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Pre - Listening 12 minutes - T sets the scene by showing the pictures in part 1, lesson weather hot 2 on page 44 and asks Ss to describe it?. What’s the weather like today.[r]

Making date: Saturday January 5th ,2013 Teaching date: Monday January 5th,2013 Unit 11: My family Lesson 1: 1-2; Page: I.Objectives By the end of the lesson, Students will be able to identify family members II Language focus + Vocabulary: who, family, father, mother, brother, sister + Structure: Who’s this? → It’s my father III Teaching aids Teacher’s book, students’ book and workbook, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to tell about their family members Ss’ responses - Others observe - T listens and introduces the new lesson Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page and asks Ss to describe it page and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking about family: gia đình - T plays the recording twice father: bố - Ss listen and repeat the dialogue mother: mẹ - Ss role play the dialogue in pairs brother: anh, em trai - T gives out some new words and structure - Ss listen and repeat the vocab and structure sister: chi, em gái - T focuses Ss on pronunciation and intonation * Grammar Who’s this? → It’s my father Practice (12 minutes) a Who’s this? → It’s my father b Who’s this? → It’s my mother c Who’s this? → It’s my sister d Who’s this? → It’s my brother Production (9 minutes) - T explaints the task and asks Ss to the exercise on page - T calls on some pair of Ss to say aloud - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer - T asks Ss to ask and answer about themselves in pairs - Some pairs speak aloud - Others observe and give comments - T corrects Ss’ mistakes if necessary S1: Who’s this? S2: → It’s my brother S3: Who’s this? S4: → It’s my mother S5: Who’s this? S6: → It’s my father S7: Who’s this? S8: → It’s my sister Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - T corrects Ss’ mistake if necessary and summaries the lesson - T gives Ss exercises - T gives feedback - Ss learn by heart the way to ask and answer about family members, and the exercises in part A(Phonics) of unit 11 in their workbook Making date: Tuesday January 8th,2013 Teaching date: Wednesday January 9th,2013 Unit 11: My family Lesson 1: 3-4; Page: I.Objectives By the end of the lesson, Students will be able to review the way to identify family members II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to asks and answer about S1: Who’s this? family members S2: → It’s my brother - Some pairs of Ss speak aloud S3: Who’s this? - Others observe and givecomments S4: → It’s my mother - T corrects Ss’ mistakes if necessary and gives comments Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 67 and asks Ss to describe it page 67 - T explaints the task and asks to ask and answer in pairs While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud - Others observe and give comments - T focuses Ss on intonation and corrects Ss’ mistakes if necessary S1: Who’s this? S2: → It’s my brother S3: Who’s this? S4: → It’s my mother S5: Who’s this? S6: → It’s my father S7: Who’s this? S8: → It’s my sister Production (9 minutes) - T introduces the chant in part 4, lesson 1, on page This is my mother - T plays the chant twice I call her mummy - Ss listen and repeat the chant This is my father I call him daddy We’re very happy In my family Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the chant in - T corrects Ss’ mistake if necessary and summaries the part on page 7, and the exercises in part B(Vocabulary) of lesson unit 11 in their workbook - T gives Ss exercises - T gives feedback Making date: Tuesday January 8th,2013 Teaching date: Thursday January 10th,2013 Unit 11: My family Lesson 2: 1-2; Page: I.Objectives By the end of the lesson, Students will be able to ask who someone is II Language focus + Vocabulary: grandfather, grandpa, grandmother , grandma + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson The chant This is my mother on page I call her mummy - Others observe and give comments This is my father - T gives comments and marks I call him daddy We’re very happy In my family Pre - Listening (9 minutes) - T sets the scene by showing the pictures in part 1, lesson father mother on page and asks Ss to describe it This is my grandfather - T elicits from Ss’ responses to introduce the text I call him grandpa - T writes two importaint words in part 1, lesson and That’s my grandmother guides Ss to read them correctly I call her grandma - T plays the recording twice Grandpa and grandma - Ss listen and repeat the text Father and mother - T focuses Ss on intonation Brother and sister And me We are a big family While - Listening (10 minutes) - T plays the recording twice Transcrip - Ss listen and choose the right pictures A: Who’s this? - Some Ss give their answers B: It’s my grandfather - Others give comments A: Your grandpa? - T corrects Ss’ mistakes if necessary and gives the answer B: Yes He’s my grandpa A: Who’s this? B: It’s my brother A: Your brother? B: Yes He’s my brother The answer – b; – a Post - Listening (12 minutes) - T calls on some pairs of Ss to asks and answer about S1: Who’s this? family members - Some pairs of Ss speak aloud - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives comments S2: It’s my brother S3: Who’s this? S4: It’s my mother S5: Who’s this? S6: It’s my father S7: Who’s this? S8: It’s my sister Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises C(Sentences partens) of unit 11 in - T gives feedback their workbook Making date: Tuesday January 8th,2013 Teaching date: Friday January 11th,2013 Unit 11: My family Lesson 2: 3-4; Page: I.Objectives By the end of the lesson, Students will be able to review the way to ask who someone is II Language focus + Vocabulary: man, woman + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the game “Chinese whisper” This is my grandfather - T divides class into three groups and play the game Who is this? This is my mother - T gives comments Pre – Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page and asks Ss to describe it page - T elicits from Ss’ responses to introduce the text - T reads the text once While – Reading (12 minutes) - T calls on some Ss to read the text aloud The answer - T focuses Ss on intonation The man is mr Ninh - T asks Ss to read and then complete the sentences below The woman is Mrs binh - Some Ss give their answers The boy is Nam - Others observe and give comments The girl is Hoa - T corrects Ss’ mistakes if necessary and gives the answer Production (10 minutes) - T asks Ss to play the game “Bingo” this sister grandmother - T explaints the game and asks Ss to play man who woman - T divides class into three groups and play the game family is father - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises D(Reading) of unit 11 in their workbook - T gives feedback Making date: Sunday January 13th,2013 Teaching date: Monday January 14th,2013 Unit 11: My family Lesson 3: 1-2; Page: 10 I.Objectives By the end of the lesson, Students will be able to ask and answer about names of family members II Language focus + Vocabulary: Review + Structure: What’s his name ? His name’s Peter What’s her name ? Her name’s Linda III Teaching aids Teacher’s book, students’ book and workbook, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to recite the chant on page 8, lesson The chant This is my grandfather - Others observe and give comments I call him grandpa - T gives feedback and marks That’s my grandmother I call her grandma Grandpa and grandma Father and mother Brother and sister And me We are a big family Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson on page 10 and asks Ss to describe it * What’s his name ? → His name’s Peter - Ss describe the picture and guess what they are talking * What’s her name ? about → Her name’s Linda - T plays the recording twice - Ss listen and repeat the conversation - T gives out the new structure - Ss listen and repeat the structure Practice (10 minutes) - T explaints the task and asks Ss to complete the sentences a What’s his name ? and then say with their partners → His name’s John Brown - Some pairs say aloud b What’s her name ? → Her name’s Kathy Brown - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer c What’s her name ? → Her name’s Linda d What’s his name ? → His name’s Peter Production (12 minutes) - T asks Ss to ask and answer about games and activities at S1: What’s his name ? break time in pairs S2: His name’s Tony S3: What’s her name ? - Some pairs of Ss speak aloud - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives comments S4: Her name’s Mary S5: What’s his name ? S6: His name’s Tom S7: What’s her name ? S8: Her name’s Hoa Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about names of family lesson members, and the exercises in part E(Writing) in their workbook - T gives Ss exercises - T gives feedback Making date: Sunday January 13th,2013 Teaching date: Wednesday January 16th,2013 Unit 11: My family Lesson 3: 3-4; Page: 11 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about names of family members II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer ask and S1: What’s his name ? answer about names of family members S2: His name’s Tom S3: What’s her name ? - Others observe and give comments S4: Her name’s Mary - T gives feedback and marks … Pre – Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson The picture in part 3, lesson on on page 11 and asks Ss to describe it page 11 and Ss’ responses - Ss ask and answer about people in the picture - T asks Ss to complete those sentences While – Writing (13 minutes) - T calls on some Ss to go to the board and write their This is Linda and her family answer This is her father His name is John brown - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer This is her mother Her name is Kathy brown This is her brother His name is Peter Post - Writing (12 minutes) - T introduces the song in part 4, lesson 3, on page 11 The song: - T plays the song twice A happy family - Ss listen and repeat the song Happy, happy, happy father - T calls some Ss to sing the song aloud Happy, happy, happy mother Happy, happy, happy children Happy, happy, happy family Yes, yes, yes, yes, We are a happy family Yes, yes, yes, yes, We are a happy family Consolidation and homework (3 minutes) - T summaries the lesson - Ss learn by heart the way to ask - T gives Ss exercises and answer about names of family - T gives feedback memberfs, and redo all the exercises in unit 11 in their workbook - Others observe and give comments - T focuses Ss on rhythm and gives comments Making date: Sunday January 13th,2013 Teaching date: ThursdayJanuary 17th,2013 Unit 12: How old are you? Lesson 1: 1-2; Page: 12 I.Objectives By the end of the lesson, Students will be able to ask and answer about ages II Language focus + Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten + Structure: How old are you? → I’m nine years old III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the game “Bingo” Ex: S1: hai - T explaints the game and asks Ss to prepare a piece of năm bảy paper and then write numbers from to 10 S2: … - T gives feedback Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 12 and asks Ss to describe it page 12 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking One: about Two: - T plays the recording twice Three:3 - Ss listen and repeat the dialogue Four: - Ss role play the dialogue in pairs Five: - T gives out some new words and structure Six: - Ss listen and repeat the vocab and structure Seven: - T focuses Ss on pronunciation and intonation Eight: Nine: Ten: 10 * Grammar How old are you? → I’m nine years old …… Practice (12 minutes) - T explaints the task and asks Ss to the exercise on a How old are you? page 12 → I’m nine years old b How old are you? - T calls on some pair of Ss to say aloud → I’m seven years old c How old are you? → I’m eight years old d How old are you? → I’m nine years old Production (9 minutes) - T asks Ss to ask and answer about themselves in pairs S1: How old are you? - Some pairs speak aloud S2: I’m nine years old - Others observe and give comments S3: How old are you? - T corrects Ss’ mistakes if necessary S4: I’m ten years old S5: How old are you? S6: I’m eight years old S7: How old are you? S8: I’m seven years old …… Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about ages, and the exercises in part A(Phonics) of lesson unit 12 in their workbook - T gives Ss exercises - T gives feedback - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer Making date: Sunday January 13th,2013 Teaching date: FridayJanuary 18th,2013 Unit 12: How old are you? Lesson 1: 3-4; Page: 13 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about ages II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook,chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the game “Bingo” Ex: S1: two - T explaints the game and asks Ss to prepare a piece of six nine paper and then write numbers from to 10 S2: … - T gives feedback Pre - Speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 13 and asks Ss to describe it page 13 - T explaints the task and asks to ask and answer in pairs While - Speaking (17 minutes) - T calls on pairs of Ss to speak aloud S1: How old are you? - Others observe and give comments S2: I’m nine years old - T focuses Ss on intonation and corrects Ss’ mistakes if S3: How old are you? necessary S4: I’m ten years old S5: How old are you? S6: I’m eight years old S7: How old are you? S8: I’m seven years old Post - Speaking (9 minutes) - T introduces the chant in part 4, lesson 1, on page 13 The chant One, two, three, four, five, - T plays the chant twice Once I caught a fish alive - Ss listen and repeat the chant Six, seven, eight, nine, ten, Then I let it go again Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the chant in - T corrects Ss’ mistake if necessary and summaries the part on page 13, and the exercises in part B(Vocabulary) of lesson unit 12 in their workbook - T gives Ss exercises - T gives feedback Making date: Sunday January 20th,2013 Teaching date: Monday January 21th,2013 Unit 12: How old are you? Lesson 2: 1-2; Page: 14 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about ages II Language focus + Vocabulary: eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook,chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson on page 13 - Others observe and give comments - T gives comments and marks Contents The chant One, two, three, four, five, Once I caught a fish alive Six, seven, eight, nine, ten, Then I let it go again Pre - Listening (9 minutes) - T sets the scene by showing the pictures in part 1, lesson how ten on page 13 and asks Ss to describe it How old are you? - T elicits from Ss’ responses to introduce the text I’m ten - T writes two importaint words in part 1, lesson and How about you? guides Ss to read them correctly I’m ten too - T plays the recording twice We’re both ten - Ss listen and repeat the text - T focuses Ss on intonation While - Listening (10 minutes) - T asks Ss to guess how old they are Transcrip 1.Linda: How old are you, Tom? - Ss guess the age of people in the pictures Tom: I’m nine years old - T elicits from Ss’ responses to introduces the task Linda: You are nine? - T plays the recording twice Tom: Yes, I am A: How old are you, Linda ? B: I’m nine years old A: You are nine? B: Yes, I am A: How old are you, Phong ? B: I’m seven years old A: You are seven? B: Yes, I am A: How old are you, Hoa ? B: I’m eight years old A: You are eight? B: Yes, I am The answer 2–nine(9); 3–seven(7), 4– eight(8) Post - Listening (12 minutes) eleven fifteen fourteen - T ask Ss to play the game “Slap the board” with the numbers from eleven to twenty nineteen twelve - T explaints the game and calls three Ss of three groups to go to the board and play the game eighteen sixteen seventeen - Others observe and give comments twenty thirteen - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises C(Sentences partens) of unit 12 in - T gives feedback their workbook - Ss listen and choose the right pictures - Some Ss give their answers - Others give comments - T corrects Ss’ mistakes if necessary and gives the answer Making date: Sunday January 20th,2013 Teaching date: Wednesday January 23th,2013 Unit 12: How old are you? Lesson 2: 3-4; Page: 15 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about ages II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook,chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about ages S1: How old are you? - Some pairs of Ss ask and answer about ages S2: I’m nine years old - Others observe and give comments S3: How old are you? S4: I’m ten years old S5: How old are you? S6: I’m eight years old …… Pre – Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 15 and asks Ss to describe it page 15 - T elicits from Ss’ responses to introduce the text - T reads the text once While – Reading (12 minutes) - T calls on some Ss to read the text aloud The answer - T focuses Ss on intonation - T asks Ss to read and then complete the table Mai - Some Ss give their answers  - Others observe and give comments Peter  - T corrects Ss’ mistakes if necessary and gives the answer Mary  Post - Reading (10 minutes) - T asks Ss to play the game “Bingo” Ex: - T explaints the game and asks Ss to play S1: three, seven, thirteen, fifteen, - Each Ss write five numbers from one to twenty eighteen … - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises D(Reading) of unit 12 in their workbook - T gives feedback - T gives comments Making date: Sunday January 20th,2013 Teaching date: Thursday January 24th,2013 Unit 12: How old are you? Lesson 3: 1-2; Page: 16 I.Objectives By the end of the lesson, Students will be able to ask and answer about ages of family members II Language focus + Vocabulary: Review + Structure: How old is he ? → He’s nine years old How old is she ? → She’s eight years old III Teaching aids Teacher’s book, students’ book and workbook,chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about ages S1: How old are you? - Some pairs of Ss ask and answer about ages S2: I’m nine years old - Others observe and give comments S3: How old are you? - T gives comments S4: I’m ten years old S5: How old are you? S6: I’m eight years old …… Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson on page 16 and asks Ss to describe it * How old is he ? → He’s nine years old - Ss describe the picture and guess what they are talking * How old is she ? about → She’s eight years old - T plays the recording twice - Ss listen and repeat the conversation - T gives out the new structure - Ss listen and repeat the structure Practice (10 minutes) - T explaints the task and asks Ss to complete the sentences a How old is he ? and then say with their partners → He’s nine years old - Some pairs say aloud b How old is she ? → She’s seven years old - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer c He’s nine years old → She’s nine years old d How old is he ? → He’s eight years old Production (12 minutes) - T asks Ss to ask and answer about ages of their friends S1: How old is he ? - Some pairs of Ss speak aloud S2: He’s nine years old S3: How old is she ? - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives comments S4: She’s seven years old S5: How old is he ? S6: He’s ten years old S7: How old is she ? S8: She’s eight years old … Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about ages of family members, and the exercises in lesson part E(Writing) in their workbook - T gives Ss exercises - T gives feedback Making date: Sunday January 20th,2013 Teaching date: Friday January 25th,2013 Unit 12: How old are you? Lesson 3: 3-4; Page: 17 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about ages of family members II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook,chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer ask and S1: How old is he ? answer about ages of their friends - Others observe and give comments - T gives feedback and marks S2: He’s nine years old S3: How old is she ? S4: She’s seven years old Pre – Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson The picture in part 3, lesson on on page 17 and asks Ss to describe it page 17 and Ss’ responses - Ss ask and answer about people in the picture and their ages - T asks Ss to complete those sentences While – Writing (13 minutes) - T calls on some Ss to go to the board and write their This is Tom answer He is nine years old This is Mary - Others observe and give comments She is seven years old - T corrects Ss’ mistakes if necessary and gives the answer This is Linda She is nine years old This is Peter He is eight years old Post - Writing (12 minutes) - T asks Ss to play the game “Listen, point and say” - T explaints the game and calls three Ss of three groups to 10 go to the board and play the game 11 12 13 14 15 16 17 18 19 20 - Others observe and give comments - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss learn by heart the way to ask - T gives Ss exercises and answer about ages of their friends, and redo all the exercises - T gives feedback in unit 11 in their workbook Making date: Teaching date: Unit 13: My house Lesson 1: 1-2; Page: 18 I.Objectives By the end of the lesson, Students will be able to identify rooms in the house II Language focus + Vocabulary: house, living room, dining room, bedroom, bathroom, kitchen, garden, + Structure: There is a living room/ dining room/ bedroom/ … III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the game “Chinese whisper” This is my father - T divides class into three groups and play the game This is my school - T gives comments This is my classroom Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 18 and asks Ss to describe it page 18 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking house: Nhà about - T plays the recording twice - Ss listen and repeat the dialogue - Ss role play the dialogue in pairs - T gives out some new words and structure - Ss listen and repeat the vocab and structure - T focuses Ss on pronunciation and intonation living room: phòng khách dining room: phòng ăn bedroom: phòng ngủ bathroom: phòng tắm kitchen: nhà bếp garden: vườn * Grammar There is a living room There is a dining room … Practice (12 minutes) - T explaints the task and asks Ss to the exercise on a There is a bedroom page 18 b There is a bathroom - T calls on some Ss to say aloud c There is a kitchen d There is a garden - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer Production (9 minutes) - T asks Ss to draw their house and then introduce it for Ex: S1: This is my house their patners in pairs There is a bathroom - Some Ss speak aloud S2: This is my house - Others observe and give comments There is a garden - T corrects Ss’ mistakes if necessary S3: This is my house There is a bedroom S4: This is my house There is a kitchen S5: This is my house There is a dining room S6: This is my house There is a living room …… Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to - T corrects Ss’ mistake if necessary and summaries the introduce rooms in the house, and lesson the exercises in part A(Phonics) of unit 13 in their - T gives Ss exercises workbook - T gives feedback Making date: Teaching date: Unit 13: My house Lesson 1: 3-4; Page: 19 I.Objectives By the end of the lesson, Students will be able to review the way to identify rooms in the house II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to introduce their house Ex: S1: This is my house There is a bathroom S2: This is my house There is a garden … Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 19 and asks Ss to describe it page 19 - T explaints the task and asks to ask and answer in pairs While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud Ex: S1: This is my house - Others observe and give comments There is a bathroom - T focuses Ss on intonation and corrects Ss’ mistakes if S2: This is my house necessary There is a garden S3: This is my house There is a bedroom S4: This is my house There is a kitchen S5: This is my house There is a dining room …… Post - Speaking (9 minutes) - T asks Ss to play the game “noughts and crosses” garde bedroom this on - T explaints the game and divide class into three groups n and play the game father mother hous is - T gives feedback e Brithe living room sister ar r e kitchen bathroom that old Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises B(Vocabulary) of unit 13 in their workbook - T gives feedback - Some Ss speak aloud - Others observe and give comments - T corrects Ss’ mistakes if necessary Making date: Teaching date: Unit 13: My house Lesson 2: 1-2; Page: 20 I.Objectives By the end of the lesson, Students will be able to review the way to identify rooms in the house II Language focus + Vocabulary: teddy bear, chair, cat, run, fast + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to introduce their house - Some Ss speak aloud - Others observe and give comments Ex: S1: This is my house There is a bedroom S2: This is my house There is a living room … Pre - Listening (9 minutes) - T sets the scene by showing the pictures in part 1, lesson kitchen bedroom on page 20 and asks Ss to describe it There is a teddy bear - T elicits from Ss’ responses to introduce the text On the chair - T writes two importaint words in part 1, lesson and In the kitchen guides Ss to read them correctly - T plays the recording twice There is a cat - Ss listen and repeat the text Running fast - T focuses Ss on intonation On the bedroom While - Listening (10 minutes) - T asks Ss to describe the pictures in part on page 20 Transcrip A: This is a garden - T elicits from Ss’ responses to introduces the task B: Wow! A big garden - T plays the recording twice A: Yes, it is - Ss listen and choose the right pictures A: There is a living room - Some Ss give their answers B: Wow! A nice living room - Others give comments A: Yes, it is - T corrects Ss’ mistakes if necessary and gives the answer A: There is a bathroom B: One bathroom? A: Yes One bathroom A: There is a bedroom B: One bedroom? A: Yes One bedroom The answer – b; – c; – d; – a Post - Listening (12 minutes) bathroom house there is - T ask Ss to play the game “Slap the board” with the words they have learnt nineteen bedroom - T explaints the game and calls three Ss of three groups to go to the board and play the game garden sixteen kitchen - Others observe and give comments living room dining room - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises C(Sentences partens) of unit 13 in - T gives feedback their workbook - T corrects Ss’ mistakes if necessary Making date: Teaching date: Unit 13: My house Lesson 2: 3-4; Page: 21 I.Objectives By the end of the lesson, Students will be able to review the way to identify rooms in the house II Language focus + Vocabulary: flat + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the game “Chinese whisper” This is a living room - T divides class into three groups and play the game This is a kitchen - T gives comments This is my house Pre - Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 21 and asks Ss to describe it page 21 - T elicits from Ss’ responses to introduce the text - T reads the text once While - Reading (12 minutes) - T calls on some Ss to read the text aloud The answer - T focuses Ss on intonation This is my flat There is a living - T asks Ss to read and then complete the table room There is a kitchen There is - Some Ss give their answers a bathroom And there is a - Others observe and give comments bedroom - T corrects Ss’ mistakes if necessary and gives the answer → The flat b Post - Reading (10 minutes) - T introduces the song “The way I clean my house” The song: - T plays the recording twice The way I clean my house - Ss listen and repeat the song This is the way I clean my house - Some Ss sing the song aloud Clean my house, clean my house - T focuses Ss on intonation and rhythm This is the way I clean my house - T gives comments So early in the morning Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises D(Reading) of unit 13 in their - T gives feedback workbook Making date: Teaching date: Unit 13: My house Lesson 3: 1-2; Page: 22 I.Objectives By the end of the lesson, Students will be able to talk about rooms in the house in plural II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to sing the rhythm “The way I clean The way I clean my house my house“ on page 21 This is the way I clean my house - Some Ss to sing the rhythm on page 21 Clean my house, clean my house - Others observe and give comments This is the way I clean my house - T gives comments So early in the morning Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson on page 22 and asks Ss to describe it * There is a bedroom - Ss describe the picture and guess what they are talking * There are two bedrooms about - T plays the recording twice - Ss listen and repeat the conversation - T gives out the new structure - Ss listen and repeat the structure Practice (10 minutes) - T explaints the task and asks Ss to complete the sentences a There is a bedroom and then say with their partners b There are two bedrooms - Some pairs say aloud c There is a bathroom d There are two bathrooms - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer Production (12 minutes) - T asks Ss to talk about rooms in a house or school S1: There is a bathroom objects S2: There are two bedrooms S3: There are five rulers - Some Ss talk aloud S4: There are fifteen desks - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives comments S5: There are four pens S6: There is a school bag S7: There are six pencils S8: There is a table … Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to talk - T corrects Ss’ mistakes if necessary and summaries the about rooms in a house or things in plural, and the exercises in lesson part E(Writing) in their workbook - T gives Ss exercises - T gives feedback Making date: Teaching date: Unit 13: My house Lesson 3: 3-4; Page: 23 I.Objectives By the end of the lesson, Students will be able to review the way to talk about rooms in the house in plural II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to talk about rooms in a house or school S1: There are six pencils objects S2: There are two bedrooms S3: There is a table - Some Ss talk aloud S4: There are fifteen desks - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives comments S5: There is a bathroom S6: There is a school bag S7: There are four pens S8: There are five rulers … Pre - Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson The picture in part 3, lesson on on page 23 and asks Ss to describe it page 23 and Ss’ responses - T elicits from Ss’ responses and asks Ss to complete those sentences While - Writing (13 minutes) - T calls on some Ss to go to the board and write their a There is a bedroom answer b There is a bathroom - Others observe and give comments c There are two bedrooms - T corrects Ss’ mistakes if necessary and gives the answer d There are two bathrooms Post - Writing (12 minutes) - T introduces the chant I part on page 23 The chant - T plays the recording twice One, two Do up your shoes - Ss listen and repeat the song Three, four - Some Ss sing the song aloud Open the door - T focuses Ss on intonation and rhythm Five, six - T gives comments Pick up sticks Seven, eight Don’t be late Nine, ten A big fat hen Consolidation and homework (3 minutes) - T summaries the lesson - Ss learn by heart the way to talk - T gives Ss exercises about rooms in the house or things in plural, and redo all the - T gives feedback exercises in unit 13 in their workbook Making date: Teaching date: THE PROGRESSIVE TEST I.Objectives By the end of the test, Students will be able to check their knowledge in English II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Paper tests IV Teaching methods : V Teaching procedure I Circle the odd one out, the first has been done for you (Khoanh tròn từ khác loại, câu là ví dụ) X 0.5 = 2.5 points she his you big small book father family sister pencil library classroom number eight twelve please come in sit down III Circle the best options A, B or C to complete the sentences below, the first has been done for you (khoanh tròn đáp án đúng A, B C để hoàn thành các câu sau, câu là ví dụ) X 0.5 = 2.5 points Is this Mary ? Yes, ……is A she B he C it That’s Tony …… is my friend A She B He C It …… is this? It’s a book A What B Which C How This …… my classroom It’s big A a B are C is Is your classroom big ? No, it isn’t It’s …… A new B small C short What you …… break time ? A on B in C at II Use the words in the box to complete the paragraph below, the first has been done for you (dùng từ hộp để hoàn thành đoạn văn sau, câu là ví dụ) X 0.5 = 2.5 points She sister is my years His This is my family This is … father … name is Quang He’s fourty six years old That … my mother Her name is Phuong … is fourty two years old And this is my … Her name is Hoa She is thirteen … old Answer: my ; - .; ; - .; - .; IV Reorder the words to make sentences below, the first has been done for you (Sắp xếp các từ sau để tạo thành câu đúng, câu là ví dụ) X 0.5 = 1.5 points is / brother / This / my à This is my brother name / is / his / What / ? à old / How / she / is / ? à years / He / nine / old / is à V Answer the quetions below, the first has been done for you (Trả lời các câu hỏi sau, câu là ví dụ) X 0.25 = 1.0 points How old are you ? à I’m eleven years old Do you like playing badminton? à What you at break time ? à What are these ? à How old is she ? à The end! Making date: Teaching date: THE ANSWER FOR THE PROGRESSIVE TEST I.Objectives By the end of the test, Students will be able to know their knowledge in English and their test’s mark II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Paper tests IV Teaching methods : V Teaching procedure I X 0.5 = 2.5 points his book family pencil number please II X 0.5 = 2.5 points A B A C B C III X 0.5 = 3.0 points my His is She sister years IV X 0.5 = 1.5 points This is my brother What is his name? How old is she? He is nine years old V X 0.25 = 1.5 points I’m eleven years old Yes, I do/ No I don’t I play chess/ badminton/ football/ … They are pens/ books/ backpacks/ … She is eight/ nine/ ten / … Making date: Teaching date: Unit 14: Our room Lesson 1: 1-2; Page: 24 I.Objectives By the end of the lesson, Students will be able to ask and answer about location of things in the room II Language focus + Vocabulary: ball, here, in, on, above, under, behind + Structure: Where ……? → It’s + preposition + location III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the matching game bathroom - T divides the board into two columns In one colums, living room write a list of words for rooms in a house In the other, draw simple sketches describing the words in the first kitchen column, putting them at random bedroom - T calls on two Ss to go to the board One of the student reads a word, and the other draw a line to join the word to dining room its appropriate picture garden - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives comments Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 24 and asks Ss to describe it page 24 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking ball: bóng about here: đây - T plays the recording twice on: trên - Ss listen and repeat the dialogue above: phía trên - Ss role play the dialogue in pairs under: - T gives out some new words and structure behind: phía sau - Ss listen and repeat the vocab and structure in: - T focuses Ss on pronunciation and intonation * Grammar Where ……? → It’s + preposition + location Ex: Where is the ball? → It’s on the bed … Practice (12 minutes) - T explaints the task and asks Ss to the exercise on a Where is the book? page 24 → It’s on the table - T calls on some Ss to say aloud b Where is the picture? → It’s above the table - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer c Where is the ball? → It’s under the table d Where is the chair? → It’s behind the table Production (9 minutes) - T asks Ss to ask and answer about their position of the Ex: S1: Where is the chair? school things in pairs S2: It’s behind the table - Some pairs of Ss speak aloud S3: Where is the picture? - Others observe and give comments S4: It’s on the wall - T corrects Ss’ mistakes if necessary S5: Where is the book? S6: It’s in the school bag …… Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about location of lesson things in the room, and the exercises in part A(Phonics) of unit - T gives Ss exercises 14 in their workbook - T gives feedback Making date: Teaching date: Unit 14: Our room Lesson 1: 3-4; Page: 25 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about location of things in the room II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the in behind prepositions they have learnt here above - T explaints the game and calls three Ss of three groups to go to the board and play the game under on - Others observe and give comments - T gives comments Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 25 and asks Ss to describe it page 25 - T explaints the task and asks to ask and answer in pairs While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud Ex: S1: Where is the book? - Others observe and give comments S2: It’s in the school bag - T focuses Ss on intonation and corrects Ss’ mistakes if S3: Where is the chair? necessary S4: It’s behind the table S5: Where is the picture? S6: It’s on the wall …… Post - Speaking (9 minutes) - T introduces the song “The bedroom in the house” - T plays the recording twice - Ss listen and repeat the song - Some Ss sing the song aloud - T focuses Ss on intonation and rhythm - T gives comments The song: The bedroom in the house The bedroom in the house The bedroom in the house I-E-I-E-O The bedroom in the house The kitchen in the house The kitchen in