Giao an tieng anh lop 5 moi 2014 tron bo hoc ki 1

Set the context: you are going to read the passage and tick the right picture Elicit and recall any vocabulary that Ss will need to understand the text: comfortable, fence, violet, go fi[r]

ME AND MY FRIENDS Week: Period: 1st Date of teaching: Thursday, September 12th, 2013 UNIT 1: A SUMMER CAMP Lesson I Objectives: II III IV V - By the end of this lesson, students will be able to ask and answer questions about where some is from - Develop speaking skill Teaching methods: - Communicative approach - Techniques: + Ask and answer (say individually) + Work in pairs/ groups + Discuss Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets - Students’ aids: books, notebooks, workbooks Languages focus: - Vocabulary: summer, camp, different, country( countries), Malaysia – Kuala Lumpur , Thailand – Bangkok, the USA – New York, Indonesia - Jakarta - Structures: A: Where’s he from? B: He’s from Malaysia A: Where in Malaysia is he from? B: Kuala Lumpur Procedures: Time 6’ 10’ Steps/Activities I Warm up: Clap the board Let Ss play the game with the characters in character gallery on P.2 II New lesson Look, listen and repeat - Have Ss to look at the book at page and get Ss to identify the familiar characters and the new ones - Have Ss guess what is happening in each picture - Set the scene: These children are at a summer camp in Vietnam.(elicit the word “summer camp”) - Use the world map to show where each country or city is Work arrangement T – whole class T – Whole class - 10’ - - - - (Malaysia, Thailand, Bangkok and Kuala Lumpur) Write the new words on the board and get Ss to read a few times Have Ss listen to the recording as they read the lines in the speech bubbles Play the recording again for Ss to repeat the lines in the speech bubbles two times Divide the class into groups to take turns to say the lines from Zack and Lawan Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation Point, ask and answer Have Ss look at the pictures a, b, c and d on page Set the context: These children come from many countries  Point to P a and say: This is Zack He’s from Kuala Lumpur, Malaysia – Have Ss repeat: Zack, Malaysia, Kuala Lumpur  Repeat the step with other pictures Ask Ss to read the example and elicit their prompts to complete the text in the speech bubbles Write the questions and answer on the board and get Ss to repeat the lines a few times in turn Model the task  Point to Zack and ask: Where’s he from?  Class: He’s from Malaysia  T: Where in Malaysia is he from?  Class: Kuala Lumpur Ask them to act out the dialogue Repeat the step with some other pairs for pictures b, c, d.( Focus on pronunciation and fluency) Have Ss practice acting out the dialogue in pairs, using the pictures Monitor the activity and offer help Correct pronunciation errors (stress, assimilation of sounds, Group/ pair work T – Whole class T – Whole class Group work Pair- work T – whole - 10’ - 4’ Week: Period: 2nd - intonation) when necessary Call on some pairs to perform the task at the front of the class Have the whole class repeat all the phrases in chorus to reinforce their pronunciation Listen and tick Get Ss to look at the pictures on page and tell them the purpose of the listening Elicit the information of these pictures Do the first example with Ss Play the recording twice: once for listening all the way through and once for them to doing the task Play it again for Ss to check their answer Ss trade their answers within pairs or groups for correction Ask Ss to report the answers aloud to the class The others listen and give comments Make some questions to check Ss’ comprehension III Summary and Home- link: Consolidate the content of the lesson Ask Ss search for the cities and flags of related countries in the unit on the world map or in the internet class T – whole class Individually Pair- work T – whole class Date of teaching: Friday, September 13th, 2013 UNIT 1: A SUMMER CAMP Lesson I II - Objectives: By the end of this lesson, Students will be able to pronounce correctly the sound of the letter “ese” and that of the letter “ian”; listen and read for specific information Develop listening, speaking and reading skills Teaching methods: Communicative method Techniques: + Work in pairs + Work in groups, discuss III Teaching aids: - Teacher’s aids: Tape cassette, pictures, poster, word cards - Students’ aids: book, notebook, workbook IV Languages focus: * Phonics: Vietnamese Indonesian V Procedures: Time 5’ 5’ Steps/Activities I Warm up: Country bingo Let Ss play the game with the grid and a list of countries Vietnam Laos Indonesia Malaysia Thailand The USA The UK Korea Cambodia - - - 7’ II New lesson Listen and repeat/ Group and say it aloud a Listen and repeat Have Ss open the book page 8, draw their attention to the letters colored differently in the words Vietnamese and Indonesian Set the scene: “We are going to learn how to produce the sound of letters ese in the word Vietnamese and that of the letter ian in the word Indonesian” Produce the sound of the letter ese and ian a few times Get Ss to repeat the words a few times Encourage Ss to recall the names of countries (Unit – Tieng Anh 4) which have the end of ese and ian Work arrangement T – whole class T – Whole class Individually Pair – work T – whole class b Group and say it aloud - Ask Ss to look at the chart and the word box - Check if they understand the activity and the meaning of the focused words - Say each word and get Ss to repeat a few times - Set the time and let Ss the task T – whole class - Ss check their answer in pairs - Call some Ss to report their answers to the class - Have the whole class read in chorus all the words in each column Listen and read together 10’ - Have Ss look at Picture a and b on Page and set the context - Pre-teach the new vocabulary (write new words on the board and get Ss to repeat them a few times)  cultural show  mask Using pictures or translating  model  twin towers - Read each dialogue, stop at times to check Ss’ comprehension - Have Ss repeat each line in the dialogues (clap once for the words with “ese” and clap twice for the words with ian - Model and get Ss to clap in the same way then repeat each line of the dialogues - Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words - Device the class into four groups to take turns to repeat the lines from Mai, Akio, Azmi and Zack T – whole class Individually Group T – whole class Listen and number 10’ - Ask Ss to look at Picture a, b, c and d on page - Set the scene: “you are going to listen to the recording and number the picture” - Elicit the content from Ss: What’s it? P.a: a robotic cat – Doraemon P.b: the Petronas Twin Towers in Malaysia P.c: Indonesian masks T – whole class - - P.d: a Chinese lantern Pre-teach the key words: (Write the words on the board Ss repeat a few times)  activity  talk  display  Doraemon Play the recording twice: once for Ss to listen all the way through, once for them to the task Play it again for Ss to check their answers Have Ss trade their answers in pairs for correction Call some to report their answer to the class Answer: – c 2–d 3–b 4–a Individually Pair- work T – whole class III Summary and Home- link: 3’ Week: Period: 3rd - Consolidate the content of the lesson - Ask Ss select a favourite flag, draw and colour it at home for a class display in the next lesson T – whole class Date of teaching: Thursday, September 19th, 2013 UNIT A SUMMER CAMP Lesson I Objectives: - By the end of this lesson, Students will be able to:  Ask and answer about someone’s nationality  Read an information text on a summer camp and write an e-mail - 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: audio CD, pictures, poster, flashcards - Students’ aids: book, notebook, workbook IV Language focus:  Vocabulary: stage, nationality  Sentence Patterns: What’s his/ her nationality? He’s/ She’s ……………………… V Procedures: Time Steps/Activities I 6’ 10’ 10’ Warm up: - Let Ss display their flags and play the game Pelmalism using names of countries and nationalities II New lesson Look, listen and repeat - Have Ss to look at the book at page 10 - Set the context: This is a cultural activity at the summer camp  Ask Ss to look at the P a and ask (Who are they?, Who are these children talking about?, What’ s the name of the boy on the stage?, What’s his nationality?)  Repeat the step with P.b - Pre-teach: stage, nationality(Write the words on the board and ask Ss to repeat a few times) - Play the recording all the way through for Ss to listen the dialogue - Play the recording again for Ss to repeat each line of the dialogue a few times - Divide the class into groups to take turns to say the questions and answers in each line Point, ask and answer - Draw a chart of the country and nationality related to this section on the board and get Ss to repeat each name Work arrangement T – whole class T – whole class Whole class Individually Groups T – whole class - - - - - 10’ - - a few times Set the scene: These children are at the summer camp They’re from different countries Now you practice asking and answering questions about their nationalities Ask Ss to read the example and elicit their prompts to complete the speech bubbles (write the question and answer on the board and ask Ss to repeat a few times) T models: Point to Pa and ask What’s his nationality Ss: He’s Malaysian Repeat the step with picture b, c and d Have Ss to practice in pairs pointing, asking and answering Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary Call on some pairs to perform the task at the front of the class Others observe and comment Have the whole class repeat the question and answer in chorus to reinforce their pronunciation Read and the tasks.(Choose one of or 4) a Tick T (True) or F (False) Ask Ss to look at the picture on P.11 Set the context:  Can you guess what you are going to read about?  Where is it?  What are the children doing? Elicit and recall any vocabulary that Ss will need to understand the text(Write the words on the board and Ss repeat a few times) Play the recording, pause at times to check Ss’ comprehension Check if Ss understand the task Do the first for example Give Ss sufficient time to the task and move around to monitor the activity Pair – work T – whole class T – whole class Individually Pair – work/ Group work Whole class 10’ 5’ - Have Ss to check their answers in pairs before call some Ss to report the answer to the class b For the better Ss) - Ask Ss to brainstorm the s; ate different kinds of food and drink; ect - Encourage Ss to talk about one thing they liked doing and one thing that they did not like - Set time and get Ss to work in pairs Monitor the activity - Call on some individual students to say their answers to the class Read and write an e – mail.(Choose one of or 4) - Get Ss to look at the example e - mail and have a brief discussion with the class about the picture and the task - Point to the model text and elicit Ss’ answer: Who wrote the e-mail?; Who will receive it?; - Read the passage and check Ss’ comprehension: Where was the summer camp? What did the campers at the camp? … - Get Ss to read the model e-mail and read the guide - Let Ss the task Move around the class to monitor the activity - Get a few Ss to read aloud their e-mail to the class - Have a class display of Ss’ work III Summary and Homelink - Ss have learnt  To ask and answer about someone’s nationality, using What’s his/ her nationality? – He’s/ She’s Indonesian  To read about the summer camp and write an email to a friend - Encourage Ss to play the City/ Country Bingo and sing along the song Jenny and Harry at home T – whole class Pair work T – whole class Individually Whole class T – whole class Week: Period: 4th Date of teaching: Friday, September 20th, 2013 UNIT MY FRIEND’S HOUSE Lesson I Objectives: - By the end of this lesson, students will be able to ask and answer questions about where one lives - 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: same area, street, floor, building - Structures: A: Where you live? B: I live at 52 Ba Trieu Street o I live on the second floor of Ha Noi Tower V Procedures: Time 6’ 10’ Steps/Activities I Warm up: Number Bingo Let Ss play the game with numbers 21 – 50 II New lesson Look, listen and repeat - Have Ss to look at the book at page and get Ss to identify the characters in each picture Work arrangement T – whole class T – Whole 10’ - Have Ss guess what is happening in each picture: Who is this?; What’s his/her name?; Where are they?; - Pre-teach the vocabulary(Write the words on the board and ask Ss to repeat a few times)  same area  street  floor  Tower - Have Ss listen to the recording as they read the lines in the speech bubbles - Play the recording again for Ss to repeat the lines in the speech bubbles two times - Divide the class into groups to take turns to say the lines of Mai and Tony Point, ask and answer - Have Ss look at the pictures a, b, c and d on page 13 - Set the context: We are going to ask and answering about the addresses - Ask Ss to pretend to be Mai and Tony Read the line in speech bubbles and elicit Ss’ prompts to complete the lines - Write the questions and answers on the board and get Ss to repeat a few times - Pre-teach the vocabulary:  avenue  road  lane  numbers: 74, 51, 72 - model the task  Point to P a and ask: Where you live? –Ss: I live in the 2nd floor of Ha Noi Tower  Repeat the step with other pictures - Have Ss to take turns to point to the pictures , ask and answer about addresses - Monitor the activity and offer help Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary class Pair work Group T – Whole class Pair- work 10’ 4’ - Call on some pairs to perform the task at the front of the class - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation Listen and match - Get Ss to look at the pictures on page and tell them the purpose of the listening - Elicit the information of these pictures Have Ss to repeat the characters’ names - Have Ss repeat the numbers: 38, 52, 26, 73 - Do the first example with Ss - Play the recording twice: once for listening all the way through and once for them to doing the task - Play it again for Ss to check their answer - Ss trade their answers within pairs or groups for correction - Ask Ss to report the answers aloud to the class The others listen and give comments - Make some questions to check Ss’ comprehension III Summary and Home- link: - In this lesson, Ss have learnt to ask and answer questions about where one lives, using Where you live? – I live at/ on _ - Encourage Ss to draw his/ her house and writes the address under the picture for the class display in the next lesson Week: Period: 5th T – whole class T – whole class Individually Pair- work T – whole class Date of teaching: Thursday, September 26th, 2013 UNIT 2: MY FRIEND’S HOUSE Lesson I Objectives: - By the end of this lesson, Students will be able to pronounce correctly the sound of the letter “fl” as in flat and that of the letter “bl” as in block; listen and number the pictures in the order they hear - Develop listening, speaking and reading skills II III IV V Teaching methods: Communicative method Techniques: + Work in pairs + Work in groups, discuss Teaching aids: Teacher’s aids: Tape cassette, pictures, poster, word cards Students’ aids: book, notebook, workbook Languages focus: * Phonics: flat block Procedures: Time 5’ 5’ 7’ Steps/Activities I Warm up: Students’ display Let Ss display their drawings on the board Then ask and answer questions related to the addresses II New lesson - Listen and repeat/ Listen, complete and say aloud a Listen and repeat - Have Ss open the book page 8, draw their attention to the letters colored differently in the words flat and block - Set the scene: “We are going to learn how to produce the sound of letters fl in the word flat and that of the letter bl in the word block” - Produce the sound of the letter fl and bl a few times - Get Ss to repeat the words a few times - Encourage Ss to recall the names of countries (Unit – Tieng Anh 4) which have the end of ese and ian b Listen, complete and say aloud - Ask Ss to look at the book at P.15 - Check if they understand the activity and the meaning of the focused words - Get Ss to guess all the complete words and the first example Work arrangement T – whole class T – Whole class Individually Pair – work T – whole class T – whole class - 10’ 10’ Set the time and let Ss the task Ss check their answer in pairs Call some Ss to report their answers to the class Have the whole class read in chorus all the words in each column - Listen and read together - Have Ss look at Picture a and b on Page 15 and ask them to identify the characters and the focused words - Set the context:Nga and her friends live in the same blocks of flats They live on different floors - Pre-teach the new vocabulary (write new words on the board and get Ss to repeat them a few times)  top  fourth Using pictures or translating  third  ground floor - Ask Ss to guess what the passage is about - Read the passage, stop at times to check Ss’ comprehension - Have Ss repeat each line in the passage (clap once for the words with “fl” and clap twice for the words with “bl” - Model and get Ss to clap in the same way then repeat each line of the dialogues - Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words - Listen and number - Ask Ss to look at Picture a, b, c and d on page 16 - Set the scene: “You are going to listen to the recording and number the pictures” - Elicit the content from Ss: Where does this girl/ boy live? - Write the addresses (location words and number) on the board and get Ss to repeat them a few times T – whole class Individually Group T – whole class T – whole class Individually - Play the recording twice: once for Ss to listen all the way through, once for them to the task - Play it again for Ss to check their answers - Have Ss trade their answers in pairs for correction - Call some to report their answer to the class Answer: – b 2–d 3–a 4–e 5–c 3’ T – whole class III Summary and Home- link: - Consolidate the content of the lesson - Ss make sentences with the words from the crossword puzzle for the class display in the next lesson Week: Period: 6th Pair- work T – whole class Date of teaching: Friday, September 27th, 2013 UNIT MY FRIEND’S HOUSE Lesson I Objectives: - By the end of this lesson, Students will be able to:  Ask and answer about a friend’s house  Read a description of a house  Write about a friend’s house - 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: audio CD, pictures, poster, flashcards - Students’ aids: book, notebook, workbook IV Language focus:  Vocabulary: great, cottage, yard, pond, roof, balcony, large, comfortable, fence, violet,  Sentence Patterns: What’s your house like? It’s a big house It’s got a green gate V Procedures: Time Steps/Activities I Warm up: 6’ II 10’ - - - 10’ - - New lesson Look, listen and repeat Have Ss to look at the book at page 17, read the context sentence above the pictures and identify the characters in the pictures Set the context:  Ask Ss to look at the P a and ask (What are Mai doing?, Who’s asking her?  