giao an

- Play the tape twice - Ask them to listen and write the answers - Call someone to write on the board, check Ss’ notebook - Check and correct mistakes - Ask Ss to read aloud 2 sentences [r]

PERIOD: Objective Language focus Resources PROCEDURE Steps Warm-up (5’) Look, listen & repeat (15’) Point and say (10’) UNIT 1: HELLO Lesson 1: – - Ss will be able to: greet and self – introduce Hello, Hi I am (I’m) + name Ss’book, recording, posters,… Learning activities - Greetings Say Hello ( encourage Ss to answer with Hello) - Repeat the procedure several times - Introuce myself to the class by pointing to myself and say: I’m Miss Nhung - Itroduce new lesson - Ask ss to look at the picture and listen to the dialogue in their books - Tell them that they are going to practise introducing themselves and responding to the introduction (vietnamese) - Point to the picture and ask Ss to look at the text in speech bubbles - Play the recording for Ss listen - Ask them to repeat a few times - Repeat the procedure with the second picture - Play the recording through - Practice with Ss - Ask Ss to practice in groups - Go round and check Ss can repeat and understand the dialogue - Ask Ss to look at the pictures: Miss Hien: Hello, I’m Nam: Hello, I’m - Tell Ss that they are going to practise saying Hello/ Hi I’m + name And responding to the greeting - Point to each character in the picture and elicit his/her name and the words Language focus Modes individual -New words: Hello, Hi, I am, I’m, Nice to meet you -Sentence patterns: Hello/Hi I’m Mai -Sentence patterns: Hello/Hi I’m Mai -Whole class -Groups Let’s talk (8’) Home-link (2’) to fill the gaps - Write the whole sentences on the board - Have Ss repeat the sentences a few times - Repeat the procedure with the second picture - Ask Ss work in pairs - Call some pairs practice in front of the class - Check ss’ mistakes when necessary - Tell Ss that they are going to practise more with their friends - Point to each character eliciting the name - Ask Ss to guess what the children say - Fill the gaps and write the sentences on the board - Get Ss to repeat the sentences a few times - Get Ss to work in groups of three to interact - Call a few groups to practise in front of the class - Check ss’ pronounciation - Tell Ss to say Hello to their teachers or adults and Hi to their peers -Whole class -pairs Individual groups Whole class ************************** WEEK: The date of preparing : 20/09/2014 The date of teaching: Class 3B: S Period 23/ 09/ 2014 Class 3A:C Period 23/ 09/ 2014 Class 3C: S Period 24/ 09/ 2014 PERIOD: Objective Language focus Resources PROCEDURE Steps UNIT 1: HELLO Lesson 1: – – Ss will be able to: greet and self – introduce, develop speaking skill Hello, Hi I am (I’m) + name Ss’book, recording, posters,… Learning activities Oral test - Call some pairs to introduce (5’) themselves on the board, using Hello/Hi and I’m + ( name) Listen & - Ask Ss to look at the pictures: tick What are they doing? (10’) - Tell Ss that they are going to listen and tick the correct boxes under the pictures - Draw their attention to the pictures - Elicit the name of the characters - Have Ss repeat them once or twice - Play the recording through for Ss to listen - Play the recording again for Ss to listen and tick the correct answers - Ask Ss to exchange their answers with their partners before reporting them to the class - Correct, remark - Play the recording again to Ss repeat follow Let’s write (10’) - Ask Ss to look at the pictures - Tell Ss what they are going to fill the gap with I’m and Hello - Ask Ss to read individually silently and complete the dialogues - Check comprehension and give feedback Language focus Modes Pairs New words: Nice Meet Nice to meet you Whole class -pairs -I’m -Hello -whole class Let’s sing (10’) Homelink (5’) - Elicit the words filling the gaps - Remind Ss to write the intial letter of the word at the beginning of each sentences in capital lettters - Give Ss mins to the task Go around to offer help if necessary - Ask Ss to read their answers aloud to the class - Correct, remark and give keys Hello, I’m I’m, Hello - Have the