the house I-E-I-E-O The kitchen in the house Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises B(Vocabulary) of unit 14 in their - T gives feedback workbook Making date: Teaching date: Unit 14: Our room Lesson 2: 1-2; Page: 26 I.Objectives By the end of the lesson, Students will be able to specify location of things in the room II Language focus + Vocabulary: floor, mirror, desk, bed + Structure: Where are the chairs? → Behind the desk III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: Where is the book? location of things in the classroom aloud S2: It’s in the school bag - Others observe and give comments S3: Where is the chair? - T corrects Ss’ mistakes if necessary S4: It’s behind the table S5: Where is the picture? S6: It’s on the wall …… Pre - Listening (12 minutes) - T sets the scene by showing the pictures in part 1, lesson chairs bed on page 26 and asks Ss to describe it Where is the bag? - T elicits from Ss’ responses to introduce the text On the floor - T writes two importaint words in part 1, lesson and Where is the mirror? guides Ss to read them correctly Near the door - T plays the recording once Where are the chairs? - T gives out some new words and introduces the new Behind the desk structure and writes them on the board Where are the rulers? - Ss listen and repeat the vocabulary and the model Under the bed - Some Ss read them aloud Vocab - T focuses Ss on pronunciation and intonation floor: sàn nhà - Ss listen and repeat the text door: cửa chính - T introduces new task mirror: gương desk: bàn học sinh Model Where are the chairs? → Behind the desk While - Listening (12 minutes) - T asks Ss to describe the pictures in part on page 26 Transcript A: Where is the lamp? - T elicits from Ss’ responses to introduces the task B: Sorry? - T plays the recording twice A: The lamp Where is it? - Ss listen and choose the right pictures B: Oh, it’s over there On the - Some Ss give their answers desk - Others give comments - T corrects Ss’ mistakes if necessary and gives the answer A: Where are the pens? B: What? A: The pens Where are they? B: Oh, they are over there On the floor The answer – a; – b Post - Listening (7 minutes) - T asks Ss to play the game “Chinese whisper” Where are the chairs? - T divides class into three groups and play the game They are on the floor They are in the room - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises C(Sentences partens) of unit 14 in their workbook - T gives feedback Making date: Teaching date: Unit 14: Our room Lesson 2: 3-4; Page: 27 I.Objectives By the end of the lesson, Students will be able to review the way to specify location of things in the room II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: Where are the chairs? location of things in the classroom aloud S2: They are behind the table - Others observe and give comments S3: Where is the pencil? - T corrects Ss’ mistakes if necessary S4: It’s in the school bag S5: Where is the pictures? S6: They are on the wall …… Pre - Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 27 and asks Ss to describe it page 27 - T elicits from Ss’ responses to introduce the text - T reads the text once While - Reading (12 minutes) - T calls on some Ss to read the text aloud This is my bedroom There are - T focuses Ss on intonation many things in the bedroom There - T asks Ss to read and then draw the picture is a table There is a book on the table There are two chairs behind - Some Ss give their answers the table - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer Post - Reading (10 minutes) - T introduces the game “Spot the differences”and ask Ss to The game: Spot the differences Ex: play in three groups - Ss of each group say sentences that have different location G1: The picture is on the wall G2: The book is under the table to the other G3: The chairs are near the table - T corrects Ss’ mistakes if necessary - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises D(Reading) of unit 14 in their workbook - T gives feedback Making date: Teaching date: Unit 14: Our room Lesson 3: 1-2; Page: 28 I.Objectives.By the end of the lesson, Students will be able to describe a bedroom II Language focus + Vocabulary: nice, tidy, untidy + Structure: It’s nice and tidy III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the smal prepositions they have learnt - T explaints the game and calls three Ss of three groups to go to the board and play the game new - Others observe and give comments - T gives comments Contents short big lon g old Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 28 and asks Ss to describe it page 28 and Ss’ responses - Ss describe the picture and guess what they are talking about - T plays the recording twice - T gives out some new words and writes on the board - Ss listen and repeat the vocab - Some Ss read the vocab aloud - T focuses Ss on pronunciation - Ss listen and repeat the conversation - T gives out the new structure - Ss listen and repeat the structure Practice (10 minutes) - T explaints the task and asks Ss to complete the a It’s small sentences and then say with their partners b It’s large - Some pairs say aloud c It’s tidy - Others observe and give comments d It’s untidy - T corrects Ss’ mistakes if necessary and gives the answer Production (12 minutes) - T asks Ss to describe their own bedroom S1: This is my bedroom It’s small - Some Ss speak aloud S2: This is my bedroom It’s large - Others observe and give comments S3: This is my bedroom It’s tidy S4: This is my bedroom It’s small - T corrects Ss’ mistakes if necessary and gives and tidy comments S5: This is my bedroom It’s untidy … Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to - T corrects Ss’ mistakes if necessary and summaries the describe a bedroom, and the lesson exercises in part E(Writing) in their workbook - T gives Ss exercises - T gives feedback Making date: Teaching date: Unit 14: Our room Lesson 3: 3-4; Page: 29 I.Objectives By the end of the lesson, Students will be able to review the way to describe a bedroom II Language focus + Vocabulary: nice, tidy + Structure: This is my bedroom It’s nice and tidy III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - Ss play the game: “Hang man” - T explaints the game if necessary - Ss guess the letters of the word - T gives comments BEDROOM Pre - Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson The picture in part 3, lesson on on page 29 and asks Ss to describe it page 29 and Ss’ responses - T elicits from Ss’ responses and asks Ss to use the words in the box to complete the paragraph While - Writing (13 minutes) - T calls on some Ss to go to the board and write their two answer picture - Others observe and give comments table - T corrects Ss’ mistakes if necessary and gives the answer lamp Post - Writing (12 minutes) - T introduces the chant in part on page 29 The chant - T plays the recording twice When I wake up In my bed - Ss listen and repeat the chant I want to see - Some Ss sing the chant aloud - T focuses Ss on intonation and rhythm - T gives comments The sun so red When I go to bed At night I want to see The moon so bright Consolidation and homework (3 minutes) - T summaries the lesson - Ss learn by heart the way to - T gives Ss exercises describe a bedroom, and redo all - T gives feedback the exercises in unit 14 in their workbook Making date: Teaching date: Unit 15: At home Lesson 1: 1-2; Page: 30 I.Objectives By the end of the lesson, Students will be able to identify family activities at leisure II Language focus + Vocabulary: read, cook, sing, skate, jump, run + Structure: What is she doing? She’s skipping III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the game: “Guessing” - A student’s gestures or actions - T explaints the game: One student go to the board and use - Others: reading, skipping, him/her gestures or actions Others guess the actions listening, cooking, … - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives comments Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 30 and asks Ss to describe it page 30 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking read: đọc about cook: nấu ăn - T plays the recording twice sing: hát - Ss listen and repeat the dialogue skate: trượt giày có bánh - Ss role play the dialogue in pairs jump: nhảy - T gives out some new words and structure run: chạy - Ss listen and repeat the vocab and structure * Grammar - T focuses Ss on pronunciation and intonation What is she doing? → She’s skipping Practice (12 minutes) - T explaints the task and asks Ss to the exercise on a What is he doing? page 30 → He’s reading - T calls on some Ss to say aloud b What is she doing? → She’s cooking - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer c What is she doing? → She’s singing d What is he doing? → He’s skating e What is he doing? → He’s jumping f What is he doing? → He’s running Production (9 minutes) - T asks Ss to ask and answer about the activities of their Ex: S1: What is he doing? family members or friends in pairs S2: He’s running - Some pairs of Ss speak aloud S3: What is she doing? - Others observe and give comments S4: She’s cooking - T corrects Ss’ mistakes if necessary S5: What is he doing? S6: He’s skating …… Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about family activities at leisure, and the exercises in lesson part A(Phonics) of unit 15 in their - T gives Ss exercises workbook - T gives feedback Making date: Teachingdate: Unit 15: At home Lesson 1: 3-4; Page: 31 I.Objectives By the end of the lesson, Students will be able to review the way to family activities at leisure II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the V_ing they have learnt reading cooking singing - T explaints the game and calls three Ss of three groups to go to the board and play the game skating jumping running - Others observe and give comments - T gives comments Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 31 and asks Ss to describe it page 31 - T explaints the task and asks to ask and answer in pairs While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud The prompt answer a S1: What is she doing? - Others observe and give comments S2: She’s cooking - T focuses Ss on intonation and corrects Ss’ mistakes if b S3: What is she doing? necessary S4: She’s skipping c S5: What is he doing? S6: He’s running d S7: What is he doing? S8: He’s skating …… Post - Speaking (9 minutes) - T introduces the chant in part on page 31 The chant: - T plays the recording twice He is a robot - Ss listen and repeat the chant He is skipping and jumping He is a robot - Some Ss read the chant aloud He is skating and running - T focuses Ss on intonation and rhythm He is a robot - T gives comments He is speaking and singing Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises B(Vocabulary) of unit 15 in their - T gives feedback workbook Making date: Teaching date: Unit 15: At home Lesson 2: 1-2; Page: 32 I.Objectives By the end of the lesson, Students will be able to describe ongoing activities II Language focus + Vocabulary: around, along, groud, high, sky + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: What is he doing? activities at leisure S2: He’s running - Others observe and give comments S3: What is she doing? - T corrects Ss’ mistakes if necessary S4: She’s cooking S5: What is he doing? S6: He’s skating …… Pre - Listening (12 minutes) - T sets the scene by showing the pictures in part 1, lesson sky skipping on page 32 and asks Ss to describe it Robot! Robot! Skipping aroud - T elicits from Ss’ responses to introduce the text Robot! Robot! Skating along the - T writes two importaint words in part 1, lesson and groud guides Ss to read them correctly Robot! Robot! Jumping up high - T plays the recording once Robot! Robot! Touching the sky - T gives out some new words and introduces the new structure and writes them on the board Vocab - Ss listen and repeat the vocabulary and the model around: xung quanh - Some Ss read them aloud along: dọc theo - T focuses Ss on pronunciation and intonation groud: mặt đất - Ss listen and repeat the text high: cao - T introduces new task sky: bầu trời While - Listening (12 minutes) - T asks Ss to describe the pictures in part on page 32 Transcript A: What’s Mai doing? - T elicits from Ss’ responses to introduces the task B: She’s skipping - T plays the recording twice A: She’s skipping? - Ss listen and choose the right pictures B: Yes, she’s skipping - Some Ss give their answers A: What’s Peter doing? - Others give comments B: He’s jumping - T corrects Ss’ mistakes if necessary and gives the answer A: He’s jumping? B: Yes, he’s jumping A: What’s Nam doing? B: He’s skating A: He’s skating? B: Yes, he’s skating A: What’s Quan doing? B: He’s running A: He’s running? B: Yes, he’s running The answer – c; – d; – a; – b Post - Listening (7 minutes) - T asks Ss to play the game “Chinese whisper” What is she doing - T divides class into three groups and play the game She is skipping - T gives comments He is skating Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises C(Sentences partens) of unit 15 in - T gives feedback their workbook Making date: Teaching date: Unit 15: At home Lesson 2: 3-4; Page: 33 I.Objectives By the end of the lesson, Students will be able to review the way to describe ongoing activities II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson The chant: on page 13 He is a robot He is skipping and jumping - Others observe and give comments He is a robot - T gives comments and marks He is skating and running He is a robot He is speaking and singing Pre - Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 33 and asks Ss to describe it page 33 - T elicits from Ss’ responses to introduce the text - T reads the text once While - Reading (12 minutes) - T calls on some Ss to read the text aloud We are at home now - T focuses Ss on intonation My father is reading - T asks Ss to read and then draw the picture My mother is cooking My brother is skating - Some Ss give their answers I am skipping - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer We are a happy family Post - Reading (10 minutes) - T introduces the song in part on page 33 I love my mummy - T plays the recording twice I love you, mummy I love you, - Ss listen and repeat the chant mummy - Some Ss read the chant aloud I love you so much Do you know - T focuses Ss on intonation and rhythm that? - T gives comments You never know how much I love you Oh, Mummy! I love you so much Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises D(Reading) of unit 15 in their - T gives feedback workbook Making date: Teaching date: Unit 15: At home Lesson 3: 1-2; Page: 34 I.Objectives By the end of the lesson, Students will be able to ask and answer about family activities in progress II Language focus + Vocabulary: Review + Structure: What are they doing? → They are reading III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: What is he doing? activities at leisure S2: He’s running - Others observe and give comments S3: What is she doing? - T corrects Ss’ mistakes if necessary S4: She’s cooking S5: What is he doing? S6: He’s skating …… Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 34 and asks Ss to describe it page 34 and Ss’ responses - Ss describe the picture and guess what they are talking about The model: - T plays the recording twice What are they doing? → They are reading - Ss listen and repeat the conversation - T gives out some new structure and writes on the board - Ss listen and repeat the structure - Some Ss read the structure aloud - T focuses Ss on intonation Practice (10 minutes) - T explaints the task and asks Ss to complete the a What are they doing? sentences and then say with their partners → They are cooking - Some pairs say aloud b What are they doing? → They are reading - Others observe and give comments c What are they doing? - T corrects Ss’ mistakes if necessary and gives the → They are skipping answer d What are they doing? → They are skating Production (12 minutes) - T asks Ss to ask and answer about activities in progress S1: What are they doing? of their friends in pairs S2: They are skating S3: What are they doing? - Some pairs of Ss speak aloud S4: They are cooking - Others observe and give comments S5: What are they doing? - T corrects Ss’ mistakes if necessary and gives S6: They are writing comments … Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about family activities in progress, and the exercises in lesson part E(Writing) in their workbook - T gives Ss exercises - T gives feedback Making date: Teaching date: Unit 15: At home Lesson 3: 3-4; Page: 35 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about family activities in progress II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson I love my mummy on page 13 I love you, mummy I love you, - Others observe and give comments mummy - T gives comments and marks I love you so much Do you know that? You never know how much I love you Oh, Mummy! I love you so much Pre - Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson The picture in part 3, lesson on on page 35 and asks Ss to describe it page 35 and Ss’ responses - T elicits from Ss’ responses and asks Ss to use the words in the box to complete the paragraph While - Writing (13 minutes) - T calls on some Ss to go to the board and write their Linda is skipping answer Tom is skating - Others observe and give comments mai and her brother are reading - T corrects Ss’ mistakes if necessary and gives the answer Post - Writing (12 minutes) - T asks Ss to ask and answer about activities in progress of S1: What are they doing? their friends in pairs S2: They are skating S3: What is she doing? - Some pairs speak aloud in front of the class S4: She is cooking - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives comments S5: What is he doing? S6: He is writing … Consolidation and homework (3 minutes) - T summaries the lesson - Ss learn by heart the way to ask - T gives Ss exercises and answer about activities in progress, and redo all the - T gives feedback exercises in unit 15 in their workbook Making date: Teaching date: Review Page: 36 - 41 I.Obbjectives By the end of the lesson, Students will be able to perform their abilities in listening, speaking, reading and writing related to the topics from unit 11 to unit 15, using the phonics, vocabulary and sentences patterns they have learnt II Language focus + Vocabulary: review + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up - T asks Ss to play the game Chinese whisper - T calls on three Ss to go to the board and read their sentence - Ss play the game in three groups - T gives comments Presentation Phonics - T asks Ss to repeat all difficult words and read them aloud - T focuses Ss on pronunciation - T writes them on the board and reads them aloud Contents There is a bedroom What are they doing? They are playing baminton father mother how ten kitchen bedroom chairs bed skying skipping - Ss listen and repeat Vocabulary - T asks Ss to repeat all the vocabulary they have learnt - T writes some vocabularies on the board and asks Ss to play the game “slap the board” - T explaints the game if necessary and calls on three Ss to go to the board and play the game - Ss read those words aloud - T focuses Ss on pronunciation - T give feedback Sentence patterns - T asks Ss to give out the structures they have learnt - T corrects Ss’ mistakes if necessary and write the right structures - Ss listen and repeat all the structures - Ss make some short dialogues using the structures they’ve just give out - Others observe and give comments - T corrects Ss’ mistakes if necessary Practice - T asks Ss to use the knowledge they’ve just review to pracrise in groups of four - Some groups practise aloud - Others observe and give comments - T corrects Ss’ mistakes if necessary family, father, mother, brother, sister, grandmother, grandfather, who, year, old, how, both, numbers – 20, house, living room, kitchen, dining room, bathroom, bedroom, garden, table, bed, desk, picture, ball, lamp, large, tidy, untidy, nice, on, above, under, behind, near, robot, children, read, do, cook, sing, skate, jump, run - Who’s this? → It’s my father - What is his name? → His name’s Peter - How old are you? → I’m nine years old - How old is she? → She’s eight years old - This is my house - There is a living room - There are two bedrooms - Where is it? → It’s in your bedroom - Where are the chairs? → They’re behind the desk - It’s nice and tidy - What’s Mai doing? → She’s skipping - What are they doing? → They are reading S1: Who is this? S2: It’s my father S3: Where is the ruler? S4: It’s in the bag S5: What is Nam doing? S6: He’s playing football … Production - T asks Ss to the exercises which they’ve not done yet - The exercises in the workbook in the workbook - T goes aroud to help Ss if necessary Consolidation and homework - Teacher summaries the lesson and asks Ss to prepare the new lesson (unit 11) - Ss learn by heart all the vocabulary and structures they’ve learnt Making date: Teaching date: REVIEW Page: 36 - 41 I.Obbjectives By the end of the lesson, Students will be able to practise the knowledge they’ve review in the last lesson II.Language focus + Vocabulary: review + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up - Ss play the game: “Hang man” - T explaints the game if necessary - Ss guess the letters of the word Presentation - T asks Ss to complete parts I – V individually - Ss trade their answers for correcttion Practice - Some Ss the exercises on the board - Others give comments - T corrects Ss’ mistakes if necessary and gives the right answer I Complete each word Say it aloud - T calls on a student to go to the board and the exercise - Other give comments - T corrects Ss’ mistakes if necessary and gives the right answer II Write the missing letters - T calls on a student to go to the board and the exercise - Other give comments - T corrects Ss’ mistakes if necessary and gives the right answer III Listen and tick - T plays the recording twice - Ss listen and choose the right pictures - Some Ss give their answer - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the right answer - Ss listen to the recording again to check the answer IV Read and tick - T calls on a student to go to the board and the exercise - Other give comments - T corrects Ss’ mistakes if necessary and gives the right answer V Look, read and complete - T calls on a student to go to the board and the exercise - Other give comments - T corrects Ss’ mistakes if necessary and gives the right answer SKATING - The exercises in review I Complete each word Say it aloud 1- mother, 2- brother, 3- chairs, 4- mirrors, 5- room 6- ruler, 7- kitchen, 8- chair, 9- skip, 10- sky II Write the missing letters 1- seven, 2- house, 3- computer, 4- kitchen, 5- skiping III Listen and tick 1- b, 2- a, 3- b, 4- a IV Read and tick 1- b, 2- a, 3- b, 4- a V Look, read and number 1- is, 2- are, 3- on, 4- lamp, 5- picture VI Look and talk - T asks Ss to look at the pictures and speak as required - Some pairs speak aloud - Others observe and give comments - T corrects Ss’ mistakes if necessary VI Look and talk Suggested answer: a This is my father b This is my brother c This is my mother a The children are skating b The mother is cooking c The father is reading (a book) Production - T asks Ss to the exercises which they’ve not done yet - The exercises in the workbook in the workbook - T goes aroud to help Ss if necessary Consolidation and homework - Teacher summaries the lesson and asks Ss to prepare the new lesson (unit 16) - Ss learn by heart all the vocabulary and structures they’ve learnt Making date: Teaching date: Unit 16: The weather Lesson 1: 1-2; Page: 42 I.Objectives By the end of the lesson, Students will be able to identify the weather II Language focus + Vocabulary: weather, sunny, rainy, cloudy, windy + Structure: What is the weather like? → It’s sunny III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson 3, I love my mummy unit 15 on page 33 I love you, mummy I love you, - Others observe and give comments mummy - T gives comments and marks I love you so much Do you know that? You never know how much I love you Oh, Mummy! I love you so much Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 42 and asks Ss to describe it page 42 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking weather: thời tiết about sunny: có nắng - T plays the recording twice rainy: có mưa - Ss listen and repeat the dialogue cloudy: có mây - Ss role play the dialogue in pairs windy: có gió - T gives out some new words and structure * Grammar: - Ss listen and repeat the vocab and structure What is the weather like? - T focuses Ss on pronunciation and intonation → It’s sunny Practice (12 minutes) - T explaints the task and asks Ss to the exercise on a What is the weather like? page 42 → It’s sunny b What is the weather like? - T calls on some Ss to say aloud → It’s rainy - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer c What is the weather like? → It’s cloudy d What is the weather like? → It’s windy Production (9 minutes) - T asks Ss to ask and answer about the weather in pairs Ex: S1: What is the weather like? - Some pairs of Ss speak aloud S2: It’s cloudy - Others observe and give comments S3: What is the weather like? - T corrects Ss’ mistakes if necessary S4: It’s rainy and windy S5: What is the weather like? S6: It’s sunny and cloudy …… Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about the weather, and the exercises in part lesson A(Phonics) of unit 16 in their - T gives Ss exercises workbook - T gives feedback Making date: Teaching date: Unit 16: The weather Lesson 1: 3-4; Page: 43 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about the weather II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the weather words sunny weather windy - T explaints the game and calls three Ss of three groups to go to the board and play the game rainy cloudy - Others observe and give comments - T gives comments Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 43 and asks Ss to describe it page 43 - T explaints the task and asks to ask and answer in pairs While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud The prompt answer a What is the weather like? → It’s sunny b What is the weather like? → It’s rainy c What is the weather like? → It’s cloudy d What is the weather like? → It’s windy Post - Speaking (9 minutes) - T introduces the chant in part on page 43 The chant: - T plays the recording twice The weather song What is the weather like?(2) - Ss listen and repeat the chant It is sunny and windy - Some Ss read the chant aloud In my hometown - T focuses Ss on intonation and rhythm What is the weather like?(2) - T gives comments It is cloudy and rainy In my hometown Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises B(Vocabulary) of unit 16 in their workbook - T gives feedback - Others observe and give comments - T focuses Ss on intonation and corrects Ss’ mistakes if necessary Making date: Teaching date: Unit 16: The weather Lesson 2: 1-2; Page: 44 I.Objectives By the end of the lesson, Students will be able to describe the weather II Language focus + Vocabulary: hot, cold, hometown, today + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about the Ex: S1: What is the weather like? weather S2: It’s cloudy - Others observe and give comments S3: What is the weather like? - T corrects Ss’ mistakes if necessary S4: It’s rainy and windy S5: What is the weather like? S6: It’s sunny and cloudy …… Pre - Listening (12 minutes) - T sets the scene by showing the pictures in part 1, lesson weather hot on page 44 and asks Ss to describe it What’s the weather like today? - T elicits from Ss’ responses to introduce the text It’s hot - T writes two importaint words in part 1, lesson and In my hometown guides Ss to read them correctly Is it hot in your hometown? - T plays the recording once No, it’s not - T gives out some new words and introduces the new It’s cold structure and writes them on the board In my hometown - Ss listen and repeat the vocabulary and the model - Some Ss read them aloud - T focuses Ss on pronunciation and intonation - Ss listen and repeat the text - T introduces new task Vocab hot: nóng cold: lạnh today: hôm hometown: quê hương While - Listening (12 minutes) - T asks Ss to describe the pictures in part on page 32 Transcript A: What’s the weather like in - T elicits from Ss’ responses to introduces the task your hometown today? - T plays the recording twice B: It’s sunny today - Ss listen and choose the right pictures A: Sunny? - Some Ss give their answers B: Yes, It’s sunny - Others give comments - T corrects Ss’ mistakes if necessary and gives the answer A: What’s the weather like in your hometown today? B: It’s cloudy today A: Cloudy? B: Yes, It’s cloudy A: What’s the weather like in your hometown today? B: It’s windy today A: Windy? B: Yes, It’s windy A: What’s the weather like in your hometown today? B: It’s rainy today A: Rainy? B: Yes, It’s rainy The answer – d; – b; – a; – c Post - Listening (7 minutes) - T asks Ss to play the game “Chinese whisper” What’s the weather like today? - T divides class into three groups and play the game It’s rainy and cloudy It’s sunny and windy - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises C(Sentences partens) of unit 16 in their workbook - T gives feedback Making date: Teaching date: Unit 16: The weather Lesson 2: 3-4; Page: 45 I.Objectives By the end of the lesson, Students will be able to review the way to describe the weather II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up (6 minutes) Contents - T calls on some Ss to recite the chant in part 1, lesson on page 44 - Others observe and give comments - T gives comments and marks The chant: What’s the weather like today? It’s hot In my hometown Is it hot in your hometown? No, it’s not It’s cold In my hometown Pre - Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 45 and asks Ss to describe it page 45 - T elicits from Ss’ responses to introduce the text - T reads the text once While - Reading (12 minutes) - T calls on some Ss to read the text aloud Today’s weather forcast It is rainy and cold in Ha Noi - T focuses Ss on intonation It is sunny and hot in Ho Chi - T asks Ss to read and then draw the picture Minh City - Some Ss give their answers It is cloudy and windy in Hue - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer The answer: – d, – a, – b&c Post - Reading (10 minutes) - T asks Ss to ask and answer about the weather in group of Ex: S1: What is the weather like in Ha four or five - T calls on some groups of Ss to ask and answer about the Noi today? S2: It’s cloudy weather aloud S3: What is the weather like in Dak - Others observe and give comments Nong today? - T corrects Ss’ mistakes if necessary S4: It’s rainy and windy S5: What is the weather like in Hai Phong today? S6: It’s sunny and cloudy …… Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises D(Reading) of unit 16 in their workbook - T gives feedback Making date: Teaching date: Unit 16: The weather Lesson 3: 1-2; Page: 46 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about the weather II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up (6 minutes) Contents - T calls on some Ss to recite the chant in part 1, lesson on page 44 - Others observe and give comments - T gives comments and marks The chant: What’s the weather like today? It’s hot In my hometown Is it hot in your hometown? No, it’s not It’s cold In my hometown Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 46 and asks Ss to describe it page 46 and Ss’ responses - T plays the recording twice The model: - Ss listen and repeat the conversation What is the weather like in Ha Noi - T gives out some new structure and writes on the board today? - Ss listen and repeat the structure → It’s rainy - Some Ss read the structure aloud - T focuses Ss on intonation Practice (10 minutes) - T explaints the task and asks Ss to complete the a What’s the weather like in Hai sentences and then say with their partners Phong today? → It’s sunny - Some pairs say aloud b What’s the weather like in Hue - Others observe and give comments today? - T corrects Ss’ mistakes if necessary and gives the → It’s windy answer c What’s the weather like in Da Nang today? → It’s rainy d What’s the weather like in Ho Chi Minh City today? → It’s cloudy Production (12 minutes) - T asks Ss to ask and answer about the weather in S1: What is the weather like in Nghe somewhere in pairs An today? - Some pairs of Ss speak aloud S2: It’s cloudy and windy S3: What is the weather like in - Others observe and give comments Quang Nam today? - T corrects Ss’ mistakes if necessary and gives S4: It’s rainy and cold comments S5: What is the weather like in Binh Dinh today? S6: It’s sunny and hot …… Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about the weather, and the exercises in part E(Writing) lesson in their workbook - T gives Ss exercises - T gives feedback Making date: Teaching date: Unit 16: The weather Lesson 3: 3-4; Page: 47 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about the weather II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs to asks Ss to ask and answer about S1: What is the weather like in the weather in somewhere Buon Ma Thuot City today? S2: It’s cloudy and windy - Some pairs of Ss speak aloud S3: What is the weather like in Can - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives comments Tho today? S4: It’s rainy and cold S5: What is the weather like in Da Nang today? S6: It’s sunny and hot …… Pre - Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson The picture in part 3, lesson on on page 47 and asks Ss to describe it page 47 and Ss’ responses - T elicits from Ss’ responses and asks Ss to complete the table While - Writing (13 minutes) - T calls on some Ss to go to the board and write their rainy answer cloudy windy - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer sunny sunny and hot Post - Writing (12 minutes) - T introduces the chant in part on page 47 The chant - T plays the recording twice The weather - T gives out some new words and write them on the board What’s the weather like today? - Ss listen and repeat the vocabulary It’s fine today - T focuses Ss on pronunciation The sun is shining - Ss listen and repeat the chant The birds are flying - Some Ss read the chant aloud And we are cycling away - T focuses Ss on intonation and rhythm The vocab: - T gives comments fine: tốt sun: mặt trời shine: chiếu sáng bird: chim fly: bay cycle: xe đạp Consolidation and homework (3 minutes) - T summaries the lesson - Ss learn by heart the way to ask - T gives Ss exercises and answer about the weather, and - T gives feedback redo all the exercises in unit 16 in their workbook Making date: Teaching date: Unit 17: Outdoor activities Lesson 1: 1-2; Page: 48 I.Objectives By the end of the lesson, Students will be able to identify outdoor activities II Language focus + Vocabulary: paper boat, cycle, play badminton, football, fly, kite + Structure: What are they doing? → They are playing with paper boats III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to recite the weather song in part 4, The weather song What is the weather like?(2) lesson 1, unit 16 on page 43 It is sunny and windy - Others observe and give comments In my hometown - T gives comments and marks What is the weather like?