Repeat the step with P b:What colour is Mai’s house? Is it small/ big? Pre-teach: great, what… like? (Write the words on the board and ask Ss to repeat a few times) Play the recording all the way through for Ss to listen the dialogue Play the recording again for Ss to repeat each line of the dialogue a few times Divide the class into groups to take turns to say the questions and answers in each line Point, ask and answer Draw Ss’ attention to the picture next to the example in this section Set the scene: imagine this is your house We’re going to ask and answer about your house Ask Ss to read the example and elicit their prompts to complete the speech bubbles (write the question and answer on the board and ask Ss to repeat a few times) Pre-teach the new vocabulary:  cottage Work arrangement T – whole class T – whole class Whole class Individually Groups T – whole class - - - 10’ - -  yard  pond Using pictures or drawing/ gestures  roof  balcony  large Get Ss to repeat the prompt under each picture a few time and make sure they understand them T models the task: Point to Pa and ask What’s your house like? Ss: It’s a large cottage It’s got a large pond Repeat the step with picture b, c and d Have Ss to practice in pairs pointing, asking and answering Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary Call on some pairs to perform the task at the front of the class Others observe and comment Have the whole class repeat the question and answer in chorus to reinforce their pronunciation Read and tick the right picture.(Choose one of or 4) Ask Ss to look at the picture on P.11 and read the title and instruction Set the context: you are going to read the passage and tick the right picture Elicit and recall any vocabulary that Ss will need to understand the text: comfortable, fence, violet, go fishing (Write the words on the board and Ss repeat a few times) Play the recording, pause at times to check Ss’ comprehension Check if Ss understand the task Do the first for example Give Ss sufficient time to the task and move around to monitor the activity Have Ss to check their answers in pairs before call some Ss to report the answer to the class Pair – work T – whole class T – whole class Individually Pair – work/ Group work Whole class 10’ 5’ Week: Period: 9th Write about your friend’s house.(Choose one of or 4) - Get Ss to look at the passage and have a brief discussion T – whole with the class about the picture and the task class - Tell them the writing purpose: they are going to read the description of one’s friend’s house and choose the Individually appropriate words from the box to complete the passage - Set the time and let Ss the task Move around the class to monitor the activity Whole class - Get a few Ss to read aloud their writing to the class III Summary and Home-link T – whole - Consolidate the content of the lesson class - Encourage Ss to finish their drawing for the class display in the next lesson Date of teaching: Thursday, October 10th, 2013 UNIT A BIRTHDAY PARTY Lesson I Objectives: - By the end of this lesson, Students will be able to:  Ask and answer about a friend’s house  Read a description of a house  Write about a friend’s house - 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: audio CD, pictures, poster, flashcards - Students’ aids: book, notebook, workbook IV Language focus:  Vocabulary: review  Sentence Patterns: What did you at the party? o We played hide – and - seek V Procedures: Time Steps/Activities 6’ I Warm up: Ss sing along the song Happy birthday II New lesson Look, listen and repeat - Have Ss to look at the book at page 20, get Ss to look at the pictures and set the context: Nam went to Tony’s birthday Now his sister Hoa is sking him what they did at the party - Read each exchange, stop at times to check Ss’ comprehension - Make sure that Ss can understand the situation and language in each picture - Play the recording all the way through for Ss to listen the dialogue - Play the recording again for Ss to repeat each line of the dialogue a few times - Divide the class into groups to take turns to say the questions and answers in each line Point, ask and answer - Ask Ss to open the book on page 24 Draw Ss’ attention to the picture next to the example in this section - Set the scene: Imagine you are Nam You went to a birthday party with these children - Ask Ss to read the example and elicit their prompts to complete the speech bubbles (write the question and answer on the board and ask Ss to repeat a few times) - Get Ss to repeat the prompt under each picture a few times and make sure they understand them - T models the task: Point to Pa and ask What did you at the party? 10’ 10’ Work arrangement T – whole class T – whole class Whole class Individually Groups T – whole class - - 10’ - - 10’ - - Ss: We danced Repeat the step with picture b, c and d Have Ss to practice in pairs pointing, asking and answering Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary Call on some pairs to perform the task at the front of the class Others observe and comment Have the whole class repeat the question and answer in chorus to reinforce their pronunciation Read and answer.(Choose one of or 4) Ask Ss to look at the picture on P.25 and read the title and instruction Set the context: You’ve got two invitation cards: one from Lan Huong and one from Peter Brown Look at the invitation cards and find the answers to these questions(point to the questions) Read each line on the invitation cards, pausing at times to check Ss’ comprehension, using the questions provided Elicit and recall any vocabulary that Ss will need to understand the text: cordially, invited, celebration, celebrating (Write the words on the board and Ss repeat a few times) Read the cards again and get Ss to repeat each line a few times Ss take turns to ask and answer the questions Call some pairs to report the answer to the class Write an invitation card.(Choose one of or 4) Set the context: You are going to write your birthday invitation card Read each line Do you understand what it say? What should you write? Call on a few Ss and elecit their prompts to fill in the card Write a model on the board Read each line and get Ss to repeat a few times Pair – work T – whole class T – whole class Individually Pair – work/ Group work Whole class T – whole class Individually Whole class 5’ - Set the time and let Ss the task Move around the class to monitor the activity - Get a few Ss to read aloud their writing to the class III Summary and Home-link - Consolidate the content of the lesson - Encourage Ss to practice singing their own version of the song Happy Birthday at home Week: Period: 10th T – whole class Date of teaching: Friday, October 11th, 2013 UNIT MAI’S DAY Lesson I Objectives: - By the end of this lesson, students will be able to ask and answer questions about someone’s daily activities - 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: have got classes, morning exercise, have PE in the gym - Structures: A: What does she often in the morning? B: She’s got classes at school V Procedures: Time 6’ 10’ 10’ Steps/Activities I Warm up: Simon says Let Ss play the game with the word phrase: put up your hands, put down your hands, clap your hands, stand up, sit down, open your book, close your book… II New lesson Look, listen and repeat - Have Ss to look at the book on page 27 and get Ss to look at the title of the unit and the picture - Elicit their answers to identify the people in each picture: Who is this?/ Who’s this boy/ girl? - Recall the familiar vocabulary and pre-teach the vocabulary(Write the words on the board and ask Ss to repeat a few times)  have got classes  has got classes - Set the context: Linda’s asking Phong what Mai, his sister, often does in the morning He said that Mai has got classes at school Now listen to Mai talking about what she often does in the morning/ afternoon/ evening - Have Ss listen to the recording as they read the lines in the speech bubbles - Play the recording again for Ss to repeat the lines in the speech bubbles two times - Divide the class into groups to take turns to say the lines of Mai and Tony Point, ask and answer - Have Ss look at the pictures a, b, c and d on page 27 - Set the context: You are asking your partner about these characters’ daily activities from P.a to P.e - Ask Ss to Read the line in speech bubbles and elicit Ss’ prompts to complete the lines - Write the questions and answers on the board and get Ss to repeat a few times - Recall the familiar vocabulary and pre-teach the vocabulary: Work arrangement T – whole class T – Whole class Pair work Group T – Whole class - - - 10’ 4’ -  gym  morning exercise Model the task  Point to P a and ask: What does she often in the morning? –Ss: She’s got classes at school  Repeat the step with other pictures Have Ss to take turns to point to the pictures, ask and answer about addresses Monitor the activity and offer help Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary Call on some pairs to perform the task at the front of the class Have the whole class repeat all the phrases in chorus to reinforce their pronunciation Listen and tick Get Ss to look at the pictures on page 28 and tell them the purpose of the listening: You are going to hear Mary, an Australian girl, talking about her daily activities You should read each sentence in your book, listen and tick the appropriate picture for what Mary does Have Ss to read each sentence and guess the picture to tick Do the first example with Ss Play the recording twice: once for listening all the way through and once for them to doing the task Play it again for Ss to check their answer Ss trade their answers within pairs or groups for correction Ask Ss to report the answers aloud to the class The others listen and give comments Make some questions to check Ss’ comprehension III Summary and Home- link: In this lesson, Ss have learnt to ask and answer questions about someone’s daily activities, using What does he/she often in the morning? - He/ She ……………… Encourage Ss to make a list of their daily activities for the class display Pair- work T – whole class T – whole class Individually Pair- work T – whole class Week: Period: 11th Date of teaching: Thursday, October 17th, 2013 UNIT 4: MAI’S DAY Lesson I - II III IV V Objectives: By the end of this lesson, Students will be able to pronounce correctly the sound of the letter “oo” as in afternoon and that of the letter “br” as in brush; listen and number the pictures in the order they hear Develop listening, speaking and reading skills Teaching methods: Communicative method Techniques: + Work in pairs + Work in groups, discuss Teaching aids: Teacher’s aids: Tape cassette, pictures, poster, word cards Students’ aids: book, notebook, workbook Languages focus:  Phonics: afternoon brush Procedures: Time 5’ 5’ Steps/Activities I Warm up: Students’ display Let Ss display their home-link writing Then ask and answer questions related to the items on the list II New lesson Listen and repeat/ Group and say aloud a Listen and repeat - Have Ss open the book page 29, draw their attention to the letters colored differently in the words afternoon and brush - Set the scene: “We are going to learn how to produce the sound of letters oo in the word afternoon and that of the letter br in the word brush” Work arrangement T – whole class T – Whole class Individually 7’ - Produce the sound of the letter oo and br a few times - Get Ss to repeat the words a few times b Listen, complete and say aloud - Ask Ss to look at the book at P.29 Get Ss to look at the chart and the word box - Check if they understand the activity and the meaning of the focused words - Get Ss to guess all the complete words and the first example - Set the time and let Ss the task - Ss check their answer in pairs - Call some Ss to report their answers to the class - Have the whole class read in chorus all the words in each column Pair – work T – whole class T – whole class Listen and read together 10’ - Have Ss look at Picture a and b on Page 29 and ask them to identify the characters and the focused words - Set the context: - Pre-teach the new vocabulary (write new words on the board and get Ss to repeat them a few times)  brush Using pictures or  remember translating  bedtime - Ask Ss to guess what the passage is about - Read the passage, stop at times to check Ss’ comprehension - Have Ss repeat each line in the passage (clap once for the words with “oo” and clap twice for the words with “br” - Model and get Ss to clap in the same way then repeat each line of the dialogues - Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words Listen and number T – whole class Individually Group T – whole class 10’ - Ask Ss to look at Picture a, b, c and d on page 30 - Set the scene: “You are going to listen to an interview of four pupils at Rose Primary School The interviewer wants to know about their daily activities and number the pictures” - Elicit the content from Ss: What can you see in P.a/ b/ c/ d? - Recall the key words to understand the text, write on the board and get Ss to repeat them a few times - Play the recording twice: once for Ss to listen all the way through, once for them to the task - Play it again for Ss to check their answers - Have Ss trade their answers in pairs for correction - Call some to report their answer to the class Answer: – d 2–a 3–c 4–b T – whole class Individually Pair- work T – whole class III Summary and Home- link: 3’ Week: Period: 12th - Consolidate the content of the lesson - Ss select and copy one picture from the crossword puzzle and colour it for the class display in the next lesson T – whole class Date of teaching: Friday, October 18th, 2013 UNIT MAI’ S DAY Lesson I Objectives: - By the end of this lesson, Students will be able to:  Ask and answer questions about past activities  Read a comprehension text on a girl’s Sunday and write a diary  Write about a friend’s house - 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: audio CD, pictures, poster, flashcards - Students’ aids: book, notebook, workbook IV Language focus:  Vocabulary: surfed the Internet, school project  Sentence Patterns: What did you last night? I surfed the Internet for my school project V Procedures: Time Steps/Activities I 6’ 10’ Warm up: Slap the board Ss play the game with the pictures that they prepared at home II New lesson Look, listen and repeat - Have Ss to look at the book at page 31, read the context sentence above the pictures - Set the context: Hoa and Nam are having breakfast with their family They look sleepy  Point to Hoa in the P a and ask (Who is she?/ How does she look like?Why?  Repeat the step with P b:Point to Nam and elicit Ss’ answer - Pre-teach: (Write the words on the board and ask Ss to repeat a few times)  surfed the Internet  school project - Play the recording all the way through for Ss to listen the dialogue - Play the recording again for Ss to repeat each line of the dialogue a few times - Divide the class into groups to take turns to say the Work arrangement T – whole class T – whole class Whole class Individually Groups T – whole class 10’ - - - - - 10’ - questions and answers in each line Point, ask and answer Draw Ss’ attention to the picture next to the example in this section Set the context: Last night this boy surfed the Internet for his school project Ask Ss to read the example and imagine they are the boy , then elicit their prompts to complete the speech bubbles (write the question and answer on the board and ask Ss to repeat a few times) Get Ss to repeat the prompt under each picture a few time and make sure they understand them T models the task: Point to Pa and ask What did you last night? Ss: I went to the cinema Repeat the step with picture b, c and d Have Ss to practice in pairs pointing, asking and answering Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary Call on some pairs to perform the task at the front of the class Others observe and comment Have the whole class repeat the question and answer in chorus to reinforce their pronunciation Read and complete.