whole class read each line of the dialogues chorally to reinforce their pronunciation - Ask Ss to open their Student’s book on page Tell them that they are going to sing the Hello song - Play the recording times for Ss to get familiarized with the pronunciation, the stress, the rhythm and the intonation of the song - Play the recording again, pausing after each line for Ss to repeat - Play the recording once more for Ss to repeat the whole song - Call on some Ss to sing the song in front of the class The rest of the class clap their hands at rhythms - Have Ss practise singing the song on page at home -individual Whole class Groups Whole class ************************** WEEK: The date of preparing : 20/09/2014 The date of teaching: Class 3C: S Period 25/ 09/ 2014 Class 3B: C Period 25/ 09/ 2014 Class 3A:S Period 26/ 09/ 2014 PERIOD: Objective Language focus Resources PROCEDURE Steps Warmup (5’) Look, listen & repeat (15’) UNIT 1: HELLO Lesson 2: – – Ss will be able to: - Greet and respond to greetings, using How are you? And I’m fine, thanks And you? - Say goodbye using Goodbye/Bye - Vocabulary: fine, thanks, thank you, bye, goodbye - Structure : How are you? I’m fine, thanks And you? Books, teachers’ book, notebooks, cards and cassette Learning activities Language focus - Get the class sing the Hello song again - Introduce picture and ask some questions about the situations in the picture: vocabulary: + Who are they in the picture? - Fine + Where are they? - Tell them that they are going to practise saying and responding to Hello/ Hi + ( name) and How are you? - Check undestanding Whole class - How - Thanks - Thank you - How are you? - Procedure the first picture and - Goodbye explain what they say - Bye - Repeat the procedure with the second picture - Play the recording through for Ss Model to listen to the dialogue sentence: - Play the recording again, pausing How are after each line for Ss to repeat you? - Divide the class into two groups: one group to repeat Nam’s and the Modes -groups -pairs Point and say (10’) Let’s talk (8’) Homelink (2’) Mai’s part - Call on Ss to practise in front of the class - Correct, remark - Ask Ss to look at the pictures: - Tell Ss that they are going to practise saying : How are you? I’m fine, thanks And you? - Draw Ss’ attention to the pictures - Point to each character in the picture and elicit his/her name - Write the whole sentences on the board - Have Ss repeat the sentences a few times - Repeat the procedure with the second picture - Ask Ss to work in pairs - Call some pairs to practice in front of the class - Check ss’ mistake when necessary - Look at the picture and introdure - Tell them that they are going practise more with their friends, using their own names - Ask Ss to predict the information they have to fill in the gaps - Call some Ss to read loud their prediction - Have some Ss make a dialogue with the names of picture - Call Ss work in pairs in mins - Do as example if the Ss don’t understand - Look the picture and then work in pairs with the name of picture before class - Give comments - Ask Ss to practise greeting using Hello/ Hi, How are you? I’m fine, thank you I’m fine, thanks/ thank you Sentence patterns: -How are you? - I’m fine, thanks And you? - Fine, thank you -pairs Example: S1: How are you, ….? S2: I’m fine, thank you And you? S1: Fine, thanks you -pairs Whole class WEEK: The date of preparing : 20/09/2014 The date of teaching: Class 3C: S Period 25/ 09/ 2014 Class 3B: C Period 25/ 09/ 2014 Class 3A:S Period 26/ 09/ 2014 PERIOD: Objective Language focus Resources PROCEDURE Steps Warm-up (5’) Listen & number (10’) Read & complete UNIT 1: HELLO Lesson 2: – – Ss will be able to: - Greet and respond to greetings, using How are you? And I’m fine, thanks And you? - Say goodbye using Goodbye/Bye - Vocabulary: fine, thanks, thank you, bye, goodbye - Structure : How are you? I’m fine, thanks And you? Books, teachers’ book, notebooks, cards and cassette Learning activities Language focus - Spend a few minutes revising Hi/ Hello How are you? I’m fine, thank you - Have Ss play the Slap the board game - Ask Ss to pay attention to pictures