(2) It is cloudy and rainy In my hometown Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 48 and asks Ss to describe it page 48 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking paper boat: thuyền giấy about cycle: đạp xe - T plays the recording twice play: chơi - Ss listen and repeat the dialogue badminton: môn cầu lông - Ss role play the dialogue in pairs football: môn bóng đá - T gives out some new words and structure fly: thả,, bay - Ss listen and repeat the vocab and structure kite: diều - T focuses Ss on pronunciation and intonation * Grammar: What are they doing? → They are playing with paper boats Practice (12 minutes) - T explaints the task and asks Ss to the exercise on a What are they doing? page 48 → They are cycling - T calls on some Ss to say aloud b What are they doing? → They are playing badminton - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer c What are they doing? → They are flying kites d What are they doing? → They are playing football Production (9 minutes) - T asks Ss to ask and answer about outdoor activities in Ex: S1: What are they doing? pairs S2: They are flying kites - Some pairs of Ss speak aloud S3: What are they doing? - Others observe and give comments S4: They are playing football - T corrects Ss’ mistakes if necessary S5: What are they doing? S6: They are playing badminton …… Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about outdoor lesson ctivities, and the exercises in part A(Phonics) of unit 17 in their workbook - T gives Ss exercises - T gives feedback Making date: Teaching date: Unit 17: Outdoor activities Lesson 1: 3-4; Page: 49 I.Objectives By the end of the lesson, Students will be able to ask and answer about outdoor activities II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the words they have learnt in the last lesson cycle play kite - T explaints the game and calls three Ss of three groups to go to the board and play the game badminton football - Others observe and give comments - T gives comments Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 49 and asks Ss to describe it page 49 - T explaints the task and asks to ask and answer in pairs While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud The prompt answer a What are they doing? - Others observe and give comments → They are flying kites - T focuses Ss on intonation and corrects Ss’ mistakes if b What are they doing? necessary → They are running c What are they doing? → They are cycling d What are they doing? → They are skipping Post - Speaking (9 minutes) - T asks Ss to play the game “Spelling game” cycle, play, kite, badminton - T explaints the game and call on three pairs of Ss to play football, … the game - S1 calls one word they;’ve just learnt, S2 spells and write the word on the board Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises B(Vocabulary) of unit 16 in their workbook - T gives feedback Making date: Teaching date: Unit 17: Outdoor activities Lesson 2: 1-2; Page: 50 I.Objectives By the end of the lesson, Students will be able to describe on going activities II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: What are they doing? outdoor activities S2: They are flying kites - Others observe and give comments S3: What are they doing? - T corrects Ss’ mistakes if necessary S4: They are playing football S5: What are they doing? S6: They are playing badminton …… Pre - Listening (12 minutes) - T sets the scene by showing the pictures in part 1, lesson boat door on page 50 and asks Ss to describe it Where are the children? - T elicits from Ss’ responses to introduce the text At the door - T writes two importaint words in part 1, lesson and What are they doing? guides Ss to read them correctly Making paper boats - T plays the recording once And coats - Ss listen and repeat the text What for? - T introduces new task For their dolls While - Listening (12 minutes) - T asks Ss to describe the pictures in part on page 50 Transcript Man: What are the children - T elicits from Ss’ responses to introduces the task doing? - T plays the recording twice Woman: They’re cycling in the - Ss listen and choose the right pictures garden - Some Ss give their answers Man: Cycling in the garden? - Others give comments - T corrects Ss’ mistakes if necessary and gives the answer Woman: Yes That’s right Man: What are the children doing? Woman: They’re flying kites in the garden Man: Flying kites? Woman: Yes That’s right The answer – b; – a Post - Listening (7 minutes) - T asks Ss to play the game “Chinese whisper” What are they doing? - T divides class into three groups and play the game They are flying kites They are cycling - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises C(Sentences partens) of unit 17 in their workbook - T gives feedback Making date: Teaching date: Unit 17: Outdoor activities Lesson 2: 3-4; Page: 51 I.Objectives By the end of the lesson, Students will be able to review the way to describe the activities II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: What are they doing? outdoor activities S2: They are flying kites - Others observe and give comments S3: What are they doing? - T corrects Ss’ mistakes if necessary S4: They are playing football S5: What are they doing? S6: They are playing badminton …… Pre - Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 51 and asks Ss to describe it page 51 - T elicits from Ss’ responses to introduce the text - T reads the text once While - Reading (12 minutes) - T calls on some Ss to read the text aloud There are six children in the - T focuses Ss on intonation picture Two boys are flying kites - T asks Ss to read and then match the text with the suitable Two boys are playing with paper boats What about the girls? What picture are they doing? One girl is cycling - Some Ss give their answers And one girl is skipping - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer The answer: picture b Post - Reading (10 minutes) - T introduces the chant in part on page 51 Let’s go playing - T plays the recording twice The weather is fine today! (2) - T gives out some new words and write them on the board Let’s go playing in the garden, - Ss listen and repeat the vocabulary My dear friends - T focuses Ss on pronunciation The weather is bad today! (2) - Ss listen and repeat the chant Let’s go playing in our room, - Some Ss read the chant aloud My dear friends - T focuses Ss on intonation and rhythm - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises D(Reading) of unit 17 in their - T gives feedback workbook Making date: Teaching date: Unit 17: Outdoor activities Lesson 3: 1-2; Page: 52 I.Objectives By the end of the lesson, Students will be able to review the way to describe the activities II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson Let’s go playing on page 51 The weather is fine today! (2) - Others observe and give comments Let’s go playing in the garden, - T gives comments and marks My dear friends The weather is bad today! (2) Let’s go playing in our room, My dear friends Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 52 and asks Ss to describe it page 52 and Ss’ responses - T plays the recording twice The model: - Ss listen and repeat the conversation What are they playing? - T gives out some new structure and writes on the board → They are playing football - Ss listen and repeat the structure - Some Ss read the structure aloud - T focuses Ss on intonation Practice (10 minutes) - T explaints the task and asks Ss to complete the a What are they playing? sentences and then say with their partners → They’re playing badminton - Some pairs say aloud b What are they playing? → They’re playing chess - Others observe and give comments c What are they playing? - T corrects Ss’ mistakes if necessary and gives the → They’re playing hide-and-seek answer d What are they playing? → They’re playing football Production (12 minutes) - T asks Ss to ask and answer about outdoor activities in S1: What are they playing? pairs S2: They’re playing chess S3: What are they playing? - Some pairs of Ss speak aloud S4: They’re playing hide-and-seek - Others observe and give comments S5: What are they playing? - T corrects Ss’ mistakes if necessary and gives S6: They’re playing badminton comments …… Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about outdoor activities, and the exercises in part lesson E(Writing) in their workbook - T gives Ss exercises - T gives feedback Making date: Teaching date: Unit 17: Outdoor activities Lesson 3: 3-4; Page: 53 I.Objectives By the end of the lesson, Students will be able to review the way to describe the activities II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to ask and answer about outdoor activities in S1: What are they playing? pairs S2: They’re playing chess S3: What are they playing? - Some pairs of Ss speak aloud S4: They’re playing hide-and-seek - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives comments S5: What are they playing? S6: They’re playing badminton …… Pre - Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson The picture in part 3, lesson on on page 53 and asks Ss to describe it page 53 and Ss’ responses - T elicits from Ss’ responses and asks Ss to complete the table While - Writing (13 minutes) - T calls on some Ss to go to the board and write their He is running answer She is cycling - Others observe and give comments They are flying kites - T corrects Ss’ mistakes if necessary and gives the answer They are playing football Post - Writing (12 minutes) - T introduces the chant in part on page 53 The chant OK, everybody, - T plays the recording twice Let’s play! - Ss listen and repeat the chant What are we going to do? - Some Ss read the chant aloud Cycle? - T focuses Ss on intonation and rhythm No! - T gives comments Sing? No! Fly kites? Yes We like it! Consolidation and homework (3 minutes) - T summaries the lesson - Ss learn by heart the way to ask - T gives Ss exercises and answer about the weather, and - T gives feedback redo all the exercises in unit 17 in their workbook Making date: Teaching date: Review I.Obbjectives By the end of the lesson, Students will be able to perform their abilities in listening, speaking, reading and writing related to the topics from unit 16 to unit 17, using the phonics, vocabulary and sentences patterns they have learnt II Language focus + Vocabulary: review + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up - T asks Ss to play the game Chinese whisper - T calls on three Ss to go to the board and read their sentence - Ss play the game in three groups - T gives comments Presentation Phonics - T asks Ss to repeat all difficult words and read them aloud - T focuses Ss on pronunciation - T writes them on the board and reads them aloud - Ss listen and repeat Vocabulary - T asks Ss to repeat all the vocabulary they have learnt - T writes some vocabularies on the board and asks Ss to play the game “slap the board” - T explaints the game if necessary and calls on three Ss to go to the board and play the game - Ss read those words aloud - T focuses Ss on pronunciation - T give feedback Sentence patterns - T asks Ss to give out the structures they have learnt - T corrects Ss’ mistakes if necessary and write the right structures - Ss listen and repeat all the structures - Ss make some short dialogues using the structures they’ve just give out - Others observe and give comments - T corrects Ss’ mistakes if necessary Practice - T asks Ss to use the knowledge they’ve just review to pracrise in groups of four - Some groups practise aloud - Others observe and give comments - T corrects Ss’ mistakes if necessary Contents What are they doing? They are playing football She is flying kite weather hot boat door weather, today, sunny, windy, rainy, cloudy, hot, cold, fine, fly, kite, play football, badminton, cycle, boy, girl - What’s the weather like? → It’s sunny - What’s the weather like in Ha Noi today? → It’s rainy - What are they doing? → They’re playing with paper boats - What are they playing? → They’re playing football S1: What are they playing? S2: They’re playing chess S3: What’s the weather like in Ho Chi Minh City today? S4: It’s sunny and windy S5: What are they doing? S6: They’re flying kites … Production - T asks Ss to the exercises which they’ve not done yet - The exercises in the workbook in the workbook - T goes aroud to help Ss if necessary Consolidation and homework - Teacher summaries the lesson and asks Ss to prepare the new lesson (unit 11) - Ss learn by heart all the vocabulary and structures they’ve learnt Making date: Teaching date: Review I.Obbjectives By the end of the lesson, Students will be able to practise the knowledge they’ve review in the last lesson II Language focus + Vocabulary: review + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the game quikly writing T: bàn học sinh, mẹ, lạnh, có - T calls on three Ss to go to the board and play the game mây, thời tiết, mười tám, cái - Others observe and give comments thước, hát, chơi cầu lông, thả diều,… - T gives comments Ss: desk, mother, cold, cloudy, weather, eighteen, ruler, sing, play badminton, fly kite, … Presentation (6 minutes) - T gives some exercises and explaints the way to and I Reorder the words to make sentences asks Ss to them is / Who / this / ? a / desk / is / It / are / What / these / ? are / chairs / They / my / This / pencil case / is / are / doing / What / they / ? flying / They / are / kites / is / cycling / She / weather / is / What / the / like / ? 10 rainy / It / is / Practice (13 minutes) - Some Ss go to the board and them I The answer - Others give comments What is this ? - T corrects Ss’ mistakes if necessary and gives the answer It is a desk What are these? They are chairs This is my pencil case What are they doing? They are flying kites She is cycling What is the weather like? 10 It is rainy Post – Writing (12 minutes) - T asks Ss to redo all the exercises in their workbook - The exercises in their workbook - T explaints some difficult exercises Consolidation and homework (3 minutes) - T summaries the lesson and gives Ss excercises - Redo all exerecises - T gives feedback Making date: Teaching date: Review I.Obbjectives By the end of the lesson, Students will be able to practise the knowledge they’ve learnt II Language focus + Vocabulary: review + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) computer chair in - T ask Ss to play the game “Slap the board” with the words they have learnt in the last lesson - T explaints the game and calls three Ss of three groups to kitchen play go to the board and play the game - Others observe and give comments picture rainy tidy - T gives comments Presentation (6 minutes) - T gives some exercises and explaints the way to and I Circle the best options A, B or C to complete the sentences below asks Ss to them Is your brother? Yes, … is A She B He C It This is my sister … name’s Hoa A Her B His C Its How old … your brother A is B are C is There … three books on the desk A is B are C is There …a bathroom in my house A is B are C is … is the chair? It’s behind the table A What B Who C Where What is Nam …? He’s skating A playing B doing C going … is that? It’s my father A What B Who C Where There is … rubber in my bag A one B two C three 10 There are …chairs in the room A a B one C two Practice (13 minutes) - Some Ss go to the board and them I The answer - Others give comments B; A; C; B; A; - T corrects Ss’ mistakes if necessary and gives the answer C; B; B; A; 10 C Post – Writing (12 minutes) - T asks Ss to redo all the exercises in their workbook - The exercises in their workbook - T explaints some difficult exercises Consolidation and homework (3 minutes) - T summaries the lesson and gives Ss excercises - Redo all exerecises, learn by heart all the vocabulary and structures to prepare for thr final test - T gives feedback Making date: Teaching date: The final test Time allow: 40 minutes I.Obbjectives By the end of the test, Students will be able to check their knowledge in English II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Test papers, chalks, boad, IV Teaching methods : V Teaching procedure I Listen and tick the right answers, the first has been done for you (Nghe và đánh dấu nhân ( X) vào câu đúng, câu là ví dụ) X 0.5 = 2.5 points □.There is one bed □.That’s the bathroom □.She’s reading □.They’re skipping □.The book is on the table □.This is my mother □ x There are two beds □.That’s the bedroom □.She’s cooking □.They’re skating □.The book is on the desk □.This is my father II Match the word in column A with its picture in column B, the first has been done for you (Nối từ cột A với hình chúng cột B, câu là ví dụ) X 0.5 = 2.5 points A B book a chair b bed c computer d lamp e ruler Answer(Trả lời): f - e ; - ; - ; - ; - ; - III Circle the best options A, B or C to complete the sentences below, the first has been done for you (Khoanh tròn đáp án đúng để hoàn thành các câu sau, câu là ví dụ) X 0.5 = 2.5 points A: … is this? → It’s a ruler A Who B How C What There … a lamp on the desk A is B are C am What is the weather … ? → It’s sunny A B like C go … old is she? → She is nine years old A How B What C Who There … two chairs near the table A is B am C are How old is your sister? → … is eleven years old A He B She C It IV Reorder the words below to make right sentences, the first has been done for you, (Sắp xếp các từ sau để tạo thành câu đúng, câu là ví dụ) X 0.5 = 2.5 points are / two / There / chairs / à There are two chairs doing / she / What / is / ? à are / They / skipping / à bedroom / This / my / is / à the / What’s / like / weather / ? à cooking / mother / My / is / à The end! Making date: Teaching date: The answer key for the final test Time allow: 40 minutes I.Obbjectives By the end of the test, Students will be able to know their knowledge in English and their test’s mark II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Test papers, chalks, boad, IV Teaching methods : V Teaching procedure I X 0.5 = 2.5 points The transcrips There are two beds That’s the bedroom She’s reading They’re skipping The book is on the desk This is my mother II X 0.5 = 2.5 points e c f 10 a 11 d 12 b III X 0.5 = 2.5 points C A B 10 A 11 C 12 B IV X 0.5 = 2.5 points There are two chairs What is she doing ? They are skipping This is my bedroom What’s the weather like ? My mother is cooking Making date: Teaching date: Unit 18: Colours Lesson 1: 1-2; Page: 54 I.Objectives By the end of the lesson, Students will be able to identify colours II Language focus + Vocabulary: colour, red, orange, yellow, green, blue, pink + Structure: What colour is it? → It’s red III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up (6 minutes) Contents - T calls on some Ss to recite the weather song in part 4, lesson 3, unit 17 on page 53 - Others observe and give comments - T gives comments and marks The chant OK, everybody, Let’s play! What are we going to do? Cycle? No! Sing? No! Fly kites? Yes We like it! Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 54 and asks Ss to describe it page 54 and Ss’ responses - Ss describe the picture and guess what they are talking * Vocab: colour: màu sắc about red: màu đỏ - T plays the recording twice orange: màu cam - Ss listen and repeat the dialogue yellow: màu vàng - Ss role play the dialogue in pairs green: màu xanh lá cây - T gives out some new words and structure blue: m àu xanh dương - Ss listen and repeat the vocab and structure pink: màu hồng - T focuses Ss on pronunciation and intonation * Grammar: What colour is it? → It’s red Practice (12 minutes) - T explaints the task and asks Ss to the exercise on a What colour is it? page 54 → It’s red - T calls on some Ss to say aloud b What colour is it? → It’s orange - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer c What colour is it? → It’s yellow d What colour is it? → It’s green e What colour is it? → It’s blue f What colour is it? → It’s pink Production (9 minutes) - T asks Ss to ask and answer about colour of their things in Ex: S1: What colour is it? pairs S2: It’s pink - Some pairs of Ss speak aloud S3: What colour is it? - Others observe and give comments S4: It’s green - T corrects Ss’ mistakes if necessary S5: What colour is it? S6: It’s orange …… Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about colour, and lesson the exercises in part A(Phonics) of unit 18 in their workbook - T gives Ss exercises - T gives feedback Teaching date: Teaching date: Unit 18: Colours Lesson 1: 3-4; Page: 55 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about colours II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the pink colour blue words they have learnt in the last lesson - T explaints the game and calls three Ss of three groups to go to the board and play the game red orange - Others observe and give comments - T gives comments green yellow Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 55 and asks Ss to describe it page 55 - T explaints the task and asks to ask and answer in pairs While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud The prompt answer a What colour is it? - Others observe and give comments → It’s red - T focuses Ss on intonation and corrects Ss’ mistakes if b What colour is it? necessary → It’s orange c What colour is it? → It’s yellow d What colour is it? → It’s green e What colour is it? → It’s blue f What colour is it? → It’s pink Post - Speaking (9 minutes) - T introduces the chant in part on page 55 white: màu trắng - T plays the recording twice brown: màu nâu - T gives out some new words and write them on the board The chant: Colours - Ss listen and repeat the vocabulary Red, blue and yellow - T focuses Ss on pronunciation Green and white - Ss listen and repeat the chant And pink and brown - Some Ss read the chant aloud Red, blue and yellow - T focuses Ss on intonation and rhythm These are beautiful colours - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises B(Vocabulary) of unit 18 in their - T gives feedback workbook Teaching date: Teaching date: Unit 18: Colours Lesson 2: 1-2; Page: 56 I.Objectives By the end of the lesson, Students will be able to express their likes about colours II Language focus + Vocabulary: rose, cherry, like, sky, sea + Structure: I like + colours III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: What colour is it? colours S2: It’s pink - Others observe and give comments S3: What colour is it? - T corrects Ss’ mistakes if necessary S4: It’s green S5: What colour is it? S6: It’s orange …… Pre - Listening (12 minutes) - T sets the scene by showing the pictures in part 1, lesson like blue on page 50 and asks Ss to describe it Roses are red - T elicits from Ss’ responses to introduce the text Cherries are red too - T writes two importaint words in part 1, lesson and I like red guides Ss to read them correctly The sky is blue - T plays the recording once The sea is blue too - T gives out some new words and new struture I like blue - Ss listen and repeat the vocab and structure Vocab: - T gives examples rose: hoa hồng - Ss listen and repeat the text cherry: anh đào - T introduces new task like: thích sky: bầu trời sea: biển Model: I like + colour Ex: I like red I like green… While - Listening (12 minutes) - T asks Ss to describe the pictures in part on page 56 Transcript A: What colour you like, - T elicits from Ss’ responses to introduces the task Nam? - T plays the recording twice B: I like red - Ss listen and choose the right pictures A: What colour? - Some Ss give their answers B: Red I like red - Others give comments - T corrects Ss’ mistakes if necessary and gives the answer A: What colour you like, Mai? B: I like yellow A: What colour? B: Red I like yellow A: What colour you like, Phong? B: I like green A: What colour? B: Red I like green A: What colour you like, Hoa? B: I like pink A: What colour? B: Red I like pink The answer – red; – yellow; – green; – pink Post - Listening (7 minutes) - T asks Ss to play the game “Chinese whisper” What colour is it? - T divides class into three groups and play the game It is orange - T gives comments I like yellow Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises C(Sentences partens) of unit 18 in - T gives feedback their workbook Languages focus: Sentence patterns: - Hello, I’m Mai - Hi, Mai I’m Nam I Procedures: Time Steps/Activities 5’ - 10’ - 12’ - I Warm up: T asks some pairs to greet and introduce oneself S1: Hello I’m Mai S2: Hi, Mai I’m Nam II New lesson Look, listen and repeat Ask Ss to identify the characters in the picture on page 12 and what they are saying Set the scence “you are going to listen to hear Nam and Mai greet each other Play the recording and asks Ss to listen to the tape twice T asks Ss to listen and repeat in chorus two times Call on one pair One repeats Mai’s part, the other repeats Nam’s part Have whole class repeat all the phrases a few times to reinforce their pronunciation Look and say Have Ss look at the pictures a and b Ask them to identify the characters in the pictures and what they should say Fill the bubbles and have Ss to repeat the lines a few times T models the dialogue ◦ Assign a pair to pretend to be Mai and tom in picture a Mai: Hello I’m Mai Work arrangement T-WC Pair- work T – whole class T T-WC Pair- work T- whole class : UNIT 2:MY NAME IS … Lesson I Aims: Practice listening and ticking the pictures about greeting “Hello/Hi” and saying goodbye II Objectives: - By the end of this lesson, students will be to greet and say goodbye (review) - Develop listening, reading and writing skill III Teaching methods: - Communicative method - Techniques: + Work in pairs and individually + Ask and answer + Work in groups, discuss IV Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards - Student’s aids: book, notebook, workbook V Language focus: - Revision the structures: Hi/ Hello I am/ I’m + name Bye/ Goodbye How you spell your name? L – I – N – D – A - Phonics: Linda Nam VI Procedures: I Nga Steps/Activities Nam am Hi Bye Time 1’ I II Hello Goodbye Mai Class organization New lesson: Warm up: Noughts and crosses Work arrangemen t T-WC 5’ 10’ - Listen and repeat Have Ss open the book page 14, look at the words Linda and Nam and notice the letter coloured differently in both words Set the scence: “you are going to learn how to produce the sound of the letter l in the word Linda and n in the word Nam Produce the sound l and n a few times Teach the new phrases How you spell + name? – Then show them how to spell Nam and Linda and some other names Play the recording all the way through for Ss to listen while they are reading the chant in their books Linda Nam T-WC T-WC Week: Period: 6th Date of teaching: Friday, September 23rd, 2010 UNIT MY NAME IS … Lesson I Aims: Practice spelling simple names II Objectives: - By the end of this lesson, Students will be able to spell simple names - Develop speaking and listening skill III Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss + Ask and answer IV Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards - Students’ aids: book, notebook, workbook V Languages focus: - Structures: How you spell your name? L – I – N – D – A VI Procedures: Time 1’ 5’ 10’ Steps/Activities I II Class organization New lesson Warm up: Chatting - T asks Ss to repeat the greeting and introducing oneself - T sets the scene Listen and repeat - Have Ss to look at the book at page 16; identify the characters in the picture and what they are doing - Set the scene: “we are going to learn how to spell names and recall the alphabet.” - Use a poster to set up the situation - Have Ss listen to the recording as they read the lines in the speech bubbles - Play the recording again for Ss to repeat the dialogue two times - Divide the class into two groups Allocate the line of Nam and Tom to Ss of each group - Have one group repeat Nam’s part and the other Tom’s part - Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their Work arrangement T – whole class T – whole class Whole class Groups individually Week: Period: 7th Date of teaching: Thursday, September 29th, 2010 UNIT HOW ARE YOU? Lesson I Objectives: - By the end of this lesson, students will be able to saying goodbye (review) - Develop writing, reading skill II Teaching method: - Communicative method - Techniques: - Work in pairs and individually - Work in groups, discuss III Teaching aids: - Teacher’s aids: audio, stickers, puppets, flashcards - Students’ aids: book, notebook, workbook IV Languages focus:  Vocabulary: how, thank, thanks, fine, and  Sentence patterns: - How are you? I’m fine, thank you And you? I’m fine, thanks V Procedures: Time 5’ Steps/Activities Work arrangement T-WC I Warm up: - Have Ss tofind out the names of the Ss Pair- work L A B C D E F U V 10’ A V X Z T Y H X T N D P H O N G Y X A E L M N O I Z Q B F R W Y P J N P C M L I N D A A O D U T S Q P O M N E F G H I J K L M - Answers: Lan, Phong, Tony, Nam, Linda - Ask Ss work in pairs: S1: Hello I’m Nam S2: Hi, Nam I’m Tom II New lesson Look, listen and repeat - Ask Ss to identify the characters in the picture on page 18 and what they are saying - Set the scence “you are going to review some phrases of greeting and learn some more.” (use two puppets to T – whole class T T-WC Pair- work T- whole class Week: Period:8th Date of teaching: Friday, September 30th, 2011 UNIT HOW ARE YOU? Lesson I Objectives: - By the end of this lesson, students will be to greet - Develop listening, reading and writing skill II Teaching methods: - Communicative method - Techniques: + Work in pairs and individually + Work in groups, discuss III Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards - Student’s aids: book, notebook, workbook IV Language focus:  Phonics: hello thanks  Vocabulary: how, thank, thanks, fine, and  Sentence patterns: - How are you? I’m fine, thank you And you? I’m fine, thanks V Procedures: Time Steps/Activities 5’ 10’ - I Warm up: Let’s Ss chant ( L2 – 4) Play the recording II New lesson: Listen and repeat Have Ss open the book page 14, look at the words Linda and Nam and notice the letter coloured differently in both words Set the scence: “you are going to learn how to produce the sound of the letter l in the word hello and a in the word thanks Produce the sound l and n a few times Teach the new phrases How you spell + name? – Then show them how to spell Nam and Linda and some other names Play the recording all the way through for Ss to listen while they are reading the chant in their books Hello thanks Hello, Mr Loc How are you? Hello, Tony I’m fine, thanks Work arrangemen t T – whole class T – whole class T – whole class UNIT HOW ARE YOU? Lesson I Objectives: - By the end of this lesson, Students will be able to greet (review), using the language they have learnt - Develop speaking and listening skill II Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss + Ask and answer III Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards - Students’ aids: book, notebook, workbook IV Languages focus:  Vocabulary: how, thank, thanks, fine, and  Sentence patterns: - How are you? I’m fine, thank you And you? I’m fine, thanks V Procedures: Time 5’ 10’ 10’ Steps/Activities I Warm up Let’s Ss chant in two groups Which is more correct is the winner II New lesson Listen and repeat - Have Ss to look at the book at page 22; identify the characters in the picture - Make a few questions to check Ss’ comprehension of the dialogue - Set the scene: “we are going to review greeting phrases that they have learnt in the previos lesson.” - Play the recording all the way through for Ssto listen and read the text Mime the dialogue - Play the recording again for Ss to repeat the dialogue a few tome to reinforce their pronunciation Look and say - Have Ss look at the pictures a, b, c and d on page 22 - Elicit the characters in the pictures and their names - Tell them to guess and respond to the first character Then fill the speech bubbles with the correct phrases prompted by Ss - Have ss repeat a few times Work arrangement T – whole class T – whole class Whole class T – whole class Week: Period: 10th Date of teaching: Friday, October 7th, 2011 UNIT WHAT’ S YOUR NAME? Lesson I Objectives: - By the end of this lesson, students will be able to ask and answer bout someone’ s name - Develop speaking skill II Teaching methods: - Communicative approach - Techniques: + Ask and answer (say individually) + Work in pairs/ groups + Discuss III Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets - Students’ aids: books, notebooks, workbooks IV Languages focus:  Vocabulary: what, my, your, this, friend  Sentence Patterns: - What’s your name? My name’s Linda V Procedures: Time Steps/Activities I 5’ 10’ - Warm up: - Help Ss listen and sing the song How are you on page 23 II New lesson Look, listen and repeat Ask Ss to identify the characters in the picture on page 24 and what they are saying Set the scence “you are going to learn how to ask and answer about names (Use character puppets to present the situation) Play the recording all the way through for Ss to listen as they read the lines Mime the dialogue Play the recording for Ss to listen and repeat each line of the text (Correct typicl pronunciation error(s) when necessary) Ask a few questions to ensure Ss’ comprehension of the text Look and say Have Ss look at the pictures a, b, c and d on page 24 Work arrangement T – WC T – WC Whole class, group and individual T – whole Week: Period:11th Date of teaching: Thursday, October 13th, 2011 UNIT WHAT’ S YOUR NAME? Lesson I Objectives: - By the end of this lesson, students will be able to introduce someone, using This is + name - Develop listening, reading and writing skill II Teaching methods: - Communicative method - Techniques: + Work in pairs and individually + Ask and answer + Work in groups, discuss III Teaching aids: - Teacher’s aids: pictures, word cards, extra board, tape, cassette - Student’s aids: book, notebook, workbook IV Language focus:  Phonics: this Tom  Vocabulary: what, my, your, this, friend  Sentence Patterns:  What’s your name? My name’s Linda  This is Linda V Procedures: Time 5’ 10’ Steps/Activities I Warm up: - Greet Ss and have them reply Walk around the class to ask the names of some Ss - Ss sing the song on page 23 of their books II New lesson: - Listen and repeat Have Ss open the book page 26, draw their attention to the letters coloured diferrently in the words this and Tom Set the scene: “We are going tolearn how to produce the sound of letters th in the word this and that of the letter T in the word Tom” Produce the sound of the letter th and t a few times Ask Ss to say what they think about when they hear the sounds Have Ss repeat the focused sounds a few times Show the poster of the chant this Tom This is Tom Work arrangemen t T-WC T – whole class Whole class Week: Period: 12th Date of teaching: Friday, October 14th, 2010 UNIT WHAT’ S YOUR NAME? Lesson I Objectives: - By the end of this lesson, Students will be able to spell someone’s name (review) - Develop speaking and listening skill II Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss + Ask and answer III Teaching aids: - Teacher’s aids: Tape cassette, pictures, poster, word cards - Students’ aids: book, notebook, workbook IV Languages focus:  Vocabulary: what, my, your, this, friend  Sentence patterns: How you spell your name? L–I–N–D–A V Procedures: Time 5’ 10’ 10’ Steps/Activities I Warm up: - Ss recite the rhyme What is your name? on page 25 II New lesson Listen and repeat - Have Ss to look at the book at page 28 and identify the characters - Set the scene: “we are going to recall how to spell someone’s name and say the alphabet letters” - Teach Ss to spell some specific names and sing the Alphabet Song - Play the recording all the way through for Ss to listen as they read the dialogue - Play the recording again for Ss to repeat the lines in the speech bubbles two times - Divide the class into two groups One repeat Mai’s part and the other repeat Nam’ part - Play the recording again for the whole class to repeat each line in the text a few times Ensure their correct pronunciation (sentence stress, the assimilation of sound and intonation) Look and say - Have Ss look at the pictures a, b, c and d on page 28 - Elicit the characters in the pictures and spell the name in each picture Recall sentence patterns “How you Work arrangement T – whole class T – whole class Whole class Groups individually T – whole class Week 10; Period: 19 Making date: Saturd Teaching date: Monday, October 17 th 2011 REVIEW I.Obbjectives By the end of the lesson, Students will be able to review all the vocabulary and structures they have learnt from the beginning of the year II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, chalks, boad IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T writes some vocabularies on the board and asks Ss to boy spell new how play the game “slap the board” name this and - T explaints the game if necessary and calls on three Ss to what thank that friend he she go to the board and play the game girl hello fine - Ss read those words aloud - T focuses Ss on pronunciation - T give feedback Presentation (11 minutes) - T asks Ss to repeat all the structures they’ve learnt Hello, I’m Mai - Others observe and give comments The boy is Nam The girl is Mai - T corrects Ss’ mistakes if necessary and explaints more How you spell your name? some difficult tructures L-I-N-D-A - T writes them on the board - T introduces the new tructure - Ss listen and repeat the sructure - Some Ss read them aloud - T focuses Ss on pronunciation - T asks Ss to ask and answer about the new structure - Other observe and give comments - T corrects Ss’ mistakes if necessary Practice (12 minutes) - T asks Ss to practice by using the structures they’ve just S1: Hello, I’m Mai review S2: The boy is Nam - Some Ss pracrise the structures S3: The girl is Mai S4: How you spell your name? - Others observe and give comments L-I-N-D-A - T corrects Ss’ nistakes if necessary Production (8 minutes) - Teacher asks Ss to practise in groups of four S1: Hello, I’m Mai - Some groups talk aloud in front of the class S2: The boy is Nam S3: The girl is Mai - Others observe and give coments if posible S4: How you spell your name? - Teacher gives comment L-I-N-D-A Consolidation and homework (3 minutes) - Teacher summaries the lesson - Give students exercises Learn by heart the vocab and structures they’ve learnt Do the exercises in the workbook Week 10; Period: 20 Making date: Monday, October 17 th 2011 Teaching date: Tuesday, October 18 th 2011 REVIEW I.Obbjectives By the end of the lesson, Students will be able to review all the vocabulary and structures they have learnt from the beginning of the year II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, chalks, boad IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up - T writes some vocabularies on the board and asks Ss to hello thank fine play the game “slap the board” how and boy this - T explaints the game if necessary and calls on three Ss to what he that new spell girl friend go to the board and play the game she name - Ss read those words aloud - T focuses Ss on pronunciation - T give feedback Practice (12 minutes) - T ask Ss to some exercises I Circle the odd one out - Some Ss go to the board and them hello hi Mai LiLi hello Quan fine nice Alan you I and how what fine name are am you my your meet I you she he my 10 friends she’s he’s Consolidation and homework - Teacher summaries the lesson - Give students exercises Learn by heart the vocab and structures they’ve learnt Do the exercises in the workbook Week 10; Period: 21 Making date: Tuesday, October 18 th 2011 Teaching date: Thursday, October 20 th 2011 REVIEW I.Obbjectives By the end of the lesson, Students will be able to review all the vocabulary and structures they have learnt from the beginning of the year II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, chalks, boad IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up - T asks Ss to play the game “Chinese whisper” What’s your name ? - T explaints the game if necessary and calls on three Ss to Nice to meet you She’s my friend go to the board and read the sentences - Ss play thr game in three groups - T gives feedback Practice (12 minutes) - T ask Ss to some exercises I Complete the sentences below - Some Ss go to the board and them H_ is Pet_r She i_ my fr_end Hi, M_ na_e is Alan Ni_e to me_t