(Choose one of or 4) Ask Ss to look at the picture on P.32 and read the title and instruction Set the context: you are going to read the passage and fill in the blank Read the title of the passage and look at the picture Can you guess what you are going to read about? Go through the words on the box and make sure Ss understand them Recall some words:  Go out Pair – work T – whole class T – whole class Individually Pair – work/ 10’ 5’ Week: Period: 9th  Take a bus - Read the passage, pausing at times to check Ss comprehension and ask for their prompts to complete the passage - Give Ss sufficient time to the task and move around to monitor the activity - Have Ss to check their answers in pairs before call some Ss to report the answer to the class Write your diary about what you did yesterday.(Choose one of or 4) - Get Ss to look at the passage and have a brief discussion with the class about the picture and the task Draw Ss’ attention to the writing frame and get them to read the instruction and the lines in the diary - Tell them the writing purpose: You are going to write your diary about what you did the day before You should remember what you did in the morning/ afternoon/ evening to write down - Elicit Ss’ answers, then the first example with the whole class Let the called S the rest lines and other repeat each line a few times - Set the time and let Ss the task Move around the class to monitor the activity - Get a few Ss to read aloud their writing to the class III Summary and Home-link - Consolidate the content of the lesson - Encourage Ss to copy the song lyrics and replace the activities in the original lyrics with their own version for the class display Group work Whole class T – whole class Whole class Individually T – whole class Date of teaching: Thursday, October 10th, 2013 UNIT A BIRTHDAY PARTY Lesson VI Objectives: - By the end of this lesson, Students will be able to:  Ask and answer about a friend’s house  Read a description of a house  Write about a friend’s house - Develop speaking and listening skill VII Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss + Ask and answer VIII Teaching aids: - Teacher’s aids: audio CD, pictures, poster, flashcards - Students’ aids: book, notebook, workbook IX Language focus:  Vocabulary: review  Sentence Patterns: What did you at the party? o We played hide – and - seek X Procedures: Time Steps/Activities 6’ IV Warm up: Ss sing along the song Happy birthday V New lesson Look, listen and repeat - Have Ss to look at the book at page 20, get Ss to look at the pictures and set the context: Nam went to Tony’s birthday Now his sister Hoa is sking him what they did at the party - Read each exchange, stop at times to check Ss’ comprehension - Make sure that Ss can understand the situation and 10’ Work arrangement T – whole class T – whole class Whole class - 10’ - - - - 10’ - language in each picture Play the recording all the way through for Ss to listen the dialogue Play the recording again for Ss to repeat each line of the dialogue a few times Divide the class into groups to take turns to say the questions and answers in each line Point, ask and answer Ask Ss to open the book on page 24 Draw Ss’ attention to the picture next to the example in this section Set the scene: Imagine you are Nam You went to a birthday party with these children Ask Ss to read the example and elicit their prompts to complete the speech bubbles (write the question and answer on the board and ask Ss to repeat a few times) Get Ss to repeat the prompt under each picture a few times and make sure they understand them T models the task: Point to Pa and ask What did you at the party? Ss: We danced Repeat the step with picture b, c and d Have Ss to practice in pairs pointing, asking and answering Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary Call on some pairs to perform the task at the front of the class Others observe and comment Have the whole class repeat the question and answer in chorus to reinforce their pronunciation Read and answer.(Choose one of or 4) Ask Ss to look at the picture on P.25 and read the title and instruction Set the context: You’ve got two invitation cards: one from Lan Huong and one from Peter Brown Look at the invitation cards and find the answers to these Individually Groups T – whole class Pair – work T – whole class T – whole class 10’ 5’ questions(point to the questions) - Read each line on the invitation cards, pausing at times to check Ss’ comprehension, using the questions provided - Elicit and recall any vocabulary that Ss will need to understand the text: cordially, invited, celebration, celebrating (Write the words on the board and Ss repeat a few times) - Read the cards again and get Ss to repeat each line a few times - Ss take turns to ask and answer the questions - Call some pairs to report the answer to the class Write an invitation card.(Choose one of or 4) - Set the context: You are going to write your birthday invitation card Read each line Do you understand what it say? What should you write? - Call on a few Ss and elecit their prompts to fill in the card Write a model on the board Read each line and get Ss to repeat a few times - Set the time and let Ss the task Move around the class to monitor the activity - Get a few Ss to read aloud their writing to the class VI Summary and Home-link - Consolidate the content of the lesson - Encourage Ss to practice singing their own version of the song Happy Birthday at home Week: Period: 10th Whole class T – whole class Individually Whole class T – whole class Date of teaching: Friday, October 11th, 2013 UNIT MAI’S DAY Lesson VI Objectives: Individually Pair – work/ Group work VII VIII IX X - By the end of this lesson, students will be able to ask and answer questions about someone’s daily activities - Develop speaking skill Teaching methods: - Communicative approach - Techniques: + Ask and answer (say individually) + Work in pairs/ groups + Discuss Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets - Students’ aids: books, notebooks, workbooks Languages focus: - Vocabulary: have got classes, morning exercise, have PE in the gym - Structures: A: What does she often in the morning? B: She’s got classes at school Procedures: Time 6’ 10’ Steps/Activities I Warm up: Simon says Let Ss play the game with the word phrase: put up your hands, put down your hands, clap your hands, stand up, sit down, open your book, close your book… II New lesson Look, listen and repeat - Have Ss to look at the book on page 27 and get Ss to look at the title of the unit and the picture - Elicit their answers to identify the people in each picture: Who is this?/ Who’s this boy/ girl? - Recall the familiar vocabulary and pre-teach the vocabulary(Write the words on the board and ask Ss to repeat a few times)  have got classes Work arrangement T – whole class T – Whole class - 10’ - - - - -  has got classes Set the context: Linda’s asking Phong what Mai, his sister, often does in the morning He said that Mai has got classes at school Now listen to Mai talking about what she often does in the morning/ afternoon/ evening Have Ss listen to the recording as they read the lines in the speech bubbles Play the recording again for Ss to repeat the lines in the speech bubbles two times Divide the class into groups to take turns to say the lines of Mai and Tony Point, ask and answer Have Ss look at the pictures a, b, c and d on page 27 Set the context: You are asking your partner about these characters’ daily activities from P.a to P.e Ask Ss to Read the line in speech bubbles and elicit Ss’ prompts to complete the lines Write the questions and answers on the board and get Ss to repeat a few times Recall the familiar vocabulary and pre-teach the vocabulary:  gym  morning exercise Model the task  Point to P a and ask: What does she often in the morning? –Ss: She’s got classes at school  Repeat the step with other pictures Have Ss to take turns to point to the pictures, ask and answer about addresses Monitor the activity and offer help Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary Call on some pairs to perform the task at the front of the class Have the whole class repeat all the phrases in chorus to reinforce their pronunciation Listen and tick Get Ss to look at the pictures on page 28 and tell them the Pair work Group T – Whole class Pair- work T – whole class 10’ 4’ - Week: Period: 11th purpose of the listening: You are going to hear Mary, an Australian girl, talking about her daily activities You should read each sentence in your book, listen and tick the appropriate picture for what Mary does Have Ss to read each sentence and guess the picture to tick Do the first example with Ss Play the recording twice: once for listening all the way through and once for them to doing the task Play it again for Ss to check their answer Ss trade their answers within pairs or groups for correction Ask Ss to report the answers aloud to the class The others listen and give comments Make some questions to check Ss’ comprehension III Summary and Home- link: In this lesson, Ss have learnt to ask and answer questions about someone’s daily activities, using What does he/she often in the morning? - He/ She ……………… Encourage Ss to make a list of their daily activities for the class display T – whole class Individually Pair- work T – whole class Date of teaching: Thursday, October 17th, 2013 UNIT 4: MAI’S DAY Lesson VI Objectives: - By the end of this lesson, Students will be able to pronounce correctly the sound of the letter “oo” as in afternoon and that of the letter “br” as in brush; listen and number the pictures in the order they hear - Develop listening, speaking and reading skills VII Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss VIII Teaching aids: - Teacher’s aids: Tape cassette, pictures, poster, word cards - Students’ aids: book, notebook, workbook IX Languages focus:  Phonics: afternoon brush X Procedures: Time 5’ 5’ 7’ Steps/Activities IV Warm up: Students’ display Let Ss display their home-link writing Then ask and answer questions related to the items on the list V New lesson Listen and repeat/ Group and say aloud a Listen and repeat - Have Ss open the book page 29, draw their attention to the letters colored differently in the words afternoon and brush - Set the scene: “We are going to learn how to produce the sound of letters oo in the word afternoon and that of the letter br in the word brush” - Produce the sound of the letter oo and br a few times - Get Ss to repeat the words a few times b Listen, complete and say aloud - Ask Ss to look at the book at P.29 Get Ss to look at the chart and the word box - Check if they understand the activity and the meaning of the focused words - Get Ss to guess all the complete words and the first example - Set the time and let Ss the task - Ss check their answer in pairs - Call some Ss to report their answers to the class - Have the whole class read in chorus all the words in each column Listen and read together Work arrangement T – whole class T – Whole class Individually Pair – work T – whole class T – whole class 10’ 10’ - Have Ss look at Picture a and b on Page 29 and ask them to identify the characters and the focused words - Set the context: - Pre-teach the new vocabulary (write new words on the board and get Ss to repeat them a few times)  brush Using pictures or  remember translating  bedtime - Ask Ss to guess what the passage is about - Read the passage, stop at times to check Ss’ comprehension - Have Ss repeat each line in the passage (clap once for the words with “oo” and clap twice for the words with “br” - Model and get Ss to clap in the same way then repeat each line of the dialogues - Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words Listen and number - Ask Ss to look at Picture a, b, c and d on page 30 - Set the scene: “You are going to listen to an interview of four pupils at Rose Primary School The interviewer wants to know about their daily activities and number the pictures” - Elicit the content from Ss: What can you see in P.a/ b/ c/ d? - Recall the key words to understand the text, write on the board and get Ss to repeat them a few times - Play the recording twice: once for Ss to listen all the way through, once for them to the task - Play it again for Ss to check their answers - Have Ss trade their answers in pairs for correction - Call some to report their answer to the class Answer: – d 2–a 3–c 4–b T – whole class Individually Group T – whole class T – whole class Individually Pair- work T – whole class VI Summary and Home- link: 3’ - Consolidate the content of the lesson - Ss select and copy one picture from the crossword puzzle and colour it for the class display in the next lesson T – whole class Date of teaching: Friday, October 18th, 2013 Week: Period: 12th UNIT MAI’ S DAY Lesson VI Objectives: - By the end of this lesson, Students will be able to:  Ask and answer questions about past activities  Read a comprehension text on a girl’s Sunday and write a diary  Write about a friend’s house - Develop speaking and listening skill VII Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss + Ask and answer VIII Teaching aids: - Teacher’s aids: audio CD, pictures, poster, flashcards - Students’ aids: book, notebook, workbook IX Language focus:  Vocabulary: surfed the Internet, school project  Sentence Patterns: What did you last night? I surfed the Internet for my school project X Procedures: Time Steps/Activities IV 6’ V Warm up: Slap the board Ss play the game with the pictures that they prepared at home New lesson Work arrangement T – whole class 10’ - 10’ - - - Look, listen and repeat Have Ss to look at the book at page 31, read the context sentence above the pictures Set the context: Hoa and Nam are having breakfast with their family They look sleepy  Point to Hoa in the P a and ask (Who is she?/ How does she look like?Why?  Repeat the step with P b:Point to Nam and elicit Ss’ answer Pre-teach: (Write the words on the board and ask Ss to repeat a few times): surfed the Internet, school project Play the recording all the way through for Ss to listen the dialogue Play the recording again for Ss to repeat each line of the dialogue a few times Divide the class into groups to take turns to say the questions and answers in each line Point, ask and answer Draw Ss’ attention to the picture next to the example in this section Set the context: Last night this boy surfed the Internet for his school project Ask Ss to read the example and imagine they are the boy , then elicit their prompts to complete the speech bubbles (write the question and answer on the board and ask Ss to repeat a few times) Get Ss to repeat the prompt under each picture a few time and make sure they understand them T models the task: Point to Pa and ask What did you last night? Ss: I went to the cinema Repeat the step with picture b, c and d Have Ss to practice in pairs pointing, asking and answering Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary Call on some pairs to perform the task at the front of the class Others observe and comment Have the whole class repeat the question and answer in chorus to reinforce their pronunciation T – whole class Whole class Individually Groups T – whole class Pair – work T – whole class 10’ 10’ 5’ Read and complete.(Choose one of or 4) - Ask Ss to look at the picture on P.32 and read the title and instruction - Set the context: you are going to read the passage and fill in the blank Read the title of the passage and look at the picture Can you guess what you are going to read about? - Go through the words on the box and make sure Ss understand them - Recall some words: go out, take a bus - Read t he passage, pausing at times to check Ss comprehension and ask for their prompts to complete the passage - Give Ss sufficient time to the task and move around to monitor the activity - Have Ss to check their answers in pairs before call some Ss to report the answer to the class Write your diary about what you did yesterday.