on page then describe the differences between the pictures - Ask Ss to predict the order of these picture - Write their prediction on the board - Ask Ss to listen to the tape and choose , number the right picture then write the number in the picture Ss hear - Play the tape three times to listen - Call some Ss to read loud their answer with their explanations - Play the tape again to check their predicts with their answers - Give feedback and comments - Tell Ss that they are going to read - How are and fill the gaps with the appropriate you? Modes Whole class Whole class Individual Individual (10’) Let’s write (10’) Homelink (5’) words - Give Ss few seconds to read the text and words in the box in silence - Get Ss to work in pairs - Give Ss mins to the task and go around and offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call some pairs to read aloud each character’s lines respectively - Listen and check, give comment - Tell Ss that they are going to read and fill the gaps - Draw Ss’ attention to the picture and text - Ask Ss to work in pairs in mins to the exercise - Ask Ss to write the correct sentences on the board - Read, check and give feedback - Call a few open pairs to act out the dialogue - I’m fine, Whole thanks And class you? -goodbye - bye Pairs Example: Pairs Mai: How are you? Nam: I’m fine, thank you And you? Mai: Fine, thanks - Ask Ss practice asking about health with relative at home Whole class ************************** WEEK: The date of preparing : 28/09/2014 The date of teaching: Class 3B: S Period 30/ 09/ 2014 Class 3A:C Period 30/ 09/ 2014 Class 3C: S Period 01/ 10/ 2014 PERIOD: Objective Language focus Resources UNIT 1: HELLO Lesson 3: – – Ss will be able to practice sounds / b/ and /h/ Phonics: Bye / Hello textbook, pictures, cassette player, chart PROCEDURE Steps Warm-up (5’) Listen & repeat (10’) Listen & write (7’) Let’s chant (13’) Learning activities Language focus -Call some pairs to greet and respond -Have Ss open the book page 10, Phonics: draw their attention to the letters Bye , colored differently in the words Bye Hello and Hello -Produce the sound of the letter b and h -Have Ss repeat the focused sounds a few times -Play the recording twice and ask Ss to repeat -Monitor the activity and offer help when necessary/ correct typical pronunciation errors -Call on someone to pronounce - Have Ss look at the table on page 10 - Ask Ss to listen the tape carefully then write the word they can hear - Play the tape times, ask Ss to work in pairs in mins to write - Call Ss to write their words on the board - Check and correct mistakes - Ask Ss to read aloud sentences - Ask Ss to read the chant on page 10 - Call some Ss to read loud pairs of sentences of the chant - Correct their pronunciation if needed - Play the tape a few times - Ask Ss to chant aloud each line in the chant and clap their hands - Play the tape times to whole class chant again - Have Ss practice the chant in groups or pairs - Call each group, then pairs to Modes Pairs Whole class individual pairs Individual Whole class Whole class Pairs/ Homelink (5’) perform - Correct and comment - Play the tape once to reinforce their pronunciation - Have Ss to further practice chanting at home groups Whole class ************************* WEEK: The date of preparing : 28/09/2014 The date of teaching: Class 3B: S Period 30/ 09/ 2014 Class 3A:C Period 30/ 09/ 2014 Class 3C: S Period 01/ 10/ 2014 PERIOD: Objective Language focus Resources PROCEDURE Steps Warmup (5’) Read & match (10’) Read & write UNIT 1: HELLO Lesson 3: 4– – Ss will be able to review the greetings they’ve learnt Structures: + Hello, I’m _ + How are you? I’m fine, thank you + Nice to meet you Textbook, pictures, chart Learning activities - Ask groups to go to the board and chant “Hello” - Ask Ss to read the exercise on page 11 - Call some Ss to read loud each sentence of the exercise - Ask them to work in group of to match – – – with a – b – c – d - Call on some Ss to give their answers - Comment and correct the mistakes - Give feedback - Read loud the sentences in exercise Language focus Modes Groups Individual Groups Individual -Hello/ Hi I’m _ Pairs (10’) Project (10’) Homelink (5’) - Ask Ss to work in pairs in mins to read and fill the correct word phrases for the exercise - Go around to help Ss - Get Ss to write their answers on the board - Check and correct mistakes - Ask Ss to read aloud all sentences - Instruct Ss how to make a name card by themselves - Introduce the vocabulary ( School, Class, Name) to help Ss understand and the exercise - Ask Ss to work individually in mins - Go around to help and check each Ss - Give comments - Have Ss to further practice asking and answering about their health at home - How are you? - I’m fine/ fine, Individual thank you -Nice to Whole meet you class -Vocab: School, Class, Name Individual Whole class ************************** WEEK: The date of preparing : 28/09/2014 The date of teaching: Class 3C: S Period 02/ 10/ 2014 Class 3B: C Period 02/ 10/ 2014 Class 3A:S Period 03/ 10/ 2014 PERIOD: Objective Language focus Resources PROCEDURE Steps Warmup (5’) UNIT 2: WHAT’S YOUR NAME? Lesson 1: – – Ss will be able to ask and answer about someone’s name - What’s your name ? - My name is Tape, textbook, flashcards, pictures Learning activities - Call some pairs to greet and introduce their name in front Language focus Modes Pairs Look, listen & repeat (10’) Point and say (15’) Let’s talk (8’) of class - Ask Ss to open their book on page 12 - Introduce the context of conversations - Play the recording twice - Read loud each sentence and ask Ss to repeat a few times - Call on two pairs to play roles - Ask Ss to practice in pairs - Call some pair to perform - Have the whole class repeat all the phrases a few times to reinforce their pronunciation New words: + what + my + your + name + What’s = what is + Name’s = name is +What’s your name? +My name’s _ Model sentences: Linda: What’s your name? Mai: My name’s Mai Sentence pattern: +What’s your name? +My name’s Whole class Pairs - Ask St to look at the pictures on page 12 and identify the Individual characters - Explain the pattern + What’s your name? + My name’s - Ask Ss about what they fill in the blanks - Ask Ss to work in pairs Pairs - Call on some pairs to perform the task - Comment and correct the mistake - Ask Ss to look at the Sentence Groups pictures on page 12 and pattern: indentify the characters +…… your - Guide Ss to practice asking name? Pairs and answering about names +My name’s - Ask Ss to use the names in ……… their books or their real names to practice in small Homelink (2’) groups - Call someone to perform at the front of the class - Comment - Ask Ss to practise greeting using + What’s your name? + My name’s Whole class ************************** WEEK: The date of preparing : 28/09/2014 The date of teaching: Class 3C: S Period 02/ 10/ 2014 Class 3B: C Period 02/ 10/ 2014 Class 3A:S Period 03/ 10/ 2014 PERIOD: Objective Language focus Resources PROCEDURE Steps Warmup (5’) Listen and tick (10’) UNIT 2: WHAT’S YOUR NAME? Lesson 1: – – Ss will be able to ask and answer about someone’s name - What’s your name ? - My name is Tape, textbook, flashcards, pictures Learning activities - Ask Ss to ask and answer about their name and health - Ask Ss to pay attention to pictures on page 13 then describe the differences between the pictures - Ask Ss to predict the correct picture of situation and - Write their prediction on the board - Ask Ss to listen to the tape and tick the right picture - Play the tape three times to listen - Call some Ss to read loud their answer with their explanations - Play the tape again to check their predicts with their answers Language focus Modes Pairs Whole class individual Look and write (10’) Let’s sing (10’) Homelink(5’) - Give feedback and comments - Have Ss look at the table on page 13 - Ask Ss to work in pairs in mins to - Ask them to discuss and complete the sentences - Call someone to write on the board - Check and correct mistakes - Ask Ss to pay attention to the song in their books - Ask Ss to read aloud each line in the song times - Play the tape and ask Ss to listen and repeat - Have Ss practice the song in pairs - Call each group, then pairs to perform - Correct and comment - Play the tape