you Wh_t is y_ur name? M_ name i_ Peter H_w ar_ you? I’m f_ne, tha_k you Go_dbye, LiLi 10 Bye, S_e you l_ter Consolidation and homework - Teacher summaries the lesson - Give students exercises Learn by heart the vocab and structures they’ve learnt Do the exercises in the workbook Week 10; Period: 22 Making date: Wednesday, October 19 th 2011 Teaching date: Friday, October 21st 2011 REVIEW I.Obbjectives By the end of the lesson, Students will be able to review all the vocabulary and structures they have learnt from the beginning of the year II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, chalks, boad IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up - Ss play the game: “Hang man” - T explaints the game if necessary - Ss guess the letters of the word YOUR Practice (12 minutes) - T ask Ss to some exercises I Use the words in the box to - Some Ss go to the board and them complete the sentences below fine; is; spell; He; That; name; is; meet; see; are Nice to …… you My …… is Linda What …… your name ? …… is Phong Goodbye, Peter Bye, …… you later How …… you? I’m …… Thanks My name’s Alan …… is A-L-A-N How you …… your name? 10 It …… Q-U-A-N Consolidation and homework - Teacher summaries the lesson - Give students exercises Learn by heart the vocab and structures they’ve learnt Do the exercises in the workbook Week 11; Period 25 Making date: Saturday, October 22 nd 2011 Teaching date: Monday, October 24 th 2011 Unit : OUR FRIENDS Lesson 1: 1-2-3; Page: 30-31 I.Obbjectives By the end of the lesson, Students will be able to identify some one II Language focus + Vocabulary: that, this, who, new, he, she, yes, no + Structure: Who’s that ? – It’s + name III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - Greeting by English - Ss sing the song “What is your name?” on page 25 of the Ss’ book What is your name ? Hello! Hello! (2) What’s your name? (2) My name is Linda (2) That’s my name (2) Presentation (11 minutes) Set the scene: - Whole class - Have Ss turn to page 30 of the Student Book - Techer asks Ss to I dentify the characters - Teacher tell to Ss that they are going to hear Mai and Phong talk about Tony - Use a poster and two puppets to present the situation - Teacher plays the recording, Ss should point tho the Who’s this? Where are they? Can you guess what they are talking about? Mai: Who’s that? Phong: It’s Tony appropriate lines in their books Mai: Is he new? Phong: Yeah! Pre – teach vocab - Teacher explains the new language and gives some new This: Đây, này words: That: kia, đó - Teacher asks Ss to listen and repeat the new words Who: - Ss read the new words individually and in chorus New: - Teacher focuses Ss in pronunciation He: anh, chú, bác Model She: chị, cô, bác - Teacher explains the use of “this” and “that”, and gives - Who’s that? the new structure → It’s Tony - Teacher plays the recording againfor Ss to repeat each line of the dialogue - Teacher divides the class into two groups and allocates the parts of Mai and Phong - Have one group repeat Mai’s part and the other Phong’s part - Have Ss swap their part - Have the whole class repeat each line of the dialogue in chorus to reinforce their pronunciation + Note: “Yeah” is the informal form of “yes” Practice (12 minutes) Look and say: Look and say - Have Ss look at the pictures a, b, c, d in part 2, page 30 - Who’s this? - Teacher asks Ss to identify the characters in the pictures → It’s Nam - Teacher points the picure a and asks Ss: Who’s this? - Who’s this? - Ss fill the bubble on the right with the right answer → It’s Phong - Ss repeat the questions and answer, repeat the step with - Who’s this? picture b, c and d → It’s Tom - Who’s this? → It’s Linda Talk Talk: - Who’s this? - Have Ss look at the pictures a, b, c, d in part 2, page 31 → It’s Linh - Teacher asks Ss to identify the characters in the pictures - Who’s this? - Teacher asks Ss to practice in pairs to asks and answer → It’s Quang - Teacher monitor the activity and offer help … - Teacher focuses Ss on pronunciation and intonation if necessary - Teacher calls on some pairs to talk in front of the class - Others observe and give comemnts if posible - Have the whole class repeat all the questions and answers to reinforce their pronunciation Production (8 minutes) - Teacher asks Ss to ask and answer about Ss in their class S1: Who’s this? in pairs S2: It’s Lan Anh S3: Who’s this? - Some pairs talk aloud in front of the class S4: It’s Tuan - Others observe and give coments if posible … - Teacher gives comment Consolidation and homework (3 minutes) - Teacher summaries the use of the greeting and introducing oneself - Give students exercises Learn by heart the vocab and structures they’ve learnt Do the exercises in the workbook Week 11; Period 26 Making date: Monday, October 24 th 2011 Teaching date: Tuesday, October 25 th 2011 Unit : OUR FRIENDS Lesson 1: 4; Page: 30 I.Obbjectives By the end of the lesson, Students will be able to review the way to identify some one II Language focus + Vocabulary: review + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Contents Warm up (6 minutes) - Teacher asks Ss to ask and answer about identifying S1: Who’s that? someone S2: It’s Lam - Others observe and give coments if posible - Teacher gives comment Presentation (3 minutes) - Teacher shows the picture in part 4, page 31 and asks Ss: Who are they? They are Peter, Linda, Tony, Nam, What are they doing? and some their friends They are playing game - Teacher introduces the chant Practice (14 minutes) - Teacher plays recording Is this Tom? - Students listen repeat each line of the chant and clapping No, he’s not the syllable Is this Tony? No, he’s not - Teacher divides the class into two groups, one group Is this Linda? repeat each line of the chant, the other clap the syllable Yes, she is - Teacher asks Ss to swap their parts Coome on/ Let’s play together Yeah, yeah Production (12 minutes) - Teacher asks Ss to the exercises in part Phonics and The answer key: A Phonics Vocabulary in page 20, 21 in the workbook - Teacher ecplains the exercises  – c; – d; – e; – a; - Ss the exercises 5–b - Some Ss the exercises in the board  1- Tom; 2- Tina; 3- Yeah; - Others give comments 4- yes; 5- Tony B Vocabulary  - b, - d, - e, - a, - c  - A, - B, - B, - A, - B Consolidation and homework (3 minutes) - Teacher summaries the lesson - Teacher gives students exercises Ss learn by heart the chant - Give students exercises Do exercises 1,2 Teacher and students’ activities Week 11; Period 27 Making date: Monday, October 25 th 2011 Teaching date: Thursday, October 27 th 2011 Unit : OUR FRIENDS Lesson 2: 123; Page: 32-33 I.Obbjectives By the end of the lesson, Students will be able to review the way to greet and respond to greeting II Language focus + Vocabulary: review + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - Teacher asks Ss to recite the chant of the lesson one on - The chant of the lesson one on page 31 of the student book page 31 of the student book - Some Ss recite aloud - Others observe and give comments - Teacher gives comment Presentation (8 minutes) - T shows the picture in lesson 2: 1, and asks Ss some Tony yeah questions: + Who are they? Is this Tony? + Where are they? Yeah! yeah! +can you guess what they are talking about? Hi, Tony - Have Ss look at the word Tony and Yeah and draw their Is that Tom? attention to the letters coloured diffrently in both words No, no - T plays the recording for Ss to listen to - Ss listen and repeat the chant and clap the rhythm - T calls on some Ss to read the chant aloud - T focuses Ss on pronunciation Practice (17 minutes) Listen and tick The transcript - T shows the pictures in lesson 2-2, on page 32 & asks Ss: Listen and tick A: Hi, Mai Who’s this? + Who are they? B: It’s Nga + What is she/he doing? A: Is Nga your friend? + Is this far or near?(Draw Ss’ attention to the pointing B: Yes, she is hands) - T plays the recording two times A: Hi, Phong Who’s this? - Ss listen to the recording and choose the right pictures B: It’s Nam - Ss trade their answers in pairs for correction A: Is Nam your friend? - T corrects Ss’ mistakes if necessary and gives the right B: Yes, he is answers - Ss listen to the recording again to check their answer Read and match Read and match The answer - T asks Ss to identify the charactures in the pictures 1- b - Ss listen to the dialogues 2- a - Ss read the dialogues aloud in pairs - Ss read the dialogues and then match with the suitable pictures - Some Ss give their answers - T corrects Ss’mistakes if necessary and gives the right answer Production (6 minutes) - T asks Ss to translate the dilogues in lessoon 2-3 on page - The dialogues in lessoon 2-3 on 33 into Vietnamese in pairs page 33 - Some pair of Ss read their answer aloud - Others observe and give comments - T gives comments and may translates again Consolidation and homework (3 minutes) - Teacher summaries the lesson and give student exercises - Students write down - Ss learn by heart the chant in lesson 1-1 on page 32 - Do exercises in parts C (Sentence - T gives feedback patterns) and D (Reading) Week 11; Period 28 Making date: Tuesday, October 26 th 2011 Teaching date: Friday, October 28 th 2011 Unit : OUR FRIENDS Lesson 2: 4; Page: 33 I.Obbjectives By the end of the lesson, Students will be able to review the way to greet and respond to greeting II Language focus + Vocabulary: review + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to read the translation the dilogues in lessoon 2- Cô Hiền: Chào Nam, em khỏe on page 33 into Vietnamese in pairs chứ? - Others observe and give comments Nam: Xin chào cô, em khỏe, - T gives comments and may translate again if necessary cảm ơn cô Cô khỏe ạ? Cô Hiền: Cô khỏe, cảm ơn em Presentation (3 minutes) - Teacher shows the picture in part 4, page 31 and asks Ss: Who are they? - she’s Linda and her friend What are they doing? - They are singing - Teacher introduces the song Practice (20 minutes) - T writes the song on page 33 on the board My friends - T plays the recoding two times This is Linda - Ss listen and repeat the song This is Linda - T asks Ss to point to the corresponding words as they She’s my friend (2) repeat Come and sing a song now (2) - Ss practise singing the song in groups - T calls on some groups to sing aloud in front of the class - Others give observe and give comments - T focuses Ss on pronunciation if necessary Production (8 minutes) - T asks Ss to the exercises in part C (Sentence patterns) C Sentences patterns and D (Reading)  - A, - A, - A, - B - Some Ss the exercises on the board  - e, - d, - b, - c, – a - Others give comments D Reading - T gives comments and gives the right answer  - b, - a, - c  a: Tony; b: No; c: He Consolidation and homework (3 minutes) - Teacher summaries the lesson and give student exercises - Students write down - T gives feedback Week 12; Period 29 Making date: Saturday, October 28 th 2011 Teaching date: Monday, October 31 st 2011 - Ss learn by heart the song in lesson 2-4 on page 33 - Do exercises in part E (Writing) Unit : OUR FRIENDS Lesson 3: 1-2; Page: 34 I.Obbjectives By the end of the lesson, Students will be able to review the way to ask and answer about someone’s name II Language focus + Vocabulary: review + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up - T calls on some Ss to sing the song on page 32, lesson aloud in front of the class - Others observe and give comments - T gives somments Presentation Set the scene - T sets the sence by showing the picture in lesson 3-1, on page 34 and asks Ss some questions - Ss answer the questions - T introduces the dialogue and asks Ss to listen to the dialogue - T plays the recording two times - Ss listen to the dialogue - Ss listen and repeat the dialogue - Some pairs of Ss role play the dialogue - T focuses Ss on pronunciation and intonation Model - T introduces the structure and explaint them - T calls on some pairs of Ss to ask and answer aloud - Others observe and give comments - T gives comments if necessary Practice - T explaints the exercise 2(Look and say), and asks Ss to complete the bubbles in pairs - Some pairs say aloud in front of the class - Others observe and give comments - T give comments and corrects Ss’ mistakes if necessary - T gives the right answer Production - T asks Ss to talk in group of four to ask and answer by Contents My friends This is Linda This is Linda She’s my friend (2) Come and sing a song now (2) - Who are they? → They are Tony, Tom and Linda - Can you guess what they are talking about? → (Ss’ own opinions) The dialogue Tony: Is that girl new? Tom: Yes, she is Tony: Is she Linda? Tom: Yes, she is * Is she Linda? → Yes, she is/ No, she isn’t a Is she Nga? → Yes, she is b Is he Tom? → No, he isn’t c Is he Nam? → Yes, he is d Is she Mary? → No, she isn’t S1: Is she Hoa? S2: Yes, she is S3: Is he Quan? S4: No, he isn’t S5:…… S6: …… …… Consolidation and homework - Teacher summaries the lesson gives Ss exercises Redo all the exercises in unit - T gives feedback using the structure they’ve just learnt - Some Ss talk aloud - Others observe and give comments - T focuses Ss on grammar and intonation Week 12; Period 30 Making date: Monday, October 31 st 2011 Teaching date: Tuesday, November st 2011 Unit : OUR FRIENDS Lesson 3: 1-4; Page: 35 I.Obbjectives By the end of the lesson, Students will be able to review the way to ask and answer about someone’s name II Language focus + Vocabulary: review + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up - T calls on some Ss to ask and answer about someone’s name - Others observe and give comments - T gives comments Pre-writing - T sets the scene by showing the picture in lesson 3-3 on page 35 and asks Ss to describe it - T introduces the new lesson While - Writing - T explaints the task and asks Ss to complete the dialogue by using the words in the table in pairs - T calls on some Ss to go to the board and write their answers and then read aloud - Others observe and give comments - T corrects their’s mistakes if necessary and gives the right answer Post - Writing - T calls on some Ss to go to the board and the exercises in part D (Reading), and E (Writing) - Others give comments - T corrects Ss’ misakes if necessary and gives the right answer Contents S1: Is she Lan? S2: Yes, she is S3: Is he Tuan? S4: No, he isn’t They are Tony and his friends …… The answer A: Is that Tony: B: Yes, he is A: Is he new? B: I don’t know D Reading  Read and match 1-b, 2-c, 3-a  Read and complete a- Tony, b- No, c- He a- Is, b- Yes, c- she E Writing: Reorder the words Is that Mai? My friend is Nam/ Nam is my friend How are you? Is your friend Linda?/ Is Linda your friend? Consolidation and homework - Teacher summaries the lesson - Learn by heart all the vocabulary - T give students exercises and the structures they have learnt in unit - Ss tell their parents the names of their friends Week 12; Period 31 Making date: Tuesday, November st 2011 Teaching date: Thursday, November 3rd 2011 REVIEW Page: 36 - 41 I.Obbjectives By the end of the lesson, Students will be able to review the topics from unit1 to unit 5, using the phonics, vocabulary and sentences patterns they have learnt II Language focus + Vocabulary: review + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up - Ss play the game: “Hang man” - T explaints the game if necessary - Ss guess the letters of the word Presentation Phonics - T asks Ss to repeat all difficult words and read them aloud - T focuses Ss on pronunciation - T writes them on the board and reads them aloud - Ss listen and repeat Vocabulary - T writes some vocabularies on the board and asks Ss to play the game “slap the board” - T explaints the game if necessary and calls on three Ss to go to the board and play the game - Ss read those words aloud - T focuses Ss on pronunciation - T give feedback Sentence patterns - T asks Ss to give out the structures they have learnt - T corrects Ss’ mistakes if necessary and write the right FRIENDS Hello, hi, Linda, Nam, thanks, this, Tom, Tony, yeah hello boy spell how name thank and fine what this that friend he new she girl - Hi, I’m Linda/… - How you spell your name? structures - Ss listen and repeat all the structures - Ss make some short dialogues using the structures they’ve just give out - Others observe and give comments - T corrects Ss’ mistakes if necessary M-A-R-Y/… - How are you? I’m fine, thank you - What’s your name? My name’s Alan/… - Who’s that? It’s Nam/… - Is that Tony/ …? Yes, he is./ No, he isn’t - Is he/she Mai/ Phong/ …? Yes, he/she is./ No, he/she isn’t Production - T asks Ss to the exercises which they’ve not done yet - The exercises in the workbook in the workbook - T goes aroud to help Ss if necessary Consolidation and homework - Teacher summaries the lesson and asks Ss to prepare the new lesson (unit 6) - Ss learn by heart all the vocabulary and structures they’ve learnt Week 12; Period 32 Making date: Wednesday, November th 2011 Teaching date: Friday, November 6th 2011 REVIEW Page: 36 - 41 I.Obbjectives By the end of the lesson, Students will be able to perform their abilities in listening, speaking, reading and writing related to the topics from unit1 to unit 5, using the phonics, vocabulary and sentences patterns they have learnt II Language focus + Vocabulary: review + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up - T asks Ss to play the game Chinese whisper - T calls on three Ss to go to the board and read their sentence - Ss play the game in three groups - T gives comments Presentation - T asks Ss to complete parts I – V individually - T explaints the way to the exercises Practice - Ss trade their answers for correcttion - Some Ss the exercises on the board - Others give comments - T corrects Ss’ mistakes if necessary and gives the right answer Contents What is your name? My name is Linda This is my friend The exercises in review I Complete each word Say it aloud - T calls on a student to go to the board and the exercise - Other give comments - T corrects Ss’ mistakes if necessary and gives the right answer II Write the missing letters - T calls on a student to go to the board and the exercise - Other give comments - T corrects Ss’ mistakes if necessary and gives the right answer III Listen and tick - T plays the recording two times - Ss listen and choose the right pictures - Some Ss give their answer - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the right answer - Ss listen to the recording again to check the answer IV Read and tick - T calls on a student to go to the board and the exercise - Other give comments - T corrects Ss’ mistakes if necessary and gives the right answer V Look, read and number - T calls on a student to go to the board and the exercise - Other give comments - T corrects Ss’ mistakes if necessary and gives the right answer VI Look and talk - T asks Ss to look at the pictures and speak as required - Some pairs speak aloud - Others observe and give comments - T corrects Ss’ mistakes if necessary I Complete each word Say it aloud 1- hi, 2- goodbye, 3- friend, 4- spell, 5- name, 6- thanks, 7- that, 8- this, 9- how, 10- hello II Write the missing letters 1- Hello, 2- name, 3- friend, 4- Goodbye III Listen and tick 1- a, 2- b, 3- a, 4- b, 5- b IV Read and tick 1- a, 2- a, 3- a, 5- a 4- b, V Look, read and number 1- 4, 2- 2, 3- 1, 4- VI Look and talk Suggested answer: B: Hello, I’m Nam B: Hello, I’m Linda B: Hi, Phong I’m Linda C: Hi, Linda B: Goodbye, Tom C: Bye, Tony Production - T asks Ss to the exercises which they’ve not done yet - The exercises in the workbook in the workbook - T goes aroud to help Ss if necessary Consolidation and homework - Teacher summaries the lesson and asks Ss to prepare the new lesson (unit 6) - Ss learn by heart all the vocabulary and structures they’ve learnt Week 13; Period 33 Making date: Saturday, November th 2011 Teaching date: Monday, November th 2011 Unit : MY SCHOOL Lesson 1: 1-2; Page: 42 I.Objectives By the end of the lesson, Students will be able to introduces someone’s school II Language focus + Vocabulary: school Primary, it + Structure: It’s Thang Long Primary School III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up - T asks Ss to sing the song “My friends” on page 33 of the Student Book - T elicits from the song to introduce the new lesson Presentation + Introduce the the contents of the reading text - Ask students to guess what the sentences are suitable ? - Students guess and give their prediction - Teacher takes note While - reading - Teacher asks students to read the text and match the sentences in two column - Students read silently and match - Call some students give answers - Teacher corrects the answers - Ask students to read aloud the dialogues Contents My friends This is Linda This is Linda She’s my friend (2) Come and sing a song now (2) The reading text: How are you? Hello Nice to meet you Goodbye Hi I’m LiLi a Bye See you later b.Hello I’m Mai c Fine, thanks d Hi e Nice to meet you, too Key: – c; – d; – e; – a; 5–b Post - reading - Teacher asks students to complete the sentence on page A: How…………………? 24 – part B: I’m fine,……………… - Students A: Goodbye B: …………………………… - Teacher goes a round, listens to, checks The English Alphabet + Read aloud A, B, C, D, E, F, J, H, I, J, K, L, M, N, - Teacher reads before O ,P, Q, R, S, T, U, V, W, X, Y, Z - Students repeat again Consolidation and homework - Teacher gives students exercises Do exercises 9, 10 - Give students exercises Week 13; Period 34 Making date: Monday, November th 2011 Teaching date: Tuesday, November th 2011 Unit : MY SCHOOL Lesson 1: 3-4; Page: 43 I.Objectives By the end of the lesson, Students will be able to review the way to introduce someone’s school II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up - Ss play the game: “Pass the word” - T explaints the game if necessary Friend School - T divides class into three groups, each group has eight to ten Ss - The first S of each team is given a piece of paper with one word written on it & says the word to the second, the second says it to the third, and so on The last one has to go to the board and write the word on it The group that finishes the task first will win the game - T gives feedback Presentation - T asks Ss to repeat the way to introduce someone’s T: It’s Hoa Mai Primary school school S1: It’s Kim Dong Primary School S2: It’s Tran Phu Primary School - Others observe and give comments … - T corrects Ss’ mmistakes if necessary and explaints more and gives some examples - Some Ss give more examples Practice S1: It’s Le Loi Primary School - T asks Ss to introduce about someone’s school in pairs S2: It’s New Primary School - Ss talk in pairs S3: It’s Park Primary School - T goes around for help if necessary S4: It’s Thang Long Primary - T calls on some pairs to talk aloud School - Others observe and give comments … - T corrects Ss’ mistakes if necessary Production - T asks Ss to the exercises in part A(Phonics), and A:PHONICS B(Vocabulary)  1- c, 2- d, 3- a, 4- e, 5- b - Some Ss these exercises on the board  1- A, 2- A, 3- B, 4- B - Others gives comments - T gives comments if necessary and gives the answers key Consolidation and homework - Teacher summaries the lesson Do exercises in part C:(Sentence - Give students exercises patterns) Week 13; Period 35 Making date: Tuesday, November th 2011 Teaching date: Thursday, November 10 th 2011 Unit : MY SCHOOL Lesson 2: 1-2; Page: 44 I.Objectives By the end of the lesson, Students will be able to ask and answer about schools II Language focus + Vocabulary: which, one, + Structure: Which is your school? → This one/ That one III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up - T asks Ss to introduce about someone’s school - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives comments Pre-listening - T sets the sence by showing the picture on page 45 and asks Ss some questions - Ss answer the questions in their own ideas - T elicits from Ss’ responses to introduce the words that have specific sounds: which, school - T asks Ss to read these words aloud - T focuses Ss on pronunciation and guides Ss to read them correctly - Ss listen and repeat these words While - listening - T introduces the listening task by showing the pictures on page 45 and asks Ss to identify them - T plays the recording two times - Ss listen to and choose the right pictures - Ss trade their answer for correcting - Some Ss give their answer - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer key - Ss listen to the recording again to check the answer Contents S1: It’s Kim Dong Primary School S2: It’s Queen Primary School S3: It’s Hoa Sen Primary School … Which: nào Which school Which is your school? This one Which is your school? That one The transcript A: This is my school B: Which one? A: That one Thang Long Primary School B: Thang Long? A: Yes Thang Long Primary A: This is my school B: Which one? A: This one Hoa Sen Primary School B: Hoa Sen? A: Yes Hoa Sen Primary The anwer: – b, – a, Post - listening - T asks Ss to the exercises in their workbook, part The answer key C:Sentence patterns C:Sentence patterns - Some Ss the exercise on the board A: Yes, it is - Others give comments B: No, it isn’t - T corrects Ss’ mistakes if necessary and gives the answer A: Yes, it is A: It’s Kim Lien Primary School key Consolidation and homework - T summaries the lesson - Teacher gives students exercises The vocabulary and structure that - Ss learn by heart the structure they have just learnt Ss have learnt - T gives feedback Week 13; Period 36 Making date: Wednesday, November th 2011 Teaching date: Friday, November 11 th 2011 Unit : MY SCHOOL Lesson 2: 3-4; Page: 45 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about schools II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up - T calls on some Ss to ask and answer about someone’s school - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives feedback Contents Ss1: Which is your school? Ss2: This one Ss3: Which is your school? Ss4: This one Pre - reading - T sets the scene by showing the pictures in part on page The pictures in part on page 45 45 and asks Ss to describe it - T elicits from Ss’ responses to introduce the dialogue While - reading - Ss listen to the dialogue A: Which is your school? - T calls on some pairs of Ss to role play the dialogue B: This one It’s Nguyen Trai - T focuses Ss on pronunciation and intonation Primary School Answer key: - T asks Ss to choose the right picture The picture b - Some Ss give their answer - Others give comments - T corrects Ss’ mistakes if necessary and gives the answer Post - reading - T shows the picture in part on page 45 and asks Ss to discribe it This is the way we go to school - T elicits from Ss’ respoponses to introduce the song - T plays the song This is the way we go to school - Ss listen to the song Go to school, go to school - Ss listen and repeat each line of the song This is the way we go to school - T calls on some Ss to sing the song aloud So early in the morning - T focuses Ss on rhythm Consolidation and homework - T summaries the lesson and gives students exercises Do exercises in part D: Reading in - Students write down the work book Week 14; Period 37 Making date: Saturday, November 12 th 2011 Teaching date: Monday, November 14 th 2011 Unit : MY SCHOOL Lesson 3: 1-2; Page: 46 I.Objectives By the end of the lesson, Students will be able to ask and answer about the name of a school II Language focus + Vocabulary: Review + Structure: What school is this? → Park Primary School III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up - T asks Ss to sing the song “This is the way we go to school” on page 45 - T gives comments Presentation - T sets the scene by showing the picture in part 1, page 56 and asks Ss to describe it - T elicits from Ss’ responses to introduce the model and writes them on the board - Ss copy down - T plays the recording - Ss listen and repeat them - T calls on some pairs to ask and answer aloud - Others observe and give comments - T corrects Ss’ mistakes if necessary Practice - T shows the pictures in part on page 46 and ask Ss to describe them - T asks Ss to ask and answer about these pictures in pairs - Some pairs ask and answer aloud - Others observe and give comments - T focuses Ss on pronunciation and intonation and corrects Ss’ mistakes if necessary and gives the right answer Contents This is the way we go to school This is the way we go to school Go to school, go to school This is the way we go to school So early in the morning What school is this? → Park Primary School a What school is it? Park Primary School b What school is it? New Primary School c What school is it? Misa Primary School d What school is it? Queen Primary School Production - T calls on some Ss to the exercises in part D (Reading) D Reading – c in the workbook on the board – a - Others gives comments - T corrects Ss’ mistakes if necessary and gives the answer – b key Consolidation and homework - T summaries the lesson and gives students exercises Learn by heart the vocabulary and - T gives feedback structures and the exercises in the workbook Week 14; Period 38 Making date: Saturday, November 12 th 2011 Teaching date: Tuesday, November 15 th 2011 Unit : MY SCHOOL Lesson 3: 3-4; Page: 47 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about the name of a school and develop writing skill II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to ask and answer about the name of a school in pais - Others observe and give comments - T corrects Ss’mistakes if necessary and gives comments and marks S1:What school is it? S2:Park Primary School S3:What school is it? S4:New Primary School … Pre - writing (8 minutes) - T calls on some Ss to ask and answer about the name of a S1: What school is it? school S2:Park Primary School S3: What school is it? - Others observe and give comments S4: Park Primary School - T gives comments and mark … While - writing (13 minutes) - T shows the pictures in part on page 47 and asks Ss to The answer key A: Which is your school? describe them B: This one - T elicits from Ss’ responses to introduce the task A: What school is it? - Ss complete the dialogue in part on page 47 B: Kim Dong Primary School - Ss trade their doing for correction - Some Ss the exercise on the board - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer key Post - writing (10 minutes) Let’s chant At school - T plays the chant Here we are together, - Ss listen to the chant With our friends, - Ss listen and repeat the chant With our teacher - T calls on some Ss to read the chant aloud We learn how to read, - T focuses Ss on intonation and rhythm We learn how to write, At our school It is so much fun! Consolidation and homework (3 minutes) - Teacher summaries the lesson All the exercises in their workbook - Ss all the exercises in their workbook - T gives feedback Week 14; Period 39 Making date: Tuesday, November 15 th 2011 Teaching date: Thursday, November 17 th 2011 Unit : PLACES IN MY SCHOOL Lesson 1: 1-2; Page: 48 I.Objectives By the end of the lesson, Students will be able to ask and answer about the name of some specific school rooms II Language focus + Vocabulary: a, large, classroom, library, computer, music + Structure: Is this a classroom? → Yes, it is./ No, it isn’t III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to sing the song “This is the way we go This is the way we go to school to school” on page 45 - Others observe and give comments This is the way we go to school - T gives commetns Go to school, go to school This is the way we go to school So early in the morning Presentation (10 minutes) - T sets the scene by showing the picture in part on page Large: Rộng, lớn (explaination) 48 and asks Ss to describe it Classroom: lớp học (picture) - T elicits from Ss’ responses to introduce the new words Library: thư viện (picture) Computer: máy vi tính (picture) and model and write them on the board Music: âm nhạc (picture) - Ss listen and repeat the vocabulary and struture * Is this a classroom? - Some Ss read them aloud → Yes, it is./ No, it isn’t - T focuses Ss on fronunciation and intonation Practice (12 minutes) - T asks Ss to ask and answer about specific school rooms a Is this/that a library? in pairs → Yes, it is./ No, it isn’t b Is this/that a classroom? - Some pairs talk aloud → Yes, it is./ No, it isn’t - Others observe and give comments - T focuses Ss on pronunciation and intonation and corrects c Is this/that a computer room? → Yes, it is./ No, it isn’t Ss’ mistakes if necessary and gives the right answer d Is this/that a music room? - Ss copy down → Yes, it is./ No, it isn’t Production (9 minutes) - T asks Ss to the exercises in part A(Phonics) A Phonics small; – book; – smiley; - Ss trade their answer for correction – bag; – smoke - Some Ss give their answer - T corrects Ss’ mistakes if necessary and gives the answer key Consolidation and homework (3 minutes) - Teacher summaries the lesson - T asks Ss to learn by heart the vocabulary and structure they have just learnt and redo the the exercises in the workbook Week 14; Period 40 Making date: Wednesday, November 16 th 2011 Teaching date: Friday, November 18 th 2011 Unit : PLACES IN MY SCHOOL Lesson 1: 3-4; Page: 49 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about the name of some specific school rooms II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to repeat the way to ask and answer S1: Is this/that a library? about the name of specific school rooms S2: Yes, it is./ No, it isn’t - Others observe and give comments S3: Is this/that a computer room? - T corrects Ss’ mistakes if necessary and gives comments S4: Yes, it is./ No, it isn’t Presentation (6 minutes) - T sets the scene by showing the pictures in part 3, lesson - The pictures in part 3, lesson 1 on page 49 and asks Ss to describe them on page 49 - T elicits from Ss’responses to introduce the task Practice (15 minutes) - T explaints the exercise and asks Ss to ask and answer S1: Is this/that a library? about the name of some specific school room in pairs S2: Yes, it is./ No, it isn’t - Some pairs speak aloud S3: Is this/that a classroom? - Others observe and give comments S4: Yes, it is./ No, it isn’t - Focuses Ss on intonation and corrects Ss’ mistales if S5: Is this/that a computer room? S6: Yes, it is./ No, it isn’t necessary S7: Is this/that a music room? S7: Yes, it is./ No, it isn’t Production (10 minutes) Let’s chant Your school Is this your school? - T introduces the chant and plays the chant Is this your school? - Ss listen to the chant Yes, it is - Ss listen and repeat the chant Yes, it is - T focuses Ss on intoantion and rhythm Is that your school? Is that your school? No, it isn’t No, it isn’t Consolidation and homework (3 minutes) - Teacher summaries the lesson The exercises in the workbook - T asks Ss to learn by heart the vocabulary and structures and the excercises in part B (Vocabulary) in the workbook - T gives feedback Week 15; Period 41 Making date: Saturday, November 19 th 2011 Teaching date: Monday, November 21 st 2011 Unit : PLACES IN MY SCHOOL Lesson 2: 1-2; Page: 50 I.Objectives By the end of the lesson, Students will be able to distinguish between two things by using big and small And develop their listening skill II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to recite the chant on page 49, lesson Your school Is this your school? 