(Choose one of or 4) - Get Ss to look at the passage and have a brief discussion with the class about the picture and the task Draw Ss’ attention to the writing frame and get them to read the instruction and the lines in the diary - Tell them the writing purpose: You are going to write your diary about what you did the day before You should remember what you did in the morning/ afternoon/ evening to write down - Elicit Ss’ answers, then the first example with the whole class Let the called S the rest lines and other repeat each line a few times - Set the time and let Ss the task Move around the class to monitor the activity - Get a few Ss to read aloud their writing to the class VI Summary and Home-link - Consolidate the content of the lesson - Encourage Ss to copy the song lyrics and replace the activities in the original lyrics with their own version for the class display Week: Period: 13th T – whole class Individually Pair – work/ Group work Whole class T – whole class Whole class Individually T – whole class Date of teaching: Thursday, October 24th 2013 UNIT OUR PICNIC TO THE SEASIDE Lesson I II - III IV V Objectives: - By the end of this lesson, students will be able to ask and answer the questions about what people will in the future - Develop listening, reading and speaking skill Teaching methods: Communicative approach Techniques: + Ask and answer (say individually) + Work in pairs/ groups + Discuss Teaching aids: Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets Students’ aids: books, notebooks, workbooks Languages focus:  Vocabularies: to cruise, to explore, seafood, to run on the beach, an aquarium, to sunbathe, to set up a campfire, some loaves of bread, to go hiking, to build a sandcastle  Sentence partern: What will you in the morning/ afternoon/ evening? I/We will cruise around the island Procedures: Time Steps/ Activities 6’ I Warm- up Song: This is the way we things II Present the new lesson I Look, listen and repeat - Focus Ss’ attention on the title of the unit, situations of the lesson by pictures and the texts in the book - Ask Ss to identify the people in the pictures - Set the scene: Mai, Linda, Peter and Tony are planning their 10’ Work arrangement T – whole class T – whole class 10’ picnic to Ha Long Bay next week - Present new words (pictures):  to cruise around the island  to explore some caves,  to eat rice and seafood - Play the recording for Sts to listen - Play the recording again for Sts to repeat sentence by sentence - Divide the class into two groups to take turns, then opened pairs and close pair practice - Ask a few questions to check their comprehension  Who are planning to have a picnic?  Will they going to Ha Long Bay?  What will they in the morning/ afternoon?  What will they eat? II Point, ask and answer - Set the context: - Point and ask Ss to look at the picture, example and introduce: - Imagine you are going to plan a picnic to Ha Long Bay You will a lot of things there - Pre-teach new words to run on the beach, to visit an aquarium, to sunbathe, to set up a campfire) - Ask Ss to repeat cued words all the pictures - Ask Ss to read the example - Model the task with the whole class What will you in the morning? I/We will cruise around the island Note: (I/ You/ We/ They/ He/ She/ It) will (I/ We) shall - Write the model on the board & get Ss to repeat - Go through the task with the other pictures (focus on pronunciation and fluency) - Ask Sts to work in pair, asking and answering the questions Monitor the activity, check pronunciation and offer Sts help when necessary - Ask some pairs to ask and answer in front of the class while Whole class Individually Groups T – whole class Pair – work 10’ 4’ others observe and give comments (using the character flashcards) III Listen and tick - Get Ss to look at the picture and tell them the purpose of listening : You are going to listen some children planning their food, activities and games for their picnic and tick the correct picture in each number - Run through all the pictures (using elicit qs) - What’s this/ Who’s this/ What’s he doing? Note: a some loaves of bread and some bananas on the table b some loaves of bread and sausages for a picnic meal c some loaves of bread and chicken on the table a go hiking/ b cook their picnic meal/ c explore a cave a build a sandcastle/ b go swimming/ c fly kites - Play the recording 1st time for Ss to listen all the way through - Play the recording 2nd time for Ss to the task - Play it again for Ss to check their answer - Ss trade their answers within pairs or groups for correction - Ask Ss to report the answers aloud to the class The others listen and give comments - Give feedback: 1–a 2–c 3–a - Make some questions to check Ss’ comprehension III Summary and Home- link: - Consolidate the content of the lesson - Ask Ss to write a list of four things they plan to on a picnic They will display them in the next lesson T – whole class T – whole class Individually Pair – work/ Group work Whole class T – whole class Week: Period: 14th Date of teaching: Friday, October 25th 2013 UNIT OUR PICNIC TO THE SEASIDE Lesson I Objectives: - By the end of this lesson, Students will be able to pronounce correctly the sound of the letter “ill” as in will and that of the letter “all” as in small; listen and number the pictures - Develop listening, speaking and reading skills II Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss III Teaching aids: Teacher’s aids: Tape cassette, pictures, poster, word cards Students’ aids: book, notebook, workbook IV Languages focus: * Phonics: will small V Procedures: Time Steps/Activities I 5’ 5’ Warm up: Chatting:  What will you in the afternoon/ evening?  What about this weekend?  What will you have for lunch/ dinner?  Will you go out for lunch/ dinner? …… II New lesson I Listen and repeat/ Listen, complete and say it aloud a Listen and repeat - Have Ss open the book page 36, draw their attention to the letters colored differently in the words will and small - Set the scene: “We are going to learn how to produce the sound of letters ill in the word will and that of the letter all in Work arrangement T – whole class T – Whole class Individually Pair – work 7’ 10’ the word small” - Pronounce the sound of the letter ill and all a few times - Get Ss to repeat the words a few times b Listen, complete and say it aloud - Make sure Ss understand the instruction - Ask Ss to guess all the complete words - Do the first e.g with them - Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words - Replay the disc for Ss to check their answers in pairs - Call some Ss to report their answers to the class - Have the whole class read in chorus all the words in each column Key: + ill: 1: hill; 2,5; wall/will; 6: mill + all: 2,5: wall/will 3: small 4: tall II Listen and read together - Have Ss look at Picture on Page 36 and elicit: Who/ Where are they? What activities will they have? (cruise around the Bay, build a sandcastle, visit the windmill) - Pre-teach the new vocabularies (write new words on the board and get Ss to repeat them a few times) + windmill (using picture) - Set the context: This is the dialogue between Mai and Quan They are on the beach You are going to listen the dialogue and clap the words with “ill” and “all” - Play dialogue; stop at times to check Ss’ comprehension - Have Ss repeat each line in the dialogues (clap once for the words with “ill” and clap twice for the words with “all”) - Model and get Ss to clap in the same way then repeat each line of the dialogues - Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words - Device the class into four groups for competition III Listen and number T – whole class T – whole class T – whole class Individually Group T – whole class T – whole class 10’ 3’ - Ask Ss to look at Picture a, b, c and d on page 37 - Set the scene: “you are going to listen to the recording and number the picture” - Run through the pictures: What ill they do? Individually P a: go swimming P b: go to Ha Long Bay Pair- work P c: cruise around the Bay P d: build a sandcastle P e: have seafood in a restaurant T – whole class - Play the recording twice: once for Ss to listen all the way through, once for them to the task (notice Ss to focus on the order of the text and the contextual information of each picture) T – whole class - Have Ss trade their answers in pairs for correction - Play it again for Ss to check their answers - Call some to report their answer to the class Key: – b; – e; – d; – a; – c III Summary and Home- link: - Consolidate the content of the lesson - Ask Ss to select and make a copy of one of the pictures in this section to colour and write the words under it for a class display in the next lesson Week: Period: 15th Date of teaching: Thursday, October 31st 2013 UNIT OUR PICNIC TO THE SEASIDE Lesson I Objectives: - By the end of this lesson, Students will be able to:  Ask and answer question about what one will be in the future;  Read a comprehension text on a girl’s dream job;  Write about their dream jobs;  Develop speaking and listening skill II III IV V Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss + Ask and answer Teaching aids: Teacher’s aids: audio CD, pictures, poster, flashcards Students’ aids: book, notebook, workbook Language focus:  Vocabulary: - a mechanic, an astronaut, a dancer, an architect, a business person, an engineer, a technician; - spaceship, planet; - tobe real  Sentence Patterns: What will you be in the future? I’ll be a doctor/ an astronaut Procedures: Time 6’ 10’ Steps/Activities Work arrangement T – whole class I Warm up: Ss display their home – link pictures on the board Then they ask and answer questions about these pictures II New lesson Look, listen and repeat T – whole class - Have Ss to look at the book at page 38 - Get Ss to read the context sentence - Set the context: You are going to listen to Linda and Tony talking about their future jobs - Pre-teach: (Write the words on the board and ask Ss to repeat a few times)  in the future  a mechanic Whole class - Play the recording all the way through for Ss to listen the dialogue - Play the recording again for Ss to repeat each line of the Individually dialogue a few times 10’ 10’ - Divide the class into groups to take turns to make the Groups conversation - Be sure Ss understand the content of the text by making questions Does Linda like singing? Does she want to be a singer? Does Tony want to be a mechanic or a singer? T – whole class Point, ask and answer - Set the scene: Imagine you are the character in the pictures - Pre-teach: (Write the words on the board and ask Ss to repeat a few times)  an astronaut (using picture cards)  a dancer  an architect  a business person - Ask Ss to read the example and elicit their prompts to complete the speech bubbles (write the question and answer on the board and ask Ss to repeat a few times) - Model the task with the whole class T: What will you be in the future? Pair – work Class: I’ll be a singer - Repeat the step with picture a, b, c, d, e and f - Have Ss to practice in pairs pointing, asking and answering - Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary - Call on some pairs to perform the task at the front of the class T – whole class Others observe and comment - Have the whole class repeat the question and answer in chorus to reinforce their pronunciation T – whole class Read and answer.(Choose one of or 4) a Tick T (True) or F (False) - Ask Ss to look at the picture on P.39 - Set the context:  Who are they?  Where are they? - Elicit and recall any vocabulary that Ss will need to understand the text(Write the words on the board and Ss repeat a few times)  an astronaut  an engineer  a technician  space  spaceship  planet  tobe real - Read the passage, check Ss’ comprehension What is Mai’s dream job? Will she be a dentist on a spaceship? Will she travel around the world? Will she visit other planets? - Check if Ss understand the task Do the first for example - Give Ss sufficient time to the task and move around to monitor the activity - Have Ss to check their answers in pairs before call some Ss to report the answer to the class b Interview two of your classmates - Get Ss to the instruction, draw an interview chart on the board Name Nam …… Individually Pair – work/ Group work Whole class T – whole class Dream job doctor - Model with a student T: What’s your name? S: T: What will you in the future? What’s your dream job? S: - Do with the other one Then report the result in the class: I interview two my classmates for their dream jobs Nam’s Whole class Individually T – whole class dream job is a doctor… - Ask Ss to work in group of fours and interview two of them 10’ - Monitor and help if necessary T – whole class - Call on some Ss and report their result in the class - Encourage if student have done a good job Write about your dream job.(Choose one of or 4) - Have a brief discussion with the class about the writing purpose: What are your going to write about? Whole class What’s your dream job? What will you in your dream job? Individually - Do an e g with the class in case of weak Ss and fill in the writing frame on the board with information from Ss 5’ - Get Ss to read the guides in the frame - Set the time and let Ss the task individually Move around the class to monitor the activity T – whole class - Get a few Ss to read aloud their work to the class III Summary and Homelink - Ss have learnt  Ask and answer question about what one will be in the future  Write about their dream jobs; What will you be in the future? I’ll be a doctor/ an astronaut - Ss practice singing the song We will go over the mountain at home Week: Date of teaching: Friday, November 1st 2013 Period: 16th REVIEW I Aim: Ss will be able to perform their abilities in listening, speaking, reading and writing related to the topics from Unit to Unit 5, using the phonics, vocabulary and sentence patterns they have learnt II Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss + Ask and answer III Teaching aids: Teacher’s aids: three pieces of white paper with the phonics, the vocabulary and the sentence patterns written on them; audio and flashcards Students’ aids: book, notebook, workbook IV Language focus: Me and My friend Unit 1: A Summer camp Competences Sentence patterns  Asking and  Where’s he from? answering He’s from Malaysia questions about  Where in Malaysia is he where someone is from? from Kuala Lumpur  Asking and  What’s his/ her answering nationality? questions about He’s/ She’s someone’s Indonesia nationality Unit 2: My Fiend’s house Competences Sentence patterns  Asking and  Where you live? answering I live at 52 Ba Trieu questions about Street where one lives I live on the second  Asking and floor of Ha Noi Tower answering  What’s your house like? questions about It’s a big house It’s one’s house got a green gate Unit 3: A Birthday Party Competences Sentence patterns  Asking and  What present did you Vocabulary Phonics Summer, camp, different, Vietnamese country ( countries), Indonesian Malaysia, Thailand, Bangkok, Kuala Lumpur, The UK, The USA, Indonesia, Thai, Laotian, Cambodian Cultural display Vocabulary cardinal number: 50 – 100, avenue, road, lane, flat, block, top, ground, floor, gate, yard, roof, balcony, fence, favourite, cottage, town, village Phonics flat block Vocabulary Present, dictionary, Phonics third answering questions about a birthday  Asking and answering questions about what one did at a birthday party give Mai? A pink clock  What did you at the party? We played hide – and – seek Unit 4: Mai’s day Competences Sentence patterns  Asking and  What does she often answering about in the morning? daily activities She’ s got classes at  Asking and school answeringquestion  What did you last s about past night? activities I surfed the internet for my school project Unit 5: A Picnic To The Seaside Competences Sentence patterns  Asking and  What will we in the answering about morning? what people will - We’ll cruise around the in the future islands  Asking and  What will you be in the answering future? questions about - I’ ll be a singer what one will be in the future V Procedures: Time 5’ Steps/ Activities Warm up: Let Ss sing the song that they like jigsaw puzzle, paint, paint brush, coloured, balloon, cartoon, remember December Vocabulary Have classes, morning exercise, brush, gym, forget, way, attend, tooth (teeth), wash, surf the internet, project Phonics afternoon brush Vocabulary Explore, seafood, aquarium, sunbathe, set up, campfire, sandcastle, windmill, will, future, mechanic, astronaut, dentist, nurse, architect, business person, dream, engineer, spaceship, planet Phonics will small Work arrangement T- whole class  10’      10’     10’     Week: Period: 17th Review:  Phonics: Put the piece of paper with the phonics written on the Individually board and play the recording (two times) Ss listen and repeat the words in chorus Draw Ss’ attention to the sounds that are difficult to pronounce Have Ss to practice reading the words aloud in pairs Pair- work Have some pairs demonstrate Correct their pronunciation when necessary Call on some pairs to demonstrate at the front of the class Have the rest of the class observe and give comment  Vocabulary: Put the vocabulary sheet of paper on the board Ask Ss recall the meaning of the words by reading aloud Whole class or playing a game (Name cards/ Stand up when you hear/ Individually Physical Line- up) using flashcards Have Ss say the words aloud again Encourage them to group words into Get Ss male sentences with some of the words they have learnt  Structures: Put the sheet of paper which contains the sentences patterns on the board Ss repeat the patterns aloud as they follow the text on the board Ask Ss to make short dialogues with the sentence patterns Have some pairs act out their dialogues at the front of the Pair- work class The others listen and comment Home link: Encourage Ss to practice more at home and well- prepare for the test Date of teaching: Thursday, November 7th, 2013 THE FIRST ENGLISH TEST I Aim: Ss Review in class II Duration: period III Procedure:  Have Ss turn to page … in the Student book  Ss work individually to complete Parts I – V then have them trade their work for correction  Call on some volunteers to read their answers Elicit comments from the rest of the class  Correct Ss’ work Look and tick(  ) or cross ( X ) See example  X  sandcastles house beach blocks of flats Saturday Vietnamese Circle the different word A artist A ride A English A restaurant A visited B engineer B play B Vietnamese B postman B went Match Where you live? What’ present did you give Lan? What does she often in the morning? What will you be in the future? What your house like? - … 2- … - … C worker C bike C Japanese C nurse C explored D factory D sing D China D chef D sailed A B C D I’ ll explore some caves It’s a small, beautiful house I live at 142 Phu Minh We gave her some coloured balloons E I often morning exercise - … - …… Choose the correct words to complete the sentences dances / sang writing candles bicycle A: What is she doing? B: She is……………… A: What present did your parents give you? B: They gave me a……………… A: What did they do? B: They … ……….and ………… A: How many …………… were there on your birthday cake? B: There were twelve candles on my birthday cake Read and write ONE or more words in the gap was come birthday dictionary Mary: Hi, Linda Did you go to Mai’s (1)…………… party last night? Linda: Yes, I did Why didn’t you (2) …………….? Mary: Because I (3)…… busy I looked after my younger sister at home But I sent Mai a (4)………………………… What about you? Linda: I gave her a teddy bear IV Answers Look and tick (  ) or cross ( X ) See example  X    Circle the different word 1–D -C 3–D 4–A Match 1–C -D 3–E 4–A Choose the correct words to complete the sentences 1– writing - bicycle – danced/ sang Read and write ONE or more words in the gap – birthday - come – was Week: Period: 18th X  5–B 5–B – candles – dictionary Date of teaching: Friday, November 8th 2013 UNIT A VISIT TO THE ZOO Lesson VI VII - VIII IX X Objectives: - By the end of this lesson, students will be able to ask and answer the questions about what people did at the zoo - Develop listening, reading and speaking skill Teaching methods: Communicative approach Techniques: + Ask and answer (say individually) + Work in pairs/ groups + Discuss Teaching aids: Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets Students’ aids: books, notebooks, workbooks Languages focus:  Vocabularies: Took at the zoo, walked around, anything special, had a picnic lunch, animal show  Sentence partern: What did you at the zoo? We took pictures Procedures:  Time Steps/ Activities 6’ I Warm- up Ss sing the song We will go over the mountain from Unit II Present the new lesson IV Look, listen and repeat - Focus Ss’ attention on the title of the unit, situations of the lesson by pictures and the texts in the book - Ask Ss to identify the characters in the pictures - Set the scene: “Nam’s class had a visit to the zoo in the morning Now Nga is asking him about the trip” - Present new words (pictures): Write the phrase on the  took us to the zoo board  walked around Get Ss to repeat each of them a few times  anything special  had a picnic lunch - Play the recording for Sts to listen - Play the recording again for Sts to repeat sentence by sentence - Divide the class into groups to take turns, then opened pairs and close pair practice V Point, ask and answer - Set the context: “Imagine you went to the zoo yesterday We’re going to practice asking and answering questions about your visit to the zoo” - Point and ask Ss to look at the picture, recall the vocabulary and teach the new word: animal show - Group the verbs into two columns on the board: one column is the base form of the verbs and the other is the past form Get Ss to pay attention to the difference between the verb form - Model the task with the whole class  Point to the girl in P.a and ask: What did you at the zoo? Class: We took pictures  Repeat the step a few times - Write the model on the board & get Ss to repeat 10’ 10’ Work arrangement T – whole class T – whole class Whole class Individually Groups T – whole class 10’ - Go through the task with the other pictures (focus on pronunciation and fluency) - Ask Sts to work in pair, asking and answering the questions Monitor the activity, check pronunciation and offer Sts help when necessary - Ask some pairs to ask and answer in front of the class while others observe and give comments (using the character flashcards) VI Listen and tick - Get Ss to look at the picture and tell them the purpose of listening : You are going to listen and tick the correct picture in each number - Ask Ss to look at the pictures and guess what they indicate - Run through all the pictures (using elicit qs) - What’s this/ Who’s this/ … Note: a two children at the zoo entrance b a girl watching a giraffe c a family at the lion enclosure a two children playing with a ball b two children walking around the zoo to see the animals c two children going downtown a a sandwich and a loaf of bread b a sandwich and a sausage c a loaf of bread and sausage a a girl singing b a girl watching an elephant show c a girl watching TV - Do the first example with Ss - Play the recording 1st time for Ss to listen all the way through - Play the recording 2nd time, pause after each part for Ss to have sufficient time to select and tick the picture - Play it again for Ss to check their answer - Ss trade their answers within pairs or groups for correction - Ask Ss to report the answers aloud to the class The others listen and give comments Pair – work T – whole class T – whole class Individually Pair – work/ Group work - Give feedback: 1–a 2–b 3–c 4-b - Make some questions to check Ss’ comprehension III Summary and Home- link: - Consolidate the content of the lesson - Ask Ss to select and draw one of the animals they like for the class display in the next lesson Whole class 4’ T – whole class Week: 10 Period: 19th Date of teaching: Thursday, October 25th 2013 UNIT A VISIT TO THE ZOO Lesson I Objectives: - By the end of this lesson, Students will be able to pronounce correctly the verb – ending with ed as in played, visited, watched; listen and number the pictures in the order they hear - Develop listening, speaking and reading skills II Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss III Teaching aids: Teacher’s aids: Tape cassette, pictures, poster, word cards Students’ aids: book, notebook, workbook IV Languages focus: * Phonics: played visited watched V Procedures: Time Steps/Activities Work arrangement 5’ 5’ III IV - - 10’ - - - Warm up: Ss display their home-link drawings on the board Ss play Slap the animals, using the pictures displayed New lesson Listen and repeat Have Ss open the book page 50, draw their attention to the sound(s) of the letters ed in the words played , visited, watched Set the scene: “We are going to learn how to produce the sound of letters ed in the word played , visited, watched Pronounce the sound of the letters ed a few times Get Ss to repeat the words a few times Listen and read together Have Ss look at Picture on Page 50 and elicit their answers to identify the animals in this section Pre-teach the new vocabularies (write new words on the board and get Ss to repeat them a few times)  bent low  goose  moose  stairs Set the context: A student went to an animal show at the zoo He wrote this poem at home after his visit to the zoo You’re going to listen and clap the verbs ending with “ed”: one clap for “ed” pronounced as in “played”, two s for “ed” pronounced as in “visited” and three clasp for “ed” pronounced as in “watched” Play recording; stop at times to check Ss’ comprehension Have Ss repeat each line in the dialogues Model and get Ss to clap in the same way then repeat each line of the dialogues Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words Device the class into four groups for competition Listen, complete and say it aloud Make sure Ss understand the instruction T – whole class T – Whole class Individually Pair – work T – whole class T – whole class Individually Group T – whole class T – whole class Individually 7’ 10’ 3’ - Ask Ss to guess all the complete words - Do the first e.g with them - Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words - Replay the disc for Ss to check their answers in pairs - Call some Ss to report their answers to the class - Have the whole class read in chorus all the words in each column Key:  Watched: danced, looked, walked  Visited: painted, pointed, needed  Played: stayed, climbed, numbered Listen and number - Ask Ss to look at Picture a, b, c and d on page 51 - Set the scene: “you are going to hear a St talking about his visit to the zoo You should number the pictures in the order they hear” - Point to each picture and elicit the answer What you see in the Picture a/ b/ c/ d/ e? P a: a group of children at the elephant enclosure P b: children at a gorilla show P c: children at a lion show P d: children at a tiger show P e: two bears on the bikes - Play the recording twice: once for Ss to listen all the way through, once for them to the task (notice Ss to focus on the order of the text and the contextual information of each picture) - Have Ss trade their answers in pairs for correction - Play it again for Ss to check their answers - Call some to report their answer to the class Key: – a; – e; – b; – c; – d V Summary and Home- link: - Consolidate the content of the lesson - Ss learn to spell the animal words at home Pair- work T – whole class T – whole class Individually Pair- work T – whole class Week: 10 Period: 20th Date of teaching: Friday, October 31st 2013 UNIT A VISIT TO THE ZOO Lesson VI VII VIII IX X Objectives: - By the end of this lesson, Students will be able to:  Ask and answer question about what one saw at an animal show;  Read an animal story and write in the speed bubbles  Develop speaking and listening skill Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss + Ask and answer Teaching aids: Teacher’s aids: audio CD, pictures, poster, flashcards Students’ aids: book, notebook, workbook Language focus:  Vocabulary: wake somebody up, catch, beg, too small, never, forget, net  Sentence Patterns: What did you see at the animal show? I saw a monkey riding a horse Procedures: Time 6’ 10’ Steps/Activities IV Warm up: Ss play the game V New lesson Look, listen and repeat - Have Ss to look at the book at page 52 and draw their attention on the pictures and the text - Get Ss to identify the characters in each pictures and read the context sentence - Set the context: Mai’s class had a visit to the zoo in the Work arrangement T – whole class T – whole class - - 10’ - - - - - morning Now her brother Phong is asking her about the animal show Pre-teach: (Write the words on the board and ask Ss to Whole class repeat a few times)  burning hoop Individually Play the recording all the way through for Ss to listen the dialogue Groups Play the recording again for Ss to repeat each line of the dialogue a few times Divide the class into groups to take turns to make the conversation T – whole class Point, ask and answer Set the scene: Imagine you went to see an animal show yesterday You saw many animal tricks Ask Ss to read the example and elicit their prompts to complete the speech bubbles Write the question and answer on the board and get Ss to repeat a few times Recall and pre-teach the prompt under each picture  P a: a monkey riding a horse dancer  P b: a horse dancing  P c: a snake dancing  P d: a seal playing with a beach ball Ask Ss to read the example and elicit their prompts to complete the speech bubbles (write the question and answer on the board and ask Ss to repeat a few times) Model the task with the whole class Pair – work T: What did you see at the animal show? Class: I saw two tigers jumping through burning hoop Repeat the step with picture a, b, c, d, e and f Have Ss to practice in pairs pointing, asking and answering Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when T – whole class necessary Call on some pairs to perform the task at the front of the class Others observe and comment 10’ 10’ - Have the whole class repeat the question and answer in chorus to reinforce their pronunciation Read and number the pictures.(Choose one of or 4) - Ask Ss to look at the picture on P.53 - Set the context: you’re going to read an animal story Can you guess what the story about? - Elicit and recall any vocabulary that Ss will need to understand the text(Write the words on the board and Ss repeat a few times)  wake somebody up  catch, beg, too small  never  forget  net - Read the passage, check Ss’ comprehension - Tell them that they should scan the information in the passage that related to the picture and number the pictures in the order of the events in the story - Ss read and number the pictures - Check if Ss understand the task Do the first for example - Give Ss sufficient time to the task and move around to monitor the activity - Have Ss to check their answers in pairs before call some Ss to report the answer to the class Read the passage again Write in the speech bubbles - Ask Ss to look at the pictures and guess what each animal would say - Have Ss read the passage again and underline each saying in the story After that they relate each saying to the corresponding picture - Do the first example with the Ss - Set the time and let Ss the task individually Move around the class to monitor the activity - Get a few Ss to complete the bubbles on the large – sized sheet of paper Others check the lines and get Ss to repeat each line in the speech bubbles T – whole class Individually Pair – work/ Group work Whole class T – whole class Whole class Individually T – whole class T – whole class VI Summary and Home link - Consolidate the content of this lesson - Ss collect the name of animals they leant in the previous units 5’ Date of teaching: Thursday, December 5th, 2013 Week: 13 Period: 25th UNIT MY FAVOURITE BOOK Lesson I Objectives: - By the end of this lesson, Students will be able to pronounce correctly to the sound(s) of the letters a in the words watermelon and that of the letters a as in dragon - Listen and number the pictures in the order they hear - Develop listening, speaking and reading skills II Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss III Teaching aids: Teacher’s aids: Tape cassette, pictures, poster, word cards Students’ aids: book, notebook, workbook IV Languages focus: * Phonics: watermelon dragon V Procedures: Time 5’ Steps/Activities VI Warm up: Work arrangement - Ss display their home-link on the board Ss ask and answer questions about the books displayed, using the questions they have learnt so far 5’ VII New lesson Listen and repeat - Have Ss open the book page 64, draw their attention to the sound(s) of the letters a in the words watermelon and that of the letters a as in dragon - Get Ss to repeat the words a few times 10’ Listen and read together - Have Ss look at Picture on Page 64 and elicit the names of the characters in each picture and guess what the dialogues are about - Set the context: You are going to listen two dialogues Clap the words in focus: one clap for the word with a as in the words watermelon and two claps for the word with a as in dragon - Play recording; stop at times to check Ss’ comprehension - Have Ss repeat each line in the dialogues - Model and get Ss to clap in the same way then repeat each line of the dialogues - Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words - Device the class into four groups for competition Group and say aloud - Ask Ss to look at the book at P.64 Get Ss to look at the chart 7’ and the word box - Check if they understand the activity and the meaning of the focused words - Get Ss to guess all the complete words and the first example - Set the time and let Ss the task - Ss check their answer in pairs - Call some Ss to report their answers to the class - Have the whole class read in chorus all the words in each column T – whole class T – Whole class T – Whole class Individually Pair – work T – whole class T – whole class Individually Group T – whole class T – whole class Listen and number 10’ - Ask Ss to look at Picture a, b, c and d on page 65 - Set the scene: “This is an interview with four Ss at Binh Minh Primary School The interviewer wants to know the books that these Ss often read in their free time You are going to listen to listen and number the books.” - Point to each picture and elicit the answer What you see in the Picture a/ b/ c/ d P i: Aladdin and the Magic Lamp P b:The Legend of Watermelon P c: The Starfruit Tree P d: Ali Baba and The Forty Thieves - Play the recording twice: once for Ss to listen all the way through, once for them to the task (notice Ss to focus on the order of the text and the contextual information of each picture) - Have Ss trade their answers in pairs for correction - Play it again for Ss to check their answers - Call some to report their answer to the class Key: – b 2–d 3–a 4–c VIII Summary and Home- link: 3’ - Consolidate the content of the lesson - Ss draw a table with two columns: one for the title of the stories they have read and one for the main character’ s name in each book for the class display