giao an tieng anh lop 3 moi

New lesson: Stages & Time Teacher’s activities Students’activities Warm up5’ Chatting about toys - Pairs work 1.Look, Listen and - Have Ss to look at the book at repeat10’ page 48.. Elic[r]

Week: 19 Teaching date: 30/12/2014 UNIT 11: THIS IS MY FAMILY Lesson 1: Part 1-2-3 I Objectives: - By the end of the lesson Ps will be able to: identify family members - Develop Ss speaking and listening skills + Language focus: - Sentence Partners: Who’s that?- He’s my father./ She’s my mother - Vocabulary: man, next to, him, father, mother, young, nice, sister, brother, grandmother, grandfather, he, she II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization(1’) Oral test: - Have pupils answer T’s questions New lesson Time Teacher’s activities Work’ arrangement *Warm up: (5’) Chatting - Pair works 1.Look, listen and repeat (10’) - Ask Ss to identify the - Whole class characters in the picture on page and what they are saying - Set the scene “you are going to listen to Linda and Mai identify family members - Play the recording and asks Ss to listen to the tape - T asks Ss to listen and repeat in chorus two times - Pair works - Call on one pair One repeats Linda’s part, the other repeats Mai’s part - Whole class - Have whole class repeat all the phrases a few times to reinforce their pronunciation Point and say (10’) - Have pupils look at pictures - Whole class on Page Elicit the characters in the pictures and their names Let’s Talk (10’) Teach vocabulary: man next to father mother young nice sister brother grandmother grandfather check vocab: slap the board Model sentence: - Who’s that? - He’s my father./ She’s my mother Ask pupils to guess and complete the speech bubbles - Model: Call on a pair Allocate the parts of the characters the boy and the girl to the pupils Ask them to point the pictures and act out the dialogues Using the pictures in their books Monitor the activity and offer help Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary - Call on some pairs to perform their task at the fron of the class The rest of the class observe and give comments - Pair works - Pair works - Practise in pairs - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation - Ask students to look at the pictures in the book Ask them to identify the characters in the pictures Ask Ss work in pairs Call IV.Consolidation(2’) some pairs to act out Correct their pronunciation - Asking Ps to focus on the structure once again - Retell the content of the lesson - Whole class Week: 19 Teaching date: 1/1/2015 UNIT 11: THIS IS MY FAMILY Lesson 1: Part 4-5-6 I Objectives: - By the end of the lesson Ps will be able to identify family members - Develop Ss reading and listening skills + Language focus: - Sentence Partners - Vocabulary: photo, woman, girl, boy, her, family II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization(1’) Oral test- (2’) - Have pupils greets and introduce their names New lesson: Time Teacher’s activities Work’ arrangement 1.Warm up (5’) - Ask and answer about Ss’ name - Pair works Listen and tick (8’) Read and complete (10’) - Have pupils look at pictures 1, and on page of the Student Book Elicit the identification of the characters in the pictures and the characters’ words Tell pupils that they are going to listen to the recording and tick the pictures they hear Guess the answer - Play the recording times pupils to listen and tick the boxes Check their guess Compare the answer with the partner - Play the recording again pupils check their answers T give the answer: - Ask some questions to ensure pupils’ comprehension of the listening text - Have pupils open their books to Page Get Ss to identify the characters in the pictures and who they are in the photo Teach vocabulary: Photo woman Girl boy - Pair works - Whole class - Whole class - Pair works Let’s sing (10’) Her family Happy of Check vocab: what and where - Tell Ss that they are going look the photo and read the sentences to get information to - Pair works write the missing words - Ss read silently and complete the dialogues - Ss trade their answers within pairs or groups for correction - Ask Ss to read the answers aloud to the class The others listen and give comments Answers: Father - Practise in pairs Mother brother - Make some questions to check Ss’ comprehension of the reading text - Have the whole class read each line of the dialogues chorally to reinforce their - Whole class pronunciation - Introduce A happy family song, P.7 - Play the recording and listen to A happy faamily song - Play the recording again for pupils to sing each line of the rhythm - Call on a group of six to the front of the class and the actions The others clap their hands after the song - Practise in pairs - Group work Pupils practise singing and doing the actions in groups Monitor the activity and help them when necessary Correct pronunciation Ss’ errors - Call on one group to perform the song at the front of the class - Whole class The rest of the class sing the song and clap the rhythm - Have class sing the song again to reinforce their pronunciation - Asking Ps to focus on the IV.Consolidation(2’) structure once again - Retell the content of the lesson - Whole class Week: 19 Teaching date: 2/1/2015 UNIT 11: THIS IS MY FAMILY Lesson 2: Part 1- 2- I Objectives: - By the end of this lesson, Students will be able to talk about the ages of family members - Develop Ss speaking and listening skills + Language focus: - Sentence Partners: How old is your brother? – He is seven - Vocabulary: eleven, twelve, thirteen, fourteen, fifteen, seventeen, eighteen, nineteen, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette, puppets Students’: books, notebooks, workbooks III Teaching processes: Class organization(1’) - Ask Ss to greet to each other New lesson: Time Teacher’s activities Work’s arrangement Warm up: (5’) - Sing A happy family song - Pair works Look, listen and - Have Ss to look at the book at repeat page (8’) Elicit the character and have Ss guess what they are saying Set the scene: we are going to learn new phrases 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 two - Whole class - Pair works Point and say(10’) Let’s talk(10’) groups One repeat Mai’s part and the other repeat Linda’s part Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation - Teach vocabulary: Eleven twelve Thirteen fourteen Fifteen seventeen Eighteen nineteen Twenty thirty Forty fifty Sixty seventy Eighty ninety one hundred Check vocab: rub out and remember Structures - How old is your brother? – He is seven - Whole class - Whole class - Pair works - Have Ss look at the pictures on page Elicit the characters in the pictures and their names Ask Ss to guess and complete the speech bubbles - T models/ allocates the parts of characters the boy and the - Pair works girl to Ss - Ask them to act out the dialogue Repeat the step with some other pairs for pictures - Monitor the activity and offer held Correct pronunciation errors (stress, assimilation of sounds, intonation) when - Practise in pairs necessary - - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation Show picture and give task Talk about the age of Nam’s family IV.Consolidation(2’) - Have Ps work in pair - Display in class, comment others - Whole class - Asking Ps to focus on the structure once again - Retell the content of the lesson Week: 19 Teaching date: 2/1/2015 UNIT 11: THIS IS MY FAMILY Lesson 2: Part 4-5-6 I Objectives: - By the end of this lesson, Students will be able to talk about the age of family members - Develop Ss reading, writing and listening skills + Language focus: - Sentence Partners: - Vocabulary: picture, years old II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization(1’) Oral test: (2’) - Have pupils introduce their family members New lesson Stages & Time Teacher’s activities Work’s arrangement Warm up (5’) Talk about the age of family - Pair works members Listen and - Whole class number (8’) - Have pupils look at pictures a, b, c and d on page of the Student Book Elicit the identification of the characters in the pictures and the characters’ words Tell pupils that they are going to listen to the recording and match the information they hear to the pictures They should number the boxes - Play the recording times pupils to listen and number the boxes Check - Pair works their guess Compare the answer with the partner - Play the recording again pupils check - Whole class their answers T give the answer: - Ask some questions to ensure pupils’ comprehension of the listening text Read and complete (10’) - Ask Ss to identify the characters in the pictures on page Set the scene: “you are going to read the paragraph to get the information in order to fill the ages of Quan’s family members Have a revision of the language - Ask Ss to read the dialogues and the task (match the sentence with a appropriate picture.) Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction Call on some Ss to report their answers Others listen and comment Make a few questions to check Ss’ comprehension of the sentences Have the whole class read each sentence in chorus to reinforce their pronunciation Answers: Quan-10; His father-fortyfour; His mother-thirty-nine; His brother-fourteen - Whole class - Pair works Write about - Have pupils open their books to Page - Pair works your family Get Ss to answer the ages of their (10’) family members - Pupils practice in pairs and complete the dialogues - Practise in pairs - Pair works Pupils give their answers for correction - Whole class - Ask some pupils to read their answers aloud to the class The rest of the class listen and give comments - Make a few questions to check pupils’ - Whole class comprehension of the reading text - Have the whole class read each line of the dialogues chorally to reinforce their pronunciation *Consolidatio n (2’) - Asking Ps to focus on the structure once again - Retell the content of the lesson - Whole class BGH ký duyệt: _ Week:20 Teaching date: 6/1/2015 UNIT 11: THIS IS MY FAMILY Lesson 3: Part 1-2-3 I Objectives: - By the end of the lesson Ps will be able to: identify family members, talk about the ages of family members Pronounce the sounds in the letters /br/, /gr/ correctly - Develop Ss writing and listening skills + Language focus: - Sentence Partners: - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization(1’) Oral test(2’) - Have pupils to talk about the ages of family members New lesson Stages & Time Teacher’s activities Work’s arrangement Warm up(5’) Chatting: identify family - Pair works members, talk about the ages of family members - Whole class Listen and repeat - Play the CD and have Ps repeat (8’) each line of the chant Then change the role - Focus Ps’ attention on the letters colored differently in the words brother and grandmother - Introduce the sounds /br/ and /gr/ - Have Ps practice the sounds - Pair works carefully - Play the CD and have Ps read the chant in chorus - Whole class - Ask Ps to give which sounds in Vietnamese are similar to, and then have Ps read words after you + Ask some pairs to ask and answer + Have Ps recite the chant and clap the syllable to reinforce their pronunciation Listen and write - Whole class - Have pupils look at the sentences and guess the suitable words to fill in the blank - Play the recording times pupils to listen and fill the blanks Check their guess Compare the answer with the partner - Play the recording again pupils check their answers T give the answer: - Have pupils act out the dialogue in pairs or groups for correction - Ask some questions to ensure pupils’ comprehension of the listening text Answer: - Introduce the chant - Turn on the tape Let’s chant (10’) - Ps listen to the tape and repeat the chant - Ps chant in group and individual -The Ps chant and the action - Teacher reinforce their pronunciation - Pair works - Pair works - Practise in group and individual - Asking Ps to focus on the structure once again IV.Consolidation(2’) - Retell the content of the lesson Week: 20 Teaching date: 8/1/2011 UNIT 11: THIS IS MY FAMILY Lesson 3: Part 4-5-6 I Objectives: - Whole class - Whole class - By the end of the lesson Ps will be able to: identify family members, talk about the ages of family members - Develop Ss reading, writing skills + Language focus: - Sentence Partners: - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization(1’) Oral test: (2’) - Have pupils identify family members, talk about the ages of family members New lesson Time Teacher’s activities Work’s arrangement Warm up: (5’) - Read the chant - Pair works Read and match (8’) Introduces the topic “you are going to read the questions to get the information in order to match the answers” - Ss read the sentences individually and check their prediction Ss the task (match the sentence with a appropriate picture.) - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers Others listen and comment - Make a few questions to check Ss’ comprehension of the sentences Have the whole class read each sentence in chorus to reinforce their pronunciation Ans: – d; – a; – b; – c - Read and - Explains the situation and how complete (10’) to the exercise - Ask students to look the photo of Linda’s family Ask Ss to identify the characters in the pictures on page 11 read the paragraph in the book - Whole class - Pair works - Whole class - Whole class - Pair works and fill the suitable words to complete the dialogue - Work individually to the - Work individually exercise then practice in front of the whole class The rest listen - Pair works to and give the remark - Correct the pronunciation Ans: family father - Practise in group and mother brother sister individual Project (10’) V.Consolidation(2’ ) - Introduce the situation - Explain how to the exercise: draw their family Tell the classmates about it - Ss act out in front of the class - - The rest listen to and give the remark - Correct the pronunciation - Whole class - Asking Ps to focus on the structure once again - Retell the content of the lesson - Whole class - Whole class Week: 20 Teaching date: 9/1/2015 UNIT 12: THIS IS MY HOUSE Lesson 1: Part 1-2-3 I Objectives: - By the end of the lesson Ps will be able rooms in the house - Develop Ss speaking and listening skills + Language focus: - Sentence Partners: There is a living room - Vocabulary: house, garden, over there, kitchen, bathroom, bedroom, dining room, garden II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization(1’) Oral test: (2’) - Have pupils greet and introduce their names and their health New lesson Time Teacher’s activities Work’s arrangement Warm up: (5’) Read the chant - Pair works Look, listen and repeat (8’) - Ask Ss to identify the characters in the picture on page 12 and what they are saying - Set the scene “you are going to listen to Linda and Mai greet and introduce their names - Play the recording and asks Ss to listen to the tape - Asks Ss to listen and repeat in chorus twice Call on one pair to repeats in role Linda’s and Mai’s part - Have whole class repeat all the phrases a few times to reinforce their pronunciation - Whole class - Pair works - Whole class Point and say (10’) - Have pupils look at pictures on Page 12 Elicit the characters in the pictures and their names - Whole class Teach vocabulary: House garden over there kitchen bathroom bedroom dining room garden Check: slap the board Model: There is a living room Ask pupils to guess and complete - Pair works the speech bubbles - Model: Call on a pair Allocate the parts of the characters Mai and Nam to the pupils Ask them to point the pictures and act out the dialogues Using the pictures in their books Monitor the activity and offer help - Work Correct pronunciation errors (stress, individually assimilation of sounds, intonation) when necessary - Pair works - Call on some pairs to perform their task at the fron of the class The rest of the class observe and give - Practise in group and comments individual - Have the whole class repeat all the phrases in chorus to reinforce their - Whole class pronunciation Let’s talk (10’) - Ask students to look at the pictures in the book Ask them to identify the characters in the pictures IV.Consolidation(2’ ) - Ask Ss work in pairs to identify the rooms in Nam’s house Call some pairs to act out - Correct their pronunciation - Asking Ps to focus on the structure once again - Retell the content of the lesson - Whole class - Whole class - Whole class Week: 20 Teaching date: 9/1/2015 Period 78: UNIT 12: THIS IS MY HOUSE Lesson 1: Part 4-5-6 I Objectives: - By the end of the lesson Ps will be able to indentify rooms in the house - Develop Ss writing and listening skills + Language focus: - Sentence Partners - Vocabulary: way, clean, early, in the morning II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization(1’) Oral test(2’) - Have pupils write the new words New lesson: Stages & Time Teacher’s activities Work’ arrangement Warm up (5’) - Talk about their houses - Pair works Listen and tick (8’) Look and - Have pupils look at pictures 1, and on page 13 of the Student Book Elicit the identification of the characters in the pictures and the characters’ words Tell pupils that they are going to listen to the recording and tick the pictures they hear Guess the answer - Play the recording times pupils to listen and tick the boxes Check their guess Compare the answer with the partner - Play the recording again pupils check their answers T give the answer: - Ask some questions to ensure pupils’ comprehension of the listening text - Have pupils open their books to Page - Whole class - Pair works - Whole class write (10’) Let’s sing (10’) 13 Get Ss to identify the characters in the pictures and what they are saying - Tell Ss that they are going to look the pictures, read and get information to write the missing words in the sentences - Ss read silently and complete the dialogues - Ss trade their answers within pairs or groups for correction - Ask Ss to read the answers aloud to the class The others listen and give comments Ans: A house A living room a kitchen Bedroom a bathroom a kitchen - Make some questions to check Ss’ comprehension of the reading text Have the whole class read each line of the dialogues chorally to reinforce their pronunciation - - Introduce The way I clean my house song, Page 13 - Play the recording and listen to The song - Play the recording again for pupils to sing each line of the rhythm - Call on a group of six to the front of the class and the actions The others clap their hands after the song - Group work Pupils practise singing and doing the actions in groups Monitor the activity and help them when necessary Correct pronunciation Ss’ errors - Call on one group to perform the song at the front of the class The rest of the class sing the song and clap the rhythm - Have class sing the song again to reinforce their pronunciation *Consolidation - Asking Ps to focus on the structure (2’) once again - Retell the content of the lesson - Whole class - Pair works - Work individually - Pair works Practise in group and individual - Whole class - Whole class - Whole class - Group work - Whole class BGH ký duyệt: Week: 21 Teaching date: 13/1/2015 UNIT 12: THIS IS MY HOUSE Lesson 2: Part 1- 2-3 I Objectives: - By the end of this lesson, Students will be able to ask and answer questions about house facilities - Develop Ss speaking and listening skills + Language focus: - Sentence Partners: Is there a fence?