1, in the Ss book Is this your school? - Some Ss recite the chant aloud Yes, it is - Others observe and give comments Yes, it is - T gives comments, and gives mark for Ss Is that your school? Is that your school? No, it isn’t No, it isn’t Pre listening (10 minutes) - T sets the scene by showing the picture on page 50, lesson small big 2, in Ss’ book and asks Ss to descibe it - Ss describe the picture Look Look - T elicits from Ss’ responses to introduce the task A big book - T asks Ss to look at the words small and big and notice the Look Look letters coloured differently in both words A small book - Some Ss read aloud these words Big, small - T focuses Ss on pronunciation and guide Ss to read these Big, small words correctly Big and small together - Ss listen and repeat these words - T plays the recording twice - Ss listen and repeat the each line and all the chant - T focuses Ss on pronunciation and intonation While listening (15 minutes) The transcript - T shows the pictures on page 50, part 2, lesson 2, in Ss’ A: Is this your computer? book and asks Ss to describe them B: Yes, it is - T elicites from Ss’ responses to intrduce the task A: Your computer is small? - T asks Ss to listen to the recording and number the B: Yes, it’s a small computer pictures A: Is this your pen? - T plays the recording twice B: Yes, it is - Ss trade their answer for correction A: Your pen is big? - Some Ss give the answer - T corrects Ss’ mistakes if necessary and gives the answer B: Yes, it’s a big pen A: Is this your pen? key B: Yes, it is - T plays the recording once again A: Your pen is small? - Ss listen the recording again to check the answer B: Yes, it’s a small pen A: Is this your computer? B: Yes, it is A: Your computer is big: B: Yes, it’s a big computer The answer key: - b; - d; - c; - a Post listening (10 minutes) - T explaints the exercises in part B (vocabulary) and ask Ss B Vocabulary to them  – d; – c; – a; – b; - Some Ss the exercises on the board – e - Others give comments  – pencil; – school; - T gives comments and corrects Ss’ mistakes if necessary – computer; – book; and gives the answer key – classroom; – library Consolidation and homework (3 minutes) - Teacher summaries the lesson - T asks Ss to the exercises in part C (Sentences patterns) Do exercises in part C (Sentences in Ss’ book patterns) in Ss’ book - T gives feedback [ Week 15; Period 42 Making date: Saturday, November 19 th 2011 Teaching date: Tuesday, November 22 nd 2011 Unit : PLACES IN MY SCHOOL Lesson 2: 3-4; Page: 51 I.Objectives By the end of the lesson, Students will be able to describe school rooms And develop their reading skill II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up (6 minutes) - T asks Ss to play the game “hangman” - T explaint the game - Ss guess the letters of the word - T gives feedback Contents SCHOOL Pre-reading (6 minutes) - T set the scene by showing the pictures in part 3, lesson 3, - The pictures in part 3, lesson 3, on page 51 and asks Ss to describe them on page 51, and Ss’ answers - Four Ss describe the pictures - T elicits from Ss’ responses to introduce the task While – reading (15 minutes) - T reads the texts once before Read and match The answer key - T asks some Ss to read the texts aloud - b; - d; - c; - a - T focuses Ss on pronunciation and intonation - T asks Ss to read the texts individually and then match the texts with the suitable pictutures - Ss trade their answer each other for correction - Some Ss give their answer - Other give comments - T corrects Ss’ mistakes if necessary and give the answer key Post – listening (10 minutes) - T introduce the chant in part on page 51 Small and Big The music room’s small - Ss listen to the song twice The classroom’s small - Ss listen and repeat each line of the song Hi-ho the derry-o - Some Ss sing the song aloud They are so small - T focuses Ss on rhythm and intonation The school is big The library’s big Hi-ho the derry-o They are very big Consolidation and homework (3 minutes) - T summaries the lesson Do the exercises in part C - Teacher gives students exercises (Sentence patterns) and D - T gives feedback (Reading) on page 29 -31 in Ss’ book Week 15; Period 43 Making date: Tuesday, November 22 nd 2011 Teaching date: Thursday, November 24 th 2011 Unit : PLACES IN MY SCHOOL Lesson 3: 1-2; Page: 52 I.Objectives By the end of the lesson, Students will be able to ask and answer about school rooms II Language focus + Vocabulary: old, new, short, long + Structure: Is this old? →Yes, it is →No, it isn’t It’s new III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up (6 minutes) - Ss sing the song “Small and big” on page 51, lesson of the Ss’ book - T asks Some Ss to sing aloud - Others observe and give comments - T gives comments Contents Small and Big The music room’s small The classroom’s small Hi-ho the derry-o They are so small The school is big The library’s big Hi-ho the derry-o They are very big Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson The dialogue Mai: Is this your computer room? of the Ss’ book and asks Ss to describe it Peter: Yes, it is - T elicits from Ss’ responses to introduce the dialogue Mai: Is it old? - Ss listen to the dialogue once Peter: No, it isn’t It’s new - Ss listen and repeat the dialogue Vocabulary - Some pairs of Ss role play the dialogue old: cũ - T focuses Ss on intonation new: - T gives out some new words short: ngắn - Ss listen and repeat the vocabulary long: dài - Some Ss read the vocabulary aloud Model - T focuses Ss on pronunciation * Is this old? - T introduces the new structure and writes them on the → Yes, it is board → No, it isn’t It’s new - Ss listen and repeat the model Practice (12 minutes) - T explaints the task and asks Ss to complete the sentences The answer a Is it big? - Ss look at the pictures and complete the sentences → Yes, it is - Others observe and give comments b Is it big? - T corrects Ss’ mistakes if necessary and gives the right → No, it isn’t It’s small answers c Is it short? → Yes, it is d Is it short? → No, it isn’t It’s long Production (9 minutes) - T asks Ss to the exercises in part C (Sentence patterns) C Sentence patterns on page 29-30 of the Ss’ book  – A; – B; – A - Some Ss the exercises on the boad  – c; – d; – a; – b - Others give comments - T corrects Ss’ mistakes if necessary and give the answer key Consolidation and homework (3 minutes) - Teacher summaries the lesson and gives student exercises Do the exercises in part D - T gives feedback (Reading) on page 30-31 in Ss’ book Week 15; Period 44 Making date: Wednesday, November 23 rd 2011 Teaching date: Friday, November 25 th 2011 Unit : PLACES IN MY SCHOOL Lesson 3: 3-4; Page: 53 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about school rooms and develop their writing skill II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the game “Slap the board” - T explaints the game and calls on three Ss of three smal groups to go to the board and play the game big short new old Pre-writing (6 minutes) - T sets the scene by showing the pictures in part on - What school is it? page 52 of the Ss’ book and asks Ss to describe them → Rose Primary School - Is it small? - Some Ss describe the pictures → No, it isn’t It’s big - T elicits from Ss’ responses to introduce the task - Is this a computer room? → No, it isn’t It’s a music room … While – writing (15 minutes) - T explaints the task and asks Ss to write by complete the Write This is my school sentences in part 3, lesson on page 52 of the Ss’ book It is big - Some Ss go to the board and the writing - Others observe and give comments That is my music room - T corrects Ss’ mistakes if necessary and gives the It is small comments and the answer key Post – writing (10 minutes) - T explaints the “Crossword puzzle”, and asks Ss to play Crossword Puzzle The Crossword puzzle on page 53 of the game the Ss’ book - Some Ss go to the board and complete the tables - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the right answers Consolidation and homework (3 minutes) - Teacher summaries the lesson - Teacher gives students exercises Do the exercises in part E (Write) on - T gives feedback page 31 in Ss’ book Week 16; Period 45 Making date: Saturday , November 26 th 2011 Teaching date: Monday, November 28 th 2011 Unit : SCHOOL THINGS Lesson 1: 1-2; Page: 54 I.Objectives By the end of the lesson, Students will be able to name some specific school things II Language focus + Vocabulary: backpack, ruler, pencil sharpener, pencil, rubber, school bag + Structure: What’s this? → It’s a book What’s that? → It’s a rubber III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up (6 minutes) - T asks Ss to play the game “hangman”, with the word : “book” - T introduces the game and asks Ss to guess the letters of the word - T elicits from the game to introduce the new lesson Contents BOOK Presentation (10 minutes) - T sets the scene by showing the pictures in part 1, lesson I Vocab ruber : cục tẩy 1, on page 54 and asks Ss to describe them backpack : ba lô - T elicits from Ss’ responses to introduce the texts ruler : thước - Ss listen to the recording once pencil : bút chì - T introduces the new words in writes them on the board pencil sharpener : cái gọt bút chì - Ss listen and repeat the vocab school bag : cặp sách - Some Ss read them aloud II Grammar - T focuses Ss on pronunciation What’s this? - T plays the recording again and introduces the model → It’s a book sentences and write them on the board What’s that? - Ss listen and repeat the structure → It’s a rubber Practice (12 minutes) - T explaints the exercise 2, lesson on page 54 and asks Ss to complete the sentences - Ss complete the sentences in pairs - T calls on some pairs to say aloud - Others observe and give comments - T gives comments and corrects Ss’ mistakes if necessary and gives the right answers The answer key: a What’s this? → It’s a backpack b What’s this? → It’s a ruler c What’s this? → It’s a pencil sharpener d What’s that? → It’s a pencil e What’s that? → It’s a rubber f What’s that? → It’s a school bag Production (9 minutes) - T asks Ss to ask and answer in pairs about their school S1: What’s that? things S2: It’s a ruler S3: What’s this? - T calls on some pairs to speak aloud S4: It’s a pencil - Others observe and gives comments … - T corrects Ss’ mistakes if necessary and gives commets Consolidation and homework (3 minutes) - T asks Ss to repeat what they’ ve just learnt - Summaries the lesson - T corrects Ss’ mistakes if necessary and summaries the - Ss the exercises in part lesson A(Phonics), and B(Vocabulary) in their workbook - T asks Ss to the exercises in part A(Phonics), and B(Vocabulary) in their workbook [ Week 16; Period 46 Making date: Saturday , November 26 th 2011 Teaching date: Tuesday, November 29 th 2011 Unit : SCHOOL THINGS Lesson 1: 3-4; Page: 55 I.Objectives By the end of the lesson, Students will be able to review the way to name some specific school things II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to asks and answer about school Ex: things S1: What’s that? - Others obseve and give comments S2: It’s a ruler - T corrects Ss’ mistakes if necessary and gives comments, S3: What’s this? S4: It’s a pencil mark … Pre – speaking (6 minutes) - T sets the scene by showing the pictures in part 3, lesson - The pictures in part 3, lesson 1 on page 55 and asks Ss to identify them on page 55 - T elicits from Ss’ responses to introduce the new lesson While – speaking (15 minutes) S1: What’s that? S2: It’s a rubber S3: What’s this? S4: It’s a pencil S5: What’s that? S6: It’s a ruler S7: What’s this? S8: It’s a pencil sharpener … Post – speaking (10 minutes) - T introduces the chant Let’s chant What’s this? - Ss lissten to the chant twice What’s this? - Ss listen and repeat the chant A book - T asks Ss to swap their parts to repeat the chant It’s a book - T focuses Ss on intonation and rhythm when necessary What’s that? - T asks Ss some questions to check Ss’ comprehension of What’s that? the language A school bag It’s a school bag Consolidation and homework (3 minutes) - T asks Ss to repeat what they’ ve just learnt - Ss learn by heart the chant and - T corrects Ss’ mistakes if necessary and summaries the the exercises in part A(Phonics), and B(Vocabulary) in lesson - T asks Ss to learn by heart the chant and the exercises their workbook in part A(Phonics), and B(Vocabulary) in their workbook - T explaints the task and asks Ss to ask and answer about those school things - Some pairs of Ss speak aloud in front of the class - Others observe and give comments - T corrects Ss’mistakes if necessary and gives the right answers Week 16; Period 47 Making date: Tuesday, November 29 th 2011 Teaching date: Thursday, December st 2011 Unit : SCHOOL THINGS Lesson 2: 1-2; Page: 56 I.Objectives By the end of the lesson, Students will be able to dedscribe some school things and develop their listening skill II Language focus + Vocabulary: all, year + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about S1: What is this? school things S2: It’s a ruler S3: What are those? - Others observe and give comments S4: They are books - T gives comments and marks …… Pre – listening (9 minutes) - T introduces the task and asks Ss to look at the words that pens pencils have coloured differently in part on page 56 - T asks some Ss to read these words aloud Pens and pencils - T focuses Ss on pronunciation and guide Ss to read Books and bags correctly Rulers and rubbers They’re school things They’re all new For my new school year! While listening (12 minutes) - T sets the scene by showing the pictures in part on page The transcript 56 and asks Ss to realize those things A: What’s this? - T introduces the task B: It’s a pen - T plays the recording twice A: It’s a pen B: Yes, it is - Some Ss give their answers A: What’s that? - Others gives comments B: It’s a rubber - T corrects Ss’ mistakes if necessary and gives the right A: It’s a rubber answers B: Yes, it is - Ss listen to the texts once again to check the answers Post listening (10 minutes) - T calls on some pairs of Ss to ask and answer about S1: What is this? school things S2: It’s a ruler S3: What are those? - Some pairs speak aloud S4: They are books - Others observe and give comments S5: What is that? - T corrects Ss’ mistakes if necessary S6: It’s a notebook S7: What are those? S8: They’re pens …… Consolidation and homework (3 minutes) - T asks Ss to repeat what they’ ve just learnt - Ss the exercises in part - T corrects Ss’ mistakes if necessary and summaries the C(Sentence patterns) in their workbook lesson - T asks Ss to the exercises in part C(Sentence patterns) in their workbook Week 16; Period 48 Making date: Wednesday, November 30th 2011 Teaching date: Friday, December 2nd 2011 - Ss listen and repeat - T plays the recording twice - Ss listen and repeat the chant Unit : SCHOOL THINGS Lesson 2: 3-4; Page: 57 I.Objectives By the end of the lesson, Students will be able to review the way to dedscribe some school things and develop their reading skill II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play game “ Slap the board” - Teacher is a guider pen rubber pencil ruler - Students play game pencil case * Rules: Students make two groups When teacher reads a backpack word, they have to run to the board and cricle the word Pre-reading (6 minutes) - T sets the scene by showing the real things and asks Ss: - It’s a pen - It’s a ruler - It’s a pencil case - It’s a backpack - It’s a rubber - It’s a pencil While – reading (12 minutes) - T reads the text once The answer key: - Some Ss read the text aloud 1–c 2–e - T focuses Ss on pronunciation and intonation 3–f - T asks Ss to read the text and then match them with the 4–a suitable pictures 5–b - Some Ss give their answers 6–d - Others obsever and give comments - T corrects Ss’ mistakes and gives the answer Post – reading (13 minutes) - T introduces the song The song - Ss listen to the song twice My school things - Ss listen and repeat the song Linda, Peter, have you got any - some Ss sing the song aloud pen? - T focuses Ss on intonation and rhythm Yes, Sir Yes, Sir Here they are One is my new pen and one is Linda’s And one for my little friend Peter down the class Consolidation and homework (3 minutes) - Teacher summaries the lesson - Ss the exercises in part - Teacher gives students exercises D(Reading) in their workbook And learn by heart the song What is this? - T introduces the the contents of the reading text Week 17; Period 49 Making date: Friday, December 2nd 2011 Teaching date: Monday, December 5th 2011 Unit : SCHOOL THINGS Lesson 3: 1-2; Page: 58 I.Objectives By the end of the lesson, Students will be able to ask and answer about some specific school things II Language focus + Vocabulary: these, those + Structure: What are these? → They are books What are those? → They are pencils III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to sing the song “My school things” on My school things page 57 in the Ss book aloud Linda, Peter, have you got any - Others observe and give comments pen? - T gives comments Yes, Sir Yes, Sir Here they are One is my new pen and one is Linda’s And one for my little friend Peter down the class Presentation (9 minutes) - T sets the scene by showing the picture in part on page What are these? 58 and asks Ss to describe it → They are books - Some Ss describe it What are those? → They are pencils - T elicits from Ss’ responses to inroduce the dialogue - T plays the recording twice - Ss listen and repeat the dialogue - Some pairs of Ss role play the dialogue - T introduces the new structure ans write them on the board - Ss listen and repeat the model sentences Practice (9 minutes) - T explaints the new task in part on page 58 and asks Ss What are these? to ask and answer in pairs → They are books What are these? - Some pairs say aloud → They are pencil sharpeners - T focuses Ss on intonation and corrects Ss’ mistakes if What are those? necessary → They are pencils - T gives the answer and writes them on the board What are those? → They are school bags Production (13 minutes) - T asks Ss to ask answer in pairs abouts school things S1: What are those? - Some pairs talk aloud S2: They are pencils - Others observe and give comments S3: What are these? S4: They are pencil sharpeners - T gives comments … Consolidation and homework (3 minutes) - T asks Ss to repeat what they’ve just learnt - Ss the exercises in part - T corrects Ss’ mistakes if necessary and summaries the E(Writing) in their workbook lesson - Give student exercises - T gives feedback Week 17; Period 50 Making date: Monday, December 5th 2011 Teaching date: Tuesday, December 6th 2011 Unit : SCHOOL THINGS Lesson 3: 3-4; Page: 59 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about some specific school things II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about some S1: What are those? S2: They are pencils S3: What are these? S4: They are pencil sharpeners … Pre – Writing (6 minutes) - T sets the scene by showing the pictures in part on page The pictures in part on page 59 59 and asks Ss to describe them - T elicits from Ss’ responses to introduce the new task While – Writing (13 minutes) - T explaints the exercise and asks Ss to complete the a What is this ? sesntences in pairs It is a book - Some pairs read aloud their answer b What is that ? It is a rubber - Others observe and give comments c What are these ? - T gives comments and gives the answer They are pens - Ss copy down d What are those ? They are rulers Post – Writing (12 minutes) - T asks Ss to play the game “Slap the board” rulers rubber backpack - T stick the pictures on the board and explaints the game pen book pencil case pencil pencil sharpener - T calls on three Ss of three group to go to the board and play the game Consolidation and homework (3 minutes) - T summaries the lesson and gives Ss excercises - Redo all exerecises in unit specific school things - Others observe and give comments - T gives comments and marks Week 17 Period 51 Making date: Tuesday, December 6th 2011 Teaching date: Thursday, December 8th 2011 REVIEW I.Objectives By the end of the lessons, Students will be able to review the vocabulary and structures they have learnt II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, chalks, boad, pictures IV Teaching methods : - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the game slap the board can what are large - T calls on some Ss to go to the board and play the game classroom big library ruler she meet book - Others observe and give comments …… - T gives comments Presentation (6 minutes) - T gives some exercises and explaints the way to and I Complete the sentences below asks Ss to them This … my classroom Is she your friend? …, she is That’s Tony … is my friend … this girl new ? No, she isn’t What … this? It’s a ruler …… Practice (13 minutes) I is Yes He Is is …… Post – Writing (12 minutes) - T asks Ss to redo all the exercises in their workbook - The exercises in their workbook - T explaints some difficult exercises Consolidation and homework (3 minutes) - T summaries the lesson and gives Ss excercises - Redo all exerecises - T gives feedback - Some Ss go to the board and them - Others give comments - T corrects Ss’ mistakes if necessary and gives the answer Week 17; Period 52 Making date: Wednesday, December 7th 2011 Teaching date: Friday, December 9th 2011 REVIEW I.Objectives By the end of the lessons, Students will be able to review the vocabulary and structures they have learnt II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, chalks, boad, pictures IV Teaching methods : - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the game Chinese whisper This is my classroom - T calls on three Ss to go to the board and read their He is my friend sentence It is a pencil case - Ss play the game in three groups - T gives comments Presentation (6 minutes) - T gives some exercises and explaints the way to and I Answer the questions below asks Ss to them What’s your name? What are those? How you spell your name? What are these? May I open the book? Is that your friend? Which is your school? What school is it? Is this your computer room? 10 What is this? Practice (13 minutes) - Some Ss go to the board and them I The answer - Others give comments My name is Nam/ … - T corrects Ss’ mistakes if necessary and gives the answer They are rulers/ pens/… N-A-M/ Q-U-A-N/… They’re books/ chairs/… Yes, you can/ No, you can’t Yes, she/ he is./ No, she/he isn’t This/ That one It’s Hoa Mai/ Hoa Mi/… school Yes, it is./ No, it isn’t 10 It’s a pen/ book/… Post – Writing (12 minutes) - T asks Ss to redo all the exercises in their workbook - The exercises in their workbook - T explaints some difficult exercises Consolidation and homework (3 minutes) - T summaries the lesson and gives Ss excercises - Redo all exerecises - T gives feedback Week 18; Period 53 Making date: Monday, December 5th 2011 Teaching date: Monday, December 12th 2011 THE FIRST FINAL TEST I.Objectives By the end of the test, Students will be able to check their knowledge in English II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Paper tests IV Teaching methods : V Teaching procedure I Match the words in column A with their Vietnamese meaning in column B, the first has been done for you.(Nèi c¸c tõ ë cét A víi nghÜa cña chóng ë cét B, c©u lµ vÝ dô) X 0.5 = 2.5 points A Large Backpack Classroom Big Ruler New B a Líp häc b Ba l« c Lín d Réng e Míi f Thíc II Use the words in the circles to complete the dialogues below, the first has been done for you (Dùng từ các vòng tròn để điền vào các bài hội thoại sau, câu là ví dô) X 0.5 = 2.5 points School it Mai : …This… is my school Nam : Is it Nguyen Du Primary …………… ? Mai : No, …………… isn’t It’s Kim Dong Primary School Yes Tom : …………… this Tina? She Linda : ……………, she is …………… is my friend III Circle the best options A, B or C to complete the sentences below, the first has been done for you (Khoanh tròn đáp án đúng A, B Cđể hoàn thành các câu sau, câu lµ vÝ dô) X 0.5 = 2.5 points What school is it? A My name’s Kim Lien B It’s Kim Lien Primary School C Yes, it is Is the music room large? A Yes, it is B No, it is C Yes, it isn’t How are you? A No, it isn’t B My name’s Nam C Fine, thanks How you spell your name? A My name’s Linda B She’s Linda C L-I-N-D-A Is this Mary? A She’s my friend B That’s M-A-R-Y C No, she isn’t This is …… classroom A a B music C computer IV Reorder the words below to make sentences, the first has been done for you.(S¾p xếp các từ sau để tạo thành câu đúng, câu là ví dụ) X 0.5 = 2.5 points is / pencil / That / your / à That is your pencil small / is / It / à This / my / is / rubber / à is / It / new / à school / is / What / it / ? à Queen / It / School / Primary / is / à The end! Week 18; Period 54 Making date: Monday, December 5th 2011 Teaching date: Tuesday, December 13th 2011 THE ANSWER FOR THE FIRST FINAL TEST I.Objectives By the end of the test, Students will be able to know their knowledge in English and their test’s mark II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Paper tests IV Teaching methods : V Teaching procedure I X 0.5 = 2.5 points d b a c f e II X 0.5 = 2.5 points This – School – it Is – Yes – She III X 0.5 = 1.5 points B A C C C A IV X 0.5 = 2.5 points That is your pencil It is small This is my rubber It is new What school is it? It is Queen Primary School Week 18; Period 55 Making date: Tuesday, December 13th 2011 Teaching date: Thursday, December 15th 2011 REVIEW I.Objectives By the end of the lessons, Students will be able to review the vocabulary and structures they have learnt II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, chalks, boad, pictures IV Teaching methods : - Communicative approach V Teaching procedure Teacher and students’ activities Warm up (6 minutes) Contents - T asks Ss to play the game Chinese whisper My pencil is long - T calls on three Ss to go to the board and read their She is my friend They are my rubbers sentence - Ss play the game in three groups - T gives comments Presentation (6 minutes) - T gives some exercises and explaints the way to and I Read and then write T for true or F for false asks Ss to them This is my classroom It is small This is my school bag It is big and old That is my pencil sharpener It is new These are my pens They are short and new too I like my school things The classroom is small The school bag is small and new The pencil shapener is new The pens are long and old Practice (13 minutes) - Some Ss go to the board and them I The answer - Others give comments T - T corrects Ss’ mistakes if necessary and gives the answer F T F Post – Writing (12 minutes) - T asks Ss to redo all the exercises in their workbook - The exercises in their workbook - T explaints some difficult exercises Consolidation and homework (3 minutes) - T summaries the lesson and gives Ss excercises - Redo all exerecises - T gives feedback Week 18; Period 56 Making date: Wednesday, December 14th 2011 Teaching date: Friday, December 16th 2011 □ □ □ □ REVIEW I.Objectives By the end of the lessons, Students will be able to review the vocabulary and structures they have learnt II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, chalks, boad, pictures IV Teaching methods : - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the game quikly writing T: ngồi xuống, đứng lên, thước, - T calls on three Ss to go to the board and play the game bút chì, cục tẩy, nhỏ, lớn, lớp học, trường học, đây là Nam, … - Others observe and give comments Ss: sit down, stand up, ruler, - T gives comments pencil, rubber, small, big, classroom, school, this is Nam,… Presentation (6 minutes) - T gives some exercises and explaints the way to and I Reorder the words to make asks Ss to them sentences is / What / this / ? a / desk / is / It / are / What / these / ? are / chairs / They / my / This / pencil case / is / is / It / long / classroom / Is / your / big / ? it / Yes / is / , / Le Loi / It / School / is/ Primary 10 your / Linda / Is / friend / Practice (13 minutes) - Some Ss go to the board and them I The answer - Others give comments What is this ? - T corrects Ss’ mistakes if necessary and gives the answer It is a desk What are these? They are chairs This is my pencil case It is long Is your classroom big ? Yes, it is It is Le Loi Primary School 10 Is Linda your friend ? Post – Writing (12 minutes) - T asks Ss to redo all the exercises in their workbook - The exercises in their workbook - T explaints some difficult exercises Consolidation and homework (3 minutes) - T summaries the lesson and gives Ss excercises - Redo all exerecises - T gives feedback THE SECOND TERM Week 19; Period 57 Making date: Sunday, January 1st 2012 Teaching date: Monday, January 2nd 2012 Unit : In my classroom Lesson 1: 1-2; Page: 60 I.Objectives By the end of the lesson, Students will be able to perform some specific classroom instructions II Language focus + Vocabulary: sit down, stand up, close, open, please + Structure: Stand up, please Sit down, please Close your book, please Open your book, please III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up - T calls on some Ss to read the rhythm on page 57 of the Ss My school things book Linda, Peter, have you got any - Others observe and give comments pen? - T gives comments Yes, Sir Yes, Sir Here they are One is my new pen and one is Linda’s And one for my little friend Peter down the class Presentation - T sets the scene by showing the picture in part on page Close: đóng 60 and asks Ss to describe it Open: mở Stand up: đứng lên - T elicits from Ss’ responses to introduce the text Sit down: ngồi xuống - T plays the recording twice Please: làm ơn, vui lòng - Ss listen and repeat the text Open your book: mở sách - T focuses Ss on intonation Close your book: gấp sách lại - T gives out some new words and strutures - Ss copy down - Ss listen and repeat them - Some Ss read them aloud - T focuses Ss on pronuciation Practice - T explaints the exercise and calls on some Ss to go to the Stand up, please board and give command Sit down, please - Others obey the command Open your book, please Close your book, please - T corrects Ss’ mitakes if necessary and gives comments Production - T asks Ss to play the game “Simon say” Stand up, please - T explaints the game Sit down Open your book - Ss play the game by listening the command and follow Close your book, please … Consolidation and homework - Ss repeat what they’ve just learnt - Ss the exercises in part - T corrects Ss’ mistakes if necessary and summaries the A(Phonics) in their workbook lesson and give student exercises - Students write down Week 19; Period 58 Making date: Sunday, January 1st 2012 Teaching date: Tuesday, January 3rd 2012 Unit : In my classroom Lesson 1: 3-4; Page: 61 I.Objectives By the end of the lesson, Students will be able to review the way to perform some specific classroom instructions II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups V Teaching procedure - Communicative approach Teacher and students’ activities Warm up - T calls on some Ss to go to the board to give command - Others observe and give comments - T gives comments and marks Pre - Speaking - T sets the scene by showing the pictures in part on page 61 and asks Ss to describe them - T elicits from Ss’ responses to give the new task While - Speaking - T calls on some Ss to go to the board and give command to the others - Others follow - T is a guider - T give feedback Post - Speaking - T introduces the chant - T plays the recording twice - Ss listen and repeat the chant - T focus Ss on intonation and rhythm Contents S1: Stand up, please Open your book, please S2: Sit down, please Close your book, please … The pictures in part on page 61 S1: Stand up, please Open your book, please S2: Sit down, please Close your book, please … Let’s chant Come in Yes, Miss Sit down Yes, Miss Open your book Yes, Sir Close your book Yes, Sir Consolidation and homework - T summaries and gives students exercises - Ss the exercises in part - Give student exercises B(Vocabulary) in their workbook Week 19; Period 59 Making date: Tuesday, January 3rd 2012 Teaching date: Thursday, January 5th 2012 Unit : In my classroom Lesson 2: 1-2; Page: 62 I.Objectives By the end of the lesson, Students will be able to ask for permission II Language focus + Vocabulary: Review + Structure: May I … III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up - T calls on some Ss to recite the chant in part on page 61 - Others observe and give commments - T gives comments and marks Contents The chant Come in Yes, Miss Sit down Yes, Miss Open your book Yes, Sir Close your book Yes, Sir Pre – Listening - T sets the scene by showing the pictures in part on page 62 and asks Ss to describe them - T elicits from Ss’ responses to introduces the new task While - Listening - T plays the recording twice - Ss listen and tick then the right picture - Some Ss give their answer - Others observe and give comments - T gives comments and gives the corrects answer The pictures in part on page 62 The transcrip: Boy:Can I open My book Miss? Lady: Open your book? Sorry you can’t You can’t open your book now Boy: Can I sit down sir? Man: Sit down? Of course, you can You can sit down now The answer: – b ; – a Post – Listening S1: Can I sit down sir? - T calls on some Ss to ask about permission S2: Can I open My book Sir? - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives commnets … Consolidation and homework - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the permission, and the exercises lesson in their workbook - T gives Ss exercises Week 19; Period 60 Making date: Tuesday, January 3rd 2012 Teaching date: Thursday, January 6th 2012 Unit : In my classroom Lesson 2: 3-4; Page: 63 I.Objectives By the end of the lesson, Students will be able to review the way to ask for permission II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up - T calls on some Ss to ask permission - Others observe and give commnets - T gives commnets and marks S1: Can I sit down sir? S2: Can I open My book Sir? … Pre - Reading - T sets the scene by showing the pictures in part (Read The pictures in part (Read and and match) and asks Ss to describe them match) - T elicits from Ss’ responses to introduce the new task While - Reading - T read the texts once alod The answer: 1–d - T calls on some Ss to read the texts aloud 2–a - T focuses Ss on intonation 3–c - Ss read the texts individually and match them with the – b suitable pictures - Some Ss give their answer - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer Post - Reading - T explaints the excersise on page 63 and asks Ss to it The answer: Close, open, come in, go out, sit - Some Ss go to the board and circle down, stand up - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer Consolidation and homework - T summaries the lesson and gives feedback - Ss the exercises in their - T gives Ss excercises workbook Week 20; Period 61 Making date: Saturday, January 7th 2012 Teaching date: Monday, January 9th 2012 Unit : In my classroom Lesson 3: 1-2; Page: 64 I.Objectives By the end of the lesson, Students will be able to give some specific permission II Language focus + Vocabulary: Come in, go out + Structure: May I come in ? May I go out ? → Yes, you can./ No, you can’t III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up - T calls on some Ss to recite the chant on page 61, lesson - Others observe and give comments - T gives feedback and marks Presentation - T sets the scene by showing the picture in part 1, lesson on page 64 and asks Ss to describe it - Ss describe the picture and guess what they are talking about - T plays the recording twice Contents The chant Come in Yes, Miss Sit down Yes, Miss Open your book Yes, Sir Close your book Yes, Sir Come in: Đi vào Go out: Đi May I come in ? May I go out ? → Yes, you can./ No, you can’t - Ss listen and repeat the conversation - T gives out the new words and new structure - Ss listen and repeat the vocabulary and structure Practice - T explaints the task and asks Ss to complete the sentences and then say with their partners - Some pairs say aloud - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer a May I go out ? → Yes, you can b May I come in ? →No, you can’t c May I close my book ? → Yes, you can d May I open my book ? →No, you can’t Production - T asks Ss to ask and give permission in pairs - Some pairs of Ss say aloud - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives comments S1: May I go out ? S2: Yes, you can S3: May I come in ? S4:No, you can’t S5: May I close my book ? S6:Yes, you can S7: May I open my book ? S8:No, you can’t … Consolidation and homework - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and give permission, and the exercises in their workbook lesson - T gives Ss exercises Week 20; Period 62 Making date: Saturday, January 7th 2012 Teaching date: Tuesday, January 10th 2012 Unit : In my classroom Lesson 3: 3-4; Page: 65 I.Objectives By the end of the lesson, Students will be able to reciew the way to give some specific permission II Language focus + Vocabulary: Review + Structure: Reciew III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up - T calls on some Ss to give permission - Others observe and give comments - T gives feedback and marks S1: May I go out ? S2: Yes, you can S3: May I come in ? S4:No, you can’t S5: May I close my book ? S6:Yes, you can … Pre - Writing - T sets the scene by showing the picture in part 3, lesson on page 65 and asks Ss to describe it - Ss describe the picture and guess what they are talking about - T asks Ss to complete those sentences While - Writing - T calls on some Ss to go to the board and write their answer - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer Production - T introduces the song in part 4, lesson 3, on page 65 - T plays the song twice - Ss listen and repeat the song - T summaries the lesson - T gives Ss exercises The picture in part 3, lesson on page 65 come in go out close open Come in and sit down Hello! Hello! Miss Minh Hien May I come in and sit down? Hello! Hello! Yes, you can Come in , sit down and study Open your book and read aloud A B C D E F G Consolidation and homework - Ss learn by heart the way to ask and give permission, and redo all the exercises in unit in their workbook Week 20; Period 63 Making date: Tuesday, January 10th 2012 Teaching date: Thursday, January 12th 2012 Unit 10 : Our break time Lesson 1: 1-2; Page: 66 I.Objectives By the end of the lesson, Students will be able to name some specific games and activities II Language focus + Vocabulary: break time, badminton, chess, hide and seek, chat + Structure: What you at break time? → I play badminton III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the game of charade (guessing the words (Play badminton) from actions or miming) (Play hide and seek) - T explaints the game and calls on some Ss to go to the … board and the actions or miming - Others observe and guess the words - T gives comments Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 66 and asks Ss to describe it page 65 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking break time: chơi about badminton: cầu lông - T asks some Ss the question: “What you usually at break time ?” chess: cờ - T plays the recording twice hide and seek: trốn tìm chat: trò chuyện - Ss listen and repeat the dialogue * Grammar - Ss role play the dialogue in pairs What you at break time? - T gives out some new words and structure → I play badminton - Ss listen and repeat the vocab and structure …… - T focuses Ss on pronunciation and intonation Practice (12 minutes) - T explaints the task and asks Ss to the exercise on a What you at break time? page 66 → I play badminton - T calls on some pair of Ss to say aloud b What you at break time? → I play chess - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer c What you at break time? → I play hide-and-seek d What you at break time? → I chat with friends Production (9 minutes) - T asks Ss to ask and answer about themselves in pairs S1: What you at break time? - Some pairs speak aloud S2: I play hide-and-seek - Others observe and give comments S3: What you at break time? - T corrects Ss’ mistakes if necessary S4: I play chess S5: What you at break time? S6: I play badminton S7: What you at break time? S8: I chat with friends …… Consolidation and homework (3 minutes) - Ss reeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about