in the next lesson Week: 13 Period: 26th Pair- work T – whole class T – whole class Date of teaching: Friday, December 6th, 2013 UNIT MY FAVOURITE BOOKS Lesson XI Individually Objectives: - By the end of this lesson, Students will be able to:  Ask and answer question about what a story character is like XII XIII XIV XV  Read a comprehension text on a favourite character and write about a favourite book character  Develop speaking and listening skill Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss + Ask and answer Teaching aids: Teacher’s aids: audio CD, pictures, poster, flashcards Students’ aids: book, notebook, workbook Language focus:  Vocabulary: intelligent, brave, patriotic, clever, brilliant, good-natured, miserable  Sentence Patterns: What is Son Goku like? He’s intelligent and brave Procedures: Time Steps/Activities VII - Warm up: 5’ Ss display their home- link work Ss ask and answer questions about the books and characters displayed, using the language they have learnt VIII New lesson Look, listen and repeat - Have Ss to look at the pictures on page 66 and read the lines 10’ in each picture - Point to each picture and elicit the names of characters and the location - Set the context: Mai and Tony are in the library They are looking for some story books You are going to hear them talking about these books - Recall the familiar vocabulary and teach the new word:  main character Get Ss to repeat the  brave words a few times  intelligent Work arrangement T – whole class T – whole class Whole class Individually 10’ - Play the recording all the way through for Ss to listen the text - Play the recording again for Ss to repeat each line a few times Groups - Divide the class into groups to take turns to make the conversation 10.Point, ask and answer T – whole class - Draw Ss’ attention to the picture on the right of the example Point to the picture of Son Goku and ask Ss to read the example - Set the scene: Imagine you are reading this book Let’s practice talking about the character in this book - Ask Ss to read the example and elicit their prompts to complete the speech bubbles - Write the question and answer on the board and get Ss to repeat a few times - Recall and pre-teach the prompt under each picture  brave  intelligent  patriotic  clever  brilliant  good-natured  miserable - Ask Ss to read the example and elicit their prompts to complete the speech bubbles (write the question and answer on the board and ask Ss to repeat a few times) - Model the task with the whole class T: What’s Thanh Giong like? Class: He’s brave and patriotic - Repeat the step with picture a, b, c, d and e Pair – work - Have Ss to practice in pairs pointing, asking and answering - Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary T – whole class - Call on some pairs to perform the task at the front of the class Others observe and comment 10’ 10’ - Have the whole class repeat the question and answer in chorus to reinforce their pronunciation 11.Read and the task.(Choose one of or 4) - Ask Ss to look at the picture on P.67 - Set the context: you’re going to a passage and the task that follow - Recall the familiar vocabulary and teach the key words to understand the passage: (Write the words on the board and Ss repeat a few times)  free  e – book  case  detective  series  change  fight  organization - Read the passage, check Ss’ comprehension - Tell them that they should scan the information in the passage to the task - Check if Ss understand the task Do the first for example - Give Ss sufficient time to the task and move around to monitor the activity - Have Ss to check their answers in pairs before call some Ss to report the answer to the class Answers: Yes No Yes Yes No 12.Write about your favourite book - Ask Ss to open the book on P 68 and draw their attention to the passage Tell Ss the writing purpose: You are going to read and complete a passage about your favourite book with support from the guide - Do the first example with the class Write the wrting frame on the board and elicit Ss’ answer to complete the passage - Set the time and let Ss the task individually Move around the class to monitor the activity - Get a few Ss to complete the bubbles on the large – sized T – whole class Individually Pair – work/ Group work Whole class T – whole class Whole class Individually T – whole class T – whole class sheet of paper Others check the lines and get Ss to repeat each line in the speech bubbles 5’ IX Summary and Home link - Consolidate the content of this lesson - Ss practice miming their favourite sports and games at home for the class performance in the next lesson Week: 14 Period: 27th Date of teaching: Thursday, December 12th, 2013 UNIT OUR TEACHER’S DAY Lesson I Objectives: - By the end of this lesson, students will be able to ask and answer the questions about the date of Teacher’s Day in some countries - Develop listening, reading and 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:  Vocabularies: Wear, bested clothes, celebrate, special event, celebration  Sentence patterns: When is Teacher’s Day in Malaysia? It’s on May 16th V Procedures: Work Time Steps/ Activities arrangement 6’ - 10’ - - I Warm- up Ss display their home-link pictures from Unit Ss play the game “Slap the board”, using the displayed pictures II Present the new lesson Look, listen and repeat Focus Ss’ attention on the title of the unit and the pictures Ask Ss to identify the characters in the pictures Set the context: “you are going to hear Zack, Mai and Mei Mei talking about Teacher’s Day in some countries.” Recall how to say the date: November 20 th, May 16th and September 10th Present new words (pictures):  wear Write them on the board and get Ss to say  best clothes each word a few times  celebrate Play the recording for Ss to listen Play the recording again for Sts to repeat sentence by sentence Divide the class into groups to take turns, then opened pairs and close pair practice T – whole class T – whole class Whole class Individually Pairs Point, ask and answer 10’ - Draw Ss’ attention to the world map and the date chart in this section - Point to the word map and ask Ss to read the name of the countries in focus - Set the context: “You are going to practice asking and answering questions about the dates of Teacher’s Day in some countries.” - Ask Ss to read example and elicit their prompts to complete the bubbles - Write the question and answer on the board and get Ss to repeat them a few times - Point to each row on the date chart and get Ss to repeat the name of the countries and the dates a few times - Model the task with the whole class  Point to Australia on the chart and ask: T – whole class When is Teacher’s Day in Australia? Class: It’s on the last Friday of October  Repeat the step a few times - Go through the task with the other pictures (focus on pronunciation and fluency) - Ask Sts to work in pair, asking and answering the questions Monitor the activity, check pronunciation and offer Ss help when necessary - Ask some pairs to ask and answer in front of the class while others observe and give comments (using the character flashcards) Pair – work T – whole class Listen and circle 10’ 4’ - Get Ss to look at the date provided on P 70 and guess what they are going to hear about - Set the context: “ You are going to hear a passage about the dates of Teacher’s Day in some countries You should listen and circle the appropriate dates.” - Pre-teach the key words: Write the words on the board and get Ss  celebrate to repeat each of them a few times  special event  celebration - Play the recording 1st time for Ss to listen all the way through - Play the recording 2nd time, pause after each part for Ss to have sufficient time to select and tick the picture - Play it again for Ss to check their answer - Ss trade their answers within pairs or groups for correction - Ask Ss to report the answers aloud to the class The others listen and give comments - Give feedback: – c 2–c 3–a 4-a - Make some questions to check Ss’ comprehension III Summary and Home- link: - Consolidate the content of the lesson - Ask Ss to select, copy and colour a flag for the class display in the next lesson T – whole class Individually Pair – work/ Group work Whole class T – whole class Week: 14 Period: 28th Date of teaching: Thursday, December 13th, 2013 UNIT OUR TEACHER’S DAY Lesson I Objectives: - By the end of this lesson, Students will be able to pronounce correctly to the sound(s) of the letters rd in the words card and that of the letters st as in just - Listen and number the pictures in the order they hear - Develop listening, speaking and reading skills II Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss III Teaching aids: Teacher’s aids: Tape cassette, pictures, poster, word cards Students’ aids: book, notebook, workbook IV Languages focus: * Phonics: card just V Procedures: Time 5’ 5’ Steps/Activities I Warm up: * Chatting - Ask Sts to ask and answer questions about the flags, the country names and the dates of Teacher’s Day in some countries - Listen and correct their mistakes II New lesson Listen and repeat - Have Ss open the book page 71, look at the words card, just and notice the letter colored differently in both words - Produce the sounds of the letters rd in the word card and the Work arrangement T – whole class T – Whole class 10’ - - 7’ - letter st in the word just Ask Ss to say what they think about when they hear the sound Play the recording all the way through for Ss to listen while they are reading the words in their books Get Sts to repeat the words a few times Listen and read together Have Ss look at picture on page 71 Ask Sts to read the lines on T – Whole the cards and the poem Check Sts’ comprehension class Ask Sts to read the poem and teach vocabulary:  look forward  arrive  devoted  helpful Check vocabulary: what and where Set the context: You are going to hear the poem and clap the words: one clap for the words with “rd”pronunced and two Individually claps for the words with “st” pronounced Pair – work Play the recording all the way through for Ss to listen while they are reading T – whole class Have Ss practice the text in groups and clap the syllables Ask Ss to read each sentence and repeat each line a few times Divide class into two groups to take turns to say and clap the lines Call on a few groups to perform the task in front of the class Group and say aloud Get Sts to look at the chart and the word box Say: You are going to group the words according to the pronunciation of T – whole class their “rd” and “st” Say each word and get Sts to repeat it a few times Do the first example with the class Set time and let Sts the task in groups Individually Ask Sts to check their answers in groups Group Call on some Sts to report their answers Card /kɑ:d/ third board forward bird Just /dʤʌst/ fist honest breakfast August T – whole class 8’ - Have the whole class read in chorus all the completed words Listen and number - Have Ss look at Pictures on page 72 Ask them to say what they T – whole class see - T asks Ss to work in pairs to guess - Ask Ss to listen to the recording and match the information Individually they hear to the pictures and number the pictures - 1st:Play the recording all the way through for Ss to listen while Pair- work they are looking the pictures in their books - 2nd: play the recording for Ss to listen and number - 3rd: play the recording for Ss to check their answers T – whole class - Have Ss trade their answers in pairs for correction - Ask some questions to ensure Ss’ comprehension of the listening text T – whole class Answers: – c; – d; – a; – b; 5- e III Summary and Home- link: - Consolidate the content of the lesson - Ss make and decorate a card for Teacher’s Day to display in their classroom in the next lesson 3’ Week: 15 Period: 29th Date of teaching: Thursday, December 19th, 2013 UNIT 9: OUR TEACHER’S DAY Lesson I II Objectives: - At the end of the period, Students will be able to express and respond to wishes - Read a comprehension text on the celebration of Teacher’s Day in a Vietnamese primary school - Write a card for Teacher’s Day - Develop four skills Teaching methods: - Communicative method - Techniques: + Work in pairs  + Work in groups, discuss  + Ask and answer III Teaching aids: - Teacher’s aids: audio CD, pictures, poster, flashcards - Students’ aids: book, notebook, workbook X Language focus:  Vocabulary: head teacher, deliver a speech, honour, exciting, memorable  Sentence Patterns: These flowers are for you o Thank you XI Procedures: Time Steps/Activities Working arrangement 2’ I Warm up T – whole Ask Sts to read the poem “ To Our Teacher” together on page71 class Listen and check pronunciation Introduces the new lesson II New lesson Look, listen and repeat 8’ - Ask Ss to look at each picture on page 73 and set the context: The Sts in Miss Hien’s class are celebrating Vietnamese Teacher’s T – whole Day They have a present for Miss Hien class - Pre- teach the new words: + Happy Teacher’s Day - Write the words on the board and repeat - Play the recording for Sts to read each line in the pictures and Whole class check Ss’ comprehension at times, using English and Vietnamese when necessary - Play the tapes for Sts to listen and repeat Individually - Call some pairs to practice in front of class and check Sts’ pronunciation Groups Point, ask and answer - Have Ps look at the prompts under each picture on page 73 Get 12’ them to repeat each prompt a few times and say: You are going to T – whole practise expressing wishes and responding to or replying wishes class Imagine you are the Sts in Miss Hien’s class - Ask Sts to read the example - Model the task: Point to picture a: - The class has got a story book for you - Class: Thank you - Give the usage and meaning of model _ for you! Thank you - Call on some pairs to perform the task at the front of the class - Ask Sts to ask and answer about their future jobs in pairs - Have the whole class repeat all the phrases to reinforce their pronunciation Read and the task - Ask Sts to open the book on page 74 Get Sts to look at the picture - Set the context: You are going to read a passage and the tasks that follow - Elicit their answer to identify the characters - Pre – teach vocabulary:  head teacher:  deliver a speech  honour  exciting  memorable  praise: - Read the passage, pausing at times to check Ps’ comprehension  Task 1: - Ask Sts to read the context and match the words that go together - Have Ss exchange their answer in pairs - Call on Sts to demonstrate at the class - Give the answer to the class Provide explanation when necessary Key: c d a b  Act2: - Ask Sts to read the passage again and tick True or False independently - Have Ss exchange their answer in pairs - Call on Sts to demonstrate at the class Key: 1- F; 2- F; 3- T; 4- T Write Pair – work T – whole class T – whole class Individually Pair – work/ Group work - Ask Sts to open the book on page 75 Get them to read the task, look at the cards and read the lines on them - Explain the writing purpose: You are going to write a card for your teacher on Teacher’ Day Now you should read the models and decide what to write - Pre- teach the new vocabulary:  candle  consume  light  others  inspire  inspirer - Give Sts some more useful expressions: - Happy Teacher’s Day Thank you for teaching me; Have a happy Teacher’ Day and best wishes…… - Set time for Sts to work individually - Call on Sts to read their work to the class - Listen and check their mistakes III Consolidation and Home link - Consolidate the content of the lesson - Ss practice singing the song My Dear Teacher at home Whole class T – whole class Whole class Individually T – whole class T – whole class Week: 15 Period: 30th Date of teaching: Friday, December 20th, 2013 UNIT 10: HOW I LEARN ENGLISH Lesson 1: I Objectives: - By the end of this lesson, students will be able Ask and answer about one’s favourite school subject - Listen and tick the correct pictures - Develop listening and speaking skills 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:  Vocabularies: translator, difficult, mathematician, spoken English, pianist  Sentence patterns: What subject you like best? - Science V Procedures: Time 5’ 10’ Teacher’s activities I Warm up - Ask Sts to sing the song My Dear Teacher from Unit on page 75 - Ask Sts to sing in groups - Call on some groups to sing at the class - Check their pronunciation II New lesson Look, listen and repeat - Ask Ss to look at the pictures to identify the characters in each picture on page 76 - Set the context: You are going to hear Tony, Phong, Mai and Mei Mei talking about the subjects they like learning - Pre- teach the new vocabulary:  Translator Working arrangement T – whole class T – whole class Whole class - - 10’ - - - 10’  difficult Play the recording for Sts to read each line in each picture and check Ss’ comprehension at times, using English and Vietnamese to help Sts understand the context Play the tapes for Sts to listen and repeat Divide the class into groups to take turns to say the lines from Tony, Phong, Mai and Mei Mei Call some pairs to practice in front of class and check Sts’ pronunciation Point, ask and answer Point to each cover and ask Sts to read the name of subjects and say: You are going to practice asking and answering