-Yes, there is./ No, there isn’t - Vocabulary: fence, pond, gate, yard, fence II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette, puppets Students’: books, notebooks, workbooks III Teaching processes: Class organization(1’) Oral test(2’) - Ask Ss to greet to each other New lesson: Stages & Time Teacher’s activities Work’ arrangement Warm up: (5’) Sing the alphabet song Look,listen and - Whole class repeat (8’) - Have Ss to look at the book at page 14 Elicit the character and have Ss guess what they are saying Set the scene: we are going to learn new phrase - Have Ss listen to the recording as they read the lines in the speech bubbles Play the recording again for Ss - Pair works to repeat the lines in the speech bubbles two times - Divide the class into two - Whole class groups One repeat Tony’s part and the other repeat Nam’s part Play the recording again for the whole class to repeat each - Whole class line in the speech bubbles to reinforce their pronunciation - Teach vocabulary: Fence pond Gate yard fence - Elicits the structures Point and say - Is there a fence? - Pair works (10’) - Yes, there is./ No, there isn’t - Have Ss look at the pictures on page 14 Elicit the characters in the pictures and their names Ask Ss to guess and complete the - Work individually speech bubbles - Model/ allocate the parts of - Pair works characters the boys and the girl to Ss - Ask them to act out the - Practise in group and dialogue1 Repeat the step individual with some other pairs for pictures - Whole class - Have Ss practice acting out the dialogue in pairs, using the pictures Monitor the activity and offer held Correct pronunciation errors (stress, assimilation of - Whole class sounds, intonation) when necessary Call on some pairs to perform - Whole class the task at the front of the class The others observe and Let’s talk(10’) give comments - Group work - Show picture and give task - Have Ps work in pair to talk about Tony’s house - Display in class, others comment - Listen and correct - Whole class - Have Ps practise IV.Consolidation(2’) - Asking Ps to focus on the structure once again - Retell the content of the - Whole class lesson Week: 21 Teaching date: 15/1/2015 UNIT 12: THIS IS MY HOUSE Lesson 2: Part 4-5-6 I Objectives: - By the end of this lesson, Students will be able to ask and answer questions about house facilities - Develop Ss reading, writing and listening skills + Language focus: - Sentence Partners: There is not a yard - Vocabulary: any, around, but, beautiful, in front of, tree, in II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization(10’) Oral test: - Have pupils greet and introduce, spell their names New lesson: Stages & Time Teacher’s activities Work’s arrangement - Sing the song Warm up(5’) - - Have pupils look at pictures a, b, Listen and c and d on page 15 of the Student number (10’) Book Elicit the identification of the characters in the pictures and the characters’ words Tell pupils that they are going to listen to the recording and match the information they hear to the pictures They should number the boxes - Play the recording twice pupils to listen and number the boxes Check their guess Compare the answer with the partner - Play the recording again pupils Read and check their answers T give the complete (10’) answer: Whole class - Pair works - Whole class - Whole class - Ask Ss to identify the characters in the pictures on page 15 Set the scene: “you are going to read the paragraph about Phong’s house facilities to get the information in order to fill the given words in the blanks.” Teach vocabulary: - Pair works Any around But beautiful in front of tree in Check vocab: what and where Model sentence: There is not a yard - Work individually Have a revision of the language - Pair works Ask Ss to read the paragraph about Phong’s house facilities and fill the given words in the - Practise in group and blanks individual Monitor the activity and offer help when necessary - Whole class - Have Ss trade the answers in Write about pairs for correction - Whole class your house (10’) - Call on some Ss to report their answers Others listen and comment - Whole class Make a few questions to check Ss’ comprehension of the - Group work sentences Answers: House; - Whole class Beautiful; Tree; Pond - Have pupils open their books to - Whole class Page 15 Read the questions and answer about their houses facilities - Pupils practice in pairs to ask and answer questions about their houses - Pair works Pupils give their - Whole class answers for correction - Ask Ss to talk about their houses - Have the whole class listen and reinforce their pronunciation IV.Consolidation (2’) - Asking Ps to focus on the structure once again - Retell the content of the lesson - Whole class Week: 21 Teaching date: 16/1/2015 Period 81: UNIT 12: THIS IS MY HOUSE Lesson 3: Part 1-2-3 I Objectives: - By the end of the lesson Ps will be able to identify rooms in the house, ask and answer questions about house facilities Pronounce the sounds in the letters ch/ /, th/ / correctly - Develop Ss writing and listening skills + Language focus: - Sentence Partners: - Vocabulary: behind II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization(1’) Oral test: - Have pupils write the new words New lesson Stages & Time Teacher’s activities Work’s arrangement Warm up(5’) - T asks Ss to make question and answer about houses - Whole class Listen and repeat - Play the CD and have Ps (10’) repeat each line of the chant Then change the role Focus Ps’ attention on the letters colored differently in the words kitchen and bathroom - Introduce the sounds ch/ / and th/ / - Have Ps practice the - Pair works sounds carefully - Play the CD and have Ps read the chant in chorus - Whole class - Ask Ps to give which sounds in Vietnamese are similar to, and then have Ps read words after you + Ask some pairs to ask and - Whole class answer + Have Ps recite the chant and clap the syllable to reinforce their pronunciation Listen and write (10’) - Have pupils look at the sentences and guess the - Pair works suitable words to fill in the blank - Play the recording times pupils to listen and fill the blanks Check their guess Compare the answer with the partner - Work individually - Play the recording again pupils check their answers - Pair works T give the answer: - Have pupils act out the dialogue in pairs or groups - Practise in group and for correction individual - Ask some questions to ensure pupils’ - Whole class comprehension of the listening text - Whole class Answer: Let’s chant (10’) - Introduce the Chant - Turn on the tape - Ps listen to the tape and repeat the chant - Ps chant in group and individual - The Ps chant and the action - Teacher reinforce their pronunciation - Asking Ps to focus on the IV.Consolidation(2’) structure once again - Retell the content of the lesson - Whole class - Group work - Whole class - Whole class - Whole class - Whole class Week: 21 Teaching date: 16/1/2015 UNIT 12: THIS IS MY HOUSE Lesson 3: Part 4-5-6 I Objectives: - By the end of the lesson Ps will be able to: identify rooms in the house, ask and answer questions about house facilities - Develop Ss reading, writing skills + Language focus: - Sentence Partners: - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization(1’) Oral test: - Have pupils talk about their house facilities New lesson Stages & Time Teacher’s activities Work’s arrangement Warm up(5’) Read the chant Read and - Introduces the topic “you are - Whole class write(10’) going to read the paragraph to get the information in order to find the suitable words to fill in the blanks” - Ss look at Mai’s house and find the house facilities read the paragraph individually and check their answers Ss the task - Monitor the activity and offer help when necessary - Pair works - Have Ss trade the answers in pairs for correction - Call on some Ss to report their - Whole class answers Others listen and comment - Make a few questions to check Ss’ comprehension of the sentences - Whole class - Have the whole class read each sentence in chorus to reinforce their pronunciation Read again and Ans: house; pond; tree; write the answers living (10’) - Explains the situation and how to the exercise - Pair works - Ask students to read the paragraph in part in the book of page 17 and answer the questions Work in pairs to the exercise then practice in pairs in front of the whole class The rest listen to - Work individually and give the remark Correct the pronunciation - Pair works Project (10’) Answer: No, it isn’t It is blue Yes, there is Yes, there is No, there isn’t - Practise in group and individual - Whole class - Introduce the situation - Explain how to the exercise: Draw and colour their houses Write the names of the rooms in the houses -Ss introduce their houses in front of the class The rest listen to and give the remark Correct the pronunciation IV.Consolidation(2’) - Asking Ps to focus on the structure once again - Retell the content of the lesson - Whole class - Whole class - Group work - Whole class - Whole class BGH ký duyệt: Week: 22 Teaching date: 20/1/2015 UNIT 13: WHERE’S MY BOOK? Lesson 1: Part 1-2-3 I Objectives: - By the end of the lesson Ps will be able to: ask and answer questions about the location of things in the house - Develop Ss speaking and listening skills + Language focus: - Sentence Partners: Where’s the book?-It’s here/there - Vocabulary: Where, chair, poster, bed, picture, coat, ball, here, there II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization(1’) Oral test: - Have pupils describe their houses New lesson: Time Teacher’s activities Work’s arrangement Warm up(5’) Read the chant - Look, listen and repeat (10’) Point and say Let’s talk (10’) Whole class Ask Ss to identify the characters in the picture on page 18 and what they are saying - Set the scene “you are going to listen to Peter and his mother ask and answer questions about the location of things in the house - Play the recording and asks Ss to listen to the tape - Asks Ss to listen and repeat in - Pair works chorus two times - Call on one pair One repeats Peter’s part, the other repeats his - Whole class mother’s part - Have whole class repeat all the phrases a few times to reinforce their pronunciation - Have pupils look at pictures on - Whole class Page 12 Elicit the characters in the pictures and their names Teach vocabulary: Where chair Poster bed Picture coat Ball here there - Pair works Check vocab: what and where Model sentence: Where’s the book? - It’s here/ there - Ask pupils to guess and complete the speech bubbles - Model: Call someone to practice in - Work front of the whole class Practice in individually group Allocate the parts of the characters the boy and the girl to the - Pair works pupils Ask them to point the pictures and act out the dialogues Using the pictures in their books - Practise in group Monitor the activity and offer help and individual Correct pronunciation errors (stress, assimilation of sounds, intonation) - Whole class when necessary - Call on some groups to perform - Whole class their task at the front of the class The rest of the class observe and - give comments - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation - Whole class - Group work - Whole class - Ask students to look at the pictures in the book Ask them to identify the characters in the pictures - Ask Ss work in pair to ask and answer questions about the location of things in the house Call some pairs to act out - Correct their pronunciation - Whole class - Whole class - Whole class IV.Consolidation(2’) - Asking Ps to focus on the structure once again - Retell the content of the lesson Week: 22 Teaching date: 22/1/2015 UNIT 13: WHERE’S MY BOOK? Lesson 1: Part 4-5-6 I Objectives: - By the end of the lesson Ps will be able to ask and answer questions about the location of things in the house - Develop Ss reading, writing and listening skills + Language focus: - Sentence Partners - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization(1’) Oral test: - Have pupils to ask and answer a bout he specific information New lesson: Stages & Time Teacher’s activities Work’s arrangement Warm up (5’) Ask and answer about Ss’ name and spell it - Whole class Listen and tick (10’) - Have pupils look at pictures 1, and on page19 of the Student Book Elicit the identification of the characters in the pictures and the characters’ words - Tell pupils that they are going to listen to the recording and tick the pictures they hear Guess the answer Read and complete (10’) Let’s sing (10’) - Play the recording times pupils to listen and tick the boxes Check their guess Compare the answer with the partner - Play the recording again pupils check their answers T give the answer: - Ask some questions to ensure pupils’ comprehension of the listening text - Pair works - Whole class - Have pupils open their books to Page 19 Get Ss to identify the characters in the pictures and what they are saying mention the distance between the hand and the thing in picture - Tell Ss that they are going to read and get information to write the given words in sentences 1, 2, and - Ss read silently and complete the sentences - Ss trade their answers within pairs or groups for correction - Ask Ss to read the answers aloud to the class The others listen and give comments Answers: Here There Here there - Make some questions to check Ss’ comprehension of the reading text Have the whole class read each line of the dialogues chorally to reinforce their pronunciation - Whole class - Introduce the The poster and the ball song, Page 19 - Play the recording and listen the How are you? song - Play the recording again for pupils to sing each line of the rhythm - Call on a group of six to the front of the class and the actions The others clap their hands after the song - Group work Pupils practise singing and doing the actions in groups Monitor the activity and help them when necessary Correct pronunciation Ss’ errors - Call on one group to perform the song at the front of the class The rest of the - Whole class - Pair works - Work individually - Pair works - Practise in group and individual - Whole class - Whole class - Group work - Whole class - Whole class - Whole class class sing the song and clap the rhythm - Have class sing the song again to reinforce their pronunciation *Consolidation (2’) - Whole class - Whole class - Asking Ps to focus on the structure once again - Retell the contain of the lesson Week: 22 Teaching date: 23/1/2015 UNIT 13: WHERE’S MY BOOK? Lesson 2: Part 1- 2-3 I Objectives: - By the end of this lesson, Students will be able to ask and answer question about the location of things in the house (plural) - Develop Ss speaking and listening skills + Language focus: - Sentence Partners: Where are the posters? –They are under my bed - Vocabulary: near, under, on, behind, look in II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette, puppets Students’: books, notebooks, workbooks III Teaching processes: Class organization(1’) Oral test: - Ask Ss to ask and answer questions about the location of things in the house New lesson: Stages & Time Teacher’s activities Work’ arrangement Warm up (5’) Sing the poster and the ball song - Whole class Look, listen - Have Ss to look at the book