, they get one point If they don’t, you get one point Hold up each flashcard in turn so that children can only see the back Ask different children What’s this? until the object has been guessed correctly Keep a record of the score on the board Week 6: Period 21- 35 minutes Planning date: Sep 10th From: Sep 24th 2012 to : Sep 28th 2012 UNIT : – LESSON (Words) SKILL: LISTENING AND SPEAKING SKILLS Objectives: - Identifying common toys, writing and speaking skills Time Contents T’s Activities S’s Activities Notes Language focus: Is this your…?No, it isn’t 6’ Warm up : -Gives instructions Follow teachers’ Teaching aids: Toys flashcards 30-34, PMB Activity 2A – Cut out card game, Colour -Follows the steps of the instructions pencils for each child Jumble words game Join the game Doll, Ball, Teddy, Puzzle Uses the flashcards to elicit the vocabulary again for revision, and then focus carefully on different sounds which may be difficult for the children (e.g /z/ in puzzle, /l/ in doll and ball, /d/ in teddy) Listen and repeat Copy down Exercise 1: 6’ -Asks children to number exercise page 14 WB Do exercise the pictures and check their answers with a partner, before checking with the whole class Exercise 2: 8’ Exercise page 14 WB 9’ Exercise : Exercise page 14 WB Consolidation: 6’ Mixing game Students follow the Do exercise instructions to colour in the toys Extend this activity by orally giving further instructions, for children to colour in the rest of the toys (e.g The puzzle is yellow and purple, The doll is blue and white -Before you begin the Do exercise exercise, elicit the spelling of the words by sticking the flashcards on the board and writing the words underneath Children can then use this as a model to complete the writing exercise -Children cut out the Join the game cards (from PMB worksheet) and write their name under each picture With a partner, they mix both sets of cards into one pile and put this face down on the table Children take turns to pick a card up and say, e.g This is my teddy, or This is your teddy If it has their name, s/he takes it If it has the other child’s name they give it to their partner Continue until all the cards have been distributed Week 6: Period 22- 35 minutes Planning date: Sep 10th From: Sep 24th 2012 to : Sep 28th 2012 UNIT : – LESSON (Grammar) SKILL: WRITING AND SPEAKING SKILLS Objectives: - Identifying common toys, writing and speaking skills Time Contents T’s Activities S’s Activities Language focus: Is this your…?No, it isn’t Yes It is 6’ Warm up : - Plays Snap with the Follow teachers’ Teaching aids: Toys flashcards 30-34, Story Poster 2, CD track toys flashcards Say one instructions Snap of the toys; show the Join the game flashcards one by one If the word is different to the picture, the children say the word matching the picture If it is the same they shout “Snap” Notes and the first child to say it can hold the flashcard for the rest of the game 6’ 1.Listen and read: Part page 14 SB Form: 8’ Is this your……? Yes It is No It isn’t My: Của tôi Your: Của bạn Use: Hỏi và đáp đồ vật với câu hỏi Yes/ No -Points to the Story Poster again and ask children to tell you what happened in the story Elicit the toys from the story and write them on the board -Tells children to open their books to p.14 and play the recording again as children follow in their books Listen and read Copy down the form Does concept check -Puts students in pairs Practice: 9’ role play and ask them to act out the story Elicits what actions they will need Get a couple of strong pairs to act it out in front of the class Role play -Copies the sentences Exercise : Exercise page 15 SB 6’ Exercise & 4: onto the board, leaving Do exercise spaces where the toy words should be Put different flashcards in the spaces to elicit the sentences and questions with the same pattern Point to yourself to demonstrate my, and to somebody else to show that it belongs to them, your Read the sentences together as a class -Models the target language Yes, it is and No, it isn’t Ask Exercise & page 15 SB individual children if this Do exercise & is their ruler or pen (holding up the real objects) to check comprehension Children the exercises and check with a partner Consolidation: -Asks children to open their Class Books to p.74 Do exercise Grammar Reference and the Unit Grammar activity to practice the target structure further Week 6: Period 23- 35 minutes Planning date: Sep 10th From: Sep 24th 2012 to : Sep 28th 2012 UNIT : – LESSON (Grammar) SKILL: WRITING AND SPEAKING SKILLS Objectives: - Identifying common toys, writing and speaking skills Time Contents T’s Activities S’s Activities Language focus: Is this your…?No, it isn’t Yes 9’ Warm up : -Play lively music, or the Follow teachers’ It is unit’s song Hand the instructions Musical Cards unit flashcards out to Join the game different students in the class They pass the cards to children next to them around the class while the music is playing Stop the music suddenly Ask the children who are holding the cards, What’s this? to Notes elicit the words Play the music and the children keep playing the game 1.Exercise 1: 7’ Exercise page 15 WB Exercise 2: 7’ Exercise page 15 WB Consolidation: 12’ game -Elicit the target Do exercise structures again by asking Is this a doll? (Pointing to the teddy and the class says, No.) Write my and your on the board and hold one flashcard and say This is my teddy Give a flashcard to a child and say, This is your doll Ask children to repeat the Do exercise structures after you -Children the exercise, matching my and your with the pictures and Follow teachers’ filling in the gaps in the instructions sentences Model how to complete the exercise before they begin -Students the exercise Ask the class to chorally reply to the questions after they have completed the exercise and elicit the spelling to write on the board -Calls one child to the front and give him/her the doll and ball flashcards to hold up Hold the teddy, puzzle, and car flashcards yourself Say Is this my teddy? The class shouts Yes! Then indicate the child standing next to you and say Is this your teddy? The class calls Follow teachers’ instructions out No! Repeat with Is this my doll? The class calls out No! Then say Is this your doll? indicating the child next to you, for the class to call out Yes! Repeat the activity with other children Week 6: Period 24- 35 minutes Planning date: Sep 10th From: Sep 24th 2012 to : Sep 28th 2012 UNIT : – LESSON (Song) SKILL: LISTENING AND SPEAKING SKILLS Objectives: - Identifying common toys, listening and speaking skills Time Contents T’s Activities S’s Activities Language focus: This is my………… 5’ Warm up : -Lets children to work in Follow teachers’ Teaching aids: Toys flashcards 30-37, CD tracks 23 & 24, Extra Practical groups Cuts the pictures, instructions Classroom Activities: Song worksheet Puzzle then ask them to make Join the game the right picture but ordering (about doll,teddy,ball,car,puzzle) 7’ 1.Vocabulary: Kite: diều Bike: xe đạp Big: to, lớn Love: (v) yêu, thích Use flashcards 35-37 to Listen, repeat introduce the three new Copy down words Hold up each one and say the words for children to repeat *check memory: miming game Mime the actions of riding a bike for children Guess and speak Notes Listen, point and repeat: 6’ 6’ Part page 16 SB Listen and sing: Part page 16 SB 8’ Sing and Do: to shout out the word Ask a child to stand up and s/he mimes an activity using one of the words from this lesson or from the other toy flashcards and the rest of the children guess the word Repeat the activity with different children Ask children to look at Listen and point the pictures and play the first and second parts of the recording as children point to the words Play again for children to repeat the words after the audio Either use the song worksheet (without opening the Class Book) where children listen and fill in the correct words, or Exercise in the Class Book After either activity, ask children to sing along with the CD and then sing together without the CD audio Tell children they are going to sing the song again, but this time they are going to the actions Elicit the actions from the pictures in the Class Book, (flying the kite, riding the bike, pushing the train) and then practice them as a class before doing the Listen and sing Listen and act Consolidation: activity Use all of the other toy Follow teachers’ 3’ Song extension flashcards to elicit further instructions song paragraphs (e.g This is my big yellow doll…etc…) and ask children to decide in pairs what they would like to add to the song Ask different pairs to stand up and sing their song with the class Week 7: Period 25- 35 minutes Planning date: Sep 10th From: Oct 01st 2012 to : Oct 05th 2012 UNIT : – LESSON (Words) SKILL: LISTENING AND SPEAKING SKILLS Objectives: - Identifying common toys, listening and speaking skills Time Contents T’s Activities S’s Activities Language focus: This is my………… 5’ Warm up : Sing the song from Class Follow teachers’ Teaching aids: Toys flashcards 30-37, Extra Practical Classroom Activities: Toys Book p.16 again, with instructions Memory Cards Sing a song students doing the Sing the song actions at the same time Sing a second time, with students at the front holding the three flashcards (kite, train, and bike) and every time they hear their word they hold the card up in the air Exercise 1: 5’ Exercise page 16 WB 5’ Exercise 2: - Children trace the Do exercise pictures and write the toys Check together as a class Children complete the Do exercise Notes Exercise page 16 WB Point and answer : 5’ pictures on page 16 WB word search and check their answers in small groups Children work in pairs and point to the pictures and ask What’s this? Their partner answers, It’s a (puzzle) Answer and point Consolidation: 5’ 6’ a Game: Do it! b Group activity: Play Do It! Assign each child a toy word So every child in the class will have a different toy word E.g doll, kite, train, doll, puzzle Give instructions, for example, Listen and sing Kites, jump Trains, clap your hands Model the actions Say the toy words in random order and the children with that word have to their action Ask a volunteer student to come up and run the activity for the class -Give a set of memory cards to each group of 46 children Ask them to shuffle and place the Follow teachers’ cards face down on the instructions desk They then take turns turning two cards over If the cards match (picture and word) they keep the cards, if they don’t match they turn them back over and the next child takes a turn The winner is the child with most matching cards at the end of the game Week 7: Period 27- 35 minutes Planning date: Sep 20th From: Oct 01st 2012 to : Oct 05th 2012 UNIT : – LESSON (Phonics) SKILL: WRITING AND SPEAKING SKILLS Objectives: - First letter sounds