questions about the school subjects you like best Ask Sts to read the example Elicit their prompt to complete the sentences in the speech bubbles Write the question and the answer on the board Get Sts to repeat each sentence a few times Then point to each row on the date chart and get Sts to repeat the name of the countries and the dates a few times Model the task with the whole class: What subject you like best? Class: Vietnamese What subject you like best? Give the model: Science - Call on some pairs to perform the task at the front of the class Others observe and comment - Ask Sts to ask and answer questions about the titles of the books - Have the whole class repeat all the phrases to reinforce their pronunciation Listen and tick - Have Ss open the book on page 77 and get them to elicit each picture - Ask Sts to guess what they are going to hear about - Set the context: You are going to four dialogues in which children are talking about their favourite school subjects You Individually Group work T – whole class Pair – work T – whole class T – whole class 5’ should listen and tick the correct pictures - Have Sts repeat the phrases - Play the tape twice for Sts to listen all the way through and the task - Do the first example with them - Replay the recording for Sts to check their answers in pairs Then call on some Sts to report their answers Read out the correct answers to the class - Ask Sts about the content of the listening Answers: 1- a; 2-c; 3- c; 4- a III Consolidation and Home link - Consolidate the content of the lesson - Ask Ss prepare a list of their favourite school subjects and the reason why they like them for the class display in the next lesson Week: 16 Period: 31st Individually Pair – work/ Group work Whole class T – whole class Date of teaching: Thursday, December 26th, 2013 UNIT 10 HOW I LEARN ENGLISH Lesson I Objectives: - By the end of this lesson, Students will be able to pronounce correctly to the sound(s) of the letters ou in the words count and that of the letters ow as in how - Listen and number the pictures in the order they hear - Develop listening, speaking and reading skills II Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss III Teaching aids: Teacher’s aids: Tape cassette, pictures, poster, word cards Students’ aids: book, notebook, workbook IV Languages focus: * Phonics: count how V Procedures: Time 5’ 5’ 10’ 7’ Steps/Activities I - Warm up: Ss display their home-link on the board Ss ask and answer questions about the books displayed, using the questions they have learnt so far II New lesson Listen and repeat - Have Ss open the book page 64, draw their attention to the sound(s) of the letters ou in the words count and that of the letters ow as in how - Get Ss to repeat the words a few times Listen and read together - Have Ss look at Picture on Page 78 and elicit the names of the characters in each picture and guess what the dialogues are about - Set the context: You are going to listen two dialogues Clap the words in focus: one clap for the word with ou as in the words count and two claps for the word with ow as in how - Play recording; stop at times to check Ss’ comprehension - Have Ss repeat each line in the dialogues - Model and get Ss to clap in the same way then repeat each line of the dialogues - Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words - Device the class into four groups for competition Group and say aloud - Ask Ss to look at the book at P.78 Get Ss to look at the chart and the word box - Check if they understand the activity and the meaning of the focused words - Get Ss to guess all the complete words and the first example - Set the time and let Ss the task Work arrangement T – whole class T – Whole class T – Whole class Individually Pair – work T – whole class T – whole class Individually Group T – whole class 10’ 3’ - Ss check their answer in pairs - Call some Ss to report their answers to the class - Have the whole class read in chorus all the words in each column Listen and complete - Ask Ss to look at the chart on page 79 Draw their attention to the chart of character names and the school subjects and guess what they are going to hear - Set the scene: “You are going to hear Alex, Tony, Linda and Lucy talking about their favourite school subjects Listen and complete the chart with the subject corresponding to each speaker.” - Recall the familiar vocabulary (Maths, Art, Music, Science) and teach the new words:  Artist  I can see - Play the recording twice: once for Ss to listen all the way through, once for them to select the words on the top row to complete the chart - Have Ss trade their answers in pairs for correction - Play it again for Ss to check their answers - Call some to report their answer to the class Key: Alex Maths Tony Science Linda Art Lucy Music III Summary and Home- link: - Consolidate the content of the lesson - Ss make sentences with the words from the crossword puzzle to display in the classroom in the next lesson Week: 16 Period: 32nd T – whole class Individually Pair- work T – whole class T – whole class Date of teaching: Friday, December 27th, 2013 UNIT 10 HOW I LEARN ENGLISH Lesson I II III IV V Objectives: - By the end of this lesson, Students will be able to:  Ask and answer questions about how one learns English  Read a comprehension text on how someone learns English and write a description of how one learns English  Develop speaking and listening skill Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss + Ask and answer Teaching aids: Teacher’s aids: audio CD, poster, flashcards Students’ aids: book, notebook, workbook Language focus:  Vocabulary: practice + speaking/ writing…, vocabulary, grammar, pen friend, maybe, join  Sentence Patterns: How you learn to speak English? I practice speaking English every day Procedures: Time 5’ 10’ Steps/Activities I II - Warm up: Ss display their home- link work Ss read, ask and answer questions about the writing New lesson Look, listen and repeat Have Ss to look at the pictures on page 80 and read the context sentence Point to each picture and elicit the names of characters and what they are talking about Set the context: You are going to hear Tony asking Mai about her way of learning English Read the line in each picture, pausing at times to check students’ comprehension Explain the phrase:  practise speaking Get Ss to make a few sentences  Practice writing with practise Work arrangement T – whole class T – whole class Whole class Individually 10’ 10’ - Play the recording all the way through for Ss to listen the text - Play the recording again for Ss to repeat each line a few times - Divide the class into groups to take turns to make the Groups conversation Point, ask and answer - Draw Ss’ attention to the example and set the context: You T – whole class are going to practice talking about your way of learning English - Ask Ss to read the example and elicit their prompts to complete the speech bubbles - Write the question and answer on the board and get Ss to repeat a few times.(Focus on pronunciation and fluently) - Get Ss to repeat each prompt under each picture - Recall and pre-teach the new words  vocabulary  grammar  pen friend - Model the task with the whole class T: How you learn English? Class: I watch cartoons on TV - Repeat the step with picture a, b, c and d Pair – work - Have Ss to practice in pairs pointing, asking and answering - Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary T – whole class - Call on some pairs to perform the task at the front of the class Others observe and comment - Have the whole class repeat the question and answer in chorus to reinforce their pronunciation T – whole class Read and the task.(Choose one of or 4) - Ask Ss to look at the picture on P.81 Get them to read the title and guess what they are going to read about Point to the pictures and elicit Ss’ answer to identify the characters(Nam, Mai), the location and what they are doing - Set the context: you’re going to read a passage on some way - - of learning English and the task that follow Let’s Ss a few seconds to read through the task Recall the familiar vocabulary and teach the key words to understand the passage: (Write the words on the board and Ss repeat a few times)  maybe  join Read the passage, check Ss’ comprehension Tell them that they should scan the information in the passage to the task Check if Ss understand the task Do the first for example Give Ss sufficient time to the task and move around to monitor the activity Have Ss to check their answers in pairs before call some Ss to report the answer to the class Answers Individually Pair – work/ Group work Whole class Task 1 No No No Task sheMai them new words INam No Yes T – whole class They  Tony, Tom, Linda Whole class 10’ - Write about how you learn English Ask Ss to open the book on P 82 and get them read the guiding questions Check their comprehension Tell Ss the writing purpose: You are going to write about your way of learning English Point to the questions and say: You should read the guiding questions and write your own answers Do the first example with the class Write the writing frame on the board and elicit Ss’ answer to complete the passage Set the time and let Ss the task individually Move around the class to monitor the activity Get a few Ss to complete the bubbles on the large – sized sheet of paper Others check the lines and get Ss to repeat Individually T – whole class T – whole class 5’ each line in the speech bubbles III Summary and Home link - Consolidate the content of this lesson - Ss write sentences, describing how they learn English (speak, listen, read and write) for the class performance in the next lesson Week: 15 Period: 29th Date of teaching: Thursday, December 19th, 2013 UNIT 9: OUR TEACHER’S DAY Lesson IV Objectives: - At the end of the period, Students will be able to express and respond to wishes - Read a comprehension text on the celebration of Teacher’s Day in a Vietnamese primary school - Write a card for Teacher’s Day - Develop four skills V Teaching methods: - Communicative method - Techniques: + Work in pairs  + Work in groups, discuss  + Ask and answer VI Teaching aids: - Teacher’s aids: audio CD, pictures, poster, flashcards - Students’ aids: book, notebook, workbook XII Language focus:  Vocabulary: head teacher, deliver a speech, honour, exciting, memorable  Sentence Patterns: These flowers are for you o Thank you XIII Procedures: Time Steps/Activities Working arrangement 2’ IV Warm up T – whole 8’ 12’ Ask Sts to read the poem “ To Our Teacher” together on page71 Listen and check pronunciation Introduces the new lesson V New lesson Look, listen and repeat - Ask Ss to look at each picture on page 73 and set the context: The Sts in Miss Hien’s class are celebrating Vietnamese Teacher’s Day They have a present for Miss Hien - Pre- teach the new words: + Happy Teacher’s Day - Write the words on the board and repeat - Play the recording for Sts to read each line in the pictures and check Ss’ comprehension at times, using English and Vietnamese when necessary - Play the tapes for Sts to listen and repeat - Call some pairs to practice in front of class and check Sts’ pronunciation Point, ask and answer - Have Ps look at the prompts under each picture on page 73 Get them to repeat each prompt a few times and say: You are going to practise expressing wishes and responding to or replying wishes Imagine you are the Sts in Miss Hien’s class - Ask Sts to read the example - Model the task: Point to picture a: - The class has got a story book for you - Class: Thank you - Give the usage and meaning of model class T – whole class Whole class Individually Groups T – whole class _ for you! Thank you - Call on some pairs to perform the task at the front of the class - Ask Sts to ask and answer about their future jobs in pairs - Have the whole class repeat all the phrases to reinforce their pronunciation Read and the task - Ask Sts to open the book on page 74 Get Sts to look at the Pair – work T – whole class picture - Set the context: You are going to read a passage and the tasks that follow - Elicit their answer to identify the characters - Pre – teach vocabulary:  head teacher:  deliver a speech  honour  exciting  memorable  praise: - Read the passage, pausing at times to check Ps’ comprehension  Task 1: - Ask Sts to read the context and match the words that go together - Have Ss exchange their answer in pairs - Call on Sts to demonstrate at the class - Give the answer to the class Provide explanation when necessary Key: c d a b  Act2: - Ask Sts to read the passage again and tick True or False independently - Have Ss exchange their answer in pairs - Call on Sts to demonstrate at the class Key: 1- F; 2- F; 3- T; 4- T Write - Ask Sts to open the book on page 75 Get them to read the task, look at the cards and read the lines on them - Explain the writing purpose: You are going to write a card for your teacher on Teacher’ Day Now you should read the models and decide what to write - Pre- teach the new vocabulary:  candle  consume  light  others  inspire T – whole class Individually Pair – work/ Group work Whole class T – whole class Whole class  inspirer - Give Sts some more useful expressions: - Happy Teacher’s Day Thank you for teaching me; Have a happy Teacher’ Day and best wishes…… - Set time for Sts to work individually - Call on Sts to read their work to the class - Listen and check their mistakes VI Consolidation and Home link - Consolidate the content of the lesson - Ss practice singing the song My Dear Teacher at home Individually T – whole class T – whole class Week: 15 Period: 30th Date of teaching: Friday, December 20th, 2013 UNIT 10: HOW I LEARN ENGLISH Lesson 1: VI VII - Objectives: By the end of this lesson, students will be able Ask and answer about one’s favourite school subject Listen and tick the correct pictures Develop listening and speaking skills Teaching methods: Communicative approach Techniques: + Ask and answer (say individually) + Work in pairs/ groups + Discuss VIII Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets - Students’ aids: books, notebooks, workbooks IX Languages focus:  Vocabularies: translator, difficult, mathematician, spoken English, pianist  Sentence patterns: What subject you like best? - Science X Procedures: Time 5’ 10’ Teacher’s activities IV Warm up - Ask Sts to sing the song My Dear Teacher from Unit on page 75 - Ask Sts to sing in groups - Call on some groups to sing at the class - Check their pronunciation V New lesson Look, listen and repeat - Ask Ss to look at the pictures to identify the characters in each picture on page 76 - Set the context: You are going to hear Tony, Phong, Mai and Mei Mei talking about the subjects they like learning - Pre- teach the new vocabulary:  Translator  difficult - Play the recording for Sts to read each line in each picture and check Ss’ comprehension at times, using English and Vietnamese to help Sts understand the context - Play the tapes for Sts to listen and repeat - Divide the class into groups to take turns to say the lines from Tony, Phong, Mai and Mei Mei - Call some pairs to practice in front of class and check Sts’ Working arrangement T – whole class T – whole class Whole class Individually Group work 10’ - - pronunciation Point, ask and answer Point to each cover and ask Sts to read the name of subjects and say: You are going to practice asking and answering questions about the school subjects you like best Ask Sts to read the example Elicit their prompt to complete the sentences in the speech bubbles Write the question and the answer on the board Get Sts to repeat each sentence a few times Then point to each row on the date chart and get Sts to repeat the name of the countries and the dates a few times Model the task with the whole class: What subject you like best? Class: Vietnamese Give the model: T – whole class What subject you like best? Science 10’ - Call on some pairs to perform the task at the front of the class Others observe and comment - Ask Sts to ask and answer questions about the titles of the books - Have the whole class repeat all the phrases to reinforce their pronunciation Listen and tick - Have Ss open the book on page 77 and get them to elicit each picture - Ask Sts to guess what they are going to hear about - Set the context: You are going to four dialogues in which children are talking about their favourite school subjects You should listen and tick the correct pictures - Have Sts repeat the phrases - Play the tape twice for Sts to listen all the way through and the task - Do the first example with them Pair – work T – whole class T – whole class Individually 5’ - Replay the recording for Sts to check their answers in pairs Then call on some Sts to report their answers Read out the correct answers to the class - Ask Sts about the content of the listening Answers: 1- a; 2-c; 3- c; 4- a VI Consolidation and Home link - Consolidate the content of the lesson - Ask Ss prepare a list of their favourite school subjects and the reason why they like them for the class display in the next lesson Pair – work/ Group work Whole class T – whole class Date of teaching: Thursday, December 26th, 2013 Week: 16 Period: 31st UNIT 10 HOW I LEARN ENGLISH Lesson I Objectives: - By the end of this lesson, Students will be