at and repeat page 20 (10’) - Elicit the character and have Ss guess what they are saying - Set the scene: we are going to learn new phrases - Have Ss listen to the recording as they read the lines in the speech bubbles - Divide the class into two groups - Pair works One repeat Peter’s part and the other repeat his mother’s part - Play the recording again for the - Whole class whole class to repeat each line in the speech bubbles to reinforce their pronunciation - Teach vocabulary: Near under - Whole class On behind look in preposition(prep) Check vocab: slap the board - Elicits the structures Where are the posters? –They are under my bed Point and say (10’) - talk(10’) Have Ss look at the pictures on page 20 Elicit the characters in the pictures and their names Ask Ss to guess and complete the speech bubbles - Models/ allocates the parts of characters Quan and Linda to Ss use structure: - Where are the posters? –They are under my bed - Ask them to act out the model dialogue Repeat the step with some other pairs for pictures - Have Ss practice acting out the dialogue point and use the information in picture a, b, c and d in pairs Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary Let’s Show picture and give task - Have Ps work in pair to ask and answer questions about the location of things in the house - Display in class, others comment - Listen and correct - - Pair works - Work individually - Pair works - Practise in group and individual - Whole class - Whole class - Whole class - Group work - Whole class - Whole class - Whole class - Whole class *Consolidation (2’) - Asking Ps to focus on the structure once again - Retell the contain of the lesson Week: 22 Teaching date: 23/1/2015 - Whole class UNIT 3: WHERE’S MY BOOK? Lesson 2: Part 4-5-6 I Objectives: - By the end of this lesson, Students will be able to ask and answer questions about the location of things in the house (plural) - Develop Ss reading, listening skills + Language focus: - Sentence Partners: - Vocabulary: bed, ball II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization: Oral test: - Have pupils write the new words New lesson Stages & Time Teacher’s activities Work’s arrangement Warm up(5’) - Ask and answer questions about the location of things in the house - Whole class Listen and number(10’) - Have pupils look at pictures a, b, c and d on page 21 of the Student Book Elicit the identification of the characters in the pictures and the characters’ words Tell pupils that they are going to listen to the recording and match the information they hear to the pictures They should number the boxes - Pair works - Play the recording times pupils to listen and number the boxes Check their guess Compare the answer with - Whole class the partner - Play the recording again pupils check their answers T give the answer: - Ask some questions to ensure pupils’ Read and comprehension of the listening text - Whole class complete (10’) - Ask Ss to identify the characters in the pictures on page 21 Set the scene: “you are going to read and questions the paragraph about phong’s room and find out the answer.” - Have a revision of the language: - Ask Ss to read the dialogues and - Pair works answer Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers Others listen and comment - Work individually - Make a few questions to check Ss’ comprehension of the sentences - Pair works - Have the whole class read each sentence in chorus to reinforce their pronunciation Practise in group and Answers: It is on the bed individual 2, They are under the bed Write about 3, They are near the desk - Whole class your bedroom 4, They are on the desk 5, They are on the wall - Whole class - Explain how to the exercise T introduces the topic “you are going to write the paragraph about their - Whole class houses” Ss read the sentences individually and - Group work the exercise Monitor the activity and offer help - Whole class when necessary Have Ss trade the answers in pairs for - Whole class correction Call on some Ss to report their - Whole class answers Others listen and comment Make a few questions to check Ss’ comprehension of the sentences - Whole class - Whole class *Consolidation (2’) - Asking Ps to focus on the structure once again - Retell the contain of the lesson - Whole class BGH ký duyệt: _ Week: 23 Teaching date: 27/1/2015 UNIT 13: WHERE’S MY BOOK? Lesson 3: Part 1-2-3 I Objectives: - By the end of the lesson Ps will be able to: ask and answer questions about the location of things in the house Pronounce the sounds in the letters / ch/, /wh/ correctly - Develop Ss writing and listening skills + Language focus: - Sentence Partners: - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization: Oral test: - Have pupils write the new words New lesson Stages & Time Teacher’s activities Work’ arrangement Warm up(5’) - Ask and answer questions about the location of things in the house - Whole class - Play the CD and have Ps repeat Listen and each line of the chant Then change repeat(10’) the role - Pair works Focus Ps’ attention on the letters colored differently in the words chair and where - Whole class - Introduce the sounds / ch/, /wh/ - Have Ps practice the sounds carefully - Play the CD and have Ps read the chant in chorus - Whole class - Ask Ps to give which sounds in Vietnamese are similar to, and then have Ps read words after you - Pair works + Ask some pairs to ask and answer + Have Ps recite the chant and clap - Work individually the syllable to reinforce their pronunciation - Pair works Listen and write(10’) - Have pupils look at the sentences and guess the suitable words to fill in the blank - Play the recording times pupils to listen and fill the blanks Check their guess Compare the answer - Practise in group and individual - Whole class 3.Let’schant (10’) IV.Consolidation (2’) with the partner - Play the recording again pupils check their answers T give the answer: - Have pupils act out the dialogue in pairs or groups for correction - Ask some questions to ensure pupils’ comprehension of the listening text Answer: - Whole class - Introduce the Chant - Turn on the tape - Ps listen to the tape and repeat the chant - Ps chant in group and individual -The Ps chant and the action - Teacher reinforce their pronunciation - Whole class - Asking Ps to focus on the structure once again - Retell the contain of the lesson - Whole class - Whole class - Group work - Whole class - Whole class - Whole class - Whole class Week: 23 Teaching date: 29/1/2015 UNIT 13: WHERE’S MY BOOK? Lesson 3: Part 4-5-6 I Objectives: - By the end of the lesson Ps will be able to: ask and answer questions about the location of things in the house - Develop Ss reading, writing skills + Language focus: - Sentence Partners: - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization: Oral test: - Have pupils ask and answer questions about the location of things in the house New lesson Stages & Time Teacher’s activities Work’ arrangement Warm up(5’) - Read chant Read and tick(10’) - Explains the situation and how to the exercise - Ask students to read the paragraph and choose the suitable picture - Work in groups to the exercise then explain how to choose the picture in front of the whole class - The rest listen to and give the remark Correct thepronunciation - Ask some questions to ensure pupils’ comprehension of the reading text Answers: picture c Whole class - Pair works - Whole class - Whole class - Pair works Introduces the topic “you are going to read the sentences and find the suitable words to fill in the blanks” - Ss read the sentences individually and the exercise - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction Call on some Ss to report their answers Others listen and comment Make a few questions to check Ss’ comprehension of the sentences - 5.Read and write(10’) - Introduce the situation - Explain how to the exercise: draw your bedroom and describe it to your classmates - Call on some Ss to report their Project(10’) answers Others listen and comment - Correct Ss’ mistakes and pronunciation IV.Consolidation(2’) - Asking Ps to focus on the - Work individually - Pair works - Practise in group and individual - Whole class - Whole class - Whole class - Group work - Whole class - Whole class - Whole class - Whole class structure once again - Retell the contain of the lesson Week: 23 Teaching date: 30/1/2015 Period 19: UNIT 14: ARE THERE ANY POSTERS IN THE ROOM? Lesson 1: Part 1-2-3 I Objectives: - By the end of the lesson Ps will be able to: ask and answer questions about things in the room - Develop Ss speaking and listening skills + Language focus: - Sentence Partners: Are there any posters in the room? - Yes, there are/ No, there aren’t - Vocabulary: any, map, sofa, wardrobe, cupboard II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization: Oral test: - Have pupils describe their houses New lesson Stages & Time Teacher’s activities Work’s arrangement Warm up(5’) - Read the chant - Whole class Look, listen and - Ask Ss to identify the characters repeat(10’) in the picture on page 24 and - Pair works what they are saying Set the scene “you are going to listen to Linda and Mai ask and answer questions about things in the room - Play the recording and asks Ss to listen to the tape - Asks Ss to listen and repeat in chorus two times - Call on one pair One repeats Linda’s part, the other repeats Mai’s part - Have whole class repeat all the Point and say(10’) phrases a few times to reinforce their pronunciation - Have pupils look at pictures on Page 24 Elicit the characters in the pictures and their names - - Whole class - Whole class - Pair works - Work individually - Pair works - Practise in group and individual Let’s talk (10’) Teach vocabulary: Any map Sofa wardrobe cupboard Check vocab: what and where Model sentence: - Are there any posters in the room? - Yes, there are/ No, there aren’t Ask pupils to guess and complete the speech bubbles - Model: Call on a pair Allocate the parts of the characters Mai and Nam to the pupils Ask them to point the pictures and act out the dialogues Using the pictures in their books Monitor the activity and offer help Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation - Ask students to look at the pictures in the book Ask them to identify the characters in the pictures - Ask Ss work in pairs to ask and answer questions about things in the room Call some pairs to act out Correct their pronunciation IV.Consolidation(2’) - Asking Ps to focus on the structure once again - Retell the contain of the lesson Week: 23 Teaching date: 30/1/2015 - Whole class - Whole class - Whole class - Group work - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class UNIT 14: ARE THERE ANY POSTERS IN THE ROOM? Lesson 1: Part 4-5-6 I Objectives: - By the end of the lesson Ps will be able to ask and answer questions about things in the room - Develop Ss writing and listening skills + Language focus: - Sentence Partners - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization(1’) Oral test: - Have pupils write the new words New lesson: Stages & Time Teacher’s activities Warm up(5’) - Ask and answer questions about things in the room Listen and tick - Have pupils look at pictures and (10’) on page 25 of the Student Book Elicit the identification of the characters in the pictures and the characters’ words Tell pupils that they are going to listen to the recording and tick the pictures they hear Guess the answer - Play the recording times pupils to listen and tick the boxes Check their guess Compare the answer with the partner - Play the recording again pupils check their answers T give the answer: - Ask some questions to ensure Look, read and pupils’ comprehension of the write(10’) listening text - Have pupils open their books to Page 25 Get Ss to identify the characters in the pictures and what are there in the picture - Tell Ss that they are going to read the sentences and write the missing words to fill in the blanks - Ss read silently and complete the sentences - Ss trade their answers within pairs or groups for correction - Ask Ss to read the answers aloud to the class The others listen and give comments Answers: Cupboard Map chairs Work’ arrangement - Whole class - Pair works - Whole class - Whole class - Pair works - Work individually - Pair works - Practise in group and individual - Whole class - Whole class - Whole class - Group work - Whole class - Whole class - Make some questions to check Ss’ comprehension of the reading text Have the whole class read each line of the dialogues chorally to reinforce their pronunciation Let’s write(10’) IV.Consolidation(2’ ) - Have pupils open their books to Page 25 Get Ss to read the questions and use the real things in their houses to answer them - Tell Ss that they are going to read and answer the questions - Ss read silently and answer questions - Ss trade their answers within pairs for correction - Ask Ss to read the answers aloud to the class The others listen and give comments - Asking Ps to focus on the structure once again - Retell the content of the lesson - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class BGH ký duyệt: Week: 24 Teaching date: 3/2/2015 UNIT 14: ARE THERE ANY POSTERS IN THE ROOM? Lesson 2: Part 1- 2-3 I Objectives: - By the end of this lesson, Students will be able to ask and answer questions about quantity of things - Develop Ss speaking and listening skills + Language focus: - Sentence Partners: How many chairs are there? - There are six - Vocabulary: How many, cup, fan, mirror, door, window, count II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette, puppets Students’: books, notebooks, workbooks III Teaching processes: Class organization(1’) Oral test: - Ask Ss to greet to each other New lesson: Stages & Time Warm up (5’) Teacher’s activities - Sing the alphabet song Work’ arrangement - Look, listen and - Have Ss to look at the book repeat(10’) at page 26 - Elicit the character and have Ss guess what they are saying Set the scene: we are going to learn new phrases - 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 two groups One repeat Peter’s part and the other repeat Nam’s part - Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation - Teach vocabulary: How many cup Fan Point and mirror say(10’) Door window count - Structures How many chairs are there? - There are six - Have Ss look at the pictures on page 26 - Elicit the characters in the pictures and their names Ask Whole class - Pair works - Whole class - Whole class - Pair works - Work individually - Pair works - Practise in group and individual - Whole class - Whole class Ss to guess and complete the speech bubbles - Models/ allocates the parts of characters the boy and the girl to Ss - Ask them to act out the dialogue - Repeat the step with some other pairs for pictures - Have Ss practice acting out the dialogue in pairs, using the pictures Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary - Call on some pairs to perform the task at the front of the class The others observe and give comments - Show picture and give task - Have Ps work in pair to ask and answer questions about quantity of things - Display in class, others comment - Listen and correct - Have Ps practise - Let’s talk: IV.Consolidation(2’ ) - Asking Ps to focus on the structure once again - Retell the content of the lesson - Whole class - Group work - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class Week: 24 Teaching date: 5/2/2015 UNIT 14: ARE THERE ANY POSTERS IN THE ROOM? Lesson 2: Part 4-5-6 I Objectives: - By the end of this lesson, Students will be able to ask and answer questions about quantity of things - Develop Ss reading, writing and listening skills + Language focus: - Sentence Partners: - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization: (1’) Oral test: - Have pupils write the new words New lesson Stages & Time Teacher’s activities Work’ arrangement Warm up(5’) Chatting - Asks Ss to ask and answer - Whole class questions about quantity of things Listen and - Pair works number(10’) - Have pupils look at picture on page 27 of the Student Book Elicit the identification of the - Whole class characters in the picture and the characters’ words Tell pupils - Whole class that they are going to listen to the recording and number the - Pair works things they listen to They should number the things - Work individually - Play the recording times pupils to listen and number the - Pair works things Check their guess Compare the answer with the partner - Practise in group and - Ask some questions to ensure pupils’ comprehension of the individual listening text Read and write(10’) Ask Ss to read the paragraph and find out the information to answer the questions Set the scene: “you are going to read the paragraph to get the information in order to answer the questions” - Have a revision of the language Ask Ss to read the paragraph and the task - Have the whole class read each sentence in chorus to reinforce their - - Whole class - Whole class - Whole class - Group work - Whole class - Whole class - Whole class pronunciation Answers: There is one door There are two windows There are eight chairs There are four pictures There are two fans Let’s play(10’) - Whole class - Whole class - Whole class - Introduce the game Spot the difference to pupils - Explain how the game is played Pupils find out