e/f/g/h, Speaking and writing skills Time Contents T’s Activities S’s Activities Language focus: First letter sounds e/f/g/h 4’ Warm up : -Asks children what Follow teachers’ Teaching aids: Phonics cards 5-8, CD Tracks 25letters of the alphabet instructions Review the a, b, c, d they have already learned (a,b,c,d) Ask them to name words which begin with those sounds 7’ Vocabulary.: Egg: trứng Fig: sung Goat: dê Hat: cái nón Write Ee, Ff, Gg and Hh Listen and repeat on the board and point to Copy down each letter and say the letter name and the sound for both upper- and * Check memory: Matching lower-case letters for children to repeat Say the sounds again and children can draw the letters in the air -Writes the words, egg, fig, goat and hat on the board Circle the first letters and say the first Notes sounds for children to repeat Hold up the phonics cards and say the words for children to repeat 5’ Listen, point and repeat: Children the exercise and point to the letters Listen, point, and repeat Part page 17 SB 5’ Listen and chant : Part page 17 SB 5’ Listen the sound and join the letters: Part page 17 SB 5’ Exercise 4: Part page 17 SB Consolidation 4’ Extension activity -Do the exercise, and Listen and chant children join in with the chant Put the four cards around the room and children point as they say the chant -Asks children what the Listen and match goat has got Tell children they can find out by listening Model the activity and then children listen and draw the lines Reads the text for Read and cicle children to follow and model the activity first on the board Then children read and circle the sounds at the start of the words Divides the class into four groups: eggs, figs, goats and hats Do the chant again together Each group says their own lines Then put students in groups of four, and give each child one of the words, and they the chant in the group, taking turns to say their line Week 7: Period 26- 35 minutes Planning date: Sep 10th From: Oct 01st 2012 to : Oct 05th 2012 UNIT : – LESSON (Words) SKILL: WRITING AND SPEAKING SKILLS Objectives: - Identifying common toys, writing and speaking skills Time Contents T’s Activities S’s Activities Language focus: This is my………… Is this your…?Yes it is / No it 7’ Warm up : -Holds up one card so Follow teachers’ isn’t that the class can only instructions What have I got? see the back of it Ask Sing the song What is it? When the card has been guessed correctly, put it on the board Hold up a second card and repeat the procedure Continue until all the cards are on the board 7’ Picture Dictionary: Asks children open their Do exercise Workbooks to p.69 Tell Exercise on page 69 WB them to colour in the toys (Number 2, Toys) Tell them to choose three objects which belong to them Working with a partner, they ask (for e.g.) Is the doll yours? If it is, they say Yes, it is If not, they say, No, it isn’t.t Writing Exercise 1: -Children the exercise, 7’ (on the PMB worksheet) Do exercise on the PMB worksheet matching the toy to the Notes Writing Exercise 2: 7’ 7’ Write the questions and answers Consolidation: Writing extension drawing of the child They then write the words Elicit the spelling and ask different children to write the words on the board -Students the exercise write write the questions and answers Check as a whole class -Puts all the toy flashcards on the board Follow teachers’ Ask children to write instructions questions using the target structure, and three of the toys For example, Is this your train? And then draw a smiley or sad face next to the sentence They then give their notebook to their partner, who writes Yes, it is, or No, it isn’t, depending on the happy or sad face If children struggle with the language, refer them back to the second exercise on the worksheet for guidance Week 7: Period 28- 35 minutes Planning date: Sep 20th From: Oct 01st 2012 to : Oct 05th 2012 UNIT : – LESSON (Phonics) SKILL: WRITING AND SPEAKING SKILLS Objectives: - First letter sounds e/f/g/h, Speaking and writing skills Time Contents T’s Activities S’s Activities Notes Language focus: First letter sounds e/f/g/h 6’ Warm up : Asks children to speak in Follow teachers’ Teaching aids: Phonics cards 5-8, Extra Practical Classroom Activities: Sounds Fun turn.(two teams) instructions Pair Activity Speaking -Reviews the sounds by “turning game” -Shows the phonics cards and elicit the words again Ask individual children to come to the front and write the first letters on the board, in both upper- and lowercase Exercise & : Children exercise Do exercise Before they colour the 7’ correct picture, say the Exercise & page 17 WB words together as a class Children the exercise and write the first letters Put the children in pairs and ask them to point and answer about the pictures, What’s this? It’s a (goat) 7’ Exercise & 4: Exercise & page 17 WB Does the exercise Children write the first letters of the words Asks children to match the upper- and lower- Do exercise case letters 5’ Sounds Fun pair activity: Consolidation 5’ Puts children in pairs and Follow teachers’ give each either an A or instructions B part of the worksheet They not show their worksheet to their partner and sit back to back They read out their words in turn, and listen and tick the correct first letter sounds they hear Check as a class Displays the phonics sound card on the board Place the phonics picture cards on your table Call children to come to the front of the class to match the cards to the correct sounds on the 5’ board Phonics game: -Puts the phonics picture cards on the walls of the room, in four different corners Say the sounds of the words, without the first letter (e.g _gg, _ig, _oat, _at) The children say the first missing letter and point to the correct card Phonics matching: Week 8: Period 29- 35 minutes Planning date: Oct 1st From: Oct 08th 2012 to : Oct 12th 2012 UNIT : – LESSON (reading) SKILL: SPEAKING AND READING SKILLS Objectives: Talking about favourite things, Reading skills Time Contents T’s Activities S’s Activities Notes Language focus: My favourite toy / colour / animal is a… 5’ Warm up : Sing Toys song in the Follow teachers’ Teaching aids: CD Track 28, Natasha’s Extra Activity Handouts: Our favourite things Class Book instructions Pair interview Sing a song 7’ 4’ New words: Favourite: yêu thích Furry: có lông mềm Fat: mập Lovely: dễ thương Colour (n): màu sắc Animal: động vật * check memory: R &R - Puts the toy flashcards around the room and say the toys As you do, the children point to the correct flashcard and repeat the word - Introduces the concept of ‘favourite.’ Use flashcards to demonstrate Ask different children, What’s your favourite toy / colour / animal Create interest : -Asks children to look at Part page 18 SB Listen and read: 7’ part page 18 SB Listen and repeat Copy down the pictures and try to Do exercise predict what the text is about Point to the name Follow teachers’ at the bottom of the poem instructions and establish that the poem was written by Tom Ask How old is Tom? (He’s seven) -Children listen to the recording and follow the words in their book Check comprehension by asking simple questions: Exercise 3: 5’ Group activity Consolidation: What’s Tom’s favourite toy? Is it a train? (No) Is it a ball? (Yes) Ask similar questions about Tom’s favourite colour and animal Does the exercise Do exercise Children write their own favourite toy, colour and animal Asks children to close their books Read the poem aloud Pause at the key toy, colour and animal words Encourage children to call out the ‘missing’ words Put children in pairs and Pair interview 7’ give each one a worksheet They write their own name and their partner’s name on their worksheet Then they write their favourite animal, toy and colour in the first column and ask their partner the questions and write down their answers When they have finished they can compare their worksheets to see if their answers are similar Ask children to put up their hands if their answers are the same as their partner’s Week 8: Period 30- 35 minutes Planning date: Oct 1st From: Oct 08th 2012 to : Oct 12th 2012 UNIT : – LESSON (reading) SKILL: SPEAKING AND READING SKILLS Objectives: Talking about favourite things, Reading skills Time Contents T’s Activities S’s Activities Language focus: My favourite toy / colour / animal is a….Is it a….?Yes It is/No.It 6’ Warm up : Follows the steps of Follow teachers’ isn’t Kim’s game instructions Teaching aids: Toys flashcards 30-37, PMB Activity 2B Colour, Ask and answer, Kim’s game -Reads the poem again from Class Book p.18 and tell children to listen Listen and repeat carefully for mistakes Favourite,Furry,Fat,Lovely Substitute other toys, Colour,Animal colours and animals for the key vocabulary and encourage children to shout out Stop! And then to tell you the correct piece of vocabulary 5’ Exercise 1: -Ask children to look at the poem again in the Do exercise Exercise page 18 WB Work Book and to doe the exercise filling in True or False Model the activity first (showing that True means yes, and False means no) Exercise 2: Children the exercise Follow teachers’ 5’ and write the words in instructions Exercise page 18 WB the correct box Exercise 3: 5’ Exercise page 18 WB Communication: 8’ Group activity Do the exercise Children write their own favourite toy, colour and animal Do the exercise Gives children a copy Follow teachers’ each of the PMB instructions worksheet Ask them to colour in one toy and then work with their partner to ask and answer Notes using the target language Consolidation: Dictate what colours to 6’ use to fill in the rest of a Colour dictation: the worksheet Give instructions such as Colour the teddy brown and blue b Ask and answer: -Puts children in pairs and tell them to use their worksheets to ask and answer questions Model with a strong student Ask, What colour is the train? It’s orange (For example) Point to different toys and say, What is it? It’s a doll Children then the activity together Week 8: Period 31- 35 minutes Planning date: Oct 1st From: Oct 08th 2012 to : Oct 12th 2012 UNIT : – LESSON (Listening) SKILL: SPEAKING AND LISTENING SKILLS Objectives: Talking about favourite things, Speaking & Listening skills Time Contents T’s Activities S’s Activities Notes Language focus: What’s your favourite…? 