able to pronounce correctly to the sound(s) of the letters ou in the words count and that of the letters ow as in how - Listen and number the pictures in the order they hear - Develop listening, speaking and reading skills II Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss III Teaching aids: Teacher’s aids: Tape cassette, pictures, poster, word cards Students’ aids: book, notebook, workbook IV Languages focus: * Phonics: count how V Procedures: Time 5’ Steps/Activities IX Warm up: Work arrangement - 5’ 10’ 7’ Ss display their home-link on the board Ss ask and answer questions about the books displayed, using the questions they have learnt so far X New lesson Listen and repeat - Have Ss open the book page 64, draw their attention to the sound(s) of the letters ou in the words count and that of the letters ow as in how - Get Ss to repeat the words a few times Listen and read together - Have Ss look at Picture on Page 78 and elicit the names of the characters in each picture and guess what the dialogues are about - Set the context: You are going to listen two dialogues Clap the words in focus: one clap for the word with ou as in the words count and two claps for the word with ow as in how - Play recording; stop at times to check Ss’ comprehension - Have Ss repeat each line in the dialogues - Model and get Ss to clap in the same way then repeat each line of the dialogues - Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words - Device the class into four groups for competition Group and say aloud - Ask Ss to look at the book at P.78 Get Ss to look at the chart and the word box - Check if they understand the activity and the meaning of the focused words - Get Ss to guess all the complete words and the first example - Set the time and let Ss the task - Ss check their answer in pairs - Call some Ss to report their answers to the class - Have the whole class read in chorus all the words in each column Listen and complete T – whole class T – Whole class T – Whole class Individually Pair – work T – whole class T – whole class Individually Group T – whole class T – whole class 10’ 3’ - Ask Ss to look at the chart on page 79 Draw their attention to the chart of character names and the school subjects and guess what they are going to hear - Set the scene: “You are going to hear Alex, Tony, Linda and Lucy talking about their favourite school subjects Listen and complete the chart with the subject corresponding to each speaker.” - Recall the familiar vocabulary (Maths, Art, Music, Science) and teach the new words:  Artist  I can see - Play the recording twice: once for Ss to listen all the way through, once for them to select the words on the top row to complete the chart - Have Ss trade their answers in pairs for correction - Play it again for Ss to check their answers - Call some to report their answer to the class Key: Alex Maths Tony Science Linda Art Lucy Music XI Summary and Home- link: - Consolidate the content of the lesson - Ss make sentences with the words from the crossword puzzle to display in the classroom in the next lesson Week: 16 Period: 32nd Pair- work T – whole class T – whole class Date of teaching: Friday, December 27th, 2013 UNIT 10 HOW I LEARN ENGLISH Lesson XVI Individually Objectives: - By the end of this lesson, Students will be able to:  Ask and answer questions about how one learns English XVII XVIII XIX XX  Read a comprehension text on how someone learns English and write a description of how one learns English  Develop speaking and listening skill Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss + Ask and answer Teaching aids: Teacher’s aids: audio CD, poster, flashcards Students’ aids: book, notebook, workbook Language focus:  Vocabulary: practice + speaking/ writing…, vocabulary, grammar, pen friend, maybe, join  Sentence Patterns: How you learn to speak English? I practice speaking English every day Procedures: Time Steps/Activities Work arrangement T – whole class XIV Warm up: 5’ Ss display their home- link work Ss read, ask and answer questions about the writing XV New lesson 10’ 13.Look, listen and repeat - Have Ss to look at the pictures on page 80 and read the T – whole class context sentence - Point to each picture and elicit the names of characters and what they are talking about - Set the context: You are going to hear Tony asking Mai about her way of learning English Whole class - Read the line in each picture, pausing at times to check students’ comprehension Explain the phrase: Get Ss to make a few sentences  practise speaking Individually with practise  Practice writing - Play the recording all the way through for Ss to listen the text 10’ - Play the recording again for Ss to repeat each line a few times Groups - Divide the class into groups to take turns to make the conversation 14.Point, ask and answer T – whole class - Draw Ss’ attention to the example and set the context: You are going to practice talking about your way of learning English - Ask Ss to read the example and elicit their prompts to complete the speech bubbles - Write the question and answer on the board and get Ss to repeat a few times.(Focus on pronunciation and fluently) - Get Ss to repeat each prompt under each picture - Recall and pre-teach the new words  vocabulary  grammar  pen friend - Model the task with the whole class T: How you learn English? Class: I watch cartoons on TV Pair – work - Repeat the step with picture a, b, c and d - Have Ss to practice in pairs pointing, asking and answering - Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when T – whole class necessary - Call on some pairs to perform the task at the front of the class Others observe and comment - Have the whole class repeat the question and answer in chorus T – whole class to reinforce their pronunciation 15.Read and the task.(Choose one of or 4) - Ask Ss to look at the picture on P.81 Get them to read the title and guess what they are going to read about Point to the pictures and elicit Ss’ answer to identify the characters(Nam, Mai), the location and what they are doing - Set the context: you’re going to read a passage on some way of learning English and the task that follow 10’ - Let’s Ss a few seconds to read through the task - Recall the familiar vocabulary and teach the key words to understand the passage: (Write the words on the board and Ss repeat a few times)  maybe  join - Read the passage, check Ss’ comprehension - Tell them that they should scan the information in the passage to the task - Check if Ss understand the task Do the first for example - Give Ss sufficient time to the task and move around to monitor the activity - Have Ss to check their answers in pairs before call some Ss to report the answer to the class Individually Pair – work/ Group work Whole class Answers Task No No No No 10.Yes Task INam sheMai them new words They  Tony, Tom, Linda 10’ - 16.Write about how you learn English Ask Ss to open the book on P 82 and get them read the guiding questions Check their comprehension Tell Ss the writing purpose: You are going to write about your way of learning English Point to the questions and say: You should read the guiding questions and write your own answers Do the first example with the class Write the writing frame on the board and elicit Ss’ answer to complete the passage Set the time and let Ss the task individually Move around the class to monitor the activity Get a few Ss to complete the bubbles on the large – sized sheet of paper Others check the lines and get Ss to repeat each line in the speech bubbles T – whole class Whole class Individually T – whole class T – whole class XVI Summary and Home link - Consolidate the content of this lesson - Ss write sentences, describing how they learn English (speak, listen, read and write) for the class performance in the next 5’ lesson Date of teaching: Thursday, January 2nd, 2014 Week: 17 Period: 33th REVIEW I/ Objectives: By the end of the lesson, students will be able to revise the topics, the language competences, the language knowledge and the language skill they have learnt from Unit to Unit 10 II/ Teaching aids: worksheet, tape recording III/ Procedures: Time 5’ 5’ 18’ Contents I Warmer: Slap the board II Presentation - Topics - Language competences - Language knowledge (phonics, vocabulary, sentence patterns) III Practice I/ VOCABULARY AND SPELLING Choose the letters that complete the words blow Then read the words aloud Answer: a skate; b dragon; c T’s activities Ss’ activities - Gets students to joint the activity - Introduces the new lesson - Joint the activity - Helps students to revise the topic, the language competences, the language knowledge - Revise the topic, the language competences, the language knowledge - Asks students to complete each word under the picture using the letters in this chart - Complete each word under the picture using the letters in this chart - Listen name; d water; e first; f cloud; g tower; h card; i jumped; j painted; k danced Complete the sentences Answer: a visited; b jumped; c explored; d skated; e game; f Happy; g story; h post office; i card; j English Groups the words of the same group Answer: Animal: giraffe; kangaroo; snake; lion; deer Sport & Game: volleyball; karate; Bingo; Farm Town; basketball; swimming Book: Case Closed; Dragon Balls; The Legend of Watermelon; Snow White and the seven Dwarfs; The Starfruit Tree II/ LISTENING Listen and tick Answer: 1.b; 2.c; b; a; a individually - Asks some students to read aloud the words to the class - Provides the answers and explanations - Asks students to write the missing letters to complete the sentences - Asks some students to read their sentences to the class - Provides the answers and explanations - Asks students to look at the chart and the word box - Says each word and gets students to repeat Then lets students the task independently - Asks students to check their answers in pairs individually - Read aloud the words to the class - Listen and check answers - Write the missing letters to complete the sentences - Read their sentences to the class - Listen and check answers - Look at the chart and the word box - Listen and repeat Then the task independently - Check answers in pairs - Plays the tape for students to listen and tick the correct answers - Asks students to exchange their answers with their partners - Provides the answers and explanations - Asks students to look at the pictures - Plays the tape for students to listen and the task - Asks students to exchange their answers - Listen and tick the correct answers - Exchange and compare their answers with their partners - Listen and check answers - Look at the pictures Listen and number Answer: a 3; b 4; c 1; d 5; e III/ READING AND WRITING Draw a line to match each question to the answer Answer: e; d; a; g; b; 6.c; f Read and the tasks Answer: a Tick T( True) or F (False): F; T; T; T b Write short answers: From the market Another dog carrying a much bigger bone He wanted to get the bigger bone IV/ SPEAKING The following pictures describe a trip to the zoo With a partner, ask and answer questions about what happens in each picture Answer: The children are getting on a bus at 9:00; The children are with their partners - Provides the answers and explanations - Listen and write the number for correct pictures - Exchange and - Asks students to compare their the task individually answers with their - Asks students to partners exchange their answers - Listen and check with their partners answers - Provides the answers and explanations - Asks students to read - Do the task the text and the task individually independently - Exchange and - Asks students to compare their compare their answers answers with their in pairs partners - Provides the answers - Listen and check and explanations answers - Read the text and - Asks students to look the task at each picture and say independently what they see - Asks students to work - Compare their in pairs to ask and answers in pairs answer questions about each picture - Listen and check - Calls on some pairs to answers demonstrate the task in front of the class - Asks students to look at the pictures, observe the details in each picture and find the four differences between two pictures - Look at each picture and say what they see - Work in pairs to ask and answer questions about each picture - Demonstrate the task in front of the arriving at the zoo at 10:00; The children are seeing the elephants at 10:20; The children are seeing the monkey at 11:00; The children are watching the animal show at 11:30; The children are having their picnic lunch at 12:30 Find and talk about the four differences between the two pictures Answer: In Picture A there are elephants playing football In Picture B there are elephants walking on legs In Picture A there are dancing bears In Picture B there are cycling bears In Picture A there are tigers In Picture B there are lions In Picture A there is a seal playing with a beach ball In Picture B there is a dancing cobra 5’ class - Ask students to work in pairs to point to the pictures and talk about the differences - Calls some students to report the differences - Give students a test - Asks students to review the lesson at home and prepare the next lesson IV Production Test VI Home work - Review the lesson at home and prepare the next lesson - Look at the pictures, observe the details in each picture and find the four differences between two pictures - Work in pairs to point to the pictures and talk about the differences - Report the the differences - Do a test - Review the lesson at home and prepare the next lesson 2’ Week: 17 Period: 34th Date of teaching: Friday, January 3rd, 2014 Revision I.Tìm từ khác với các từ còn lại: (1M) A teacher B nurse C cook A dining room B kitchen C mother A these B this C those A this B hi C nine D play D bedroom D they D fine II Hoàn thành các từ sau: (1M) What are these? - They are ch_irs This is the b_throom What is your tel_phone numb_r ? – It is 0834256 She can a magic tr_ck III.Chọn từ thích hợp điền vào chỗ trống: (2M) ………….is the sink? It is in the bathroom A Who B Where C What There ……… five cats under the table A Is B am C are He can climb a tree , ……….he can’t jump rope A But B and C too What is ……… ? It is a yo-yo A these B that C those What can you do? I can …… a kite A fly B play C Can you ride a pony? Yes, …….can A he B she C I What is the ………….? I am sick A wrong C matter C X …….there a sofa in the living room? Yes, there is A Am B Are C Is IV.Nối câu cột A với câu trả lời tương ứng cột B: (2M) Where is the bed? a I can’t hit a ball Good bye b Yes, she can Can she play the piano? c See you later What’s wrong ? d It’s in the bedroom V.Sắp xếp thành câu hoàn chỉnh: (2M) Is / this / the / kitchen she / a magic trick / can are / there / four / dogs / under / the / table I / see / can’t / board / the VI.Đọc câu hỏi và trả lời: (2M) What is your name? How old are you? Where you live? What can you do? Week: 18 Period: 35th + 36th THE FIRST FINAL TEST (PGD đề) I Circle the odd one out: (2marks) A American B Vietnamese C April D Australian A day B.festival C month D week A sing B dance C song D tell A they B.what C when D why II Choose A, B, C, or D to complete the following sentences : (3marks) They are football in the school yard A play B playing C plays D played Teacher’s Day is on A 20th September B 20th November C 20th December D 20th October are you happy?- Because today is my birthday A When B Who C What D Why LiLi is from Singapore She is A English B Sigaporean C American D Vietnamese What does your uncle ?- He is an artist A does B C doing D be Did they play some exciting games? – No, they A don’t B weren’t C didn’t D aren’t III Choose A, B, C or D to complete the following passage.(1marks) During the (1) we often play (2) _ the school yard The boys often (3) football and chess but the girls usually play skipping rope and hide-andseek My favourite (4) is chess so I often play chess with Nam in our classroom Some of my friends sometimes complete the puzzle A freetime B classtime C time D breaktime A at B in C on D from A played B playing C play D plays A game B sport C subject D food IV/ Reorder the words to make sentences (2marks) you / drawing / picture / a / are / swimming / wants / go / she / to / you / were / home / at / yesterday? / did/ What/ you / last week ? VI Read the passage and then the tasks that follow: (1 marks) Hi My name is John I am a student at Oxford Primary School My school had a sports festival last weekend All the teachers and students were there The students played many different sports and games such as football, badminton, swimming, chess, skipping rope, and hide-and-seek I played badminton very well I was very happy because I was the best player What’s his name? A His name is John B My name is John C His name was John D Its name is John Where does he study? A He studies in Oxford Primary School B He studies at Oxford Primary School C He studies on Oxford Primary School D He studies from Oxford Primary School What did his school have last weekend? A It has a sports festival last weekend B It is having a sports festival last weekend C It have a sports festival last weekend D It had a sports festival last weekend Did the students play many different sports and games? A Yes, they B Yes, they are C Yes, they did