the difference things in the pictures - The rest of the class observe and give comments - Correct the mistake and pronunciation if necessary - Whole class IV.Consolidation(2’ ) - Asking Ps to focus on the structure once again - Retell the content of the lesson Week: 24 Teaching date: 6/2/2015 Period 23: UNIT 14: ARE THERE ANY POSTERS IN THE ROOM? Lesson 3: Part 1-2-3 I Objectives: - By the end of the lesson Ps will be able to: ask and answer questions about quantity of things, things in the room Pronounce the sounds in the letters /a /, /u / correctly - Develop Ss writing and listening skills + Language focus: - Sentence Partners: - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization(1’) Oral test: - Have pupils ask and answer questions about quantity of things New lesson Stages & Time Warm up(5’) - Teacher’s activities Chatting Work’ arrangement - Listen and repeat (10’) Listen and write(10’) - Asks Ss to describe their rooms - Play the CD and have Ps repeat each line of the chant Then change the role Focus Ps’ attention on the letters colored differently in the words fan and cup - Introduce the sounds /a /, /u - Have Ps practice the sounds carefully - Play the CD and have Ps read the chant in chorus - Ask Ps to give which sounds in Vietnamese are similar to, and then have Ps read words after you + Ask some pairs to ask and answer + Have Ps recite the chant and clap the syllable to reinforce their pronunciation - Have pupils look at the sentences and guess the suitable words to fill in the blank - Play the recording times pupils to listen and fill the blanks Check their guess Compare the answer with the partner - Play the recording again pupils check their answers T give the answer: - Have pupils act out the dialogue in pairs or groups for correction - Ask some questions to ensure pupils’ comprehension of the listening text Answer: Whole class - Pair works - Whole class - Whole class - Pair works - Work individually - Pair works - Practise in group and individual - Whole class - Whole class - Whole class - Group work - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class Let’s chant(10’) IV.Consolidation(2’) - Introduce the chant - Turn on the tape - Listen to the tape and repeat the chant - Ps chant in group and individual - Ps chant and the action - Teacher reinforce their pronunciation - Asking Ps to focus on the structure once again - Retell the content of the lesson - Whole class - Whole class - Whole class Week: 24 Teaching date: 6/2/2015 UNIT 14: ARE THERE ANY POSTERS IN THE ROOM? Lesson 3: Part 4-5-6 I Objectives: Knowledge: By the end of the lesson Ps will be able to: ask and answer questions about quantity of things, things in the room Skills: - Develop Ss reading, writing skills Language focus: - Sentence Partners: - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization: (1’) Oral test: - Have pupils describe their rooms New lesson Stages & Time Teacher’s activities Work’ arrangement Warm up : Read the chant Read and circle - Introduces the topic “you - Whole class (_10’) are going to read the sentences and choose the best answer” - Pair works - Read the sentences individually and check their prediction Ss the - Whole class task Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers Others listen and comment - Make a few questions to check Ss’ comprehension of the sentences - Have the whole class read each sentence in chorus to reinforce their pronunciation 5.Read and write(10’) Answers: Are; is; lamps; Chairs; on - Explains the situation and how to the exercise - Ask students to look at the picture and identify the things in the room Read the paragraph in the book and fill the suitable words to complete the paragraph - Work individually to the exercise then report in front of the whole class The rest listen to and give the remark Project (10’) Correct the pronunciation Answer: is chairs T.V pictures - Whole class - Introduce the situation - Explain how to the exercise: Interview their friends and complete the table using the structure: How many … are there? – There are/ There is… -Ss act out in front of the class The rest listen to and give the remark Correct the pronunciation - Whole class - IV.Consolidation(2’ - Asking Ps to focus on the - Pair works - Work individually - Pair works - Practise in group and individual - Whole class - Whole class - Whole class - Group work - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class ) structure once again - Retell the content of the lesson - Whole class \ BGH ký duyệt: _ Week: 25 Teaching date: 10/2/2015 UNIT 15: DO YOU HAVE ANY TOYS? Lesson 1: Part 1-2-3 I Objectives: - By the end of the lesson Ps will be able to: identify toys - Develop Ss speaking and listening skills + Language focus: - Sentence Partners: Do you have a doll?-Yes, I / - No, I don’t - Vocabulary: have, teddy bear, doll, car, puzzle, robot II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization: (1’) Oral test: - Have pupils describe things in the room New lesson Stages & Time Teacher’s activities Work’s arrangement Warm up(5’) Read the chant - Whole class Look, listen and - Ask Ss to identify the repeat(10’) characters in the picture on page 30 and what they are - Pair works saying - Set the scene “you are going to listen to Mai and Linda - Whole class identifying toys - Play the recording and asks - Whole class Ss to listen to the tape - Asks Ss to listen and repeat - Pair works in chorus two times - Call on one pair One - Work individually repeats Mai’s part, the other repeats Linda’s part - Point and say(10’) Let’s Talk (10’) IV.Consolidation(2’ ) Have whole class repeat all the phrases a few times to reinforce their pronunciation - Have pupils look at pictures on Page 30 Elicit the characters in the pictures and their names Teach vocabulary: Have teddy bear Doll car Puzzle robot check vocab: what and where Model sentence: Do you have a doll? -Yes, I / - No, I don’t Ask pupils to guess and complete the speech bubbles - Model: Call on a pair Allocate the parts of the characters Mai, Quan and Nam to the pupils Ask them to point the pictures and act out the dialogues Using the pictures in their books Monitor the activity and offer help Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary - Call on some pairs to perform their task at the front of the class The rest of the class observe and give comments - Ask students to look at the pictures in the book Ask them to identify the characters in the pictures - Ask Ss work in pairs to identify toys Call some pairs to act out Correct their pronunciation and mistake - Asking Ps to focus on the structure once again - Retell the content of the lesson - Pair works - Practise in group and individual - Whole class - Whole class - Whole class - Group work - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class Week: 25 Teaching date: 12/2/2015 UNIT 15: DO YOU HAVE ANY TOYS? Lesson 1: Part 4-5-6 I Objectives: - By the end of the lesson Ps will be able to identify toys - Develop Ss writing, reading and listening skills + Language focus: - Sentence Partners - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization: (1’) Oral test: - Have pupils write the new words New lesson: Stages & Time Teacher’s activities Work’s arrangement Warm up (5’) – Identify toys Listen and - Whole class number (10’) - Have pupils look at pictures a, b, c and d on page 31 of the Student Book Elicit the - Pair works identification of the characters in the pictures and the characters’ words Tell pupils that they are - Whole class going to listen to the recording and number the pictures they - Whole class hear Guess the answer - Play the recording times - Pair works pupils to listen and tick the boxes Check their guess - Work individually Compare the answer with the partner - Pair works - Play the recording again pupils check their answers T give the answer: - Practise in group Read and write - Ask some questions to ensure (10’) pupils’ comprehension of the and individual listening text - Have pupils open their books to Page 31 Get Ss to identify the characters in the pictures and what they are Teach vocabulary: - Whole class - Whole class Let’s write(10’) IV.Consolidation (2’) Shelf pretty - Tell Ss that they are going to read and get information to write the missing words in paragraph - Ss read silently and complete the paragraph - Ss trade their answers for correction - Ask Ss to read the answers aloud to the class The others listen and give comments - Answers: Car Ball Doll Do they - Make some questions to check Ss’ comprehension of the reading text Have the whole class read each line of the dialogues chorally to reinforce their pronunciation - Have pupils open their books to Page 31 Get Ss to read the questions and use the real toys they have to answer - Tell Ss that they are going to read and answer the questions about the toys - Ss read silently and answer questions - Ss trade their answers within pairs for correction Ask Ss to read the answers aloud to the class The others listen and give comments - Asking Ps to focus on the structure once again - Retell the content of the lesson - Asking Ps to focus on the structure once again - Retell the content of the lesson - Whole class - Group work - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class Week: 25 Teaching date: 13/2/2015 UNIT 15: DO YOU HAVE ANY TOYS? Lesson 2: Part 1- 2-3 I Objectives: - By the end of this lesson, Students will be able to ask and answer questions about toys - Develop Ss speaking and listening skills + Language focus: - Sentence Partners: Does your brother have a robot? - Yes, he does/ No, he doesn’t - Vocabulary: yo-yo, ship, plane, kite II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette, puppets Students’: books, notebooks, workbooks III Teaching processes: Class organization(1’) Oral test: - Ask Ss to talk about toys New lesson: Stages & Time Warm up(5’) Teacher’s activities Jumped letters Work’s arrangement - Look, listen and - Have Ss to look at the book at repeat (10’) page 32 - Elicit the character and have Ss guess what they are saying - Set the scene: we are going to learn new phrases - 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 two groups One repeat Mai’s part and the other repeat Linda’s part - Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation - Teach vocabulary: yo-yo ship plane kite Check vocab: slap the board - Elicits the structures Does your brother have a robot? - Yes, he does/ No, he doesn’t - Have Ss look at the pictures on page 32 - Elicit the characters in the Whole class - Pair works - Whole class - Whole class - Pair works - Work individually - Pair works - Practise in group and individual - Whole class - Whole class - Whole class - Group work Point and say(10’) - Let’s talk: (10’) IV.Consolidation(2’ ) pictures and their names Ask Ss to guess and complete the speech bubbles - T models/ allocates the parts of characters Mai, Quan and Nam to Ss - Repeat the step with some other pairs for pictures - Have Ss practice acting out the dialogue in pairs, using the pictures - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation - Show picture and give task - Have Ps work in pair ask and answer question about toys - Display in class, others comment - Asking Ps to focus on the structure once again - Retell the content of the lesson - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class Week: 25 Teaching date: 13/2/2015 UNIT 15: DO YOU HAVE ANY TOYS? Lesson 2: Part 4-5-6 I Objectives: - By the end of this lesson, Students will be able to ask and answer questions about toys - Develop Ss reading, writing and listening skills + Language focus: - Sentence Partners: - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization(1’) Oral test: - Have pupils write the new words New lesson Stages & Time Warm up: (5’) Listen and tick(10’) Read and write(10’) Teacher’s activities Chatting: talk about the toys Ss have - Have pupils look at pictures a, b, c and d on page 33 of the Student Book Elicit the identification of the characters in the pictures and the characters’ words Tell pupils that they are going to listen to the recording and tick True or False Ss guess to tick the p pictures True or False the boxes - Play the recording times pupils to listen and number the boxes Check their guess Compare the answer with the partner - Play the recording again pupils check their answers T give the answer: - Ask some questions to ensure pupils’ comprehension of the listening text Ask Ss to identify the characters in the picture on page 33 Set the scene: “you are going to read the paragraph to get the information in order to answer the questions about Phong’s toys.” - Have a revision of the language - Ask Ss to read the paragraph and the task - Monitor the activity and offer help when necessary - Comprehension check - Have the whole class read each sentence in chorus to reinforce their pronunciation Answers: He has a robot She has a teddy bear - Let’s sing(10’) Work’s arrangement - Whole class - Pair works - Whole class - Whole class - Pair works - Work individually - Pair works - Practise in group and individual - Whole class - Whole class - Whole class - Group work - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class Yes, he does She has a yo-yo and a puzzle No, he doesn’t IV.Consolidation(2’ ) - Introduce The Linda has a little doll song, Page 33 - Play the recording and listen to The song - Play the recording again for pupils to sing each line of the rhythm - Group work Pupils practise singing and doing the actions in groups Monitor the activity and help them when necessary Correct pronunciation Ss’ errors - Call on one group to perform the song at the front of the class The rest of the class sing the song and clap the rhythm - Have class sing the song again to reinforce their pronunciation - Asking Ps to focus on the structure once again - Retell the content of the lesson - Whole class - Whole class - Whole class - Whole class - Whole class - Whole class BGH ký duyệt: Week: 26 Teaching date: 24/2/2015 UNIT 15: DO YOU HAVE ANY TOYS? Lesson 3: Part 1-2-3 I Objectives: - By the end of the lesson Ps will be able to: identify toys, and ask and answer questions about toys Pronounce the sounds in the letters /pl/, / / correctly - Develop Ss writing and listening skills + Language focus: - Sentence Partners: - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization(1’) Oral test: - Have pupils write the new words New lesson Stages & Time Teacher’s activities Students’activities Warm up(5’) Sing the song Linda has a little Sing the song doll Listen and - Play the CD and have Ps repeat(10’) repeat each line of the chant Look at the pictures in the Then change the role book Focus Ps’ attention on the letters colored differently in the words plane and ship -Introduce the sounds /pl/ and / / -Have Ps practice the sounds carefully Listen and repeat -Play the CD and have Ps read the chant in chorus -Ask Ps to give which sounds in Vietnamese are similar to, and then have Ps read words after you + Ask some pairs to ask and answer + Have Ps recite the chant and clap the syllable to reinforce their pronunciation Listen and write(10’) - Have pupils look at the sentences and guess the suitable Look at sentences 3.Let’s chant(10’) words to fill in the blank - Play the recording times pupils to listen and fill the blanks Check their guess Compare the answer with the partner - Play the recording again pupils Listen and fill in the blank check their answers T give the answer: - Have pupils act out the dialogue in pairs or groups for correction - Ask some questions to ensure pupils’ comprehension of the listening text Answer: - Listen to the tape and - Introduce the Chant chant - Turn on the tape - Ps listen to the tape and repeat the chant - Ps chant in group and individual -The Ps chant and the action - Teacher reinforce their pronunciation Asking Ps to focus on the structure once again IV.Consolidation(2’ ) -Retell the content of the lesson -Retell the content of the lesson Week: 26 Teaching date: 26/2/2015 UNIT 15: DO YOU HAVE ANY TOYS? Lesson 3: Part 4-5-6 I Objectives: - By the end of the lesson Ps will be able to: identify toys, ask and answer questions about the toys - Develop Ss reading, writing skills + Language focus: - Sentence Partners: - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization: Oral test: - Have pupils ask and answer questions about the toys New lesson Stages & Time Warm up (5’) Read and complete (10’) Teacher’s activities Sing the song: Linda has a little doll - Introduces the topic “you are going to read the paragraph to get the information in order to fill the words given to the blanks” Ss look at the picture and find out the situation and the toys in the picture - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers Others listen and comment - Make a few questions to check Ss’ comprehension of the sentences Have the whole class read each sentence in chorus to reinforce their pronunciation Answers: toys; orange; two; ship; green Students’activities - Sing the song - Look at the picture in the book - Read and Work individually - Work in pairs - Fill the suitable words in the blanks Write about you - Have pupils open their books to (10’) Page 35 Tell pupils that they are going to read and use the real information about themselves to write the sentences about their toys - Pupils practice in pairs and complete the sentences - Pair works Pupils give their Work in pairs Project (10’) answers for correction - Ask some pupils to read their answers aloud to the class The rest of the class listen and give comments - Make a few questions to check pupils’ comprehension of the reading text - Have the whole class read each line of the dialogues chorally to reinforce their pronunciation Answer Read Pairs work - Introduce the situation - Explain how to the exercise: make a paper toy and ask, answer questions about toys - Ss act out in front of the class The rest listen to and give the remark - Correct the pronunciation IV.Consolidation(2’ ) - Asking Ps to focus on the structure once again - Retell the content of the lesson Week: 26 Teaching date: 27/2/2015 REVIEW I Objectives: - By the end of the lesson Ps will be able to: - Perform their abilities in listening, speaking and writing related to the topics from units 11-15, using the phonics, vocabulary and sentence patterns they have learnt - Develop Ss speaking, listening and writing skills + Language focus: - Sentence Partners: Revisions - Vocabulary: Revisions II Teaching aids: Teacher’s: student’s and teacher’s book, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: -Ask Ss to write the new words and exercises in workbook New lesson: Stages & Time Teacher’s activities Students’activities Warm up (5’) - Review the model sentences Ask ps to practice in pairs from unit11 to unit 15 Give the identification Listen and - Have pupils look at pictures 1, tick(10’) Listen and number (10’) Read and complete (10’) 2, 3, and on page 36 of the Student Book Give the identification of the characters in the pictures and the Listen and tick characters’ words Tell pupils that they are going to listen to the recording and tick the pictures they hear Guess the answer - Play the recording times pupils to listen and tick the boxes Check their guess Compare the answer with the Work individually partner - Play the recording again pupils check their answers T give the answer: - Ask some questions to ensure pupils’ comprehension of the listening text Answers: – c; – d; – b; – a - Listen and tick - Have pupils look at pictures a, b, c and d on page 36 of the Student Book Elicit the identification of the characters in the pictures and the characters’ words Tell pupils that they are going to listen to the recording and match the - Work individually information they hear to the pictures They should number the boxes Guess the answer - Play the recording times pupils to listen and number the boxes Check their guess Compare the answer with the partner - Play the recording again pupils check their answers T give the Work in pairs answer: - Ask some questions to ensure pupils’ comprehension of the listening text Answer: - Explains the situation and how Read and match to the exercise (10’) -Ask students to read the dialogue in the book and fill the words given to complete the dialogue Work in pairs to the exercise then practice in pairs in front of the whole class The rest listen to and give the remark Correct the pronunciation Answer: house bedrooms bathroom small There They - Look and say ( ) - Whole class Have pupils turn their books to page 37 Tell pupils that they are going to read the sentences to get the information in order to match the sentences to the sentences - Pupils read the sentences individually and the task Monitor the activity and offer help when necessary - Pair works Have pupils trade their answers for correction - Call on some pupils to report their answers The rest of the class listen give comments - Make a few questions to check pupils’ comprehension of the sentences - Have the whole class read each sentence in chorus to reinforce their pronunciation Answer: 1.c a d 4.b - Have pupils look at pictures 1, 2, and4 on Page 37 Elicit the characters in the pictures and their names Ask pupils to guess and complete the speech bubbles - Model: Call on a pair Allocate the parts of the characters in the pictures to the pupils Ask them to ask and answer Using the Pair works pictures in their books Monitor the activity and offer help Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary - Call on some pairs to perform their task in front of the class The rest of the class observe and give comments - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation IV.Consolidation(2’) - Asking Ps to focus on the structure once again - Retell the content of the lesson Week: 26 Teaching date: 27/2/2015 SHORT STORY I Objectives: - By the end of the lesson Ps will be able to: - Review the phonics, vocabulary and sentence patterns from units 11 - 15 - Develop Ss speaking, listening, writing and reading skills + Language focus: - Sentence Partners: Revisions - Vocabulary: Revisions - Phonic: Revisions II Teaching aids: Teacher’s: student’s and teacher’s book, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Do the exercises Correct exercise New lesson: Stages & Time Teacher’s activities Students’activities Warm up: (5’) - Review the model sentences - Ask ps to practice in pairs from unit 11 to unit 15 Read the story - Read the sentences given and Put these lines in read the story about Cat and the correct bubbles Mouse - Read the sentences Then listen and - Have pupils look at pictures 1, check.(10’) 2, 3, 4, 5, 6, and on page 38 of the Student Book Give the identification of the characters in the pictures and the characters’ words Ss read and find out the suitable sentences to fill in the blanks and explain how to the exercise Tell pupils that they are going to listen to the recording and check their answers - Play the recording times pupils to listen Check their guess - Make a few questions to check pupils’ comprehension of the story - Play the recording again pupils listen to the story and Correct the check Ss’ answers answer(5’) Answer: Who is Mimi? How many brothers and sisters you have? Where are they? How many rooms are there Unscramble these in your house? words from the conversation(10’) -Ask students to read the story in the book and read the sentences given to find out the mistake and correct the false sentences Work individually to the exercise then practice in pairs in front of the whole class The rest listen to and give the remark Correct the pronunciation Answer: No, he has two sister Complete the No, he has a conversation brother between Miu and No, he is Jack Mimi (5) There are eight rooms Have Ps work individually Read the story again and order the letters to make the meaningful words - Have pupils trade their - Give the identification Work in pairs Listen and answer T’s questions Work in pairs Work individually answers for correction - Call on some pupils to report their answers The rest of the class listen give comments - Have the whole class read each word in chorus to reinforce their pronunciation Answer: a sister b brother c house d rooms e hello f mouse - Pairs work Have pupils turn their books to page 39 Tell pupils that they are going to read the dialogue between Miu and Mimi and find out the suitable words to complete the meaningful dialogue - Pupils the task Monitor the activity and offer help when necessary - Have pupils trade their answers for correction - Call on some pairs to report their answers The rest of the class listen give comments - Make a few questions to check pupils’ comprehension of the sentences - Have the whole class read each sentence in chorus to reinforce their pronunciation Answer: Miu: Name/is Mimi: name Miu: to meet you Mimi: Nice to meet you IV.Consolidation(2’ ) Pair work Read and exercise in pairs - Asking Ps to focus on the structure once again - Retell the content of the lesson BGH ký duyệt: Week: 27 Teaching date: 3/3/2015 UNIT 16: DO YOU HAVE ANY PETS Lesson 1: Part 1-2-3 I Objectives: - By the end of the lesson Ps will be able to: ask and answer questions about pets - Develop Ss speaking and listening skills + Language focus: - Sentence Partners: Do you have any pets?–Yes, I I have… /No, I don’t I have… - Vocabulary: dog, pet, cute, cat, parrot, rabbit, goldfish II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils answer T’s questions New lesson Stages & Teacher’s activities Students’activities Time Warm up(5’) Chatting - Pair works 1.Look, - Ask Ss to identify the characters in listen and the picture on page and what they - Look at the pictures in the repeat (10’) are saying book - Set the scene “you are going to listen to Nam, Quan and Mai ask and answer questions about pets - Play the recording and asks Ss to listen to the tape - Listen and repeat - Asks Ss to listen and repeat in chorus two times - Call on one pair One repeats Nam’s part, the others repeat Mai’s, Quan’s part - Have whole class repeat all the Point and phrases a few times to reinforce say(10’) their pronunciation - Have pupils look at pictures on Page Let’s talk (10’) IV Consolidatio n(2’) 40 Elicit the characters in the pictures and their names Teach vocabulary: Dog pet Cute cat Parrot rabbit goldfish Check vocab: slap the board Model sentence: Do you have any pets? –Yes, I I have… /No, I don’t I have… Ask pupils to guess and complete the speech bubbles - Model: Call on a pair Allocate the parts of the characters the boy and the girl to the pupils Ask them to point the pictures and act out the dialogues Using the pictures in their books Monitor the activity and offer help Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary - Call on some pairs to perform their task at the fron of the class The rest of the class observe and give comments - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation - Ask students to look at the pictures in the book - Ask them to identify the characters in the pictures questions about toys Call some pairs to act out - Correct their pronunciatio - Asking Ps to focus on the structure once again - Retell the content of the lesson Week: 27 Look and find out the model sentences Point the pictures and practise Pactise in pairs Teaching date: 5/3/2015 UNIT 16: DO YOU HAVE ANY PETS? Lesson 1: Part 4-5-6 I Objectives: - By the end of the lesson Ps will be able to ask and answer about pets - Develop Ss reading, writing and listening skills + Language focus: - Sentence Partners - Vocabulary: in the cage, in the fish tank II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils ask and answer about pets New lesson: Stages & Time Teacher’s activities Students’activities Warm up Jumped words - Work individually - Have pupils look at pictures 1, Listen and and on page 41 of the Student tick(10’) Book Elicit the identification of the - Indentify the characters characters in the pictures and the in each picture characters’ words Tell pupils that they are going to listen to the recording and tick the pictures they hear Guess the answer - Listen and tick - Play the recording times pupils to listen and tick the boxes Check their guess Compare the answer with the partner - Play the recording again pupils check their answers T give the - Indentify the characters answer: in each picture - Ask some questions to ensure Look and pupils’ comprehension of the write(10’) listening text - Have pupils open their books to Page 41 Get Ss to identify the characters in the picture and who they are in the picture Teach vocabulary: - Work individually Let’s write (10’) IV.Consolidation (2’) In the cage in the fish tank Pet shop bird Check vocab: what and where - Tell Ss that they are going look the picture and read the paragraph to get information, find out the suitable words to write in the blanks - Ss read silently and complete the dialogues - Write the answer - Ask Ss to read the answers aloud individually to the class The others listen and give comments Answers: Dog cats Birds Goldfish - Make some questions to check Ss’ comprehension of the reading text Have the whole class read each line of the dialogues chorally to reinforce their pronunciation - Have pupils open their books to Page 41 Get Ss to write the answers about the pets they have - Pair works Pupils give their answers for correction - Ask some pupils to read their answers aloud to the class The rest of the class listen and give comments and reinforce their pronunciation - Asking Ps to focus on the structure once again - Retell the content of the lesson Week: 27 Teaching date: 6/3/2015 UNIT 16: DO YOU HAVE ANY PETS? Lesson 2: Part 1- 2-3 I Objectives: - By the end of this lesson, Students will be able ask and answer questions about the location of pets - Develop Ss speaking and listening skills + Language focus: - Sentence Partners: Where are the cats? – They are under the table - Vocabulary: over there, with, in the garden, flower pot, fish tank II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette, puppets Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Ask Ss write the new words New lesson: Stages & Time Teacher’s activities Students’activities Warm up(5’) - Chatting about the pets - Pairs work Look, listen and - Have Ss to look at the book at repeat (10’) page 42 - Look at the pictures in - Elicit the character and have the book Ss guess what they are saying - Listen and repeat - Set the scene: we are going to learn new phrases - Read in pairs - 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 two groups One repeat Nam’s part - Look at pictures and the other repeat his mother’s part - Teach vocabulary: over there with in the garden flower pot fish tank Check vocab: rub out and remember - Point to the pictures and Point and say - Elicits the structures practise (10’) Where are the cats? – They are under the table - Have Ss look at the pictures on page 42 - Let’s talk: (10’) IV.Consolidation(2’ ) - Elicit the characters in the pictures and their names Ask Ss to guess and complete the speech bubbles - Models/ allocates the parts of characters the boy and the girl to Ss - Ask them to act out the dialogue - Repeat the step with some other pairs for pictures - Have Ss practice acting out the dialogue in pairs, using the pictures - Monitor the activity and offer held - Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary - Show picture and give task Talk about the location of pets - Have Ps work in pair - Display in class, others comment - Play role and speak out - Work in pair practice talking: - Listen andcorrect - Practise - Asking Ps to focus on the structure once again - Retell the content of the lesson Week: 27 Teaching date: 6/3/2015 UNIT 16: DO YOU HAVE ANY TOYS? Lesson 2: Part 4-5-6 I Objectives: - By the end of this lesson, Students will be able to ask and answer question about the location of pets - Develop Ss reading, writing and listening skills + Language focus: - Sentence Partners: - Vocabulary: picture, years old II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils write the new words New lesson Stages & Time Teacher’s activities Warm up(5’) Talk about the location of pets Listen and number(10’) - Have pupils look at pictures a, b, c and d on page 43 of the Student Book Elicit the identification of the characters in the pictures and the characters’ words Tell pupils that they are going to listen to the recording and number the pictures they hear They should guess the answer - Play the recording times pupils to listen and number the boxes Check their guess Compare the answer with the partner - Ask some questions to ensure Read and pupils’ comprehension of the complete(10’) listening text - Ask Ss to open the book on page Set the scene: “you are going to read the paragraph to get the information in order to fill the missing words about the pets and the location of the pets Have a revision of the language Ask Ss to read the paragraph and the task (match the sentence with a appropriate picture.) - Monitor the activity and offer help when necessary - Have the whole class read each sentence in chorus to reinforce Let’s sing(10’) their pronunciation Answers: Students’activities Practise in pairs - Look at the pictures in the book - Listen and number - Answer - Look at pictures - Work Individually - Read the paragraph - Listen - Listen & sing each Pets Cat/on Dog/ under parrots/ rabbit/ garden line of the rhythm - Sing the song - Introduce Do you have any pets song, Page 43 - Play the recording and listen to the song - Play the recording again for pupils to sing each line of the rhythm - Call on a group of six to the front of the class and the actions The others clap their hands after the song - Group work - Pupils practise singing and doing the actions in groups - Have class sing the song again to reinforce their pronunciation IV.Consolidation(2’ ) - Asking Ps to focus on the structure once again - Retell the content of the lesson BGH ký duyệt: _ Week: 28 Teaching date: 10/3/2015 UNIT 16: DO YOU HAVE ANY PETS? Lesson 3: Part 1-2-3 I Objectives: - By the end of the lesson Ps will be able to: ask and answer questions about pets and the location of pets Pronounce the sounds in the letters /o/ and/o/ correctly - Develop Ss writing and listening skills + Language focus: - Sentence Partners: - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils talk about the location of pets they have New lesson Stages & Time Teacher’s activities Warm up(5’) - Sing the song: Do you have any Listen and pets? repeat(10’) - Play the CD and have Ps repeat each line of the chant Then change the role - Focus Ps’ attention on the letters colored