7’ Warm up : -uses toy vocabulary Follow teachers’ Teaching aids: CD track 29, Extra Practical Classroom Activities: Toys board game, Dice Organise children into instructions and counters Whispers game large groups Show a flashcard to the first child in each group This child whispers the word to the child next to him/her, and this continues around the group until the word reaches the final child The final child says the word aloud, and the first child holds up the flashcard to see whether the word and the picture are the same Listen and match: -Asks Children Listen and match 6’ exercise 1, listening and Exercise page 19 SB matching the children to the toys and objects Exercise 2: 6’ Exercise page 19 SB Counting: 6’ Exercise page 19 SB -Models the activity first with a strong student Ask the child What’s your favourite toy? The child answers, for example, It’s a car Children then ask and answer using the target structures with their partner Swap and the activity again with a different partner Asks children to the Writing box at the bottom of p.19 They count each word in the sentences Copy the Follow teachers’ instructions Count and write sentences onto the board and ask individual students to come to the front and write the amount of words in one sentence Check with the rest of the class to see if they agree Consolidation: Asks children to choose Follow teachers’ 10’ three of the sentences instructions a Counting extension: from the reading text on p.18 and count the words in each Then ask their partner to check their answer b Board game: Gives each group of 4-6 children a copy of the board game (Either in colour or in black and white) They move around the board, saying the objects as they land on the squares with toy pictures The winner is the first child to reach the finish square Week 8: Period 32- 35 minutes Planning date: Oct 1st From: Oct 08th 2012 to : Oct 12th 2012 UNIT : – LESSON (Listening) SKILL: SPEAKING AND LISTENING SKILLS Objectives: Talking about favourite things, Speaking & Listening skills Time Contents T’s Activities S’s Activities Language focus: This is my…… Teaching aids: PMB p.7 Values worksheet, Extra Practical Classroom Activities: Spelling Quiz Notes 10’ Warm up : Spelling quiz Exercise 1: 6’ Exercise page 19 WB 6’ Exercise 2: Exercise page 19 WB Communication: 6’ -Puts students into Follow teachers’ groups of four and give instructions each group a spelling quiz worksheet Tell children they cannot open their Class Books or Workbooks, and to think of a team name Make one child the person responsible for writing the words, but make sure they understand they all must help to spell Read the words on the second page (only for the teacher) one by one and students write the words Tell each group to swap their worksheets with another group Check the spelling as a class by asking volunteers to write the words on the board Asks Children exercise 1, circling the Do exercise words and then unscrambling and writing the sentences before matching them to the pictures Weaker students can this in pairs Asks Students circle the toys and underline their favourite toy Then they draw and write about their toys -Puts students into small groups and ask them to present their pictures, Follow teachers’ instructions reading the sentences and talking about their favourite toy (describing it, the colour, what it is etc ) Ask three stronger students to this in front of the whole class Encourage questions and answers Consolidation: Gives a copy of the 7’ Values worksheet to each Values student Ask them to follow the instructions and draw happy or sad faces next to each action, eliciting some of them before they start the activity Check the answers together as a class and then ask them to exercise 2, drawing colouring in some of the objects as instructed Teaching day: Monday Oct 15th 2012 UNIT 3: THIS IS MY NOSE ! LESSON (Words) SKILL: READING AND SPEAKING SKILLS Objectives: - Identifying different parts of the body, Reading and speaking skills Time Contents T’s Activities S’s Activities Language focus: This is ……./These are……… 5’ Warm up : -Gives instructions Follow teachers’ Teaching aids: My body flashcards 38-42 ; Story poster 3; CD tracks 30-Follows the steps of the instructions 32 Hang man game Join the game BODY Week 9: Period 33- 35 minutes Planning date: Sep 10th Notes - Uses flashcards 38-42 1.New words: 9’ Arms: đôi cánh tay Nose: mũi Face: khuôn mặt Legs: đôi chân Ears: đôi tai to elicit the vocabulary for this lesson Hold them up one at a time as ask What’s this? Model any vocabulary the children don’t know -Follows the steps of teaching vocabulary Listen and repeat Copy down * Check memory: Matching 5’ Listen ,point and repeat: Part page 20 SB Listen and chant: 5’ Part page 20 SB Listen and read: 6’ Set the scene the story Who this? What are they doing? Asks children to listen to the words They point to the pictures as they listen Put the flashcards around the room and as they listen one further time, they point to the correct flashcards Listen and point Students listen and point, and then listen and chant Listen and chant -Uses Story Poster to present the story Revise the names of the characters Ask children Listen and read to name as many things in the picture as they can Look at the story and ask children what is happening in each box Listen to the story as children follow with the poster, then listen again as children follow in their books and point to the objects Ask simple comprehension questions (What’s this? Show me your arms.) to check understanding - Write the words arms, Consolidation: nose, face, legs and arms on separate pieces of Vocabulary extension 5’ paper and stick them to the board Give flashcards 38-42 to five children Ask them to come to the front of the class and put the flashcards next to the correct word on the board When the flashcards are all in the correct place, take off the words and give them to five different children They come to the front of the class and put them next to the correct flashcard Repeat with different children Teaching day: Tuesday Oct 16th 2012 UNIT 3: THIS IS MY NOSE ! LESSON (Words) SKILL: WRITING AND SPEAKING SKILLS Objectives: - Identifying different parts of the body, writing and speaking skills Time Contents T’s Activities S’s Activities Language focus: This is ……./These are……… 6’ Warm up : -Gives instructions.(T Follow teachers’ Teaching aids: My body flashcards 38-42 ; Story poster 3; CD tracks 30says “Touch your ears instructions 32 Touching but he/ she touch his/her Join the game arm Pupils should listen to their teacher not the same his/her actions) Week 9: Period 34- 35 minutes Planning date: Oct 10th Exercise 1: Notes 6’ Exercise page 20 WB Asks children to number the picture and check their answers with a partner, before checking with the whole class Do exercise Exercise : 6’ Exercise page 20 WB Students follow the patterns to draw the next word Draw elicits the body parts again and check children’s understanding of numbers Then children match the missing body parts to the pictures and draw the parts of the body Listen and match PMB Activity : 10’ PMB Activity 3A – What’s missing? Match and draw Consolidation: 7’ extension Children draw three Draw then speak pictures of children with different parts of the body missing They then give their notebooks to their partner They draw the missing body parts onto the pictures and write underneath (for example, one hand, two legs…) They then swap their notebooks again and check their partner’s answers Ask a few children to come up to the front of the class to draw their pictures (with the missing body parts) onto the board The rest of the class can call out the missing body parts Two more children come up to the front and one draws the missing body parts while the other child writes the words on the board Week 9: Teaching day: Wednesday Oct 17th 2012 Period 35- 35 minutes UNIT 3: THIS IS MY NOSE! – LESSON (Grammar) th Planning date: Oct 10 SKILL: WRITING AND SPEAKING SKILLS Objectives: - Recognizing the difference between singular and plural nouns, Writing and speaking skills Time Contents T’s Activities S’s Activities Notes Language focus: This is……./These are……… 6’ Warm up : - Play Simon Says to Follow teachers’ Teaching aids: My body flashcards 38-42; Story Poster 3, CD track revise vocabulary from instructions Simon say the previous lesson Tell Join the game students to stand up, sit down, turn around, point to their arms etc… 1.Listen and read: Part page 21 SB Form: Points to the Story Poster again and ask children to Listen and piont tell you what happened in the story Elicit the body parts from the story and 6’ This is my nose These are my arms Use: Sử dụng This is và These are cho danh từ số ít/ số nhiều Practice: role play write them on the board Tells children to open their books to p.20 and Listen and read play the recording again as children follow in their books -Puts students in pairs and ask them to act out the story Elicits what actions they will need Get a couple of strong pairs to act it out in front of the class Copy down the form Does concept check Role play 8’ Exercise : Exercise page 21 SB Exercise & 4: 9’ Exercise & page 21 SB Models the language and ask children to repeat the words and sentences Focus on the pronunciation Drill the language Do exercise Children write This is, These are in the correct place They then circle the correct words in Do exercise & exercise Check in pairs and with the whole class Then chant the sentences from exercise with the whole class once again When children say This is, they clap their hands once When say These are, they clap their hands twice Ask children to suggest different actions they could do, and say the chant a few more times using those actions (stamping feet, standing up and sitting down for example) Consolidation: 6’ Grammar Reference Asks children to open their Class Books to p.74 and the Unit Grammar activity to practice the target structure further Do exercise Week 9: Teaching day: Thursday Oct 18th 2012 Period 36- 35 minutes UNIT 3: THIS IS MY NOSE! – LESSON (Grammar) th Planning date: Oct 10 SKILL: WRITING AND SPEAKING SKILLS Objectives: - Recognizing the difference between singular and plural nouns, writing and speaking skills Time Contents T’s Activities S’s Activities Notes Language focus: This is…………/ These 9’ Warm up : Places the flashcards on Follow teachers’ are……… the board in a row Point instructions Word Chain to a child and s/he says Join the game the first word in the sequence (i.e arms) Point to another child and s/he says the next word Continue with each child saying the next word in the sequence Remove one flashcard after another while the children repeat the sequence from memory Elicit the target structures again by pointing to different parts of your body Children will say This is (my nose), These are (my legs) 1.Exercise 1: 7’ Exercise page 21 WB Exercise 2: Exercise page 21 WB 7’ Consolidation: 12’ What’s the picture ? Asks children the exercise, counting and circling the body parts Do exercise They check with a partner before checking as a whole class Asks students the exercise Ask the class to chorally repeat the Do exercise language once the exercise is finished Invites a child to come to the front of the class and Follow teachers’ whisper the name of the instructions body part s/he has to draw