the game and activities, and the exercises in lesson part A(Phonics) of unit 10 in their - T gives Ss exercises workbook - T gives feedback Week 20; Period 64 Making date: Wednesday, January 11th 2012 Teaching date: Friday, January 13th 2012 Unit 10 : Our break time Lesson 1: 3-4; Page: 67 I.Objectives By the end of the lesson, Students will be able to review the way to ask and asnwer about some specific games and activities II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to asks and answer about some S1: What you at break time? specific game or activities S2: I play hide-and-seek - Some pairs of Ss speak aloud What about you? - Others observe and givecomments S1: I play chess - T corrects Ss’ mistakes if necessary and gives comments … Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 67 and asks Ss to describe it page 67 - T explaints the task and asks to ask and answer in pairs Practice (17 minutes) - T calls on pairs of Ss to speak aloud S1: What you at break time? - Others observe and give comments S2: I play hide-and-seek - T focuses Ss on intonation and corrects Ss’ mistakes if S3: What you at break time? necessary S4: I play chess S5: What you at break time? S6: I play badminton S7: What you at break time? S8: I chat with friends …… Production (9 minutes) - T introduces the chant in part 4, lesson 1, on page 67 At break time - T plays the chant twice Chess Chess Chess - Ss listen and repeat the chant Chat Chat Chat Badminton Hide-and-seek Don’t peek Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the chant in - T corrects Ss’ mistakes and summaries the lesson, part on page 67, and the - T gives Ss exercises exercises in part B(Vocabulary) of unit 10 in their workbook - T gives feedback Week 21; Period 65 Making date: Saturday, January 28th 2012 Teaching date: Monday, January 30th 2012 Unit 10 : Our break time Lesson 2: 1-2; Page: 68 I.Objectives By the end of the lesson, Students will be able to review the way to ask and asnwer about some specific games and activities II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to recite the chant in part on page 67 The chant - Others observe and give comments At break time - T gives comments and marks Chess Chess Chess Chat Chat Chat Badminton Hide-and-seek Don’t peek Pre - Listening (9 minutes) - T sets the scene by showing the pictures in part 1, lesson break play on page 68 and asks Ss to describe it Break time! Break time! Break time! What you at break time? I play chess And you? I chat And you? I play football OK! OK! Let’s play football At break time While listening (10 minutes) - T calls on pairs of Ss to speak aloud S1: What you at break time? - Others observe and give comments S2: I play hide-and-seek - T focuses Ss on intonation and corrects Ss’ mistakes if S3: What you at break time? necessary S4: I play chess S5: What you at break time? S6: I play badminton S7: What you at break time? S8: I chat with friends …… Production (12 minutes) - T calls on some pairs of Ss to asks and answer about some S1: What you at break time? specific game or activities S2: I play hide-and-seek - Some pairs of Ss speak aloud What about you? - Others observe and give comments S1: I play chess - T corrects Ss’ mistakes if necessary and gives comments … Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises C(Sentences partens) of unit 10 in their workbook - T gives feedback - T elicits from Ss’ responses to introduce the text - T writes two importaint words in part 1, lesson and guides Ss to read them correctly - T plays the recording twice - Ss listen and repeat the text - T focuses Ss on intonation Week 21; Period 66 Making date: Saturday, January 28th 2012 Teaching date: Tuesday, January 31st 2012 Unit 10 : Our break time Lesson 2: 3-4; Page: 69 I.Objectives By the end of the lesson, Students will be able to review the way to name some specific games and activities II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the game “Chinese whisper” What you at break time? - T divides class into three groups and play the game I play badminton - T gives comments I play hide-and-seek Pre – Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 69 and asks Ss to describe it page 69 - T elicits from Ss’ responses to introduce the text - T reads the texts once While – Reading (12 minutes) - T calls on some Ss to read the texts aloud I play hide-and-seek → c - T focuses Ss on intonation I play chess →d - T asks Ss to read and then match them with the suitable I play football →b pictures I chat with my friends → a - Some Ss give their answer - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer Production (10 minutes) - T explaints the game “Bingo” and asks Ss to play you he chess - T divides class into three groups and play the game football chat Hide-and-seek - T gives comments volleyball is badminton Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises D(Reading) of unit 10 in their workbook - T gives feedback Week 21; Period 67 Making date: Tuesday, January 31st 2012 Teaching date: Thursday, February 2nd 2012 Unit 10 : Our break time Lesson 3: 1-2; Page: 70 I.Objectives By the end of the lesson, Students will be able to ask and answer about some specifics games and activities at break time, using “Do you like playing … ?” II Language focus + Vocabulary: like + Structure: Do you like playing chess? → Yes, I do./ No, I don’t I like doing puzzles III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to recite the chant on page 67, lesson The chant At break time - Others observe and give comments Chess Chess Chess - T gives feedback and marks Chat Chat Chat Badminton Hide-and-seek Don’t peek Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson Like: thích on page 70 and asks Ss to describe it * Do you like playing chess? - Ss describe the picture and guess what they are talking → Yes, I do./ No, I don’t I like doing puzzles about - T plays the recording twice - Ss listen and repeat the conversation - T gives out the new words and new structure - Ss listen and repeat the vocabulary and structure Practice (10 minutes) - T explaints the task and asks Ss to complete the sentences a Do you like chatting? and then say with their partners → Yes, I - Some pairs say aloud b Do you like playing badminton? →No, I don’t I like chatting - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer c Do you like playing football? → Yes, I d Do you like playing hide-anndseek? →No, I don’t I like playing chess e Do you like playing chess? → Yes, I Production (12 minutes) - T asks Ss to ask and answer about games and activities at S1: Do you like playing chess? break time in pairs S2: Yes, I - Some pairs of Ss speak aloud S3: Do you like playing hide-anndseek? - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives comments S4: No, I don’t I like chatting S5: Do you like playing badminton? S6: Yes, I S7: Do you like playing hide-anndseek? S8: No, I don’t I like playing chess … Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about games and activities at break time, and the lesson exercises in part E(Writing) in - T gives Ss exercises their workbook - T gives feedback Week 21; Period 68 Making date: Wednesday, February 1st 2012 Teaching date: Friday, February 3rd 2012 Unit 10 : Our break time Lesson 3: 3-4; Page: 71 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about some specifics games and activities at break time, using “Do you like playing … ?” II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about some S1: Do you like playing chess? specifics games and activities at break time, using “Do S2: Yes, I S3: Do you like playing hide-anndyou like playing … ?” seek? - Others observe and give comments S4: No, I don’t I like chatting S5: Do you like playing badminton? S6: Yes, I … Pre – Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson The picture in part 3, lesson on on page 71 and asks Ss to describe it page 71 - Ss describe the picture and guess what they are talking about - T asks Ss to complete those sentences While – Writing (13 minutes) - T calls on some Ss to go to the board and write their I like playing badminton answer I don’t like playing football I like playing chess - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer I like playing hide-and-seek I don’t like chatting I like doing puzzles Production (12 minutes) - T introduces the song in part 4, lesson 3, on page 71 Hide – and - seek - T plays the song twice Hide, hide, hide – and – seek! - Ss listen and repeat the song Let’s play hide –and –seek - T calls some Ss to sing the song aloud Where is Tony ? - Others observe and give comments Where is Mary ? - T focuses Ss on rhythm and gives comments I can’t find you all Consolidation and homework (3 minutes) - T summaries the lesson - Ss learn by heart the way to ask - T gives Ss exercises and answer about games and activities at break time, and redo - T gives feedback all the exercises in unit 10 in their workbook - T gives feedback and marks Week 22; Period 69 Making date: Friday, February 3rd 2012 Teaching date: Monday, February 6th 2012 REVIEW Page: 72 - 77 I.Obbjectives By the end of the lesson, Students will be able to perform their abilities in listening, speaking, reading and writing related to the topics from unit to unit 10, using the phonics, vocabulary and sentences patterns they have learnt II Language focus + Vocabulary: review + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up - T asks Ss to play the game Chinese whisper - T calls on three Ss to go to the board and read their sentence Contents This is the library I play badminton These are my pens - Ss play the game in three groups - T gives comments Presentation Phonics - T asks Ss to repeat all difficult words and read them aloud - T focuses Ss on pronunciation - T writes them on the board and reads them aloud - Ss listen and repeat Vocabulary - T writes some vocabularies on the board and asks Ss to play the game “slap the board” - T explaints the game if necessary and calls on three Ss to go to the board and play the game - Ss read those words aloud - T focuses Ss on pronunciation - T give feedback Sentence patterns - T asks Ss to give out the structures they have learnt - T corrects Ss’ mistakes if necessary and write the right structures - Ss listen and repeat all the structures - Ss make some short dialogues using the structures they’ve just give out - Others observe and give comments - T corrects Ss’ mistakes if necessary which school small big pens pencils can school break play school library rubber pencil old open big break time close badminton puzzle hide-and-seek music short it new - It’s Thang Long Primary School - Which is your school? → This one./ That one - What school is it? → Park Primary School - Is this a classroom? Yes, it is - The book is big - Is it new? → Yes, it is./ No, it isn’t It’s old - What’s this/that? → It’s a book - What are these/those? → They’re rulers - What you at break time? → I play hide-and-seek - I like playing football/ badminton - Do you like playing chess? → Yes, I do./No, I don’t Practice - T asks Ss to use the knowledge they’ve just review to S1: What is this? pracrise in groups of four S2: It’s a pencil S3: What are those? - Some groups practise aloud S4: They are books - Others observe and give comments … - T corrects Ss’ mistakes if necessary Production - T asks Ss to the exercises which they’ve not done yet - The exercises in the workbook in the workbook - T goes aroud to help Ss if necessary Consolidation and homework - Teacher summaries the lesson and asks Ss to prepare the new lesson (unit 11) - Ss learn by heart all the vocabulary and structures they’ve learnt Week 22; Period 70 Making date: Sunday, February 5th 2012 Teaching date: Tuesday, February 7th 2012 REVIEW Page: 72 - 77 I.Obbjectives By the end of the lesson, Students will be able to practise the knowledge they’ve review in the last lesson + Vocabulary: review + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up - Ss play the game: “Hang man” - T explaints the game if necessary - Ss guess the letters of the word Presentation - T asks Ss to complete parts I – V individually - Ss trade their answers for correcttion Practice - Some Ss the exercises on the board - Others give comments - T corrects Ss’ mistakes if necessary and gives the right answer I Complete each word Say it aloud - T calls on a student to go to the board and the exercise - Other give comments - T corrects Ss’ mistakes if necessary and gives the right answer II Write the missing letters - T calls on a student to go to the board and the exercise - Other give comments - T corrects Ss’ mistakes if necessary and gives the right answer III Listen and tick - T plays the recording twice - Ss listen and choose the right pictures - Some Ss give their answer - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the right answer - Ss listen to the recording again to check the answer IV Read and tick - T calls on a student to go to the board and the exercise - Other give comments - T corrects Ss’ mistakes if necessary and gives the right answer V Look, read and complete - T calls on a student to go to the board and the exercise - Other give comments - T corrects Ss’ mistakes if necessary and gives the right answer CLASSROOM - The exercises in review I Complete each word Say it aloud 1- this, 2- thanks, 3- big, 4- bag, 5- pen, 6- pencil, 7- pens, 8- pencils, 9- break time, 10- library II Write the missing letters 1- school, 2- library, 3- computer, 4- music, 5- small, 6- old, 7- May, 8- football, 9- puzzles, 10- badminton III Listen and tick 1- a, 2- a, 3- b, 4- b, 5- a IV Read and tick 1- b, 2- a, 3- b, 4- b, 5- a V Look, read and number 1- bag, 2- ruler, 3- rubber, 4- pencils, 5- pencil VI Look and talk - T asks Ss to look at the pictures and speak as required - Some pairs speak aloud - Others observe and give comments - T corrects Ss’ mistakes if necessary VI Look and talk Suggested answer: a It’s a classroom b It’s a music room c It’s a libreary d It’s a computer room a They’re rubbers b They’re school bags c They’re pencils d They’re pencil sharpener a I chat with my friends at break time b I play chess at break time c I puzzles at break time d I play badminton at break time Production - T asks Ss to the exercises which they’ve not done yet - The exercises in the workbook in the workbook - T goes aroud to help Ss if necessary Consolidation and homework - Teacher summaries the lesson and asks Ss to prepare the new lesson (unit 11) - Ss learn by heart all the vocabulary and structures they’ve learnt Week 22; Period 71 Making date: Tuesday, February 7th 2012 Teaching date: Thursday, February 9th 2012 Unit 11: My family Lesson 1: 1-2; Page: I.Objectives By the end of the lesson, Students will be able to identify family members II Language focus + Vocabulary: who, family, father, mother, brother, sister + Structure: Who’s this? → It’s my father III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to tell about their family members Ss’ responses - Others observe - T listens and introduces the new lesson Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page and asks Ss to describe it page and Ss’ responses - Ss describe the picture and guess what they are talking * Vocab: family: gia đình about father: bố - T plays the recording twice mother: mẹ - Ss listen and repeat the dialogue brother: anh, em trai - Ss role play the dialogue in pairs sister: chị, em gái - T gives out some new words and structure * Grammar - Ss listen and repeat the vocab and structure Who’s this? - T focuses Ss on pronunciation and intonation → It’s my father …… Practice (12 minutes) - T explaints the task and asks Ss to the exercise on a Who’s this? page → It’s my father b Who’s this? - T calls on some pair of Ss to say aloud → It’s my mother - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer c Who’s this? → It’s my sister d Who’s this? → It’s my brother Production (9 minutes) - T asks Ss to ask and answer about themselves in pairs S1: Who’s this? - Some pairs speak aloud S2: → It’s my brother - Others observe and give comments S3: Who’s this? S4: → It’s my mother S5: Who’s this? S6: → It’s my father S7: Who’s this? S8: → It’s my sister …… Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about family members, lesson and the exercises in part A(Phonics) of unit 11 in their - T gives Ss exercises workbook - T gives feedback - T corrects Ss’ mistakes if necessary Week 22; Period 72 Making date: Tuesday, February 7th 2012 Teaching date: Friday, February 10th 2012 Unit 11: My family Lesson 1: 3-4; Page: I.Objectives By the end of the lesson, Students will be able to review the way to identify family members II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to asks and answer about S1: Who’s this? family members S2: → It’s my brother - Some pairs of Ss speak aloud S3: Who’s this? - Others observe and givecomments S4: → It’s my mother - T corrects Ss’ mistakes if necessary and gives comments … Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 67 and asks Ss to describe it page 67 - T explaints the task and asks to ask and answer in pairs While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud S1: Who’s this? - Others observe and give comments S2: → It’s my brother - T focuses Ss on intonation and corrects Ss’ mistakes if S3: Who’s this? necessary S4: → It’s my mother S5: Who’s this? S6: → It’s my father S7: Who’s this? S8: → It’s my sister …… Production (9 minutes) - T introduces the chant in part 4, lesson 1, on page This is my mother - T plays the chant twice I call her mummy - Ss listen and repeat the chant This is my father I call him daddy We’re very happy In my family Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the chant in - T corrects Ss’ mistake if necessary and summaries the part on page 7, and the lesson exercises in part B(Vocabulary) of unit 11 in their workbook - T gives Ss exercises - T gives feedback Week 23; Period 73 Making date: Saturday, February 11th 2012 Teaching date: Monday, February 13th 2012 Unit 11: My family Lesson 2: 1-2; Page: I.Objectives By the end of the lesson, Students will be able to ask who someone is II Language focus + Vocabulary: grandfather, grandpa, grandmother , grandma + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson The chant This is my mother on page I call her mummy - Others observe and give comments This is my father - T gives comments and marks I call him daddy We’re very happy In my family Pre - Listening (9 minutes) - T sets the scene by showing the pictures in part 1, lesson father mother on page and asks Ss to describe it This is my grandfather - T elicits from Ss’ responses to introduce the text I call him grandpa - T writes two importaint words in part 1, lesson and That’s my grandmother guides Ss to read them correctly I call her grandma - T plays the recording twice Grandpa and grandma - Ss listen and repeat the text Father and mother - T focuses Ss on intonation Brother and sister And me We are a big family While - Listening (10 minutes) - T plays the recording twice Transcrip - Ss listen and choose the right pictures A: Who’s this? - Some Ss give their answers B: It’s my grandfather - Others give comments A: Your grandpa? - T corrects Ss’ mistakes if necessary and gives the answer B: Yes He’s my grandpa A: Who’s this? B: It’s my brother A: Your brother? B: Yes He’s my brother The answer – b; – a Post - Listening (12 minutes) - T calls on some pairs of Ss to asks and answer about S1: Who’s this? family members S2: It’s my brother - Some pairs of Ss speak aloud S3: Who’s this? - Others observe and give comments S4: It’s my mother - T corrects Ss’ mistakes if necessary and gives comments S5: Who’s this? S6: It’s my father S7: Who’s this? S8: It’s my sister …… Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises C(Sentences partens) of unit 11 in - T gives feedback their workbook Week 23; Period 74 Making date: Saturday, February 11th 2012 Teaching date: Tuesday, February 14th 2012 Unit 11: My family Lesson 2: 3-4; Page: I.Objectives By the end of the lesson, Students will be able to review the way to ask who someone is II Language focus + Vocabulary: man, woman + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the game “Chinese whisper” This is my grandfather - T divides class into three groups and play the game Who is this? - T gives comments This is my mother Pre – Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page and asks Ss to describe it page - T elicits from Ss’ responses to introduce the text - T reads the text once While – Reading (12 minutes) - T calls on some Ss to read the text aloud The answer - T focuses Ss on intonation The man is mr Ninh - T asks Ss to read and then complete the sentences below The woman is Mrs binh - Some Ss give their answers The boy is Nam - Others observe and give comments The girl is Hoa - T corrects Ss’ mistakes if necessary and gives the answer Production (10 minutes) - T asks Ss to play the game “Bingo” this sister grandmother - T explaints the game and asks Ss to play man who woman - T divides class into three groups and play the game family is father - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises D(Reading) of unit 11 in their - T gives feedback workbook Week 23; Period 75 Making date: Tuesday, February 14th 2012 Teaching date: Thursday, February 16th 2012 Unit 11: My family Lesson 3: 1-2; Page: 10 I.Objectives By the end of the lesson, Students will be able to ask and answer about names of family members II Language focus + Vocabulary: Review + Structure: What’s his name ? His name’s Peter What’s her name ? Her name’s Linda III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to recite the chant on page 8, lesson The chant This is my grandfather - Others observe and give comments I call him grandpa - T gives feedback and marks That’s my grandmother I call her grandma Grandpa and grandma Father and mother Brother and sister And me We are a big family Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson on page 10 and asks Ss to describe it * What’s his name ? - Ss describe the picture and guess what they are talking → His name’s Peter * What’s her name ? about → Her name’s Linda - T plays the recording twice - Ss listen and repeat the conversation - T gives out the new structure - Ss listen and repeat the structure Practice (10 minutes) - T explaints the task and asks Ss to complete the sentences a What’s his name ? and then say with their partners → His name’s John Brown b What’s her name ? - Some pairs say aloud → Her name’s Kathy Brown - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer c What’s her name ? → Her name’s Linda d What’s his name ? → His name’s Peter Production (12 minutes) - T asks Ss to ask and answer about games and activities at S1: What’s his name ? break time in pairs S2: His name’s Tony S3: What’s her name ? - Some pairs of Ss speak aloud S4: Her name’s Mary - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives comments S5: What’s his name ? S6: His name’s Tom S7: What’s her name ? S8: Her name’s Hoa … Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about names of family members, and the exercises in lesson part E(Writing) in their workbook - T gives Ss exercises - T gives feedback Week 23; Period 76 Making date: Wednesday, February 15th 2012 Teaching date: Friday, February 17th 2012 Unit 11: My family Lesson 3: 3-4; Page: 11 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about names of family members II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer ask and S1: What’s his name ? answer about names of family members S2: His name’s Tom - Others observe and give comments S3: What’s her name ? S4: Her name’s Mary - T gives feedback and marks … Pre – Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson The picture in part 3, lesson on on page 11 and asks Ss to describe it page 11 and Ss’ responses - Ss ask and answer about people in the picture - T asks Ss to complete those sentences While – Writing (13 minutes) - T calls on some Ss to go to the board and write their This is Linda and her family answer This is her father - Others observe and give comments His name is John brown - T corrects Ss’ mistakes if necessary and gives the answer This is her mother Her name is Kathy brown This is her brother His name is Peter Post - Writing (12 minutes) - T introduces the song in part 4, lesson 3, on page 11 The song: - T plays the song twice A happy family - Ss listen and repeat the song Happy, happy, happy father - T calls some Ss to sing the song aloud Happy, happy, happy mother - Others observe and give comments Happy, happy, happy children - T focuses Ss on rhythm and gives comments Happy, happy, happy family Yes, yes, yes, yes, We are a happy family Yes, yes, yes, yes, We are a happy family Consolidation and homework (3 minutes) - T summaries the lesson - Ss learn by heart the way to ask - T gives Ss exercises and answer about names of family memberfs, and redo all the - T gives feedback exercises in unit 11 in their workbook Week 24; Period 77 Making date: Saturday, February 18th 2012 Teaching date: Monday, February 20th 2012 Unit 12: How old are you? Lesson 1: 1-2; Page: 12 I.Objectives By the end of the lesson, Students will be able to ask and answer about ages II Language focus + Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten + Structure: How old are you? → I’m nine years old III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the game “Bingo” Ex: S1: hai - T explaints the game and asks Ss to prepare a piece of năm bảy paper and then write numbers from to 10 S2: … - T gives feedback Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 12 and asks Ss to describe it page 12 and Ss’ responses - Ss describe the picture and guess what they are talking * Vocab: One: about Two: - T plays the recording twice Three:3 - Ss listen and repeat the dialogue Four: - Ss role play the dialogue in pairs Five: - T gives out some new words and structure Six: - Ss listen and repeat the vocab and structure Seven: - T focuses Ss on pronunciation and intonation Eight: Nine: Ten: 10 * Grammar How old are you? → I’m nine years old …… Practice (12 minutes) - T explaints the task and asks Ss to the exercise on a How old are you? page 12 → I’m nine years old b How old are you? - T calls on some pair of Ss to say aloud → I’m seven years old - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer c How old are you? → I’m eight years old d How old are you? → I’m nine years old Production (9 minutes) - T asks Ss to ask and answer about themselves in pairs S1: How old are you? - Some pairs speak aloud S2: I’m nine years old - Others observe and give comments S3: How old are you? - T corrects Ss’ mistakes if necessary S4: I’m ten years old S5: How old are you? S6: I’m eight years old S7: How old are you? S8: I’m seven years old …… Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about ages, and lesson the exercises in part A(Phonics) of unit 12 in their workbook - T gives Ss exercises - T gives feedback Week 24; Period 78 Making date: Monday, February 20th 2012 Teaching date: Tuesday, February 21st 2012 Unit 12: How old are you? Lesson 1: 3-4; Page: 13 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about ages II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the game “Bingo” Ex: S1: two - T explaints the game and asks Ss to prepare a piece of six nine paper and then write numbers from to 10 S2: … - T gives feedback Pre - Speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 13 and asks Ss to describe it page 13 - T explaints the task and asks to ask and answer in pairs While - Speaking (17 minutes) - T calls on pairs of Ss to speak aloud S1: How old are you? - Others observe and give comments S2: I’m nine years old - T focuses Ss on intonation and corrects Ss’ mistakes if S3: How old are you? necessary S4: I’m ten years old S5: How old are you? S6: I’m eight years old S7: How old are you? S8: I’m seven years old …… Post - Speaking (9 minutes) - T introduces the chant in part 4, lesson 1, on page 13 The chant One, two, three, four, five, - T plays the chant twice Once I caught a fish alive - Ss listen and repeat the chant Six, seven, eight, nine, ten, Then I let it go again Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the chant in - T corrects Ss’ mistake if necessary and summaries the part on page 13, and the lesson exercises in part B(Vocabulary) of unit 12 in their workbook - T gives Ss exercises - T gives feedback Week 24; Period 79 Making date: Tuesday, February 21st 2012 Teaching date: Thursday, February 23rd 2012 Unit 12: How old are you? Lesson 2: 1-2; Page: 14 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about ages II Language focus + Vocabulary: eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson on page 13 - Others observe and give comments - T gives comments and marks Contents The chant One, two, three, four, five, Once I caught a fish alive Six, seven, eight, nine, ten, Then I let it go again Pre - Listening (9 minutes) - T sets the scene by showing the pictures in part 1, lesson how ten on page 13 and asks Ss to describe it How old are you? - T elicits from Ss’ responses to introduce the text I’m ten - T writes two importaint words in part 1, lesson and How about you? guides Ss to read them correctly I’m ten too We’re both ten - T plays the recording twice - Ss listen and repeat the text - T focuses Ss on intonation While - Listening (10 minutes) - T asks Ss to guess how old they are Transcrip 1.Linda: How old are you, Tom? - Ss guess the age of people in the pictures Tom: I’m nine years old - T elicits from Ss’ responses to introduces the task Linda: You are nine? - T plays the recording twice Tom: Yes, I am - Ss listen and choose the right pictures A: How old are you, Linda ? - Some Ss give their answers B: I’m nine years old - Others give comments A: You are nine? - T corrects Ss’ mistakes if necessary and gives the answer B: Yes, I am A: How old are you, Phong ? B: I’m seven years old A: You are seven? B: Yes, I am A: How old are you, Hoa ? B: I’m eight years old A: You are eight? B: Yes, I am The answer 2–nine(9); 3–seven(7), 4– eight(8) Post - Listening (12 minutes) - T ask Ss to play the game “Slap the board” with the eleven fifteen fourteen numbers from eleven to twenty nineteen twelve - T explaints the game and calls three Ss of three groups to go to the board and play the game eighteen sixteen seventeen - Others observe and give comments twenty thirteen - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises C(Sentences partens) of unit 12 in their workbook - T gives feedback Week 24; Period 80 Making date: Wednesday, February 22nd 2012 Teaching date: Thursday, February 24th 2012 Unit 12: How old are you? Lesson 2: 3-4; Page: 15 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about ages II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up (6 minutes) Contents - T calls on some pairs of Ss to ask and answer about ages - Some pairs of Ss ask and answer about ages - Others observe and give comments - T gives comments S1: How old are you? S2: I’m nine years old S3: How old are you? S4: I’m ten years old S5: How old are you? S6: I’m eight years old …… Pre – Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 15 and asks Ss to describe it page 15 - T elicits from Ss’ responses to introduce the text - T reads the text once While – Reading (12 minutes) - T calls on some Ss to read the text aloud The answer - T focuses Ss on intonation - T asks Ss to read and then complete the table Mai - Some Ss give their answers  - Others observe and give comments Peter  - T corrects Ss’ mistakes if necessary and gives the answer Mary  Post - Reading (10 minutes) - T asks Ss to play the game “Bingo” Ex: - T explaints the game and asks Ss to play S1: three, seven, thirteen, fifteen, eighteen - Each Ss write five numbers from one to twenty … - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises D(Reading) of unit 12 in their - T gives feedback workbook Week 25; Period 81 Making date: Saturday, February 25th 2012 Teaching date: Monday, February 27th 2012 Unit 12: How old are you? Lesson 3: 1-2; Page: 16 I.Objectives By the end of the lesson, Students will be able to ask and answer about ages of family members II Language focus + Vocabulary: Review + Structure: How old is he ? → He’s nine years old How old is she ? → She’s eight years old III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about ages S1: How old are you? - Some pairs of Ss ask and answer about ages S2: I’m nine years old - Others observe and give comments S3: How old are you? - T gives comments S4: I’m ten years old S5: How old are you? S6: I’m eight years old …… Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson on page 16 and asks Ss to describe it * How old is he ? - Ss describe the picture and guess what they are talking → He’s nine years old * How old is she ? about → She’s eight years old - T plays the recording twice - Ss listen and repeat the conversation - T gives out the new structure - Ss listen and repeat the structure Practice (10 minutes) - T explaints the task and asks Ss to complete the sentences a How old is he ? and then say with their partners → He’s nine years old b How old is she ? - Some pairs say aloud → She’s seven years old - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer c He’s nine years old → She’s nine years old d How old is he ? → He’s eight years old Production (12 minutes) - T asks Ss to ask and answer about ages of their friends S1: How old is he ? - Some pairs of Ss speak aloud S2: He’s nine years old - Others observe and give comments S3: How old is she ? - T corrects Ss’ mistakes if necessary and gives comments S4: She’s seven years old S5: How old is he ? S6: He’s ten years old S7: How old is she ? S8: She’s eight years old … Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about ages of family lesson members, and the exercises in part E(Writing) in their workbook - T gives Ss exercises - T gives feedback Week 25; Period 82 Making date: Monday, February 27th 2012 Teaching date: Tuesday, February 28th 2012 Unit 12: How old are you? Lesson 3: 3-4; Page: 17 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about ages of family members II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up (6 minutes) Contents S1: How old is he ? S2: He’s nine years old S3: How old is she ? S4: She’s seven years old … Pre – Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson The picture in part 3, lesson on on page 17 and asks Ss to describe it page 17 and Ss’ responses - Ss ask and answer about people in the picture and their ages - T asks Ss to complete those sentences While – Writing (13 minutes) - T calls on some Ss to go to the board and write their This is Tom answer He is nine years old This is Mary - Others observe and give comments She is seven years old - T corrects Ss’ mistakes if necessary and gives the answer This is Linda She is nine years old This is Peter He is eight years old Post - Writing (12 minutes) - T asks Ss to play the game “Listen, point and say” - T explaints the game and calls three Ss of three groups to 10 go to the board and play the game 11 12 13 14 15 16 17 18 19 20 - Others observe and give comments - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss learn by heart the way to ask - T gives Ss exercises and answer about ages of their friends, and redo all the exercises - T gives feedback in unit 11 in their workbook - T calls on some pairs of Ss to ask and answer ask and answer about ages of their friends - Others observe and give comments - T gives feedback and marks Week 25; Period 83 Making date: Tuesday, February 28th 2012 Teaching date: Thursday, March 1st 2012 Unit 13: My house Lesson 1: 1-2; Page: 18 I.Objectives By the end of the lesson, Students will be able to identify rooms in the house II Language focus + Vocabulary: house, living room, dining room, bedroom, bathroom, kitchen, garden, + Structure: There is a living room/ dining room/ bedroom/ … III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the game “Chinese whisper” This is my father - T divides class into three groups and play the game This is my school - T gives comments This is my classroom Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 18 and asks Ss to describe it - Ss describe the picture and guess what they are talking about - T plays the recording twice - Ss listen and repeat the dialogue - Ss role play the dialogue in pairs - T gives out some new words and structure - Ss listen and repeat the vocab and structure - T focuses Ss on pronunciation and intonation page 18 and Ss’ responses * Vocab: house: Nhà living room: phòng khách dining room: phòng ăn bedroom: phòng ngủ bathroom: phòng tắm kitchen: nhà bếp garden: vườn * Grammar There is a living room There is a dining room … Practice (12 minutes) - T explaints the task and asks Ss to the exercise on a There is a bedroom page 18 b There is a bathroom c There is a kitchen - T calls on some Ss to say aloud d There is a garden - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer Production (9 minutes) - T asks Ss to draw their house and then introduce it for Ex: S1: This is my house their patners in pairs There is a bathroom - Some Ss speak aloud S2: This is my house - Others observe and give comments There is a garden - T corrects Ss’ mistakes if necessary S3: This is my house There is a bedroom S4: This is my house There is a kitchen S5: This is my house There is a dining room S6: This is my house There is a living room …… Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to - T corrects Ss’ mistake if necessary and summaries the introduce rooms in the house, and the exercises in part lesson A(Phonics) of unit 13 in their - T gives Ss exercises workbook - T gives feedback Week 25; Period 84 Making date: Wednesday, February 29th 2012 Teaching date: Friday, March 2nd 2012 Unit 13: My house