differently in the words dog and parrot - Introduce the sounds / o / and / o/ - Have Ps practice the sounds carefully - Play the CD and have Ps read the chant in chorus - Ask Ps to give which sounds in Vietnamese are similar to, and then have Ps read words after T + Ask some pairs to ask and answer + Have Ps recite the chant and clap the syllable to reinforce their pronunciation Listen and write(10’) - Have pupils look at the sentences and guess the suitable words to fill in the blank - Play the recording times pupils to listen and fill the blanks Check their guess Compare the answer with the partner - Play the recording again pupils check their answers T give the answer: - Have pupils act out the dialogue in pairs or groups for Students’activities - Sing the song - Look at the pictures in the book - Listen and repeat - Look at sentences - Listen and fill in the blank - Act out the dialogue in pairs or groups for correction correction - Ask some questions to ensure pupils’ comprehension of the Let’s chant (10’) listening text Answer: - IV.Consolidation(2’ ) Listen to the tape and chant Listen to the tape and repeat the chant - Introduce the chant - Turn on the tape - Have Ps chant in group and individual - The Ps chant and the action - Teacher reinforce their pronunciation - Asking Ps to focus on the structure once again - Retell the content of the lesson Week: 28 Teaching date: 12/3/2015 UNIT 16: DO YOU HAVE ANY PETS? Lesson 3: Part 4-5-6 I Objectives: - By the end of the lesson Ps will be able to: ask and answer questions about pets and the location of pets - Develop Ss reading, writing skills + Language focus: - Sentence Partners: - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils identify family members, talk about the ages of family members New lesson Stages & Time Teacher’s activities Students’activities 1.Warm up(5’) - Read the chant - Read the chant - Introduces the topic “you are Read and going to read the questions to - Look at the sentences in match(10’) get the information in order to the book match the answers” - Read the sentences individually - Read and work Read and write(10’) Project(10’) and check their prediction Ss the task (match the sentence with a appropriate picture.) - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers Others listen and comment - Make a few questions to check Ss’ comprehension of the sentences - Have the whole class read each sentence in chorus to reinforce their pronunciation Answers: – c; – d; – a; – b individually - Work in pairs - Look the picture of Mai’s pets & identify the characters in the pictures on page 45 Read the paragraph and questions in the book Answer the questions - Explains the situation and how to the exercise - Ask students to look the picture of Mai’s pets Ask Ss to identify the characters in the pictures on page 45 - Read the paragraph and questions in the book and write the answers - Work individually to the exercise then practice in pairs in front of the whole class The rest listen to and give the remark - Correct the pronunciation Answer: She is years old Yes, she does She has a dog, two goldfish and two parrots It’s at the door They are in the fish tank - Introduce the situation - Explain how to the exercise: Work individually draw their pets Tell the classmates about it -Ss act out in front of the class The rest listen to and give the remark Correct the pronunciation IV.Consolidation (2’) -Asking Ps to focus on the structure once again - Retell the content of the lesson Week: 28 Teaching date: 13/3/2015 UNIT 17: WHAT TOYS DO YOU LIKE? Lesson 1: Part 1-2-3 I Objectives: - By the end of the lesson Ps will be able to ask and answer questions about toys - Develop Ss speaking and listening skills + Language focus: - Sentence Partners: What toys you like? - I like ships - Vocabulary: ship, truck, kite, plane, train II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils greet and introduce their names and their health New lesson Stages & Time Teacher’s activities Students’activities Warm up: (5’) - Read the chant - Read the chant Look, listen and - Ask Ss to identify the repeat (10’) characters in the picture on - Look at the pictures in page 46 and what they are the book saying - Set the scene “you are going to listen to Nam and Mai ask and answer questions about toys - Listen and repeat - Play the recording and asks Ss to listen to the tape - Asks Ss to listen and repeat in chorus two times - Call on one pair One repeats Nam’s part, the other repeats Point say(10’) and Let’s talk(10’) Mai’s part - Have whole class repeat all the phrases a few times to reinforce their pronunciation - Have pupils look at pictures on Page 12 Elicit the characters in the pictures and their names Teach vocabulary: Ship truck Kite plane train check vocab: slap the board Model sentence:- What toys you like? - I like ships - Ask pupils to guess and complete the speech bubbles - Model: Call on a pair Allocate the parts of the characters Mai and Nam to the pupils Ask them to point the pictures and act out the dialogues Using the pictures in their books Monitor the activity and offer help Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary - Call on some pairs to perform their task at the front of the class The rest of the class observe and give comments - Ask students to look at the pictures in the book Ask them to identify the characters in the pictures - Ask Ss work in pairs to ask and answer questions about toys Call some pairs to act out - Correct their pronunciation Look and find out the model sentences Point the pictures and practise Pactise in pairs IV.Consolidation(2’ ) - Asking Ps to focus on the structure once again - Retell the content of the lesson Week: 28 Teaching date: 13/3/2015 UNIT 17: WHAT TOYS DO YOU LIKE? Lesson 1: Part 4-5-6 I Objectives: - By the end of the lesson Ps will be able to ask and answer questions about toys - Develop Ss writing, reading and listening skills + Language focus: - Sentence partners - Vocabulary: way, clean, early, in the morning II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils write the new words New lesson: Stages & Time Warm up (5’) Teacher’s activities - Talk about toys Students’activities - Practise Listen and tick (10’) Read and - Have pupils look at pictures 1, and on page 47 of the Student - Indentify the characters Book Elicit the identification of in each picture the characters in the pictures and the characters’ words Tell pupils that they are going to listen to the recording and tick the pictures they hear Guess the answer - Play the recording times pupils to listen and tick the boxes Check their guess Compare the answer with the partner - Listen and tick - Play the recording again pupils check their answers T give the answer: - Indentify the characters - Ask some questions to ensure in each picture write(10’) Let’s write (10’) pupils’ comprehension of the listening text - Have pupils open their books to Page 47 Get Ss to identify the characters in the pictures and what they are saying - Tell Ss that they are going to look the pictures, read and get information to write the missing words in the sentences - Ss read silently and complete the sentences - Ss trade their answers for correction - Ask Ss to read the answers aloud to the class The others listen and give comments Answers: playroom planes dolls ships kites trucks - Make some questions to check Ss’ comprehension of the reading text Have the whole class read each line of the dialogues chorally to reinforce their pronunciation - Have pupils open their books to Page 47 Get Ss to write the answers about the toys they have - Pair works Pupils give their answers for correction - Ask some pupils to read their answers aloud to the class The rest of the class listen and give comments and reinforce their pronunciation - Asking Ps to focus on the - Work individually - Write the answers - Pair works - Read their answers aloud to the class IV.Consolidation(2’) structure once again - Retell the content of the lesson BGH ký duyệt: Week: 29 Teaching date: 17/3/2015 UNIT 17: WHAT TOYS DO YOU HAVE? Lesson 2: Part 1- 2-3 I Objectives: - By the end of this lesson, Students will be able to ask and answer questions about quantity - Develop Ss speaking and listening skills + Language focus: - Sentence Partners: How many parrots you have?- I have five parrots - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette, puppets Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Ask Ss to talk about their toys they have New lesson: Stages & Time Teacher’s activities Students’activities Warm up(5’) Chatting about toys - Pairs work 1.Look, Listen and - Have Ss to look at the book at repeat(10’) page 48 Elicit the character and have Ss guess what they are saying - Set the scene: we are going to learn new phrase - 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 - Look at the pictures in the book Listen and repeat Read in pairs Point and say(10’) - Divide the class into two groups One repeat Mai’s part and the other repeat Quan’s part - Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation - Elicits the structures How many parrots you have?- I have parrots Have Ss look at the pictures on page 48 - Elicit the characters in the pictures and guess what are they talking about Ask Ss to guess and complete the speech bubbles - Ask them to act out the dialogue Repeat the step with some other pairs for pictures - Have Ss practice acting out the dialogue in pairs, using the pictures - Monitor the activity and offer held Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation - Show picture and give task - Have Ps work in pair to talk about quantity - Display in class, others comment - Listen and correct Look at pictures Point to the pictures and practise - - Let’s talk: (10’) IV.Consolidation(2’) - Asking Ps to focus on the Play role and speak out Work in pair practice talking: structure once again.- Retell the content of the lesson Week: 29 Teaching date: 19/3/2015 UNIT 17: WHAT TOYS DO YOU HAVE? Lesson 2: Part 4-5-6 I Objectives: - By the end of this lesson, Students will be able to ask and answer questions about quantity - Develop Ss reading, writing and listening skills + Language focus: - Sentence Partners: - Vocabulary: different II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils talk about the toys they have New lesson Students’activities Stages & Time Teacher’s activities Warm up(5’) guessing games - Group works Listen and number(10’) - Have pupils look at pictures a, b, c - Look at the pictures in the and d on page 49 of the Student book Book Elicit the identification of the characters in the pictures and the characters’ words Tell pupils that they are going to listen to the recording and match the information - Listen and number they hear to the pictures They should number the boxes - Play the recording times pupils to listen and number the boxes Check their guess Compare the - Answer answer with the partner Read and - Ask some questions to ensure complete pupils’ comprehension of the - Look at pictures (10’) listening text - Ask Ss to identify the characters in the pictures on page 49 6.Let’s write(10’) IV Consolidation (2’) Set the scene: “you are going to read the paragraph about children’s toys to get the information in order to fill the suitable words in the blanks.” Teach vocabulary: Different- # - Have a revision of the language - Ask Ss to read the paragraph about children’s toys and fill the suitable words in the blanks - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers Others listen and comment - Have the whole class read each sentence in chorus to reinforce their pronunciation Answers: Dogs/ parrots; Cats/ dog; Goldfish - Have pupils open their books to Page 49 Get Ss to write the answers about the toys and the quantity of toys they have - Pair works Pupils give their answers for correction - Ask some pupils to read their answers aloud to the class The rest of the class listen and give comments and reinforce their pronunciation - Asking Ps to focus on the structure once again - Retell the content of the lesson Week: 29 Work Individually Read the paragraph and the exercise Practise in pairs Teaching date: 20/3/2015 UNIT 17: WHAT TOYS DO YOU LIKE? Lesson 3: Part 1-2-3 I Objectives: - By the end of the lesson Ps will be able to ask and answer questions about toys and quantity Pronounce the sounds in the letters Kite/ai/,/e/ ship /i/ correctly - Develop Ss writing and listening skills + Language focus: - Sentence Partners: - Vocabulary: behind II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils talk about toys New lesson Stages & Time Teacher’s activities Students’activities Warm up(5’) Chain game - Group work Listen and repeat(10’) Listen and write Play the CD and have Ps repeat each line of the chant Then change the role - Focus Ps’ attention on the letters colored differently in the words kite and ship - Introduce the sounds /i- e /, /i /in the words kite and ship - Have Ps practice the sounds carefully - Play the CD and have Ps read the chant in chorus - Ask Ps to give which sounds in Vietnamese are similar to, and then have Ps read words after you + Ask some pairs to ask and answer + Have Ps recite the chant and clap the syllable to reinforce their pronunciation - - Have pupils look at the Listen and repeat Look at sentences Listen and fill in the blank Let’s chant sentences and guess the suitable words to fill in the blank - Play the recording times pupils to listen and fill the blanks Check their guess Compare the answer with the partner - Play the recording again pupils check their answers T give the answer: - Have pupils act out the dialogue in pairs or groups for correction - Ask some questions to ensure pupils’ comprehension of the listening text Answer: Kite ship Listen to the tape and chant Listen to the tape and repeat the chant - Introduce the chant - Turn on the tape IV.Consolidation(2’) - Guides Ps to chant in group and individual - Reinforce their pronunciation - Asking Ps to focus on the structure once again - Retell the content of the lesson Week: 29 Teaching date: 20/3/2015 UNIT 17: WHAT TOYS DO YOU LIKE? Lesson 3: Part 4-5-6 I Objectives: - By the end of the lesson Ps will be able to: ask and answer questions about toys and quantity - Develop Ss reading, writing skills + Language focus: - Sentence Partners: - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils talk about their house facilities New lesson Stages & Time Warm up(5’) Teacher’s activities - Read the chant Read and match (10’) Introduces the topic “you are going to read the paragraph to get the information in order to match the suitable questions to the answers - Read the questions and answers individually then matching Ss the task - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers Others listen and comment - Make a few questions to check Ss’ comprehension of the sentences - Have the whole class read each sentence in chorus to reinforce their pronunciation Answers: c; a; d; b Read and complete (10’) - Explains the situation and how to the exercise - Ask students to read the paragraph in the book of page 51 and answer the questions - Work individually to find out the suitable words to fill in the blanks then give the answer in front of the whole class The rest listen to and give the remark - Correct the pronunciation Answer: trucks ten Students’activities - Read the chant - Read the paragraph in the book - Read and Work individually - Work in pairs - Read the paragraph and answer the questions individually - Work individually - Listen to the t’s has cats How guidance Colour the toys and the pets - Project (10’) IV.Consolidation(2’ ) - Introduce the situation - Explain how to the exercise: Draw and colour the toys and the pets they have - Ss introduce their toys and their pets in front of the class The rest listen to and give the remark - Asking Ps to focus on the structure once again - Retell the content of the lesson BGH ký duyệt: Week: 30 Teaching date: 24/3/2015 UNIT 18: WHAT ARE YOU DOING? Lesson 1: Part 1-2-3 I Objectives: - By the end of the lesson Ps will be able to: ask and answer questions about one’s action in progress - Develop Ss speaking and listening skills + Language focus: - Sentence Partners: What are you doing?