The child draws the body part on the board for the rest of the class to guess what it is The first child to correctly guess the word comes to the front of the class to draw the next picture Continue until all the target vocabulary has been used Week 10: Period 37- 35 minutes Planning date: Oct 10th Teaching day: Monday Oct 22nd 2012 UNIT 3: THIS IS MY NOSE! – LESSON (Song) SKILL: LISTENING AND SPEAKING SKILLS Objectives: - Identifying different parts of the body, listening and speaking skills Time Contents T’s Activities S’s Activities Language focus: This is ………./ These are……… 5’ Warm up : T shows the flashcards Follow teachers’ Teaching aids: My body flashcards 43-45; CD tracks 33-34; Extra Practical about one body part, instructions Classroom Activities: Song worksheet Board racing pupils come to the board Join the game and write the word, who finish first is winner 7’ 1.Vocabulary: fingers: ngón tay hands: đôi bàn tay eyes: đôi mắt all: tất *check memory: miming game Uses flashcards 43-45 to introduce the three new Listen, repeat words Hold up each one Copy down and say the words for children to repeat Asks three children to come to the front of the class Give each one a Listen and point different flashcard and ask him/her to hold it in the air Say the body parts one at a time (in different orders) and the Notes class points to the correct flashcard Listen, point and repeat: 6’ Part page 22 SB Listen and sing: 6’ Part page 22 SB Sing and Do: 8’ Asks children to look at the pictures and play the first and second parts of Listen and point the recording as children point to the words Play again for children to repeat the words after the audio Either use the song worksheet (without Listen and write opening the Class Book) where children listen and fill in the correct words, or Exercise in the Class Book After either activity, ask children to sing along with the CD and then sing together without the CD audio Tells children they are going to sing the song again, but this time they are going to the Listen and act actions Elicit the actions from the pictures in the Class Book, (showing ten fingers, pointing to their nose and eyes) and then practice them as a class before doing the activity Consolidation: Language extension 3’ Puts all of the body parts flashcards on the board, Follow teachers’ one below the other on instructions the left side Point to the first flashcard for children to say the word (e.g ears) Ask, This is or These are? Children shout out the answer Elicit the complete sentence, These are my ears, and write it on the board Repeat with the rest of the flashcards Point to the sentences for the class to read them Rub out all but the last word and ask the class to say the sentences again Week 10: Teaching day: Tuesday Oct 23rd 2012 Period 38- 35 minutes UNIT 3: THIS IS MY NOSE ! – LESSON (Words) th Planning date: Oct 10 SKILL: LISTENING AND SPEAKING SKILLS Objectives: - Identifying different parts of the body, listening and speaking skills Time Contents T’s Activities S’s Activities Notes Language focus: This is my………… 5’ Warm up : Sing the song from Class Follow teachers’ Teaching aids: My body flashcards 43-45, Extra Practical Classroom Activities: Book p.22 again, with instructions Body Memory Cards; Colour pencils Sing a song students doing the Sing the song actions at the same time Sing a second time, with students at the front holding the three flashcards (fingers, hands, and eyes) and every time they hear their word they hold the card up in the air Exercise 1: 5’ Exercise page 22 WB 5’ - Children trace the Do exercise pictures and write the toys Check together as a class Exercise 2: Exercise page 22 WB Gaps fill : Children colour in the parts of the body following the instructions Children complete the Do exercise 5’ Exercise on page 22 WB Consolidation: gap-fill by filling in the missing body vocabulary Fill in the gaps Asks each child to draw a 7’ picture of a person (either a Extension: a boy or a girl) They Draw the swap not colour it in They then swap their picture with a partner and dictate the colours their partner should use to colour in their picture (the legs are blue etc…) b Group activity: Gives a set of memory cards to each group of 48’ children Ask them to Follow teachers’ shuffle and place the instructions cards face down on the desk They then take turns turning two cards over If the cards match (picture and word) they keep the cards, if they don’t match they turn them back over and the next child takes a turn The winner is the child with most matching cards at the end of the game Week 10: Teaching day: Wednesday Oct 23rd 2012 Period 39- 35 minutes UNIT 3: THIS IS MY NOSE ! – LESSON (Words) th Planning date: Oct 10 SKILL: WRITING AND SPEAKING SKILLS Objectives: - Identifying different parts of the body, Speaking and writing skills Time Contents T’s Activities S’s Activities Notes Language focus: This is my…………/ These are… 6’ Warm up : Puts all the body Follow teachers’ Teaching aids: My body flashcards 43-45, PMB p 10, Extra Writing flashcards on the board instructions worksheet;Colour pencils What’s missing? Point to each one in turn Join the game for children to say the words Ask children to turn around or shut their eyes Remove one card Ask children to look again at the board and ask What’s missing? Children should identify the missing vocabulary item Take the cards down, shuffle them and then repeat Picture Dictionary.: Asks children open their 7’ Workbooks to p.69 Tell page 69 WB them to colour in the Colour the picture parts of the body (Number 2, My body) Tell them to work with a partner and point to different body parts and ask Is this my nose? Are these my ears? And their partner answers yes or no Writing Exercise 1: Children the exercise, 6’ PMB worksheet Writing Exercise 2: 6’ Consolidation: 10’ Writing extension (on the PMB worksheet) writing the names for the parts of the body Students the exercise writing This is, or These are for the singular and plural nouns Follow teacher’s instructions Fill in the gaps Does a miming dictation Follow teachers’ activity Ask students to instructions write six sentence starters in their notebooks (model on the board), using This is, or these are… Then point to different parts of your body (without saying the words) and children fill in the word into the correct sentence This is my nose These are…my ears Then write all the sentence starters on the boards and ask six children to come up to the front to complete the sentences with the words that were mimed Week 10: Teaching day: Thursday Oct 24th 2012 Period 40- 35 minutes UNIT 3: THIS IS MY NOSE!– LESSON (Phonics) th Planning date: Oct 20 SKILL: LISTENING AND SPEAKING SKILLS Objectives: - First letter sounds i/j/k/l, Speaking and listening skills Time Contents T’s Activities S’s Activities Notes Language focus: First letter sounds i/j/k/l 5’ Warm up : Asks pupils work in Follow teachers’ Teaching aids: Phonics cards 5-8 & 9-12, CD Tracks 35teams (4 pupils /team) instructions Matching Each team will have ( Sounds and pictures) sounds and pictures for matching with the letters that teacher has given on the board Which team finish first is winner 7’ Vocabulary.: ink: mực jam: mứt kite: diều lion: sư tử * Check memory: R & R Listen, point and repeat: 5’ Part page 23 SB Writes Ii, Jj, Kk and Ll Listen and repeat on the board and point to Copy down each letter and say the letter name and the sound for both upper- and lower-case letters for children to repeat Say the sounds again and children can draw the letters in the air Circles the first letters and say the first sounds for children to repeat Hold up the phonics cards and say the words for children to repeat Children the exercise and point to the letters Listen, point, and repeat Listen and chant : Part page 23 SB 5’ Listen the sound and join the letters: 5’ Part page 23 SB Exercise 4: 5’ Part page 23 SB Consolidation -Do the exercise, and Listen and chant children join in with the chant Put the four cards around the room and children point as they say the chant Asks children what the Listen and match lion has got Tell children they can find out by listening Model the activity and then children listen and draw the lines Reads the text for Read and circle children to follow and model the activity first on the board Then children read and circle the sounds at the start of the words Divides the class into four groups: inks, jams, Extension activity 3’ kites and lions Do the chant again together Each group says their own lines Then put students in groups of four, and give each child one of the words, and they the chant in the group, taking turns to say their line Week 11: Period 41- 35 minutes Planning date: Oct 26th Teaching day: Monday Oct 29th 2012 UNIT 3: THIS IS MY NOSE! – LESSON (Phonics) SKILL: WRITING AND SPEAKING SKILLS Objectives: - First letter sounds i/j/k/l, Speaking and writing skills Time Contents T’s Activities S’s Activities Notes Language focus: First letter sounds i/j/k/l 6’ Warm up : Asks children to speak in Follow teachers’ Teaching aids: Phonics cards 9-12, Extra Practical Classroom Activities: Sounds Fun turn.(two teams) instructions Pair Activity Speaking -Reviews the sounds by “turning game” -Shows the phonics cards and elicit the words again Ask individual children to come to the front and write the first letters on the board, in both upper- and lowercase Exercise & : Children exercise Do exercise They match the upper 7’ and lower case letters to Exercise & page 23 WB the correct picture Children the exercise and write the first letters Put the children in pairs and ask them to point and answer about the pictures, What’s this? It’s a (lion) 7’ Exercise : Exercise page 23 WB Sounds Fun pair activity: 7’ Does the exercise Children write the first letters of the words Asks children to match the upper- and lowercase letters Do exercise Puts children in pairs and Follow teachers’ give each either an A or instructions B part of the worksheet They not show their worksheet to their partner and sit back to back They read out their words in turn, and listen and tick the correct first letter sounds they hear Check as a class Uses all the phonics cards from the first three units Give phonics 8’ sound cards to individual children around the class Phonics game: Give the corresponding phonics picture cards to different children Ask the children with the sound cards to stand up one at a time and say the sounds on their cards The children with the picture cards listen If the sound is in their word they stand up, show the card to the class, and say the word Repeat Consolidation: Week 11: Period 42- 35 minutes Planning date: Oct 26th Teaching day: Tuesday Oct 30th 2012 UNIT 3: THIS IS MY NOSE ! – LESSON (reading) SKILL: SPEAKING AND READING SKILLS Objectives: - Following instructions, Reading