Lesson 1: 3-4; Page: 19 I.Objectives By the end of the lesson, Students will be able to review the way to identify rooms in the house II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to introduce their house - Some Ss speak aloud - Others observe and give comments - T corrects Ss’ mistakes if necessary Ex: S1: This is my house There is a bathroom S2: This is my house There is a garden … Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 19 and asks Ss to describe it page 19 - T explaints the task and asks to ask and answer in pairs While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud Ex: S1: This is my house - Others observe and give comments There is a bathroom - T focuses Ss on intonation and corrects Ss’ mistakes if S2: This is my house necessary There is a garden S3: This is my house There is a bedroom S4: This is my house There is a kitchen S5: This is my house There is a dining room …… Post - Speaking (9 minutes) - T asks Ss to play the game “noughts and crosses” garde bedroom this on - T explaints the game and divide class into three groups n and play the game father mother hous is - T gives feedback e Brithe living room sister ar r e kitchen bathroom that old Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises B(Vocabulary) of unit 13 in their workbook - T gives feedback Week 26; Period 85 Making date: Friday, March 2nd 2012 Teaching date: Monday, March 5th 2012 Unit 13: My house Lesson 2: 1-2; Page: 20 I.Objectives By the end of the lesson, Students will be able to review the way to identify rooms in the house II Language focus + Vocabulary: teddy bear, chair, cat, run, fast + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to introduce their house - Some Ss speak aloud - Others observe and give comments - T corrects Ss’ mistakes if necessary Ex: S1: This is my house There is a bedroom S2: This is my house There is a living room … Pre - Listening (9 minutes) - T sets the scene by showing the pictures in part 1, lesson kitchen bedroom on page 20 and asks Ss to describe it There is a teddy bear - T elicits from Ss’ responses to introduce the text On the chair - T writes two importaint words in part 1, lesson and In the kitchen guides Ss to read them correctly - T plays the recording twice There is a cat - Ss listen and repeat the text Running fast - T focuses Ss on intonation On the bedroom While - Listening (10 minutes) - T asks Ss to describe the pictures in part on page 20 Transcrip A: This is a garden - T elicits from Ss’ responses to introduces the task B: Wow! A big garden - T plays the recording twice A: Yes, it is - Ss listen and choose the right pictures A: There is a living room - Some Ss give their answers B: Wow! A nice living room - Others give comments A: Yes, it is - T corrects Ss’ mistakes if necessary and gives the answer A: There is a bathroom B: One bathroom? A: Yes One bathroom A: There is a bedroom B: One bedroom? A: Yes One bedroom The answer – b; – c; – d; – a Post - Listening (12 minutes) bathroom house there is - T ask Ss to play the game “Slap the board” with the words they have learnt nineteen bedroom - T explaints the game and calls three Ss of three groups to go to the board and play the game garden sixteen kitchen - Others observe and give comments living room dining room - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises C(Sentences partens) of unit 13 in - T gives feedback their workbook Week 26; Period 86 Making date: Monday, March 5th 2012 Teaching date: Tuesday, March 6th 2012 Unit 13: My house Lesson 2: 3-4; Page: 21 I.Objectives By the end of the lesson, Students will be able to review the way to identify rooms in the house II Language focus + Vocabulary: flat + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the game “Chinese whisper” This is a living room - T divides class into three groups and play the game This is a kitchen This is my house - T gives comments Pre - Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 21 and asks Ss to describe it page 21 - T elicits from Ss’ responses to introduce the text - T reads the text once While - Reading (12 minutes) - T calls on some Ss to read the text aloud The answer - T focuses Ss on intonation This is my flat There is a living - T asks Ss to read and then complete the table room There is a kitchen There is - Some Ss give their answers a bathroom And there is a - Others observe and give comments bedroom - T corrects Ss’ mistakes if necessary and gives the answer → The flat b Post - Reading (10 minutes) - T introduces the song “The way I clean my house” The song: - T plays the recording twice The way I clean my house - Ss listen and repeat the song This is the way I clean my house - Some Ss sing the song aloud Clean my house, clean my house - T focuses Ss on intonation and rhythm This is the way I clean my house - T gives comments So early in the morning Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises D(Reading) of unit 13 in their workbook - T gives feedback Week 26; Period 87 Making date: Tuesday, March 6th 2012 Teaching date: Thursday, March 8th 2012 Unit 13: My house Lesson 3: 1-2; Page: 22 I.Objectives By the end of the lesson, Students will be able to talk about rooms in the house in plural II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up (6 minutes) Contents - T calls on some Ss to sing the rhythm “The way I clean The way I clean my house my house“ on page 21 This is the way I clean my house - Some Ss to sing the rhythm on page 21 Clean my house, clean my house - Others observe and give comments This is the way I clean my house - T gives comments So early in the morning Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson on page 22 and asks Ss to describe it * There is a bedroom * There are two bedrooms - Ss describe the picture and guess what they are talking about - T plays the recording twice - Ss listen and repeat the conversation - T gives out the new structure - Ss listen and repeat the structure Practice (10 minutes) - T explaints the task and asks Ss to complete the sentences a There is a bedroom and then say with their partners b There are two bedrooms - Some pairs say aloud c There is a bathroom d There are two bathrooms - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer Production (12 minutes) - T asks Ss to talk about rooms in a house or school S1: There is a bathroom objects S2: There are two bedrooms S3: There are five rulers - Some Ss talk aloud S4: There are fifteen desks - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives comments S5: There are four pens S6: There is a school bag S7: There are six pencils S8: There is a table … Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to talk - T corrects Ss’ mistakes if necessary and summaries the about rooms in a house or things in plural, and the exercises in lesson part E(Writing) in their workbook - T gives Ss exercises - T gives feedback Week 26; Period 88 Making date: Wednesday, March 7th 2012 Teaching date: Friday, March 9th 2012 Unit 13: My house Lesson 3: 3-4; Page: 23 I.Objectives By the end of the lesson, Students will be able to review the way to talk about rooms in the house in plural II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to talk about rooms in a house or school S1: There are six pencils objects S2: There are two bedrooms - Some Ss talk aloud S3: There is a table S4: There are fifteen desks - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives comments S5: There is a bathroom S6: There is a school bag S7: There are four pens S8: There are five rulers … Pre - Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson The picture in part 3, lesson on on page 23 and asks Ss to describe it page 23 and Ss’ responses - T elicits from Ss’ responses and asks Ss to complete those sentences While - Writing (13 minutes) - T calls on some Ss to go to the board and write their a There is a bedroom answer b There is a bathroom c There are two bedrooms - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer d There are two bathrooms Post - Writing (12 minutes) - T introduces the chant I part on page 23 The chant - T plays the recording twice One, two - Ss listen and repeat the song Do up your shoes Three, four - Some Ss sing the song aloud Open the door - T focuses Ss on intonation and rhythm Five, six - T gives comments Pick up sticks Seven, eight Don’t be late Nine, ten A big fat hen Consolidation and homework (3 minutes) - T summaries the lesson - Ss learn by heart the way to talk - T gives Ss exercises about rooms in the house or things - T gives feedback in plural, and redo all the exercises in unit 13 in their workbook Week 27; Period 89 Making date: Monday, March 5th 2012 Teaching date: Monday, March 12th 2012 THE PROGRESSIVE TEST I.Objectives By the end of the test, Students will be able to check their knowledge in English II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Paper tests IV Teaching methods : V Teaching procedure I Circle the odd one out, the first has been done for you (Khoanh tròn từ khác loại, câu là ví dụ) X 0.5 = 2.5 points she his you big father pencil number please small family library eight come in book sister classroom twelve sit down III Circle the best options A, B or C to complete the sentences below, the first has been done for you (khoanh tròn đáp án đúng A, B C để hoàn thành các câu sau, câu là ví dụ) X 0.5 = 2.5 points Is this Mary ? Yes, ……is A she B he C it That’s Tony …… is my friend A She B He C It …… is this? It’s a book A What B Which C How This …… my classroom It’s big A a B are C is Is your classroom big ? No, it isn’t It’s …… A new B small C short What you …… break time ? A on B in C at II Use the words in the box to complete the paragraph below, the first has been done for you (dùng từ hộp để hoàn thành đoạn văn sau, câu là ví dụ) X 0.5 = 2.5 points She sister is my years His This is my family This is … father … name is Quang He’s fourty six years old That … my mother Her name is Phuong … is fourty two years old And this is my … Her name is Hoa She is thirteen … old Answer: my ; - .; ; - .; - .; IV Reorder the words to make sentences below, the first has been done for you (Sắp xếp các từ sau để tạo thành câu đúng, câu là ví dụ) X 0.5 = 1.5 points is / brother / This / my à This is my brother name / is / his / What / ? à old / How / she / is / ? à years / He / nine / old / is à V Answer the quetions below, the first has been done for you (Trả lời các câu hỏi sau, câu là ví dụ) X 0.25 = 1.0 points How old are you ? à I’m eleven years old Do you like playing badminton? à What you at break time ? à What are these ? à How old is she ? à The end! Week 27; Period 90 Making date: Monday, March 5th 2012 Teaching date: Tuesday, March 13th 2012 THE ANSWER FOR THE PROGRESSIVE TEST I.Objectives By the end of the test, Students will be able to know their knowledge in English and their test’s mark II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Paper tests IV Teaching methods : V Teaching procedure I X 0.5 = 2.5 points his book family pencil number please II X 0.5 = 2.5 points 13 A 14 B 15 A 16 C 17 B 18 C III X 0.5 = 3.0 points my His is She sister years IV X 0.5 = 1.5 points This is my brother What is his name? How old is she? He is nine years old V X 0.25 = 1.5 points I’m eleven years old Yes, I do/ No I don’t I play chess/ badminton/ football/ … They are pens/ books/ backpacks/ … She is eight/ nine/ ten / … Week 27; Period 91 Making date: Tuesday, March 13th 2012 Teaching date: Thursday, March 15th 2012 Unit 14: Our room Lesson 1: 1-2; Page: 24 I.Objectives By the end of the lesson, Students will be able to ask and answer about location of things in the room II Language focus + Vocabulary: ball, here, in, on, above, under, behind + Structure: Where ……? → It’s + preposition + location III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the matching game bathroom - T divides the board into two columns In one colums, living room write a list of words for rooms in a house In the other, draw simple sketches describing the words in the first kitchen column, putting them at random bedroom - T calls on two Ss to go to the board One of the student reads a word, and the other draw a line to join the word to dining room its appropriate picture garden - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives comments Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 24 and asks Ss to describe it page 24 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking ball: bóng about here: đây - T plays the recording twice on: trên - Ss listen and repeat the dialogue above: phía trên - Ss role play the dialogue in pairs - T gives out some new words and structure - Ss listen and repeat the vocab and structure - T focuses Ss on pronunciation and intonation under: behind: phía sau in: * Grammar Where ……? → It’s + preposition + location Ex: Where is the ball? → It’s on the bed … Practice (12 minutes) - T explaints the task and asks Ss to the exercise on a Where is the book? page 24 → It’s on the table b Where is the picture? - T calls on some Ss to say aloud → It’s above the table - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer c Where is the ball? → It’s under the table d Where is the chair? → It’s behind the table Production (9 minutes) - T asks Ss to ask and answer about their position of the Ex: S1: Where is the chair? school things in pairs S2: It’s behind the table - Some pairs of Ss speak aloud S3: Where is the picture? - Others observe and give comments S4: It’s on the wall - T corrects Ss’ mistakes if necessary S5: Where is the book? S6: It’s in the school bag …… Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about location of things in the room, and the lesson exercises in part A(Phonics) of unit - T gives Ss exercises 14 in their workbook - T gives feedback Week 27; Period 92 Making date: Wednesday, March 14th 2012 Teaching date: Friday, March 16th 2012 Unit 14: Our room Lesson 1: 3-4; Page: 25 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about location of things in the room II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the in prepositions they have learnt - T explaints the game and calls three Ss of three groups to Contents here behind above go to the board and play the game under on - Others observe and give comments - T gives comments Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 25 and asks Ss to describe it page 25 - T explaints the task and asks to ask and answer in pairs While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud Ex: S1: Where is the book? - Others observe and give comments S2: It’s in the school bag - T focuses Ss on intonation and corrects Ss’ mistakes if S3: Where is the chair? necessary S4: It’s behind the table S5: Where is the picture? S6: It’s on the wall …… Post - Speaking (9 minutes) - T introduces the song “The bedroom in the house” The song: - T plays the recording twice The bedroom in the house - Ss listen and repeat the song The bedroom in the house - Some Ss sing the song aloud The bedroom in the house - T focuses Ss on intonation and rhythm I-E-I-E-O The bedroom in the - T gives comments house The kitchen in the house The kitchen in the house I-E-I-E-O The kitchen in the house Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises B(Vocabulary) of unit 14 in their workbook - T gives feedback Week 28; Period 93 Making date: Friday, March 16th 2012 Teaching date: Monday, March 18th 2012 Unit 14: Our room Lesson 2: 1-2; Page: 26 I.Objectives By the end of the lesson, Students will be able to specify location of things in the room II Language focus + Vocabulary: floor, mirror, desk, bed + Structure: Where are the chairs? → Behind the desk III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: Where is the book? location of things in the classroom aloud S2: It’s in the school bag - Others observe and give comments S3: Where is the chair? - T corrects Ss’ mistakes if necessary S4: It’s behind the table S5: Where is the picture? S6: It’s on the wall …… Pre - Listening (12 minutes) - T sets the scene by showing the pictures in part 1, lesson chairs bed on page 26 and asks Ss to describe it Where is the bag? - T elicits from Ss’ responses to introduce the text On the floor - T writes two importaint words in part 1, lesson and Where is the mirror? guides Ss to read them correctly Near the door - T plays the recording once Where are the chairs? - T gives out some new words and introduces the new Behind the desk structure and writes them on the board Where are the rulers? - Ss listen and repeat the vocabulary and the model Under the bed - Some Ss read them aloud Vocab - T focuses Ss on pronunciation and intonation floor: sàn nhà - Ss listen and repeat the text door: cửa chính - T introduces new task mirror: gương desk: bàn học sinh Model Where are the chairs? → Behind the desk While - Listening (12 minutes) - T asks Ss to describe the pictures in part on page 26 Transcript A: Where is the lamp? - T elicits from Ss’ responses to introduces the task B: Sorry? - T plays the recording twice A: The lamp Where is it? - Ss listen and choose the right pictures B: Oh, it’s over there On the - Some Ss give their answers desk - Others give comments - T corrects Ss’ mistakes if necessary and gives the answer A: Where are the pens? B: What? A: The pens Where are they? B: Oh, they are over there On the floor The answer – a; – b Post - Listening (7 minutes) - T asks Ss to play the game “Chinese whisper” Where are the chairs? - T divides class into three groups and play the game They are on the floor They are in the room - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises C(Sentences partens) of unit 14 in their workbook - T gives feedback Week 28; Period 94 Making date: Monday, March 19th 2012 Teaching date: Tuesday, March 20th 2012 Unit 14: Our room Lesson 2: 3-4; Page: 27 I.Objectives By the end of the lesson, Students will be able to review the way to specify location of things in the room II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: Where are the chairs? location of things in the classroom aloud S2: They are behind the table - Others observe and give comments S3: Where is the pencil? - T corrects Ss’ mistakes if necessary S4: It’s in the school bag S5: Where is the pictures? S6: They are on the wall …… Pre - Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 27 and asks Ss to describe it page 27 - T elicits from Ss’ responses to introduce the text - T reads the text once While - Reading (12 minutes) - T calls on some Ss to read the text aloud This is my bedroom There are - T focuses Ss on intonation many things in the bedroom There is a table There is a book on the - T asks Ss to read and then draw the picture table There are two chairs behind - Some Ss give their answers the table - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer Post - Reading (10 minutes) - T introduces the game “Spot the differences”and ask Ss to The game: Spot the differences Ex: play in three groups - Ss of each group say sentences that have different location G1: The picture is on the wall G2: The book is under the table to the other G3: The chairs are near the table - T corrects Ss’ mistakes if necessary - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises D(Reading) of unit 14 in their - T gives feedback workbook Week 28; Period 95 Making date: Tuesday, March 20th 2012 Teaching date: Thursday, March 22nd 2012 Unit 14: Our room Lesson 3: 1-2; Page: 28 I.Objectives.By the end of the lesson, Students will be able to describe a bedroom II Language focus + Vocabulary: nice, tidy, untidy + Structure: It’s nice and tidy III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the smal prepositions they have learnt - T explaints the game and calls three Ss of three groups to go to the board and play the game new - Others observe and give comments - T gives comments short big lon g old Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 28 and asks Ss to describe it page 28 and Ss’ responses - Ss describe the picture and guess what they are talking about - T plays the recording twice - T gives out some new words and writes on the board - Ss listen and repeat the vocab - Some Ss read the vocab aloud - T focuses Ss on pronunciation - Ss listen and repeat the conversation - T gives out the new structure - Ss listen and repeat the structure Practice (10 minutes) - T explaints the task and asks Ss to complete the a It’s small sentences and then say with their partners b It’s large - Some pairs say aloud c It’s tidy d It’s untidy - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer Production (12 minutes) - T asks Ss to describe their own bedroom S1: This is my bedroom It’s small - Some Ss speak aloud S2: This is my bedroom It’s large S3: This is my bedroom It’s tidy - Others observe and give comments S4: This is my bedroom It’s small - T corrects Ss’ mistakes if necessary and gives and tidy comments S5: This is my bedroom It’s untidy … Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to - T corrects Ss’ mistakes if necessary and summaries the describe a bedroom, and the exercises in part E(Writing) in their lesson workbook - T gives Ss exercises - T gives feedback Week 28; Period 96 Making date: Wednesday, March 21st 2012 Teaching date: Friday, March 23rd 2012 Unit 14: Our room Lesson 3: 3-4; Page: 29 I.Objectives By the end of the lesson, Students will be able to review the way to describe a bedroom II Language focus + Vocabulary: nice, tidy + Structure: This is my bedroom It’s nice and tidy III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - Ss play the game: “Hang man” - T explaints the game if necessary - Ss guess the letters of the word - T gives comments BEDROOM Pre - Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson The picture in part 3, lesson on on page 29 and asks Ss to describe it page 29 and Ss’ responses - T elicits from Ss’ responses and asks Ss to use the words in the box to complete the paragraph While - Writing (13 minutes) - T calls on some Ss to go to the board and write their two answer picture - Others observe and give comments table - T corrects Ss’ mistakes if necessary and gives the answer lamp Post - Writing (12 minutes) - T introduces the chant in part on page 29 The chant - T plays the recording twice When I wake up In my bed - Ss listen and repeat the chant I want to see - Some Ss sing the chant aloud The sun so red - T focuses Ss on intonation and rhythm - T gives comments When I go to bed At night I want to see The moon so bright Consolidation and homework (3 minutes) - T summaries the lesson - Ss learn by heart the way to - T gives Ss exercises describe a bedroom, and redo all - T gives feedback the exercises in unit 14 in their workbook Week 29; Period 97 Making date: Saturday, March 24th 2012 Teaching date: Monday, March 26th 2012 Unit 15: At home Lesson 1: 1-2; Page: 30 I.Objectives By the end of the lesson, Students will be able to identify family activities at leisure II Language focus + Vocabulary: read, cook, sing, skate, jump, run + Structure: What is she doing? She’s skipping III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the game: “Guessing” - A student’s gestures or actions - T explaints the game: One student go to the board and use - Others: reading, skipping, him/her gestures or actions Others guess the actions listening, cooking, … - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives comments Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 30 and asks Ss to describe it page 30 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking read: đọc about cook: nấu ăn - T plays the recording twice sing: hát - Ss listen and repeat the dialogue skate: trượt giày có bánh - Ss role play the dialogue in pairs jump: nhảy - T gives out some new words and structure run: chạy - Ss listen and repeat the vocab and structure * Grammar - T focuses Ss on pronunciation and intonation What is she doing? → She’s skipping Practice (12 minutes) - T explaints the task and asks Ss to the exercise on a What is he doing? page 30 → He’s reading - T calls on some Ss to say aloud b What is she doing? → She’s cooking - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer c What is she doing? → She’s singing d What is he doing? → He’s skating e What is he doing? → He’s jumping f What is he doing? → He’s running Production (9 minutes) - T asks Ss to ask and answer about the activities of their Ex: S1: What is he doing? family members or friends in pairs S2: He’s running - Some pairs of Ss speak aloud S3: What is she doing? - Others observe and give comments S4: She’s cooking - T corrects Ss’ mistakes if necessary S5: What is he doing? S6: He’s skating …… Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about family activities lesson at leisure, and the exercises in part A(Phonics) of unit 15 in their - T gives Ss exercises workbook - T gives feedback Week 29; Period 98 Making date: Sunday, March 25th 2012 Teaching date: Tuesday, March 27th 2012 Unit 15: At home Lesson 1: 3-4; Page: 31 I.Objectives By the end of the lesson, Students will be able to review the way to family activities at leisure II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the reading cooking singing V_ing they have learnt - T explaints the game and calls three Ss of three groups to go to the board and play the game skating jumping running - Others observe and give comments - T gives comments Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 31 and asks Ss to describe it page 31 - T explaints the task and asks to ask and answer in pairs While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud The prompt answer a S1: What is she doing? - Others observe and give comments S2: She’s cooking - T focuses Ss on intonation and corrects Ss’ mistakes if b S3: What is she doing? necessary S4: She’s skipping c S5: What is he doing? S6: He’s running d S7: What is he doing? S8: He’s skating …… Post - Speaking (9 minutes) - T introduces the chant in part on page 31 The chant: - T plays the recording twice He is a robot - Ss listen and repeat the chant He is skipping and jumping He is a robot - Some Ss read the chant aloud He is skating and running - T focuses Ss on intonation and rhythm He is a robot - T gives comments He is speaking and singing Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises B(Vocabulary) of unit 15 in their - T gives feedback workbook Week 29; Period 99 Making date: Tuesday, March 27th 2012 Teaching date: Thursday, March 29th 2012 Unit 15: At home Lesson 2: 1-2; Page: 32 I.Objectives By the end of the lesson, Students will be able to describe ongoing activities II Language focus + Vocabulary: around, along, groud, high, sky + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: What is he doing? activities at leisure S2: He’s running - Others observe and give comments S3: What is she doing? - T corrects Ss’ mistakes if necessary S4: She’s cooking S5: What is he doing? S6: He’s skating …… Pre - Listening (12 minutes) - T sets the scene by showing the pictures in part 1, lesson sky skipping on page 32 and asks Ss to describe it Robot! Robot! Skipping aroud - T elicits from Ss’ responses to introduce the text Robot! Robot! Skating along the - T writes two importaint words in part 1, lesson and groud guides Ss to read them correctly Robot! Robot! Jumping up high - T plays the recording once Robot! Robot! Touching the sky - T gives out some new words and introduces the new structure and writes them on the board Vocab - Ss listen and repeat the vocabulary and the model around: xung quanh - Some Ss read them aloud along: dọc theo - T focuses Ss on pronunciation and intonation groud: mặt đất - Ss listen and repeat the text high: cao - T introduces new task sky: bầu trời While - Listening (12 minutes) - T asks Ss to describe the pictures in part on page 32 Transcript A: What’s Mai doing? - T elicits from Ss’ responses to introduces the task B: She’s skipping - T plays the recording twice A: She’s skipping? - Ss listen and choose the right pictures B: Yes, she’s skipping - Some Ss give their answers A: What’s Peter doing? - Others give comments B: He’s jumping - T corrects Ss’ mistakes if necessary and gives the answer A: He’s jumping? B: Yes, he’s jumping A: What’s Nam doing? B: He’s skating A: He’s skating? B: Yes, he’s skating A: What’s Quan doing? B: He’s running A: He’s running? B: Yes, he’s running The answer – c; – d; – a; – b Post - Listening (7 minutes) - T asks Ss to play the game “Chinese whisper” What is she doing - T divides class into three groups and play the game She is skipping - T gives comments He is skating Consolidation and homework (3 minutes) - Ss the exercises in part C(Sentences partens) of unit 15 in their workbook - T summaries the lesson - T gives Ss exercises - T gives feedback Week 29; Period 100 Making date: Wednesday, March 28th 2012 Teaching date: Friday, March 30th 2012 Unit 15: At home Lesson 2: 3-4; Page: 33 I.Objectives By the end of the lesson, Students will be able to review the way to describe ongoing activities II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Week 30; Period 101 Making date: Saturday, March 31st 2012 Teaching date: Monday, April 2nd 2012 Unit 15: At home Lesson 3: 1-2; Page: 34 I.Objectives By the end of the lesson, Students will be able to ask and answer about family activities in progress II Language focus + Vocabulary: Review + Structure: What are they doing? → They are reading III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: What is he doing? activities at leisure S2: He’s running - Others observe and give comments S3: What is she doing? - T corrects Ss’ mistakes if necessary S4: She’s cooking S5: What is he doing? S6: He’s skating …… Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 34 and asks Ss to describe it page 34 and Ss’ responses - Ss describe the picture and guess what they are talking The model: about What are they doing? - T plays the recording twice → They are reading - Ss listen and repeat the conversation - T gives out some new structure and writes on the board - Ss listen and repeat the structure - Some Ss read the structure aloud - T focuses Ss on intonation Practice (10 minutes) - T explaints the task and asks Ss to complete the a What are they doing? sentences and then say with their partners → They are cooking - Some pairs say aloud b What are they doing? → They are reading - Others observe and give comments c What are they doing? - T corrects Ss’ mistakes if necessary and gives the → They are skipping answer d What are they doing? → They are skating Production (12 minutes) - T asks Ss to ask and answer about activities in progress S1: What are they doing? of their friends in pairs S2: They are skating S3: What are they doing? - Some pairs of Ss speak aloud S4: They are cooking - Others observe and give comments S5: What are they doing? - T corrects Ss’ mistakes if necessary and gives S6: They are writing comments … Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about family activities lesson in progress, and the exercises in part E(Writing) in their workbook - T gives Ss exercises - T gives feedback Week 30; Period 102 Making date: Saturday, March 31st 2012 Teaching date: Tuesday, April 3rd 2012 Unit 15: At home Lesson 3: 3-4; Page: 35 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about family activities in progress II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson I love my mummy on page 13 I love you, mummy I love you, - Others observe and give comments mummy - T gives comments and marks I love you so much Do you know that? You never know how much I love you Oh, Mummy! I love you so much Pre - Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson The picture in part 3, lesson on on page 35 and asks Ss to describe it page 35 and Ss’ responses - T elicits from Ss’ responses and asks Ss to use the words in the box to complete the paragraph While - Writing (13 minutes) - T calls on some Ss to go to the board and write their Linda is skipping answer Tom is skating - Others observe and give comments mai and her brother are reading - T corrects Ss’ mistakes if necessary and gives the answer Post - Writing (12 minutes) - T asks Ss to ask and answer about activities in progress of S1: What are they doing? their friends in pairs S2: They are skating S3: What is she doing? - Some pairs speak aloud in front of the class S4: She is cooking - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives comments S5: What is he doing? S6: He is writing … Consolidation and homework (3 minutes) - T summaries the lesson - Ss learn by heart the way to ask - T gives Ss exercises and answer about activities in progress, and redo all the exercises in unit 15 in their workbook - T gives feedback Week 30; Period 103 Making date: Tuesday, April 3rd 2012 Teaching date: Thursday, April 5th 2012 Review Page: 36 - 41 I.Obbjectives By the end of the lesson, Students will be able to perform their abilities in listening, speaking, reading and writing related to the topics from unit 11 to unit 15, using the phonics, vocabulary and sentences patterns they have learnt II Language focus + Vocabulary: review + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up - T asks Ss to play the game Chinese whisper - T calls on three Ss to go to the board and read their sentence - Ss play the game in three groups - T gives comments Presentation Phonics - T asks Ss to repeat all difficult words and read them aloud - T focuses Ss on pronunciation - T writes them on the board and reads them aloud - Ss listen and repeat Vocabulary - T asks Ss to repeat all the vocabulary they have learnt - T writes some vocabularies on the board and asks Ss to play the game “slap the board” - T explaints the game if necessary and calls on three Ss to go to the board and play the game - Ss read those words aloud - T focuses Ss on pronunciation - T give feedback Sentence patterns - T asks Ss to give out the structures they have learnt - T corrects Ss’ mistakes if necessary and write the right structures - Ss listen and repeat all the structures - Ss make some short dialogues using the structures they’ve just give out - Others observe and give comments - T corrects Ss’ mistakes if necessary Contents There is a bedroom What are they doing? They are playing baminton father mother how ten kitchen bedroom chairs bed skying skipping family, father, mother, brother, sister, grandmother, grandfather, who, year, old, how, both, numbers – 20, house, living room, kitchen, dining room, bathroom, bedroom, garden, table, bed, desk, picture, ball, lamp, large, tidy, untidy, nice, on, above, under, behind, near, robot, children, read, do, cook, sing, skate, jump, run - Who’s this? → It’s my father - What is his name? → His name’s Peter - How old are you? → I’m nine years old - How old is she? → She’s eight years old - This is my house - There is a living room - There are two bedrooms - Where is it? → It’s in your bedroom - Where are the chairs? → They’re behind the desk - It’s nice and tidy - What’s Mai doing? → She’s skipping - What are they doing? → They are reading Practice - T asks Ss to use the knowledge they’ve just review to pracrise in groups of four - Some groups practise aloud - Others observe and give comments - T corrects Ss’ mistakes if necessary S1: Who is this? S2: It’s my father S3: Where is the ruler? S4: It’s in the bag S5: What is Nam doing? S6: He’s playing football … Production - T asks Ss to the exercises which they’ve not done yet - The exercises in the workbook in the workbook - T goes aroud to help Ss if necessary Consolidation and homework - Teacher summaries the lesson and asks Ss to prepare the new lesson (unit 11) - Ss learn by heart all the vocabulary and structures they’ve learnt Week 30; Period 104 Making date: Wednesday, April 4th 2012 Teaching date: Friday, April 6th 2012 REVIEW Page: 36 - 41 I.Obbjectives By the end of the lesson, Students will be able to practise the knowledge they’ve review in the last lesson II.Language focus + Vocabulary: review + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up - Ss play the game: “Hang man” - T explaints the game if necessary - Ss guess the letters of the word SKATING Presentation - T asks Ss to complete parts I – V individually - Ss trade their answers for correcttion Practice - Some Ss the exercises on the board - Others give comments - T corrects Ss’ mistakes if necessary and gives the right answer I Complete each word Say it aloud - T calls on a student to go to the board and the exercise - Other give comments - T corrects Ss’ mistakes if necessary and gives the right answer II Write the missing letters - T calls on a student to go to the board and the exercise - Other give comments - T corrects Ss’ mistakes if necessary and gives the right answer III Listen and tick - T plays the recording twice - Ss listen and choose the right pictures - Some Ss give their answer - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the right answer - Ss listen to the recording again to check the answer IV Read and tick - T calls on a student to go to the board and the exercise - Other give comments - T corrects Ss’ mistakes if necessary and gives the right answer V Look, read and complete - T calls on a student to go to the board and the exercise - Other give comments - T corrects Ss’ mistakes if necessary and gives the right answer VI Look and talk - T asks Ss to look at the pictures and speak as required - Some pairs speak aloud - Others observe and give comments - T corrects Ss’ mistakes if necessary - The exercises in review I Complete each word Say it aloud 1- mother, 2- brother, 3- chairs, 4- mirrors, 5- room 6- ruler, 7- kitchen, 8- chair, 9- skip, 10- sky II Write the missing letters 1- seven, 2- house, 3- computer, 4- kitchen, 5- skiping III Listen and tick 1- b, 2- a, 3- b, 4- a IV Read and tick 1- b, 2- a, 3- b, 4- a V Look, read and number 1- is, 2- are, 3- on, 4- lamp, 5- picture VI Look and talk Suggested answer: a This is my father b This is my brother c This is my mother a The children are skating b The mother is cooking c The father is reading (a book) Production - T asks Ss to the exercises which they’ve not done yet - The exercises in the workbook in the workbook - T goes aroud to help Ss if necessary Consolidation and homework - Teacher summaries the lesson and asks Ss to prepare the new lesson (unit 16) - Ss learn by heart all the vocabulary and structures they’ve learnt Week 31; Period 105 Making date: Saturday, April 7th 2012 Teaching date: Monday, April 9th 2012 Unit 16: The weather Lesson 1: 1-2; Page: 42 I.Objectives By the end of the lesson, Students will be able to identify the weather II Language focus + Vocabulary: weather, sunny, rainy, cloudy, windy + Structure: What is the weather like? → It’s sunny III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson 3, I love my mummy unit 15 on page 33 I love you, mummy I love you, - Others observe and give comments mummy - T gives comments and marks I love you so much Do you know that? You never know how much I love you Oh, Mummy! I love you so much Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 42 and asks Ss to describe it page 42 and Ss’ responses - Ss describe the picture and guess what they are talking * Vocab: weather: thời tiết about sunny: có nắng - T plays the recording twice rainy: có mưa - Ss listen and repeat the dialogue cloudy: có mây - Ss role play the dialogue in pairs windy: có gió - T gives out some new words and structure * Grammar: - Ss listen and repeat the vocab and structure What is the weather like? - T focuses Ss on pronunciation and intonation → It’s sunny Practice (12 minutes) - T explaints the task and asks Ss to the exercise on a What is the weather like? page 42 → It’s sunny - T calls on some Ss to say aloud b What is the weather like? → It’s rainy - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer c What is the weather like? → It’s cloudy d What is the weather like? → It’s windy Production (9 minutes) - T asks Ss to ask and answer about the weather in pairs Ex: S1: What is the weather like? - Some pairs of Ss speak aloud S2: It’s cloudy - Others observe and give comments S3: What is the weather like? - T corrects Ss’ mistakes if necessary S4: It’s rainy and windy S5: What is the weather like? S6: It’s sunny and cloudy …… Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about the weather, and lesson the exercises in part A(Phonics) of unit 16 in their - T gives Ss exercises workbook - T gives feedback Week 31; Period 106 Making date: Sunday, April 8th 2012 Teaching date: Tuesday, April 10th 2012 Unit 16: The weather Lesson 1: 3-4; Page: 43 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about the weather II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the sunny weather windy weather words - T explaints the game and calls three Ss of three groups to go to the board and play the game rainy cloudy - Others observe and give comments - T gives comments Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 43 and asks Ss to describe it page 43 - T explaints the task and asks to ask and answer in pairs While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud The prompt answer a What is the weather like? - Others observe and give comments → It’s sunny - T focuses Ss on intonation and corrects Ss’ mistakes if b What is the weather like? necessary → It’s rainy c What is the weather like? → It’s cloudy d What is the weather like? → It’s windy Post - Speaking (9 minutes) - T introduces the chant in part on page 43 The chant: The weather song - T plays the recording twice What is the weather like?