- I am reading - Vocabulary: doing, reading, cooking, listening to music, cleaning the floor II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils talk about toys they have New lesson Stages & Time Teacher’s activities Students’activities Warm up(5’) - Read the chant - Read the chant Look, listen and repeat (10’) - Ask Ss to identify the characters in the picture on page 52 and what they are - Look at the pictures in the book Point and say(10’) Let’s talk (10’) saying - Set the scene “you are going to listen to Nam and Hoa ask and answer questions about one’s action in progress - Play the recording and asks Ss to listen to the tape - Asks Ss to listen and repeat in chorus two times - Have whole class repeat all the phrases a few times to reinforce their pronunciation - Have pupils look at pictures on Page 52 Elicit the characters in the pictures and their names Teach vocabulary: Doing reading Cooking listening to music cleaning the floor Check vocab: what and where Model sentence: What are you doing? - I am reading - Ask pupils to guess and complete the speech bubbles - Model: Call pairs to practice in front of the whole class Practice in pairs Ask them to point the pictures and act out the dialogues Using the pictures in their books - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation - Ask students to look at the pictures in the book Ask them to identify the characters in the pictures - Ask Ss work in pair to ask and answer questions about one’s Listen and repeat Look and find out the model sentences Point the pictures and practise Pactise in pairs action in progress - Correct their pronunciation IV.Consolidation(2’) -Asking Ps to focus on the structure once again - Retell the content of the lesson Week: 30 Teaching date: 26/3/2015 UNIT 18: WHAT ARE YOU DOING? Lesson 1: Part 4-5-6 I Objectives: - By the end of the lesson Ps will be able to ask and answer questions about one’s action in progress - Develop Ss reading, writing and listening skills + Language focus: - Sentence Partners - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils to write the new words New lesson: Stages & Time Teacher’s activities Students’activities Warm up(5’) - Ask and answer about one’s action in progress Pairs work Listen and tick(10’) - Have pupils look at pictures 1, and on page 53 of the Indentify the characters in Student Book Elicit the each picture identification of the characters in the pictures and the characters’ words Tell pupils that they are going to listen to Listen and tick the recording and tick the pictures they hear Guess the answer - Play the recording times pupils to listen and tick the boxes Check their guess Read and Compare the answer with the write(10’) Let’s write (10’) partner - Indentify the characters in - Play the recording again pupils each picture check their answers T give the answer: - Ask some questions to ensure pupils’ comprehension of the listening text - Have pupils open their books to Page 53 Explain the situation and how to exercise Ss are going to read the paragraph about Mai’s family’s action in progress - Tell Ss that they are going to read and get information to write the answers for questions What are they doing? - Ss read silently and complete the sentences - Listen - Ss trade their answers within pairs for correction - Work individually - Ask Ss to read the answers aloud to the class The others - Work in pairs listen and give comments Answers: reading Is listening to music are cooking - Make some questions to check Ss’ comprehension of the reading text - Explain how to the exercise - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers Others listen and comment - Make a few questions to check Ss’ comprehension of IV.Consolidation(2’ ) the sentences - Asking Ps to focus on the structure once again - Retell the content of the lesson Week: 30 Teaching date: 27/3/2015 UNIT 18: WHAT ARE YOU DOING? Lesson 2: Part 1- 2-3 I Objectives: - By the end of this lesson, Students will be able to ask and answer question about someone’s action in progress - Develop Ss speaking and listening skills + Language focus: - Sentence Partners: What’s he doing? – He’s doing his homework - Vocabulary: singing, drawing, playing the piano, watching TV, doing one’s homework II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette, puppets Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Ask Ss to ask and answer questions about one’s action in progress New lesson: Stages & Time Teacher’s activities Students’activities Warm up: - Talk about Ss’ (in class) - Individually work (5’) action in progress Look, listen and - Have Ss to look at the book at - Look at the pictures in repeat(10’) page 54 the book - Elicit the character and have Ss guess what they are saying - Set the scene: we are going to learn new phrases - Have Ss listen to the - Listen and repeat recording as they read the lines in the speech bubbles - Play the recording again for - Read in pairs Ss to repeat the lines in the speech bubbles two times - Play the recording again for the whole class to repeat each Point and say(10’) line in the speech bubbles to reinforce their pronunciation - Teach vocabulary: Singing drawing playing the piano watching TV doing one’s homework Check vocab: Rub out and remember - Elicits the structures What’s he doing? – He’s doing his homework Point to the pictures and practise Have Ss look at the pictures on page 54 - Practice in pairs Elicit the characters in the Play role and speak out pictures Ask Ss to guess and complete the speech bubbles - Models/ allocates the parts of characters the boy and the - Work in pair practice talking: girl to Ss use structure: What’s he doing? – He’s doing his homework - Ask them to act out the model dialogue Repeat the step with some other pairs for pictures - Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation - - Let’s talk: (10’) Look at pictures Show picture and give task Have Ps work in pair to ask and answer questions about someone’s action in progress - Display in class, others comment - Listen and correct IV.Consolidation(2’ ) - Asking Ps to focus on the structure once again - Retell the content of the lesson Week: 30 Teaching date: 27/3/2015 UNIT 18: WHAT ARE YOU DOING? Lesson 2: Part 4-5-6 I Objectives: - By the end of this lesson, Students will be able to ask and answer questions about someone’s action in progress - Develop Ss reading, listening skills Language focus: - Sentence Partners: - Vocabulary: skating II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils write the new words New lesson Stages & Time Teacher’s activities Students’activities Warm up(5’) - Ask and answer questions - Practise in pairs about the someone’s action in progress Listen and - Look at the pictures in number(10’) - Have pupils look at pictures a, the book b, c and d on page 55 of the Student Book Elicit the identification of the characters in the pictures and the characters’ words Tell pupils that they are - Listen and number going to listen to the recording and match the information they hear to the pictures They should number the boxes - Play the recording times Ps answer pupils to listen and number the boxes Check their guess Read and match(10’) Compare the answer with the partner - Play the recording again pupils check their answers T give the answer: - Ask some questions to ensure pupils’ comprehension of the listening text Look at the picture Work in pairs Read the questions and answers in pairs Explain how to exercise on page 55 Set the scene: “you are going to read and questions and match the suitable answer.” - Whole class - Have a revision of the practise singing language: - Ask Ss to read the dialogues Sing the song and answer Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some pairs to report their answers Others listen and comment - Have the whole class read each sentence in chorus to reinforce their pronunciation Answers: b 2.d 3.a 4.c - Let’s sing(10’) - - Introduce the I love my parents song, P 55 - Play the recording and listen the song - Play the recording again for pupils to sing each line of the rhythm Listen and correct Ss’pronunciation - Call on one group to perform the song at the front of the class The rest of the class sing the song and clap the rhythm - Have class sing the song again to reinforce their pronunciation IV.Consolidation(2’ - Asking Ps to focus on the structure once again ) - Retell the content of the lesson BGH kí duyệt: Week: 31 Teaching date: 31/3/2015 UNIT 18: WHAT ARE YOU DOING? Lesson 3: Part 1-2-3 I Objectives: - By the end of the lesson Ps will be able to: ask and answer questions about one’s and someone’s action in progress Pronounce the sounds in the letters ea/ i: /, /aw / correctly - Develop Ss writing and listening skills Language focus: - Sentence Partners: - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils ask and answer questions about someone’s action in progress New lesson Stages & Time Teacher’s activities Students’activities Warm up(5’) - Sing I love my parents song - Whole class sing the song Listen and - Play the CD and have Ps repeat(10’) repeat each line of the chant Then change the role - Look at the pictures in Focus Ps’ attention on the letters the book colored differently in the words reading and drawing - Introduce the sounds ea/ i: / and - Listen and repeat /aw/ - Have Ps practice the sounds carefully - Play the CD and have Ps read the chant in chorus - Ask Ps to give which sounds in Vietnamese are similar to, and then have Ps read words after you + Ask some pairs to ask and answer + Have Ps recite the chant and clap the syllable to reinforce their - Read sentences pronunciation Listen and write(10’) - Have pupils look at the sentences and guess the suitable words to fill in the blank - Play the recording times pupils to listen and fill the blanks Check their guess Compare the answer with the partner Listen and fill in the blank - Play the recording again pupils check their answers T give the answer: - Have pupils act out the dialogue in pairs or groups for correction - Ask some questions to ensure - Listen to the tape and pupils’ comprehension of the chant listening text Answer: drawing, 2, reading - Chant and the action - Introduce the chant - Turn on the tape - Ps listen to the tape and repeat the chant - Guide Ss to chant in group and individual - Reinforce their pronunciation Let’s chant(10’) IV.Consolidation(2’ ) - Asking Ps to focus on the structure once again - Retell the content of the lesson Week: 31 Teaching date: 2/4/2015 UNIT 18: WHAT ARE YOU DOING? Lesson 3: Part 4-5-6 I Objectives: - By the end of the lesson Ps will be able to: ask and answer questions about one’s and someone’s action in progress - Develop Ss reading, writing skills Language focus: - Sentence Partners: - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils ask and answer questions about someone’s action New lesson Students’activities Stages & Time Teacher’s activities Warm up(5’) Read and complete(10’) Let’s write(10’) Project(10’) Read the chant - Whole class read the chant - Explains the situation and how to - Look at the the exercise sentences in the - Ask students to read the paragraph book and choose the suitable words to fill in the blanks - Read and work - Work individually to the individually exercise then explain how to choose the words given to fill in the blanks in - Work front of the whole class The rest individually listen to and give the remark - Correct the pronunciation - Ask some questions to ensure pupils’ comprehension of the reading text Answers: is In watching playing Listening - Fill the suitable words - Introduces the topic “you are in the blanks going to read the paragraph about Quan’s family the questions and write - Work the answers” individually Ss read the sentences individually and the exercise - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers Others listen and comment - Make a few questions to check Ss’ comprehension of the sentences Answer: His family is at home He is watching TV She is playing the piano - Listen He is listening to music He is singing IV.Consolidation(2’ ) - Introduce the situation Ask Ss observe the pictures and talk about what children are doing - Explain how to the exercise: tell your classmates what they are doing - Call on some Ss to report their answers Others listen and comment - Correct Ss’ mistakes and pronunciation - Asking Ps to focus on the structure once again - Retell the content of the lesson - Work individually - Whole class Week: 31 Teaching date: 3/4/2015 UNIT 19: THEY ARE IN THE PARK Lesson 1: Part 1-2-3 I Objectives: Knowledge: By the end of the lesson Ps will be able to: ask and answer questions about activities in the park Skills: - Develop Ss speaking and listening skills Language focus: - Sentence Partners: What are they doing? - They are skating - Vocabulary: in the park, skating, cycling, skating, flying kites, skipping II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils describe their houses New lesson Stages & Time Teacher’s activities Students’activities Warm up: read the chant Read the chant 1.Look, listen and repeat Ask Ss to identify the characters in Look at the the picture on page 58 and what they pictures in the are saying book Set the scene “you are going to listen to Nam, Mrs Lan and Mai ask and answer questions about things in the room Play the recording and asks Ss to listen to the tape T asks Ss to listen and repeat in chorus two times Call on someone One repeats Nam’s part, the others repeat Mai’s part, and Mrs Lan’s part Have whole class repeat all the phrases a few times to reinforce their pronunciation Point and say - Have pupils look at pictures on Page 58 Elicit the characters in the pictures and their names Teach vocabulary: in the park skating cycling flying kites skipping Check vocab: what and where Model sentence: What are they doing? - They are skating Ask pupils to guess and complete the speech bubbles - Model: Call on a pair Allocate the parts of the characters Mai and Linda to the pupils Ask them to point the pictures and act out the dialogues Using the pictures in their books Monitor the activity and offer help Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary - Call on some pairs to perform their task at the front of the class The rest of the class observe and give comments - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation Let’s Talk Ask students to look at the pictures in the book Ask them to identify the Listen and repeat Look and find out the model sentences Point the pictures and practise Pactise in pairs Do exercises in the workbook characters in the pictures Ask Ss work in pairs to ask and answer questions about activities in the park Call some pairs to act out Correct their pronunciation 4.Consolidation Summary the lesson 5.Homework - Do exercises in workbook, learn by heart the new words Week: 31 Teaching date: 3/4/2015 UNIT 19: THEY’RE IN THE PARK Lesson 1: Part 4-5-6 I Objectives: Knowledge: By the end of the lesson Ps will be able to ask and answer questions about activities in the park Skills: - Develop Ss writing, reading and listening skills Language focus: - Sentence Partners - Vocabulary: sports, games, football, happy, today II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization - Have pupils write the new words New lesson Stages & Time Teacher’s activities Students’activities - ask and answer questions about Practise in pairs 1.Warm up(3’) activities in the park Listen and tick 10’ - Have pupils look at pictures 1a, b and 2a, b on page 59 of the Student Book Elicit the identification of the characters in the pictures and the characters’ words Tell pupils that they are going to listen to the recording and tick the pictures they hear Guess the answer - Play the recording times pupils to listen and tick the boxes Check their guess Compare the answer with the Indentify the characters in each picture Listen and tick Read and write 15’ Let’s write 7’ partner - Play the recording again pupils check their answers T give the answer: - Ask some questions to ensure pupils’ comprehension of the listening text Indentify the characters in each - Have pupils open their books to Page picture 59 Get Ss to identify the characters in the pictures and what they are doing - Teach vocabulary: Sports games Football happy Work individually Today - Check vocabulary: what and where - Tell Ss that they are going to read the paragraph and write the missing words to fill in the sentences - Ss read silently and complete the sentences - Ss trade their answers for correction - Ask Ss to read the answers aloud to the class The others listen and give Answer the comments questions Answers: In the park Playing football skipping Is cycling flying kites - Make some questions to check Ss’ comprehension of the reading text Have the whole class read each line of the dialogues chorally to reinforce their pronunciation - Have pupils open their books to Page 59 Get Ss to read the questions and use the real information about yourself to answer them - Tell Ss that they are going to read and answer the questions - Ss read silently and answer questions Work individually Do exercises in the - Ss trade their answers within pairs for correction - Ask Ss to read the answers aloud to the class The others listen and give comments Asking Ps to focus on the structure once again - Retell the content of the lesson 4.Consolidatio n 2’ workbook The whole class BGH kí duyệt: _ Week: 32 Teaching date: 7/4/2015 UNIT 19: THEY’RE IN THE PARK Lesson 2: Part 1- 2-3 I Objectives: Knowledge: - By the end of this lesson, Students will be able to ask and answer questions about the weather in different places Skills: - Develop Ss speaking and listening skills Language focus: - Sentence Partners: What’s the weather like in Ho Chi Minh city? – It’s sunny - Vocabulary: weather, like, great, sunny, rainy, cloudy, windy, snowy, stormy II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette, puppets Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Ask Ss to greet to each other New lesson: Students’activities Stages & Time Teacher’s activities 1.Warm up(3’) - Sing the alphabet song Sing the song 1.Look, listen and repeat 15’ -Have Ss to look at the book at Look at the pictures page 60 in the book -Elicit the character and have Ss guess what they are saying -Set the scene: we are going to learn new phrases -Have Ss listen to the recording as they read the lines in the speech