skills Time Contents T’s Activities S’s Activities Language focus: Do you like ? (Yes, No), Body parts 5’ Warm up : Energize the class by Follow teachers’ Teaching aids: CD Track 38, Natasha’s Extra Activity Handouts: Find someone singing Ten fingers on instructions who likes mingle activity Sing a song my hands from page 22 7’ New words: Make: làm Cut (v): cắt Fold (v): gấp lại Paper: giấy Paw: chân (có móng vuốt) Stick (v): dán Colour (v): tô màu Then: sau đó Tail: đuôi - Puts the body flashcards Listen and repeat around the room and say Copy down the part As you do, the children point to the correct flashcard and repeat the word Slowly draw a lion on the board, one part of the body at a time, and ask children to guess what animal you are drawing * check memory: R &R Exercise 1: 4’ Part page 24 SB Listen and read: part page 24 SB 7’ Exercise 3: 5’ Asks children to point to different parts of the body in the pictures Elicit or pre-teach the words, paws, body and tail Do exercise Follow teachers’ instructions Children listen to the recording and follow the words in their book Check comprehension by asking simple questions: What does Tom first? Does he stick the paws on the face? (No) Does he cut out the legs? (Yes) Do the exercise Children read again and Do exercise number the pictures in Notes part page 24 7’ the correct order Asks children to close Listen and speak their books Read the instructions aloud Pause at the key body words Encourage children to call out the ‘missing’ words Consolidation: Gives each child a Follow teacher’s worksheet Elicit or instructions Find someone who provide the names of all likes…mingle activity the animals Write the words on the board to help the children Model the sentence structure, Do you like…? Yes/No Then give children minutes to stand up and walk around the room asking other students if they like the different animals If a child says yes, then they write their name next to that animal on the worksheet If they say no then they don’t write their name The idea is to finish the worksheet with as many different names as possible Ask children to tell you who likes the different animals Week 11: Period 43- 35 minutes Planning date: Oct 1st Teaching day: Wednesday Oct 31st 2012 UNIT 3: THIS IS MY NOSE!– LESSON (reading) SKILL: SPEAKING AND READING SKILLS Objectives: - Following instructions, Reading skills Time Contents T’s Activities S’s Activities Notes Language focus: Do you like ? (Yes, No), Body parts 6’ Warm up : Elicits all the animals Follow teachers’ Teaching aids: CD track 38, PMB Activity 3B Colour and say, PMB page 40 (Cut and that the children can instructions make 1), Colour pencils for each child, Scissors for each child or one pair for each small Board game remember from the group of children previous lesson Asks pupils go to the board and write the words Draw pictures of different animals on the board and ask children to guess what animal it is Finally draw a cat, as it leads into the first activity in the Workbook Exercise 1: Asks children to open 6’ Exercise page 38 WB their Workbook and the first exercise, reading Do exercise and numbering the pictures Exercise 2: 6’ Exercise page 38 WB Colour and say: 6’ Consolidation: Cut and make 11’ Children read and circle the correct word Check as a class Gives each child a copy of PMB Activity 3B worksheet Ask children to colour in the different parts of the body and ask children in the class What colour are they eyes? (The eyes are blue) What colour are the legs, etc Children can also point, ask and answer in pairs Read and circle Follow teachers’ instructions Plays recording 38 again, Listen and make and children listen to the instructions on how to make a paper lion Then give each child a copy of the PMB Cut and make worksheet Tell children they will use those instructions to make their own lion If children struggle, play the recording again and elicit the instructions to write on the board Ask children to colour in their lion Week 11: Period 44- 35 minutes Planning date: Oct 26th Teaching day: Thursday Nov 1st 2012 UNIT 3: THIS IS MY NOSE! – LESSON (Listening) SKILL: SPEAKING AND LISTENING SKILLS Objectives: Describing an animal’s features, Listening and speaking skills Time Contents T’s Activities S’s Activities Notes Language focus: What is it? It’s a… and Body parts 7’ Warm up : Follow teachers’ Teaching aids: CD track 39, Extra Practical Classroom Activities: My body board game, Plays Pictionary Model instructions Dice and counters Pictionary game the activity first, drawing an animal on the board, slowly, asking students to guess what the animal is Then ask one student to come to the front of the class Whisper an animal to them and tell them to draw it on the board They draw and the rest of the children in the class guess what it is The first child to guess correctly comes to the front and draws the next word you whisper Listen and number: 6’ Exercise page 25 SB Exercise 2: 6’ Exercise page 25 SB Counting: Exercise page 25 SB 6’ Children exercise 1, listening and numbering Listen and number the pictures Models the activity first Follow teachers’ with a strong student instructions Ask the child It’s brown The eyes are green What is it? The child answers, for example, It’s a goat Children then ask and answer using the target structures with their partner Swap and the activity again with a different partner Asks children to the Writing box at the bottom of p.25 They count the sentences Copy the sentences onto the board and ask individual students to come to the front and write the amount of Count and circle words in one sentence Check with the rest of the class to see if they agree Consolidation: a Counting extension: 10’ b Board game: Asks children to choose three of the sentences Follow teachers’ from the reading text on instructions p.24 and count the words in each Then ask their partner to check their answer Gives each group of 4-6 children a copy of the board game (Either in colour or in black and white) They move around the board, saying the objects as they land on the squares with body part pictures The winner is the first child to reach the finish square Week 12: Period 45- 35 minutes Planning date: Oct 30th Teaching day: Monday Nov 5th 2012 UNIT 3: THIS IS MY NOSE! – LESSON (Listening) SKILL: SPEAKING AND LISTENING SKILLS Objectives: Describing my body, Speaking and writing skills Time Contents T’s Activities S’s Activities Language focus: This is my…… 10’ Warm up : -Puts students into Follow teachers’ Teaching aids: PMB p.11 Values worksheet, Extra Practical Classroom Activities: groups of four and give instructions Spelling Quiz Spelling quiz each group a spelling quiz worksheet Tell children they cannot Notes open their Class Books or Workbooks, and to think of a team name Make one child the person responsible for writing the words, but make sure they understand they all must help to spell Read the words on the second page (only for the teacher) one by one and students write the words Tell each group to swap their worksheets with another group Check the spelling as a class by asking volunteers to write the words on the board Exercise 1: 6’ Exercise page 25 WB 6’ Exercise 2: Exercise page 19 WB Exercise 3: 6’ Drawing Children exercise 1, underlining the sentences Do exercise and counting and writing the words Check as a whole class Students match the words to the correct sentence starter, This is or These are Children draw themselves and then write about their body, using the structures provided in the exercise In pairs children can show each other their pictures and read their sentences Ask one or Follow teachers’ instructions Draw a picture about themself two children to stand up and read their sentences to the class Gives a copy of the Consolidation: Values worksheet to each student Ask them to Follow teachers’ 7’ Values follow the instructions instructions and tick or cross next to each picture Elicit the different words and actions and why some pictures show good behavior and others show bad behavior Elicit other examples of good behavior and ask them to draw a picture (exercise 2) to demonstrate it Ask individual children to stand up and share their pictures (describing them) with the class Week 12: Period 46- 35 minutes Planning date: Oct 30th Teaching day: Tuesday Nov 6th 2012 REVIEW LISTENING Objectives: Reviewing target language and structures, Reading and writing skills Time Contents T’s Activities S’s Activities Language focus: Warm up : Play Order the letters Follow teachers’ Teaching aids: All flashcards from first four Show the class a instructions Order the letters flashcard and elicit the word Hide the card Write the jumbled-up letters of that word on the board, followed by the correct number of lines for the number of letters Notes Review activities Consolidation: Miming game Call children to come to the board to write one letter at a time to complete the word Repeat with different vocabulary from the flashcards Photocopy and cut up the activities on p.26 & 27 of the Workbook Have a copy of each exercise for each group of children Put children into groups of four Hand out exercise and give students minutes to complete the activity together When completed, ask them to pass their worksheet to another group of children to correct Check the answers together as a class The children then pass it back to the original group Do this with all six exercises, children completing them in groups one at a time and correcting each other’s Play a miming game Shuffle all of the flashcards Ask one student to come out to the front of the class and secretly show them one flashcard They must mime that word to the whole class The first child to guess the word correctly can then come out and mime the next word Follow teachers’ instructions Follow teachers’ instructions Week 12: Period 47- 35 minutes Planning date: Oct 30th Teaching day: Wednesday Nov 7th 2012 REVIEW LISTENING Objectives: Reviewing target language and structures, Reading and writing skills Time Contents T’s Activities S’s Activities Language focus: Warm up : Play Hangman Choose Follow teachers’ Teaching aids: All flashcards from first four a word from the last instructions Hang man units and draw lines to represent each letter on the board Tell children they can guess letters to fill in the word If they are right you will write the letter in the correct place, if they are wrong you will draw a part of the hangman picture (or Notes any picture you choose) If the picture is completed before they have guessed the word, they lose, if they can guess the word before the picture is finished, they win Review activities Consolidation: Bingo Tell children they have 15 minutes to complete Follow teachers’ all the exercises, working instructions in pairs When they have finished they can change their books with