(2) - Ss listen and repeat the chant It is sunny and windy - Some Ss read the chant aloud In my hometown - T focuses Ss on intonation and rhythm What is the weather like?(2) - T gives comments It is cloudy and rainy In my hometown Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises B(Vocabulary) of unit 16 in their - T gives feedback workbook Week 31; Period 107 Making date: Tuesday, April 10th 2012 Teaching date: Thursday, April 12th 2012 Unit 16: The weather Lesson 2: 1-2; Page: 44 I.Objectives By the end of the lesson, Students will be able to describe the weather II Language focus + Vocabulary: hot, cold, hometown, today + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about the Ex: S1: What is the weather like? weather S2: It’s cloudy - Others observe and give comments S3: What is the weather like? - T corrects Ss’ mistakes if necessary S4: It’s rainy and windy S5: What is the weather like? S6: It’s sunny and cloudy …… Pre - Listening (12 minutes) - T sets the scene by showing the pictures in part 1, lesson weather hot on page 44 and asks Ss to describe it What’s the weather like today? - T elicits from Ss’ responses to introduce the text It’s hot - T writes two importaint words in part 1, lesson and In my hometown guides Ss to read them correctly Is it hot in your hometown? - T plays the recording once No, it’s not - T gives out some new words and introduces the new It’s cold structure and writes them on the board In my hometown - Ss listen and repeat the vocabulary and the model - Some Ss read them aloud Vocab - T focuses Ss on pronunciation and intonation hot: nóng - Ss listen and repeat the text cold: lạnh - T introduces new task today: hôm hometown: quê hương While - Listening (12 minutes) - T asks Ss to describe the pictures in part on page 32 Transcript A: What’s the weather like in - T elicits from Ss’ responses to introduces the task your hometown today? - T plays the recording twice B: It’s sunny today - Ss listen and choose the right pictures A: Sunny? - Some Ss give their answers B: Yes, It’s sunny - Others give comments - T corrects Ss’ mistakes if necessary and gives the answer A: What’s the weather like in your hometown today? B: It’s cloudy today A: Cloudy? B: Yes, It’s cloudy A: What’s the weather like in your hometown today? B: It’s windy today A: Windy? B: Yes, It’s windy A: What’s the weather like in your hometown today? B: It’s rainy today A: Rainy? B: Yes, It’s rainy The answer – d; – b; – a; – c Post - Listening (7 minutes) - T asks Ss to play the game “Chinese whisper” What’s the weather like today? - T divides class into three groups and play the game It’s rainy and cloudy It’s sunny and windy - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises C(Sentences partens) of unit 16 in their workbook - T gives feedback Week 31; Period 108 Making date: Wednesday, April 11th 2012 Teaching date: Friday, April 13th 2012 Unit 16: The weather Lesson 2: 3-4; Page: 45 I.Objectives By the end of the lesson, Students will be able to review the way to describe the weather II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to recite the chant in part 1, lesson The chant: on page 44 What’s the weather like today? It’s hot - Others observe and give comments In my hometown - T gives comments and marks Is it hot in your hometown? No, it’s not It’s cold In my hometown Pre - Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 45 and asks Ss to describe it page 45 - T elicits from Ss’ responses to introduce the text - T reads the text once While - Reading (12 minutes) - T calls on some Ss to read the text aloud Today’s weather forcast It is rainy and cold in Ha Noi - T focuses Ss on intonation It is sunny and hot in Ho Chi - T asks Ss to read and then draw the picture Minh City - Some Ss give their answers It is cloudy and windy in Hue - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer The answer: – d, – a, – b&c Post - Reading (10 minutes) - T asks Ss to ask and answer about the weather in group of Ex: S1: What is the weather like in Ha four or five - T calls on some groups of Ss to ask and answer about the Noi today? S2: It’s cloudy weather aloud S3: What is the weather like in Dak - Others observe and give comments Nong today? - T corrects Ss’ mistakes if necessary S4: It’s rainy and windy S5: What is the weather like in Hai Phong today? S6: It’s sunny and cloudy …… Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises D(Reading) of unit 16 in their - T gives feedback workbook Week 32; Period 109 Making date: Saturday, April 14th 2012 Teaching date: Monday, April 16th 2012 Unit 16: The weather Lesson 3: 1-2; Page: 46 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about the weather II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to recite the chant in part 1, lesson The chant: on page 44 What’s the weather like today? It’s hot - Others observe and give comments In my hometown - T gives comments and marks Is it hot in your hometown? No, it’s not It’s cold In my hometown Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 46 and asks Ss to describe it page 46 and Ss’ responses - T plays the recording twice The model: - Ss listen and repeat the conversation - T gives out some new structure and writes on the board What is the weather like in Ha Noi - Ss listen and repeat the structure today? → It’s rainy - Some Ss read the structure aloud - T focuses Ss on intonation Practice (10 minutes) - T explaints the task and asks Ss to complete the a What’s the weather like in Hai sentences and then say with their partners Phong today? - Some pairs say aloud → It’s sunny b What’s the weather like in Hue - Others observe and give comments today? - T corrects Ss’ mistakes if necessary and gives the → It’s windy answer c What’s the weather like in Da Nang today? → It’s rainy d What’s the weather like in Ho Chi Minh City today? → It’s cloudy Production (12 minutes) - T asks Ss to ask and answer about the weather in S1: What is the weather like in Nghe somewhere in pairs An today? S2: It’s cloudy and windy - Some pairs of Ss speak aloud S3: What is the weather like in - Others observe and give comments Quang Nam today? - T corrects Ss’ mistakes if necessary and gives S4: It’s rainy and cold comments S5: What is the weather like in Binh Dinh today? S6: It’s sunny and hot …… Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about the weather, and lesson the exercises in part E(Writing) in their workbook - T gives Ss exercises - T gives feedback Week 32; Period 110 Making date: Sunday, April 15th 2012 Teaching date: Tuesday, April 17th 2012 Unit 16: The weather Lesson 3: 3-4; Page: 47 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about the weather II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs to asks Ss to ask and answer about S1: What is the weather like in Buon Ma Thuot City today? S2: It’s cloudy and windy S3: What is the weather like in Can Tho today? S4: It’s rainy and cold S5: What is the weather like in Da Nang today? S6: It’s sunny and hot …… Pre - Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson The picture in part 3, lesson on on page 47 and asks Ss to describe it page 47 and Ss’ responses - T elicits from Ss’ responses and asks Ss to complete the table While - Writing (13 minutes) - T calls on some Ss to go to the board and write their rainy answer cloudy - Others observe and give comments windy - T corrects Ss’ mistakes if necessary and gives the answer sunny sunny and hot Post - Writing (12 minutes) - T introduces the chant in part on page 47 The chant - T plays the recording twice The weather - T gives out some new words and write them on the board What’s the weather like today? - Ss listen and repeat the vocabulary It’s fine today - T focuses Ss on pronunciation The sun is shining - Ss listen and repeat the chant The birds are flying - Some Ss read the chant aloud And we are cycling away - T focuses Ss on intonation and rhythm The vocab: - T gives comments fine: tốt sun: mặt trời shine: chiếu sáng bird: chim fly: bay cycle: xe đạp Consolidation and homework (3 minutes) - T summaries the lesson - Ss learn by heart the way to ask - T gives Ss exercises and answer about the weather, and redo all the exercises in unit 16 in - T gives feedback their workbook the weather in somewhere - Some pairs of Ss speak aloud - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives comments Week 32; Period 111 Making date: Tuesday, April 17th 2012 Teaching date: Thursday, April 19th 2012 Unit 17: Outdoor activities Lesson 1: 1-2; Page: 48 I.Objectives By the end of the lesson, Students will be able to identify outdoor activities II Language focus + Vocabulary: paper boat, cycle, play badminton, football, fly, kite + Structure: What are they doing? → They are playing with paper boats III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to recite the weather song in part 4, The weather song What is the weather like?(2) lesson 1, unit 16 on page 43 It is sunny and windy - Others observe and give comments In my hometown - T gives comments and marks What is the weather like?(2) It is cloudy and rainy In my hometown Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 48 and asks Ss to describe it page 48 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking paper boat: thuyền giấy about cycle: đạp xe - T plays the recording twice play: chơi - Ss listen and repeat the dialogue badminton: môn cầu lông - Ss role play the dialogue in pairs football: môn bóng đá - T gives out some new words and structure fly: thả,, bay - Ss listen and repeat the vocab and structure kite: diều - T focuses Ss on pronunciation and intonation * Grammar: What are they doing? → They are playing with paper boats Practice (12 minutes) - T explaints the task and asks Ss to the exercise on a What are they doing? page 48 → They are cycling - T calls on some Ss to say aloud b What are they doing? → They are playing badminton - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer c What are they doing? → They are flying kites d What are they doing? → They are playing football Production (9 minutes) - T asks Ss to ask and answer about outdoor activities in Ex: S1: What are they doing? pairs S2: They are flying kites - Some pairs of Ss speak aloud S3: What are they doing? - Others observe and give comments S4: They are playing football - T corrects Ss’ mistakes if necessary S5: What are they doing? S6: They are playing badminton …… Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about outdoor lesson ctivities, and the exercises in part A(Phonics) of unit 17 in their - T gives Ss exercises workbook - T gives feedback Week 32; Period 112 Making date: Wednesday, April 18th 2012 Teaching date: Friday, April 20th 2012 Unit 17: Outdoor activities Lesson 1: 3-4; Page: 49 I.Objectives By the end of the lesson, Students will be able to ask and answer about outdoor activities II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the words they have learnt in the last lesson cycle play kite - T explaints the game and calls three Ss of three groups to go to the board and play the game badminton football - Others observe and give comments - T gives comments Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 49 and asks Ss to describe it page 49 - T explaints the task and asks to ask and answer in pairs While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud The prompt answer a What are they doing? - Others observe and give comments → They are flying kites - T focuses Ss on intonation and corrects Ss’ mistakes if b What are they doing? necessary → They are running c What are they doing? → They are cycling d What are they doing? → They are skipping Post - Speaking (9 minutes) - T asks Ss to play the game “Spelling game” cycle, play, kite, badminton - T explaints the game and call on three pairs of Ss to play football, … the game - S1 calls one word they;’ve just learnt, S2 spells and write the word on the board Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises B(Vocabulary) of unit 16 in their workbook - T gives feedback Week 33; Period 113 Making date: Saturday, April 21st 2012 Teaching date: Monday, April 23rd 2012 Unit 17: Outdoor activities Lesson 2: 1-2; Page: 50 I.Objectives By the end of the lesson, Students will be able to describe on going activities II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: What are they doing? outdoor activities S2: They are flying kites - Others observe and give comments S3: What are they doing? - T corrects Ss’ mistakes if necessary S4: They are playing football S5: What are they doing? S6: They are playing badminton …… Pre - Listening (12 minutes) - T sets the scene by showing the pictures in part 1, lesson boat door on page 50 and asks Ss to describe it Where are the children? - T elicits from Ss’ responses to introduce the text At the door - T writes two importaint words in part 1, lesson and What are they doing? guides Ss to read them correctly Making paper boats - T plays the recording once And coats - Ss listen and repeat the text What for? - T introduces new task For their dolls While - Listening (12 minutes) - T asks Ss to describe the pictures in part on page 50 Transcript Man: What are the children - T elicits from Ss’ responses to introduces the task doing? - T plays the recording twice Woman: They’re cycling in the - Ss listen and choose the right pictures garden - Some Ss give their answers Man: Cycling in the garden? - Others give comments - T corrects Ss’ mistakes if necessary and gives the answer Woman: Yes That’s right Man: What are the children doing? Woman: They’re flying kites in the garden Man: Flying kites? Woman: Yes That’s right The answer – b; – a Post - Listening (7 minutes) - T asks Ss to play the game “Chinese whisper” What are they doing? - T divides class into three groups and play the game They are flying kites They are cycling - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises C(Sentences partens) of unit 17 in their workbook - T gives feedback Week 33; Period 114 Making date: Sunday, April 22nd 2012 Teaching date: Tuesday, April 24th 2012 Unit 17: Outdoor activities Lesson 2: 3-4; Page: 51 I.Objectives By the end of the lesson, Students will be able to review the way to describe the activities II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: What are they doing? outdoor activities S2: They are flying kites - Others observe and give comments S3: What are they doing? - T corrects Ss’ mistakes if necessary S4: They are playing football S5: What are they doing? S6: They are playing badminton …… Pre - Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 51 and asks Ss to describe it page 51 - T elicits from Ss’ responses to introduce the text - T reads the text once While - Reading (12 minutes) - T calls on some Ss to read the text aloud There are six children in the - T focuses Ss on intonation picture Two boys are flying kites - T asks Ss to read and then match the text with the suitable Two boys are playing with paper boats What about the girls? What picture are they doing? One girl is cycling - Some Ss give their answers And one girl is skipping - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer The answer: picture b Post - Reading (10 minutes) - T introduces the chant in part on page 51 Let’s go playing - T plays the recording twice The weather is fine today! (2) - T gives out some new words and write them on the board Let’s go playing in the garden, - Ss listen and repeat the vocabulary My dear friends - T focuses Ss on pronunciation The weather is bad today! (2) - Ss listen and repeat the chant Let’s go playing in our room, - Some Ss read the chant aloud My dear friends - T focuses Ss on intonation and rhythm - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises D(Reading) of unit 17 in their - T gives feedback workbook Week 33; Period 115 Making date: Tuesday, April 24th 2012 Teaching date: Thursday, April 26th 2012 Unit 17: Outdoor activities Lesson 3: 1-2; Page: 52 I.Objectives By the end of the lesson, Students will be able to review the way to describe the activities II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson Let’s go playing on page 51 The weather is fine today! (2) - Others observe and give comments Let’s go playing in the garden, - T gives comments and marks My dear friends The weather is bad today! (2) Let’s go playing in our room, My dear friends Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 52 and asks Ss to describe it page 52 and Ss’ responses - T plays the recording twice The model: - Ss listen and repeat the conversation What are they playing? - T gives out some new structure and writes on the board → They are playing football - Ss listen and repeat the structure - Some Ss read the structure aloud - T focuses Ss on intonation Practice (10 minutes) - T explaints the task and asks Ss to complete the a What are they playing? sentences and then say with their partners → They’re playing badminton - Some pairs say aloud b What are they playing? → They’re playing chess - Others observe and give comments c What are they playing? - T corrects Ss’ mistakes if necessary and gives the → They’re playing hide-and-seek answer d What are they playing? → They’re playing football Production (12 minutes) - T asks Ss to ask and answer about outdoor activities in S1: What are they playing? pairs S2: They’re playing chess S3: What are they playing? - Some pairs of Ss speak aloud S4: They’re playing hide-and-seek - Others observe and give comments S5: What are they playing? - T corrects Ss’ mistakes if necessary and gives S6: They’re playing badminton comments …… Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about outdoor activities, and the exercises in part lesson E(Writing) in their workbook - T gives Ss exercises - T gives feedback Week 33; Period 116 Making date: Wednesday, April 25th 2012 Teaching date: Friday, April 27th 2012 Unit 17: Outdoor activities Lesson 3: 3-4; Page: 53 I.Objectives By the end of the lesson, Students will be able to review the way to describe the activities II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to ask and answer about outdoor activities in S1: What are they playing? pairs S2: They’re playing chess - Some pairs of Ss speak aloud S3: What are they playing? S4: They’re playing hide-and-seek - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives comments S5: What are they playing? S6: They’re playing badminton …… Pre - Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson The picture in part 3, lesson on on page 53 and asks Ss to describe it page 53 and Ss’ responses - T elicits from Ss’ responses and asks Ss to complete the table While - Writing (13 minutes) - T calls on some Ss to go to the board and write their He is running answer She is cycling They are flying kites - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer They are playing football Post - Writing (12 minutes) - T introduces the chant in part on page 53 The chant OK, everybody, - T plays the recording twice Let’s play! - Ss listen and repeat the chant What are we going to do? - Some Ss read the chant aloud Cycle? - T focuses Ss on intonation and rhythm No! - T gives comments Sing? No! Fly kites? Yes We like it! Consolidation and homework (3 minutes) - T summaries the lesson - Ss learn by heart the way to ask - T gives Ss exercises and answer about the weather, and redo all the exercises in unit 17 in - T gives feedback their workbook Week 34; Period 117 Making date: Saturday, April 28th 2012 Teaching date: Monday, April 30th 2012 Review I.Obbjectives By the end of the lesson, Students will be able to perform their abilities in listening, speaking, reading and writing related to the topics from unit 16 to unit 17, using the phonics, vocabulary and sentences patterns they have learnt II Language focus + Vocabulary: review + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up - T asks Ss to play the game Chinese whisper - T calls on three Ss to go to the board and read their sentence - Ss play the game in three groups - T gives comments Presentation Phonics - T asks Ss to repeat all difficult words and read them aloud - T focuses Ss on pronunciation - T writes them on the board and reads them aloud - Ss listen and repeat Vocabulary - T asks Ss to repeat all the vocabulary they have learnt - T writes some vocabularies on the board and asks Ss to play the game “slap the board” - T explaints the game if necessary and calls on three Ss to go to the board and play the game - Ss read those words aloud - T focuses Ss on pronunciation - T give feedback Sentence patterns - T asks Ss to give out the structures they have learnt - T corrects Ss’ mistakes if necessary and write the right structures - Ss listen and repeat all the structures - Ss make some short dialogues using the structures they’ve just give out - Others observe and give comments - T corrects Ss’ mistakes if necessary Practice - T asks Ss to use the knowledge they’ve just review to pracrise in groups of four - Some groups practise aloud - Others observe and give comments - T corrects Ss’ mistakes if necessary Contents What are they doing? They are playing football She is flying kite weather hot boat door weather, today, sunny, windy, rainy, cloudy, hot, cold, fine, fly, kite, play football, badminton, cycle, boy, girl - What’s the weather like? → It’s sunny - What’s the weather like in Ha Noi today? → It’s rainy - What are they doing? → They’re playing with paper boats - What are they playing? → They’re playing football S1: What are they playing? S2: They’re playing chess S3: What’s the weather like in Ho Chi Minh City today? S4: It’s sunny and windy S5: What are they doing? S6: They’re flying kites … Production - T asks Ss to the exercises which they’ve not done yet - The exercises in the workbook in the workbook - T goes aroud to help Ss if necessary Consolidation and homework - Teacher summaries the lesson and asks Ss to prepare the new lesson (unit 11) - Ss learn by heart all the vocabulary and structures they’ve learnt Week 34; Period upload.123doc.net Making date: Sunday, April 29th 2012 Teaching date: Tuesday, May 1st 2012 Review I.Obbjectives By the end of the lesson, Students will be able to practise the knowledge they’ve review in the last lesson II Language focus + Vocabulary: review + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T asks Ss to play the game quikly writing T: bàn học sinh, mẹ, lạnh, có - T calls on three Ss to go to the board and play the game mây, thời tiết, mười tám, cái thước, hát, chơi cầu lông, thả - Others observe and give comments diều,… - T gives comments Ss: desk, mother, cold, cloudy, weather, eighteen, ruler, sing, play badminton, fly kite, … Presentation (6 minutes) - T gives some exercises and explaints the way to and I Reorder the words to make sentences asks Ss to them is / Who / this / ? a / desk / is / It / are / What / these / ? are / chairs / They / my / This / pencil case / is / are / doing / What / they / ? flying / They / are / kites / is / cycling / She / weather / is / What / the / like / ? 10 rainy / It / is / Practice (13 minutes) - Some Ss go to the board and them I The answer - Others give comments What is this ? - T corrects Ss’ mistakes if necessary and gives the answer It is a desk What are these? They are chairs This is my pencil case What are they doing? They are flying kites She is cycling What is the weather like? 10 It is rainy Post – Writing (12 minutes) - T asks Ss to redo all the exercises in their workbook - The exercises in their workbook - T explaints some difficult exercises Consolidation and homework (3 minutes) - T summaries the lesson and gives Ss excercises - T gives feedback - Redo all exerecises Week 34; Period 119 Making date: Tuesday, May 1st 2012 Teaching date: Thursday, May 3rd 2012 Review I.Obbjectives By the end of the lesson, Students will be able to practise the knowledge they’ve learnt II Language focus + Vocabulary: review + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the computer chair in words they have learnt in the last lesson - T explaints the game and calls three Ss of three groups to kitchen play go to the board and play the game - Others observe and give comments picture rainy tidy - T gives comments Presentation (6 minutes) - T gives some exercises and explaints the way to and I Circle the best options A, B or C to complete the sentences below asks Ss to them Is your brother? Yes, … is A She B He C It This is my sister … name’s Hoa A Her B His C Its How old … your brother A is B are C is There … three books on the desk A is B are C is There …a bathroom in my house A is B are C is … is the chair? It’s behind the table A What B Who C Where What is Nam …? He’s skating A playing B doing C going … is that? It’s my father A What B Who C Where There is … rubber in my bag A one B two C three 10 There are …chairs in the room A a B one C two Practice (13 minutes) - Some Ss go to the board and them I The answer - Others give comments B; A; C; B; A; - T corrects Ss’ mistakes if necessary and gives the answer C; B; B; A; 10 C Post – Writing (12 minutes) - T asks Ss to redo all the exercises in their workbook - The exercises in their workbook - T explaints some difficult exercises Consolidation and homework (3 minutes) - T summaries the lesson and gives Ss excercises - Redo all exerecises, learn by - T gives feedback heart all the vocabulary and structures to prepare for thr final test Week 34; Period 120 Making date: Friday, May 27th 2012 Teaching date: Friday, May 4th 2012 The final test Time allow: 40 minutes I.Obbjectives By the end of the test, Students will be able to check their knowledge in English II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Test papers, chalks, boad, IV Teaching methods : V Teaching procedure I Listen and tick the right answers, the first has been done for you (Nghe và đánh dấu nhân ( X) vào câu đúng, câu là ví dụ) X 0.5 = 2.5 points □.There is one bed □.That’s the bathroom □.She’s reading □.They’re skipping □.The book is on the table □.This is my mother □ x There are two beds □.That’s the bedroom □.She’s cooking □.They’re skating □.The book is on the desk □.This is my father II Match the word in column A with its picture in column B, the first has been done for you (Nối từ cột A với hình chúng cột B, câu là ví dụ) X 0.5 = 2.5 points A B book a chair b bed c computer d lamp e ruler Answer(Trả lời): f - e ; - ; - ; - ; - ; - III Circle the best options A, B or C to complete the sentences below, the first has been done for you (Khoanh tròn đáp án đúng để hoàn thành các câu sau, câu là ví dụ) X 0.5 = 2.5 points A: … is this? → It’s a ruler A Who B How C What There … a lamp on the desk A is B are C am What is the weather … ? → It’s sunny A B like C go … old is she? → She is nine years old A How B What C Who There … two chairs near the table A is B am C are How old is your sister? → … is eleven years old A He B She C It IV Reorder the words below to make right sentences, the first has been done for you, (Sắp xếp các từ sau để tạo thành câu đúng, câu là ví dụ) X 0.5 = 2.5 points are / two / There / chairs / à There are two chairs doing / she / What / is / ? à are / They / skipping / à bedroom / This / my / is / à the / What’s / like / weather / ? à cooking / mother / My / is / à The end! Week 35; Period 121 Making date: Friday, May 27th 2012 Teaching date: Monday, May 7th 2012 The answer key for the final test Time allow: 40 minutes I.Obbjectives By the end of the test, Students will be able to know their knowledge in English and their test’s mark II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Test papers, chalks, boad, IV Teaching methods : V Teaching procedure I X 0.5 = 2.5 points The transcrips There are two beds That’s the bedroom She’s reading 10 They’re skipping 11 The book is on the desk 12 This is my mother II X 0.5 = 2.5 points 19 e 20 c 21 f 22 a 23 d 24 b III X 0.5 = 2.5 points C A 10 B 11 A 12 C 13 B IV X 0.5 = 2.5 points There are two chairs What is she doing ? They are skipping This is my bedroom What’s the weather like ? My mother is cooking Week 35; Period 122 Making date: Sunday, May 6th 2012 Teaching date: Tuesday, May 8th 2012 Unit 18: Colours Lesson 1: 1-2; Page: 54 I.Objectives By the end of the lesson, Students will be able to identify colours II Language focus + Vocabulary: colour, red, orange, yellow, green, blue, pink + Structure: What colour is it? → It’s red III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some Ss to recite the weather song in part 4, The chant OK, everybody, lesson 3, unit 17 on page 53 Let’s play! - Others observe and give comments What are we going to do? - T gives comments and marks Cycle? No! Sing? No! Fly kites? Yes We like it! Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson on on page 54 and asks Ss to describe it page 54 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking colour: màu sắc about red: màu đỏ - T plays the recording twice orange: màu cam - Ss listen and repeat the dialogue yellow: màu vàng - Ss role play the dialogue in pairs green: màu xanh lá cây - T gives out some new words and structure blue: màu xanh dương - Ss listen and repeat the vocab and structure pink: màu hồng - T focuses Ss on pronunciation and intonation * Grammar: What colour is it? → It’s red Practice (12 minutes) - T explaints the task and asks Ss to the exercise on a What colour is it? page 54 → It’s red b What colour is it? - T calls on some Ss to say aloud → It’s orange - Others observe and give comments - T corrects Ss’ mistakes if necessary and gives the answer c What colour is it? → It’s yellow d What colour is it? → It’s green e What colour is it? → It’s blue f What colour is it? → It’s pink Production (9 minutes) - T asks Ss to ask and answer about colour of their things in Ex: S1: What colour is it? pairs S2: It’s pink - Some pairs of Ss speak aloud S3: What colour is it? - Others observe and give comments S4: It’s green - T corrects Ss’ mistakes if necessary S5: What colour is it? S6: It’s orange …… Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about colour, and the exercises in part A(Phonics) of lesson unit 18 in their workbook - T gives Ss exercises - T gives feedback Week 35; Period 123 Teaching date: Tuesday, May 8th 2012 Teaching date: Thursday, May 10th 2012 Unit 18: Colours Lesson 1: 3-4; Page: 55 I.Objectives By the end of the lesson, Students will be able to review the way to ask and answer about colours II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the pink colour blue words they have learnt in the last lesson - T explaints the game and calls three Ss of three groups to go to the board and play the game red orange - Others observe and give comments - T gives comments green yellow Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson on on page 55 and asks Ss to describe it page 55 - T explaints the task and asks to ask and answer in pairs While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud The prompt answer a What colour is it? - Others observe and give comments → It’s red - T focuses Ss on intonation and corrects Ss’ mistakes if b What colour is it? necessary → It’s orange c What colour is it? → It’s yellow d What colour is it? → It’s green e What colour is it? → It’s blue f What colour is it? → It’s pink Post - Speaking (9 minutes) - T introduces the chant in part on page 55 white: màu trắng - T plays the recording twice brown: màu nâu - T gives out some new words and write them on the board The chant: Colours - Ss listen and repeat the vocabulary Red, blue and yellow - T focuses Ss on pronunciation Green and white - Ss listen and repeat the chant And pink and brown - Some Ss read the chant aloud Red, blue and yellow - T focuses Ss on intonation and rhythm These are beautiful colours - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part B(Vocabulary) of unit 18 in their workbook - T gives Ss exercises - T gives feedback Week 35; Period 124 Teaching date: Wednesday, May 9th 2012 Teaching date: Friday, May 11th 2012 Unit 18: Colours Lesson 2: 1-2; Page: 56 I.Objectives By the end of the lesson, Students will be able to express their likes about colours II Language focus + Vocabulary: rose, cherry, like, sky, sea + Structure: I like + colours III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods : - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: What colour is it? colours S2: It’s pink - Others observe and give comments S3: What colour is it? - T corrects Ss’ mistakes if necessary S4: It’s green S5: What colour is it? S6: It’s orange …… Pre - Listening (12 minutes) - T sets the scene by showing the pictures in part 1, lesson like blue on page 50 and asks Ss to describe it Roses are red - T elicits from Ss’ responses to introduce the text Cherries are red too - T writes two importaint words in part 1, lesson and I like red guides Ss to read them correctly The sky is blue - T plays the recording once The sea is blue too - T gives out some new words and new struture I like blue - Ss listen and repeat the vocab and structure Vocab: - T gives examples rose: hoa hồng - Ss listen and repeat the text cherry: anh đào - T introduces new task like: thích sky: bầu trời sea: biển Model: I like + colour Ex: I like red I like green… While - Listening (12 minutes) - T asks Ss to describe the pictures in part on page 56 Transcript A: What colour you like, - T elicits from Ss’ responses to introduces the task Nam? - T plays the recording twice B: I like red - Ss listen and choose the right pictures A: What colour? - Some Ss give their answers B: Red I like red - Others give comments - T corrects Ss’ mistakes if necessary and gives the answer A: What colour you like, Mai? B: I like yellow A: What colour? B: Red I like yellow A: What colour you like, Phong? B: I like green A: What colour? B: Red I like green A: What colour you like, Hoa? B: I like pink A: What colour? B: Red I like pink The answer – red; – yellow; – green; – pink Post - Listening (7 minutes) - T asks Ss to play the game “Chinese whisper” What colour is it? - T divides class into three groups and play the game It is orange I like yellow - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Ss the exercises in part - T gives Ss exercises C(Sentences partens) of unit 18 in their workbook - T gives feedback