Listen and repeat bubbles -Play the recording again for Ss to repeat the lines in the speech bubbles two times Read in pairs -Divide the class into two groups -One repeat Linda’s part and the other repeat Mai’s part -Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation - Teach vocabulary: Weather like Great sunny Rainy cloudy Windy snowy Stormy Look at pictures Check vocab: slap the board - Elicits the structures What’s the weather like in Ho Chi Minh city? – It’s sunny Point and say 10’ Have Ss look at the pictures on page 60 Elicit the characters in the pictures and their names Ask Ss to guess and complete the speech bubbles T models/ allocates the parts of characters the boy and the girl to Ss Ask them to act out the dialogue Repeat the step with some other pairs for pictures Have Ss practice acting out the dialogue in pairs, using the pictures Monitor the activity and offer held Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary Point to the pictures and practise Play role and speak out Work in pair practice talking: Call on some pairs to perform the task at the front of the class The Do exercises in the others observe and give workbook comments Have the whole class repeat all the phrases in chorus to reinforce their pronunciation -Show picture and give task -Have Ps work in pair to ask and Pairs work answer questions about the weather in different places - Display in class, others comment -Listen and correct -Have Ps practise - Let’s talk: 6’ 4.Consolidation:(3’) Summary the lesson -The whole class Week: 32 Teaching date: 9/4/2015 UNIT 19: THEY’RE IN THE PARK Lesson 2: Part 4-5-6 I Objectives: Knowledge: - By the end of this lesson, Students will be able to ask and answer questions about the weather in different places Skills: - Develop Ss reading, writing and listening skills Language focus: - Sentence Partners: - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils write the new words New lesson Students’activities Stages & Time Teacher’s activities Warm up:3’ Chatting - T asks Ss to ask and answer Practise in pairs questions about the weather in different places Look at the Listen and number(12’) - Have pupils look at picture on page 61 of the Student Book Elicit the identification of the characters in the picture and the characters’ words Tell pupils that they are going to listen to the recording and number the things they listen to They should number the things - Play the recording times pupils to listen and number the things Check their guess Compare the answer with the partner - Play the recording again pupils check their answers T give the answer: - Ask some questions to ensure pupils’ comprehension of the listening text pictures in the book Listen and number Ps answer Look at pictures Work Individually Look, read and write(13’) Ask Ss to read the questions and observe the picture find out the information to answer the questions Set the scene: “you are going to read the question and observe the pictures in order to answer the questions” Have a revision of the language Ask Ss to read the paragraph and the task Monitor the activity and offer help when necessary Have Ss trade the answers in pairs for correction Call on some Ss to report their answers Others listen and comment Make a few questions to check Ss’ comprehension of the sentences Have the whole class read each sentence in chorus to reinforce their pronunciation Answers: cloudy Windy Rainy sunny Read the question then answer it using the cues in the pictures Sing the song - Introduce The weather song, Page 61 - Play the recording and listen to The song - Play the recording again for pupils Do exercises in the to sing each line of the rhythm workbook - Call on a group of six to the front of the class and the actions The others clap their hands after the song - Group work Pupils practise singing and doing the actions in groups Monitor the activity and help them when necessary Group work -Correctpronunciation Ss’ errors - Call on one group to perform the song at the front of the class The rest of the class sing the song and clap the rhythm - Have class sing the song again to reinforce their pronunciation The whole class Summary the lesson Let’s sing(7’) 4.Consolidation:(3’) Week: 32 Teaching date: 10/4/2015 UNIT 19: THEY’RE IN THE PARK Lesson 3: Part 1-2-3 I Objectives: Knowledge: By the end of the lesson Ps will be able to: ask and answer questions about activities in the park and the weather in different places Pronounce the sounds in the letters ai/ /, a-e/ / correctly Skills: - Develop Ss writing and listening skills Language focus: - Sentence Partners: - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils ask and answer questions about the weather in different places New lesson Students’activities Stages & Time Teacher’s activities Warm up:3’ -Read the chant Read the chant Listen and repeat 12’ Listen and write 14’ Play the CD and have Ps repeat each line of the chant Then change the role Focus Ps’ attention on the letters colored differently in the words rainy and skate -Introduce the sounds ai/ / and a-e/ / -Have Ps practice the sounds carefully -Play the CD and have Ps read the chant in chorus -Ask Ps to give which sounds in Vietnamese are similar to, and then have Ps read words after you + Ask some pairs to ask and answer + Have Ps recite the chant and clap the syllable to reinforce their pronunciation Look at the pictures in the book Listen and repeat Look at sentences Listen and fill in the blank - Have pupils look at the sentences and guess the suitable words to fill in the blank - Play the recording times pupils to listen and fill the blanks Check their guess Compare the answer with the partner - Play the recording again pupils check their answers T give the answer: Ps listen to the - Have pupils act out the dialogue tape and chant in pairs or groups for correction - Ask some questions to ensure pupils’ comprehension of the listening text Let’s chant(5’) 4.Consolidation(3’) - Introduce the Chant - Turn on the tape Do exercises in - Ps listen to the tape and repeat the the workbook chant - Ps chant in group and individual - Ps chant and the action - Teacher reinforce their pronunciation Summary the lesson The whole class Week: 32 Teaching date: 10/4/2015 UNIT 19: THEY’RE IN THE PARK Lesson 3: Part 4-5-6 I Objectives: Knowledge: By the end of the lesson Ps will be able to: ask and answer questions about activities in the park and the weather in different places Skills: - Develop Ss reading, writing skills Language focus: - Sentence Partners: - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils describe their rooms New lesson Students’activities Stages & Time Teacher’s activities Warm up: 3’ -Read the chant Read the chant Read and match 10’ -T introduces the topic “you are going to read the questions to match the suitable answers” -Ss read the sentences individually and check their prediction Ss the task Look at the sentences in the book Read and Work individually -Monitor the activity and offer help when necessary -Have Ss trade the answers in pairs for correction -Call on some pairs to report their answers and explain how to choose the answers Others listen and comment -Make a few questions to check Ss’ comprehension of the sentences - Have the whole class read each sentence in chorus to reinforce their pronunciation Answers: c; d; b; e; a 5.Read and complete 12’ Project 6’ Work in pairs Fill the suitable words in the blanks -T explains the situation and how to the exercise -Ask students to read the paragraph in the book and fill the words given to complete the paragraph Work individually to the exercise then report in front of the whole class Work individually The rest listen to and give the remark Correct the pronunciation Answer: weather park flying playing skating Do exercises in the - Introduce the situation workbook - Explain how to the exercise: Draw and color a weather icon for tomorrow’s weather in S’s place -Ss act out in front of the class The rest listen to and give the remark Correct the pronunciation Summary the lesson The whole class 4.Consolidation 3’ BGH kí duyệt: _ Week: 33 Teaching date: 14/4/2015 UNIT 20: WHERE’S SA PA? Lesson 1: Part 1-2-3 I Objectives: Knowledge: By the end of the lesson Ps will be able to: ask and answer about places Skills: - Develop Ss speaking and listening skills Language focus: - Sentence Partners: Where’s Sa Pa?- It’s in north Vietnam - Vocabulary: north, south, central, beautiful II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils talk about the weather New lesson Stages & Time Teacher’s activities Students’activities Warm up:3’ -Read the chant Read the chant Look, listen and repeat 12’ Point and say -Ask Ss to identify the characters in the picture on page 64 and what they are saying Set the scene “you are going to listen to Mai and Linda ask and answer questions about places” Play the recording and asks Ss to listen to the tape T asks Ss to listen and repeat in chorus two times Call on one pair One repeats Mai’s part, the other repeats Linda’s part Have whole class repeat all the phrases a few times to reinforce their pronunciation - Have pupils look at pictures on Look at the pictures in the book Listen and repeat 10’ Let’s Talk 7’ 4.Consolidation:3’ Page 64 Elicit the characters in the pictures and their names Teach vocabulary: North south Central beautiful check vocab: what and where Model sentence: Where’s Sa Pa? - It’s in north Vietnam Ask pupils to guess and complete the speech bubbles - Model: Call on a pair Allocate the parts of the characters Mai and Quan to the pupils Ask them to point the pictures and act out the dialogues Using the pictures in their books Monitor the activity and offer help Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary - Call on some pairs to perform their task at the front of the class The rest of the class observe and give comments - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation Look and find out the model sentences Point the pictures and practise Practise in pairs Do exercises in the workbook Ask students to look at the pictures in the book Ask them to identify the characters in the pictures Ask Ss work in pairs ask and answer questions about places Call some pairs to act out Correct their pronunciation and mistake Summary the lesson The whole class Week: 33 Teaching date: 16/4/2015 UNIT 20: WHERE’S SA PA? Lesson 1: Part 4-5-6 I Objectives: Knowledge: By the end of the lesson Ps will be able to ask and answer questions about places Skills: - Develop Ss writing, reading and listening skills Language focus: - Sentence Partners - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils write the new words New lesson: Stages & Time Teacher’s activities Students’activities Warm up(2’) - Ask and answer questions Pairs work about places Listen and number 12’ - Have pupils look at pictures 1, 2, and on page 65 of the Student Book Elicit the identification of the characters in the pictures and the characters’ words Tell pupils that they are going to listen to the recording and number the pictures they hear Guess the answer - Play the recording times pupils to listen and tick the boxes Check their guess Compare the answer with the partner - Play the recording again Indentify the characters in each picture Listen and number Indentify the characters in each picture Read and write 13’ Let’s write 7’ pupils check their answers T give the answer: - Ask some questions to ensure pupils’ comprehension of the listening text - Have pupils open their books to Page 65 Get Ss to identify the characters in the pictures and what they are Teach vocabulary: city Ha long bay place town village bridge market - Tell Ss that they are going to read and get information to write the missing words in sentences - Ss read silently and complete the sentences - Ss trade their answers for correction - Ask Ss to read the answers aloud to the class The others listen and give comments Answers: Thang Long bridge/north Vietnam Ben Thanh market/south Vietnam - Make some questions to check Ss’ comprehension of the reading text Have the whole class read each line of the dialogues chorally to reinforce their pronunciation - Have pupils open their books to Page 65 Get Ss to read the questions and use the real information about their places Work individually Listen and sing Do exercises in the workbook to answer - Tell Ss that they are going to read and answer the questions about their places - Ss read silently and answer questions - Ss trade their answers within pairs for correction Ask Ss to read the answers aloud to the class The others listen and give comments Asking Ps to focus on the structure once again - Retell the content of the lesson 4.Consolidation 2’ Week: 33 Teaching date: 17/4/2015 UNIT 20: WHERE’S SA PA? Lesson 2: Part 1- 2-3 I Objectives: Knowledge: - By the end of this lesson, Students will be able to ask and answer questions about distance Skills: - Develop Ss speaking and listening skills Language focus: - Sentence Partn ers: Is Hai Duong near Ha noi? –Yes, it is/No, It isn’t - Vocabulary: near, far from, far, distance II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette, puppets Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Ask Ss to talk about toys New lesson: Stages & Time Teacher’s activities Warm up: - Jumped letters 3’ Look, Listen - Have Ss to look at the book at and repeat page 66 13’ Elicit the character and have Ss guess what they are saying Set the scene: we are going to learn new phrases 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 two groups One repeat Tony’s part and the other repeat Linda’s part Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation - Teach vocabulary: Near far from Far distance Check vocab: slap the board - Elicits the structures Is Hai Duong near Ha noi? –Yes, it is/No, It isn’t Point and say 12’ Students’activities Look at the pictures in the book Listen and repeat Read in pairs Look at pictures Point to the pictures Have Ss look at the pictures on page and practise 66 Elicit the characters in the pictures and their names Ask Ss to guess and complete the speech bubbles Play role and speak T models/ allocates the parts of out characters of the children to Ss Ask them to act out the dialogue Repeat the step with some other - Let’s talk: 7’ 4.Consolidation 3’ pairs for pictures Have Ss practice acting out the dialogue in pairs, using the pictures Monitor the activity and offer held Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary Call on some pairs to perform the task at the front of the class The others observe and give comments Have the whole class repeat all the phrases in chorus to reinforce their pronunciation Show picture and give task Have Ps work in pair ask and answer question about distance - Display in class, others comment Listen and correct Have Ps practise Work in pairs practice talking: Do exercises in the workbook Summary the lesson Week: 33 Teaching date: 17/4/2015 UNIT 20: WHERE’S SA PA? Lesson 2: Part 4-5-6 I Objectives: Knowledge: - By the end of this lesson, Students will be able to ask and answer questions about distance Skills: - Develop Ss reading, writing and listening skills Language focus: - Sentence Partners: - Vocabulary: II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization Oral test: - Have pupils write the new words New lesson Stages & Time Teacher’s activities Students’activities 1.Warm up: 3’ Listen and number 13’ Read and complete 12’ Chatting: talk about the distance Practise in pairs - Have pupils look at pictures a, b, c and d on page 67 of the Student Book Elicit the identification of the characters in the pictures and the characters’ words Tell pupils that they are going to listen to the recording and tick True or False Ss guess to tick the p pictures True or False the boxes - Play the recording times pupils to listen and number the boxes Check their guess Compare the answer with the partner - Play the recording again pupils check their answers T give the answer: - Ask some questions to ensure pupils’ comprehension of the listening text Ask Ss to identify the characters in the picture on page 67 Set the scene: “you are going to read the paragraph to get the information about Nam’s places in order to fill the suitable words in the blanks” Teach vocab: Theater now Temple lake Museum water puppet theater - Check vocab: Slap the board Have a revision of the language Ask Ss to read the paragraph and the task Monitor the activity and offer help when necessary Have Ss trade the answers in pairs for correction Call on some Ss to report their Look at the pictures in the book Listen and number Ps answer Look at pictures Work In pair to ask and answer the questions Play game Let’s play 7’ 4.Consolidation 3’ answers Others listen and comment Make a few questions to check Ss’ comprehension of the paragraph Have the whole class read each sentence in chorus to reinforce their pronunciation Answers: Name Near Do exercises in the Theater far workbook - Explain how the game is played: pupils play in pairs - When the time is up, call on pairs to demonstrate the game at the front of the class The rest of the class observe and give comments - Have the whole class repeat all the sentences to reinforce their pronunciation Follow up: - Have pupils brainstorm and spell their names of their classmates / friends Summary the lesson