another pair and correct each other’s as you check the answers with the whole class Play Bingo Elicit as Follow teachers’ many words from all the instructions units studied so far as possible (showing flashcards to remind students if necessary) and write up approximately 20 on the board Ask children to draw a bingo grid in their notebooks, a square with nine boxes, three across and three down Ask them to choose nine words and write one word in each box Either read out the words, spell them or even describe what they are in order for children to listen and cross it off if they have it in their grid The first child to have three words across, down or diagonally calls out Bingo! They are the winner if the words are correct Week 12: Period 48 & 49 - 35 minutes Planning date: Oct 30th I Teaching day: Thursday Nov 8th 2012 TEST OF TERM Circle the odd one out: book kite ball ball hands ruler car teddy bag lion II Write This or These: a _ is my bag b are my books c _ are my cars d is my teddy e _are my hands rubber dog bike goat arms doll train ears book face Teaching day: Tuesday Nov 13th 2012 UNIT 4: HE IS A HERO ! LESSON (Words) SKILL: READING AND SPEAKING SKILLS Objectives: - Identifying jobs, Reading and speaking skills Time Contents T’s Activities S’s Activities Notes Language focus: Is…a…?Yes s/he is.No s/he isn’t 5’ Warm up : Gives instructions Follow teachers’ Teaching aids: Jobs flashcards 46-50; Story poster ;CD tracks 42-44.pics of grandma Follow the steps of the instructions & grandpa Shark attack game Join the game JOBS Week 13: Period 50- 35 minutes Planning date: Nov 1st 9’ 1.New words: Jobs: nghề nghiệp Teacher: giáo viên Pupil: học sinh Housewife: nội trợ Fireman: lính cứu hỏa Pilot: Phi công * Check memory: Matching - Uses flashcards 46- 50 to elicit the vocabulary for this lesson Hold them up one at a time as ask What’s this? Model any vocabulary the children don’t know -Follows the steps of teaching vocabulary Listen and repeat Copy down 5’ Listen ,point and repeat: Part page 30 SB Listen and chant: 5’ Part page 30 SB Listen and read: 6’ Set the scene the story Who this? What are they doing? Consolidation: 5’ Listening extension Asks children to listen to the words They point to the pictures as they listen Put the flashcards around the room and as they listen one further time, they point to the correct flashcards Listen and point Students listen and point, Listen and chant and then listen and chant -Uses Story Poster to present the story Revise the names of the Listen and read characters Ask children to name as many things in the picture as they can Look at the story and ask children what is happening in each box Listen to the story as children follow with the poster, then listen again as children follow in their books and point to the objects Ask simple comprehension questions (What’s this? Show me grandma.) to check understanding Gives each child in the class a number from one to five Explain that each of the number ones are housewives, twos are firemen, threes are pupils, fours are teachers and fives are pilots Tell children that you are going to play the story again They should listen without looking at their books Every time they hear their job word, they clap their hands Play the story for children to listen for their words and clap at the right times Teaching day: Tuesday Nov 14th 2012 UNIT 4: HE IS A HERO ! LESSON (Words) SKILL: WRITING AND SPEAKING SKILLS Objectives: - Identifying jobs, writing and speaking skills Time Contents T’s Activities S’s Activities Notes Language focus: He’s a …… She’s a…… 6’ Warm up : -Gives instructions Follow teachers’ Teaching aids: - PMB Activity 4A – Complete and say; Jobs flashcards 46-50; Scissors follow the steps of the instructions for each child or a pair for each small group;Glue Slap the board game Join the game Week 13: Period 51- 35 minutes Planning date: Nov 1st Exercise 1: Exercise page 30 WB 6’ Exercise : Exercise page 30 WB 6’ Asks children to find and circle the words Ask the Do exercise class to call them out in the correct order Students match the parts of pictures and write the words match PMB Activity : 10’ PMB Activity 4A – Complete and say Consolidation: 7’ extension Slowly draw a teacher on Listen and speak the board, and elicit the word or provide it if students don’t know Do the same with a pilot Drill the words and pronunciation Give a pair of scissors to each child or group of children and some glue Give Draw then speak each child a copy of the PMB extra activity worksheet Tell them they are going to cut out the clothes and accessories and stick them on the correct person Check as a class Write on the board, He’s a doctor, She’s a teacher Drill the sentences Asks children to follow the target sentence structure by choosing three jobs, and writing in their notebook, He’s a (fireman), She’s a (housewife) They then pass their notebook to their partner Their partner reads the sentences and draws the corresponding picture Then they pass back the notebooks and the pictures for the original child to check if the pictures match the sentences Ask three children to come and draw their pictures on the board while their partner writes the correct sentence next to the picture Week 13: Teaching day: Thursday Nov 15th 2012 Period 52- 35 minutes UNIT 4: HE IS A HERO! – LESSON (Grammar) th Planning date: Nov 10 SKILL: WRITING AND SPEAKING SKILLS Objectives: - Identifying what people’s jobs are, Writing and speaking skills Time Contents T’s Activities S’s Activities Language focus: He’s a…She’s a…Is s/he a…?Yes s/he is.No s/he 6’ Warm up : Plays a guessing game Follow teachers’ isn’t with the class to revise instructions guessing game jobs words Pretend that Join the game you are putting out a fire with a hose Ask the class to guess your job Repeat with other jobs(each pupil choose a job in secrectly) 6’ 1.New words: Grandma: bà Grandpa: ông Meat: thịt Hero: anh hùng * check memory: matching 1.Listen and read: Part page 31 SB Uses flashcards to elicit the vocabulary for this lesson Hold them up one at a time as ask What’s this? Model any vocabulary the children don’t know -Follows the steps of teaching vocabulary Listen and copy Points to the Story Poster Listen and read again and ask children to tell you what happened in the story Tells children Notes Form: He’s a…… She’s a…… 8’ Use: nói nghề nghiệp đó Practice: role play to open their books to p.30 and play the recording again as children follow in their books -Puts students in pairs and ask them to act out the story Elicits what actions they will need Get a couple of strong pairs to act it out in front of the class Copy down the form Does concept check Role play 9’ Exercise : Exercise page 31 SB Exercise & 4: Exercise & page 31 SB Consolidation: Models the language and ask children to repeat the words and sentences Focus on the pronunciation Drill the language Do exercise Children write She’s, He’s in the correct place Model the activity and then put children in pairs to it together Change pairs and repeat Ask Do exercise & two stronger children to come to the front and the activity in front of the class Asks children to open Do exercise 6’ their Class Books to p.74 Grammar Reference and the Unit Grammar activity to practice the target structure further Week 14: Teaching day: Monday Nov 19th 2012 Period 53- 35 minutes UNIT 4: HE IS A HERO! – LESSON (Grammar) th Planning date: Nov 10 SKILL: WRITING AND SPEAKING SKILLS Objectives: - Identifying what people’s jobs are, Writing and speaking skills Time Contents T’s Activities S’s Activities Language focus: He’s a…She’s a…Is s/he a…?Yes s/he is.No s/he 9’ Warm up : Plays Snap with the jobs Follow teachers’ isn’t flashcards Say one of instructions Snap the jobs; show the Join the game flashcards one by one If the word is different to (show and hide the flashcard the picture, the children quickly then play snap) say the word matching the picture If it is the same they shout “Snap” and the first child to say it can hold the flashcard for the rest of the game Elicits the target structures again by pointing to the different flashcards and saying He’s a (fireman) Then show all of the pictures and elicit the correct sentence for each flashcard 7’ 1.Exercise 1: Exercise page 31 WB Children the exercise, matching the sentence starters to the pictures and then writing the sentence Check as a Do exercise Notes class and ask four students to come up and write the sentences on the board 7’ Exercise 2: Exercise page 31 WB Consolidation: 12’ Game Students order the words to make sentences Ask Do exercise them to check in pairs before correcting together with the class Call one child to the front Follow teachers’ and give him/her the instructions fireman and housewife flashcards to hold up Hold the teacher, pupil and pilot flashcards yourself Say Is he a pilot? The class shouts Yes! Then indicate the child standing next to you and say Is she a teacher? The class calls out No! Repeat with Is she a pilot? The class calls out No! Then say Is she a housewife? indicating the child next to you, for the class to call out Yes! Repeat the activity with other children Week 14: Period 54- 35 minutes Planning date: Nov 10th Teaching day: Tuesday Nov 20th 2012 UNIT 4: HE IS A HERO! – LESSON (Song) SKILL: LISTENING AND SPEAKING SKILLS Objectives: - Identifying jobs, Listening and speaking skills Time Contents T’s Activities S’s Activities Notes Language focus: 5’ Warm up : T shows the flashcards Follow teachers’ Teaching aids: Jobs flashcards 46-53; CD tracks 45-46; Extra Practical Classroom about job, pupils come to instructions Activities: Song worksheet Board racing the board and write the Join the game word, who finish first is winner 7’ 1.Vocabulary: doctor: bác sĩ policeman: cảnh sát farmer: nông dân *check memory: miming game Listen, point and repeat: Part page 32 SB 6’ Listen and sing: Uses flashcards 50-53 to introduce the three new Listen, repeat words Hold up each one Copy down and say the words for children to repeat Follows the steps of teaching voc Sticks the three Listen and speak flashcards on the board and elicit the spelling from the class Write the words on the board under each card Asks children to look at the pictures and play the first and second parts of Listen and point the recording as children point to the words Play again for children to repeat the words after the audio Either use the song 6’ Part page 32 SB Sing and Do: 8’ Consolidation: Game 3’ worksheet (without opening the Class Book) where children listen and fill in the correct words, or Exercise in the Class Book After either activity, ask children to sing along with the CD and then sing together without the CD audio Tells children they are going to sing the song again, but this time they are going to the actions Elicit the actions from the pictures in the Class Book, (waving hello, shaking hands etc ) and then practice them as a class before doing the activity Listen and write Listen and act Choose children to come to the front Put all Follow teachers’ the flashcards on the instructions floor, face up, in a row Each child stands opposite another child with the flashcard in the middle One row points to the flashcard in front of them and says What’s this? The other child replies, It’s a policeman, farmer, housewife etc and then each row moves one step to the left (the children at the end of the rows move around to the other side) and they repeat Keep the children moving round the cards so they all take turns saying What’s this? And then, It’s a … Week 14: Teaching day: Wednesday Nov 21st 2012 Period 55- 35 minutes UNIT 4: HE IS A HERO ! – LESSON (Words) th Planning date: Nov 10 SKILL: LISTENING AND SPEAKING SKILLS Objectives: - Identifying what people’s jobs are, Listening and speaking skills Time Contents T’s Activities S’s Activities Notes Language focus: She / He is a…… 7’ Warm up : Plays a miming game Follow teachers’ Teaching aids: Jobs flashcards 46-53, Extra Practical Classroom Activities: Jobs with all the jobs instructions Memory Cards Mimming vocabulary Mime once Sing the song to demonstrate the activity and ask students to guess the word Put all the flashcards on the board Divide the class into groups of four Give each child in the group a number Tell number ones to choose a word and to keep it secret They then mime the word to their group The student who guesses it firsts gets a point Then number twos the same thing and so on 7’ Exercise 1: Exercise page 32 WB Do exercise Children read and match the pictures and words Exercise 2: 7’ Exercise page 32 WB Children find and circle the words in the word search and check with a partner Consolidation: 14’ a Extension: Ask each child to draw a grid of ten squares across Do exercise by six down (draw one on the board first) Tell the children they are going to make their own Follow teachers’ word search They instructions should choose or jobs words and write them in the grid Then fill the rest of the grid with other letters of the alphabet They give their word search to a partner to complete and then swap back again to check b Group activity: Gives a set of memory cards to each group of 46 children Ask them to shuffle and place the cards face down on the desk They then take turns turning two cards over If the cards match (picture and word) they keep the cards, if they don’t match they turn them back over and the next child takes a turn The winner is the child with most matching cards at the end of the game Week 14: Teaching day: Thursday Nov 22nd 2012 Period 56- 35 minutes UNIT 4: HE IS A HERO ! – LESSON (Words) th Planning date: Nov 10 SKILL: WRITING AND SPEAKING SKILLS Objectives: -Identifying what people’s jobs are, Speaking and writing skills Time Contents T’s Activities S’s Activities Language focus: He’s a…She’s a…Is s/he a…?Yes s/he is.No s/he isn’t 6’ Warm up : Play the game ‘Jump.’ Follow teachers’ Teaching aids: Jobs flashcards 46-53, PMB p 14, Extra Writing Ask students to stand up instructions Jump Show them one flashcard Join the game at a time Say a word (sometimes the same word as the picture on the card, sometimes a different word) If the word is the same as the picture, the children jump If the word is different, they don’t move Picture Dictionary.: Ask children open their page 70 WB Workbooks to p.70 Tell Colour the picture 7’ them to colour in the people (Number 4, Jobs) Tell them to work with a partner and point to the different people and ask Is he a pilot? Is she a housewife? And their partner answers yes or no Writing Exercise 1: Children the exercise, (on the PMB worksheet) Follow teacher’s PMB worksheet completing the instructions 6’ crossword Check the spelling by asking individual children to come out and write the words on the board 6’ Writing Exercise 2: Students the exercise writing She’s/He’s in the appropriate spaces Play the song from p 32 write Follow teachers’ Notes Consolidation: of the Class Book again instructions Ask children to work in 10’ Writing extension groups of four to six Give each group a large piece of paper and a flashcard and some colour pencils The groups write a verse of the song for the job shown on their flashcard Children then illustrate their posters with a picture of the two people meeting Collect in the posters and display them on the wall for revising the vocabulary in future lessons Week 15: Period 57- 35 minutes Teaching day: Monday November 26th 2012 UNIT 4: HE’S A HERO!– LESSON (Phonics) Planning date: Nov 20th SKILL: LISTENING AND SPEAKING SKILLS Objectives: - First letter sounds m/n/o/p, Speaking and listening skills Time Contents T’s Activities S’s Activities Language focus: First letter sounds m/n/o/p 5’ Warm up : Asks pupils work in Follow teachers’ Teaching aids: Phonics cards 13-16, CD Tracks 45teams They will go to instructions Board racing the board in turn and (go to the board and write write about the sounds the sounds that they have they have learn Which learn) team finish first is winner 7’ Vocabulary.: Mum: mẹ Nurse: y tá Orange: cam Eat: ăn Write: viết * Check memory: R & R Listen, point and repeat: 5’ Part page 33 SB Listen and chant : 5’ Part page 33 SB Listen the sound and join the letters: 5’ Part page 33 SB Write Mm, Nn, Oo, and Pp on the board and point to each letter and say the letter name and the sound for both upperand lower-case letters for children to repeat Say the sounds again and children can draw the letters in the air Writes the words, mum, nurse, orange and pen on the board Circle the first letters and say the first sounds for children to repeat Hold up the phonics cards and say the words for children to repeat Children the exercise and point to the letters -Do the exercise, and children join in with the chant Put the four cards around the room and children point as they say the chant Asks children what the nurse has got Tell children they can find out by listening Model the Listen and repeat Copy down Listen, point, and repeat Listen and chant Listen and match Notes activity and then children listen and draw the lines Exercise 4: Reads the text for Read and circle 5’ Part page 33 SB children to follow and model the activity first on the board Then children read and circle the sounds at the start of the Consolidation words Gives the children Phonics activity different actions to for 3’ the different letters (e.g stand up for m, clap their hands for n, put their right hand in the air for o, left hand in the air for p) Then say the letters in order, and then out of order and the children the actions as they hear the different sounds Volunteers can come up to the front of the class and the children can run the activity themselves, either with the whole class or in smaller groups Week 15: Period 58- 35 minutes Planning date: Nov 20th Teaching day: Tuesday November 27th 2012 UNIT 4: HE’S A HERO! – LESSON (Phonics) SKILL: WRITING AND SPEAKING SKILLS Objectives: - First letter sounds m/n/o/p, Speaking and writing skills Language focus: First letter sounds m/n/o/p Teaching aids: Phonics cards 13-16, Extra Practical Classroom Activities: Sounds Fun Time Contents 6’ Warm up : 7’ 7’ 7’ T’s Activities Asks children to speak in turn.(two teams) Speaking -Reviews the sounds by (but let pupils choose the “turning game” sound) -Shows the phonics cards and elicit the words again Ask individual children to come to the front and write the first letters on the board, in both upper- and lowercase Children exercise 1 Exercise & : They trace the correct sound to match the picture Exercise & page 33 WB Children the exercise and write the first letters Put the children in pairs and ask them to point and answer about the pictures, What’s this? It’s a (pen) Exercise : Do the exercise Children write the capital Exercise page 33 WB or small letters Ask individual children to come up to the board to recreate the pattern in the Work book exercise Sounds Fun pair Puts children in pairs and activity: give each either an A or B part of the worksheet They not show their worksheet to their partner and sit back to back They read out their words in turn, and listen and tick the correct first letter sounds they hear Check as a class Consolidation: Puts children in pairs again and ask them to S’s Activities Follow teachers’ instructions Do exercise Do exercise Follow teachers’ instructions Notes trace one of the letters a, 8’ b, c or d (in upper- or lower-case) on their partner’s back Their partner must guess the correct letter and whether it is upper or lower They can take turns and work with different partners Model the activity first with one or two stronger students Phonics game: Week 15: Period 59- 35 minutes Planning date: Nov 20th Teaching day: Wednesday November 28th 2012 UNIT 4: HE’S A HERO ! – LESSON (reading) SKILL: SPEAKING AND READING SKILLS Objectives: - Identifying family member’s jobs, Reading skills Time Contents T’s Activities S’s Activities Notes Language focus: Is…a ? Yes/No 5’ Warm up : Energize the class by Follow teachers’ Teaching aids: CD Track 50, Natasha’s Extra Activity Handouts: Our family’s jobs singing Two Kind instructions pair interview Sing a song( OR DICE) Doctors from page 32 7’ New words: Brother: anh, em trai Family: gia đình Happy: vui Uncle: chú, bác, cậu * check memory: R &R Exercise 1: Part page 34 SB Listen and read: 4’ part page 34 SB Exercise 3: 7’ part page 34 Consolidation: 5’ Pair interview - Asks children to look at Listen and repeat the pictures in the story Copy down on p.34 of the Class Book and predict what the story is about Follows the steps of teaching Voc Asks children to point to the different jobs in the pictures Elicit the jobs and write them on the board Do exercise Follow teachers’ instructions Children listen to the recording and follow the Do exercise words in their book Check comprehension by asking simple questions: How old is Milly? Is her father a nurse? (No) What does her grandpa do? Do the exercise Children read again and write Yes or No next to the questions Do exercise Listen and speak Gives each child a worksheet Ask them to Follow teacher’s write the jobs their instructions family members in the first column Elicit some of the answers from the class and write the new or difficult vocabulary on the board to help the children Put them into pairs and ask them to sit 7’ back-to-back so they cannot see each other’s worksheets They then read out their family’s jobs and listen to their partner and write the jobs they say into that column on the worksheet They can then turn around and check the spelling and words together Week 15: Period 60- 35 minutes Planning date: Nov 20th Teaching day: Thursday November 29th 2012 UNIT 4: HE’S A HERO ! – LESSON (reading) SKILL: SPEAKING AND READING SKILLS Objectives: - Identifying family member’s jobs, Reading skills Time Contents T’s Activities S’s Activities Language focus: This is my…S/he’s a… 5’ Warm up : Plays a memory game Follow teachers’ Teaching aids: Jobs flashcards 46-53, PMB Activity 4B Say, listen and with the story from p.34 instructions Memory game of the Class Book Write the words Milly, Joe, Dad, Mum and Grandpa on the board Give out Notes 7’ New words: Family: gia đình Sister: chị gái Grandma: bà (nội, ngoại) the fireman, pupil, nurse, and doctor flashcards to four different children The children come to the front of the class and put the cards next to the correct names on the board Allow the rest of the class to say whether they agree or disagree Follows the steps of teaching Voc Listen and repeat Copy down * check memory: R &R 4’ Exercise 1: Part page 34 WB Asks children to open their Workbook and read the text Read the text out loud together as a choral drill Do exercise Do exercise Follow teachers’ instructions Exercise 2: 5’ part page 34 WB Children match the words to the picture Check as a class 5’ Exercise 3: Children write the words in the correct column Put the columns on the board with the headings and ask individual children to come out the front and put the words in the correct place part page 34 WB Listen and point: 4’ Pair interview Gives each child a copy of PMB Activity 4B worksheet Ask children to work in pairs and say Do exercise Listen and point the different jobs the people are doing in the pictures They listen to each other to make sure they are right Swap pairs and repeat Consolidation: Follow teacher’s instructions Asks children to use 5’ Exercise in the Writing extension Workbook as a model to write about their own family Elicit the information from one child in class and write it on the board, following the structures in the exercise Help spell any difficult or new words Then ask children to it by themselves for their family Put children in small groups when they have completed the writing to read their texts to each other Ask two or three stronger students to read their texts to the class Week 16: Teaching day: Monday Dec 3rd 2012 Period 61- 35 minutes UNIT 4: HE’S A HERO! – LESSON (Listening) th Planning date: Nov 26 SKILL: SPEAKING AND LISTENING SKILLS Objectives: Identifying what people’s jobs are, Listening and speaking skills Time Contents T’s Activities S’s Activities Notes Language focus: What is their job? S/he’s a …Is s/he a…?Yes s/he is.No s/he isn’t 7’ Warm up : Follow teachers’ Teaching aids: Job flashcards 46-53, CD track 51, Extra Practical Classroom Activities: Play Musical Cards instructions My job board game- Dice and counters Musical Cards Model the activity first Then play the song from lesson Hand the unit flashcards out to different children around the class They pass the cards to children next to them while the music is playing Stop the music suddenly and ask the children holding the cards, What is their job? The children stand up and say for example, He’s a doctor Play the music again and repeat the activity Listen and number: 6’ Exercise page 35 SB Exercise 2: 6’ Exercise page 35 SB Punctuation: Exercise page 35 SB 6’ Children exercise 1, listening and numbering the pictures Model the activity first Follow teachers’ with a strong student instructions Ask the child Is he a doctor? The child answers, for example, No, he isn’t Children then ask and answer using the target structures with their partner Swap and the activity again with a different partner Asks children to the Writing box at the bottom of p.35 They circle the capital letters and full stops Copy the sentences onto the board and ask individual students to come to the front and circle the capital letters and full stops Consolidation: a Punctuation extension: Listen and number Ask children to choose three of the sentences from the reading text on write p.34 and circle the capital letters and full stops Follow teachers’ 10’ Then ask their partner to instructions b Board game: check their answer Gives each group of 4-6 children a copy of the board game (Either in colour or in black and white) They move around the board, saying the jobs as they land on the squares with job pictures The winner is the first child to reach the finish square Week 16: Period 62- 35 minutes Planning date: Nov 30th Teaching day: Tuesday Dec 4th 2012 UNIT 4: HE’S A HERO! – LESSON (Listening) SKILL: SPEAKING AND LISTENING SKILLS Objectives: Describing my jobs, Speaking and writing skills Time Contents T’s Activities S’s Activities Language focus: This is my…… 10’ Warm up : -Puts students into Follow teachers’ Teaching aids: PMB p.15 Values worksheet, Extra Practical Classroom Activities: groups of four and give instructions Spelling Quiz Spelling quiz each group a spelling quiz worksheet Tell children they cannot open their Class Books or Workbooks, and to think of a team name Make one child the person responsible for writing the words, but make sure Notes they understand they all must help to spell Read the words on the second page (only for the teacher) one by one and students write the words Tell each group to swap their worksheets with another group Check the spelling as a class by asking volunteers to write the words on the board Exercise 1: 6’ Exercise page 35 WB 6’ Exercise 2: Exercise page 19 WB Exercise 3: 6’ Drawing Consolidation: Values Children exercise 1, rewriting the sentences with capital letters and full stops Ask five children to come to the front of the class and write a sentence each on the board Students write any members of their family who have the jobs indicated in the exercise Ask for a show of hands for each job with each family member Children draw their family and write about their jobs In pairs children can show each other their pictures and read their sentences Do exercise Follow teachers’ instructions Draw a picture about themself Gives a copy of the Values worksheet to each student Ask them to Follow teachers’ follow the instructions instructions and circle the person we 7’ need in each picture Ask children to draw a picture of the job they would like to when they grow up Put children in small groups to share their pictures Then ask them to stand up and find all the other people that chose the same job, forming new groups Go around the class drilling the jobs, group by group Teaching day: Wednesday Dec 5th 2012 UNIT 5: WHERE’S THE BALL! LESSON (Words) SKILL: READING AND SPEAKING SKILLS Objectives: - Identifying where things are, Reading and speaking skills Time Contents T’s Activities S’s Activities Language focus: Is…a…?Yes s/he is.No s/he isn’t 5’ Warm up : Gives instructions Follow teachers’ Teaching aids : The Park flashcards 54-58; Story poster ;CD tracks 52Follow the steps of the instructions Shark attack game Join the game AT THE PARK Week 16: Period 63- 35 minutes Planning date: Dec 1st 9’ 1.New words: Seesaw: bập bênh Slide: cầu trượt Net: lưới Swing: xích đu Tree: cây * Check memory: Matching Uses flashcards 54-58 to Listen and repeat elicit and introduce the Copy down vocabulary Hold up each card in turn and say the word Say them again, and children repeat after you Hold up again and say What’s this? for children to say the word -Follows the steps of Notes teaching vocabulary Listen ,point and repeat: Part page 36 SB 5’ Listen and chant: 5’ Part page 36 SB Listen and read: 6’ Set the scene the story Who this? What are they doing? Consolidation: 5’ guessing game Asks children to listen to the words They point to the pictures as they listen Put the flashcards around the room and as they listen one further time, they point to the correct flashcards Listen and point Students listen and point, and then listen and chant Listen and chant Uses Story Poster to present the story Ask children to name as many things in the picture as they can Look at the Listen and read story and ask children what is happening in each box Listen to the story as children follow with the poster, then listen again as children follow in their books and point to the body parts Ask simple comprehension questions (Where’s the ball? What sport are they playing?) to check understand Plays a guessing game with the class Tell children they are going to guess which flashcards you are holding up, without seeing them If they name the object within three guesses, they get one point If they don’t, you get one point Hold up each flashcard in turn so that children can only see the back Ask different children What’s this? until the object has been guessed correctly Keep a record of the score on the board Teaching day: Thursday Dec 6th 2012 UNIT 5: WHERE’S THE BALL ! LESSON (Words) SKILL: WRITING AND SPEAKING SKILLS Objectives: - Identifying things in a park, Writing and speaking skills Time Contents T’s Activities S’s Activities Notes Language focus: What’s this?Where’s the…?It’s (under/in/on) the… 6’ Warm up : -Gives instructions Follow teachers’ Teaching aids: - The Park flashcards 54-58, PMB Activity 5A – Ask and answer, Scissors follow the steps of the instructions for each child or each small group of children PUZZLE game Join the game (ghép các mảnh of pic) Uses the flashcards to elicit the vocabulary again for revision, and then focus carefully on different sounds which may be difficult for the children (e.g /sw/ in swing, /sl/ in slide and housewife and, /tr/ in tree) Gives flashcards 54-58 to different children Ask them to stand up, one at a time They show their card for the class to shout out the word Week 16: Period 64- 35 minutes Planning date: Dec 1st 6’ Exercise 1: Asks children to number Exercise page 36 WB the pictures and check their answers in small groups Do exercise Students write the words under the pictures Ask individual children to come to the front of the class and write the target structures on the board write Exercise : 6’ Exercise page 36 WB PMB Activity : 10’ PMB Activity 5A – Complete and say Consolidation: 7’ Game Gives a PMB worksheet Follow teachers’ to each child and ask instructions them to cut out the small pictures and place them where they like on the worksheet They then work in pairs and ask Where’s the ball? Their partner looks at the picture and replies, (It’s under the swing) They can move the ball and ask and answer a number of times Chooses children to come to the front Put the flashcards on the floor, face up, in a row Each child stands opposite another child with the flashcard in the middle One row points to the flashcard in front of them and says What’s this? The other child replies, It’s a slide/swing/tree etc and then each row moves one step to the left (the children at the end of the rows move around to the other side) and they repeat Keep the children moving round the cards so they all take turns saying What’s this? And then, It’s a …