once to reinforce their pronunciation A: What’s your name? B: My name… / I’m… “A B C D EFG HIJKL MNOP QRSTU V WXYZ Now I know my ABCs Next time will you sing with me?” - Ask Ss to practice singing the song at home Groups individual Whole class Pairs Groups Whole class ************************* WEEK: The date of preparing : 04/10/2014 The date of teaching: Class 3B: S Period 07/ 10/ 2014 Class 3A:C Period 07/ 10/ 2014 Class 3C: S Period 08/ 10/ 2014 PERIOD: Objective Language UNIT 2: WHAT’S YOUR NAME? Lesson 2: 1– – Ss will be able to spell their name + How you spell your name? focus Resources PROCEDURE Steps Warm-up (5’) 2.Look, listen and repeat (15’) 3.Point and say (10’) + L-I-N-D-A Tape, textbook, flashcards, pictures Learning activities Language focus - Ask Ss to sing songs - Have Ss open the book page 14 and identify the characters in the pictures - Set the scene: “you are going to hear conversations between Nam and Linda” a – What’s your name? - My name’s Linda b – How you spell your name? - L-I-N-D-A - Play the recording all the way through for Ss to listen while they are reading the dialogue - Play the recording again for Ss to repeat each line of the dialogue a few times - Ask the groups to repeat the dialogue and swap - Have Ss practice the dialogue in pairs - Call on some pairs to perform, others comment - Correct the mistakes - Have Ss look at the speech bubbles on page 14 - Ask them to identify the characters in pictures - Ask Ss to guess and say the lines in the bubbles - Have Ss repeat each line in the bubbles some times - Explain the situation - Ask Ss to fill the bubbles and repeat the step with other pictures Modes Whole class *Vocab: Do Spell *Model sentence: - How you spell your name? - L-I-ND-A a Whole class Groups Pairs A: What’s your name? B: My name/ I’m…… A: How you spell your name? 4.Let’s talk (8’) 5.Home-link (2’) - Have Ss practice in pairs situations - Go around and correct the mistakes - Call on some pairs to ask and answer - Ask someone to comment - Ask the whole class to repeat the phrase practiced in chorus to reinforce the pronunciation - Asks Ss to look at the pictures on page 14 describe the situation - Guide Ss to practice asking and answering about name + What’s ? + How you ? _ - Ask Ss to practice in small groups - Call someone to perform at the front of the class - Comment - Ask Ss to practice spelling their name at home B: …… Pairs Pairs Whole class + What’s _? + + How you _? + Groups Pairs Whole class ****************************** WEEK: The date of preparing : 04/10/2014 The date of teaching: Class 3B: S Period 07/ 10/ 2014 Class 3A:C Period 07/ 10/ 2014 Class 3C: S Period 08/ 10/ 2014 Week: Date of teaching: 22/9/2015 Period: 10 UNIT 2: WHAT’S YOUR NAME? Lesson 2: – – Objective Language focus Resources PROCEDUR E Steps Ss will be able to spell their name + How you spell your name? + L-I-N-D-A Tape, textbook, flashcards, pictures 1.Warm-up (5’) - Ask Ss to ask and answer about their name + What’s your name? + How you spell your name? - Ask Ss to pay attention to pictures then describe the differences between the pictures - Ask Ss to predict the order of these picture - Write their prediction on the board - Ask Ss to listen to the tape and choose , number the right picture then write the number in the picture Ss hear - Play the tape three times to listen - Call some Ss to read loud their answer with their explanations - Play the tape again to check their predicts with their answers -Give feedback and comments 2.Listen and number (10’) 3.Read and match (10’) Learning activities - Have Ss look at conversations and pictures on page 15 A: Hi, My name’s Linda B: Hi, Linda I’m Hoa A: What’s your name? B: My name’s Peter A: How you spell your name? B: N-A-M - Ask Ss to read conversations carefully in silent - Ask Ss pay attention to pictures then match to conversations Language focus Modes Pairs Individua l Individua l individua l A: What’s your name? B: My name… / I’m… A: How you spell your name? Individua l - Call someone to write their answers on the board, check Ss’ notebook - Check and correct mistakes - Ask Ss to practice conversations in pairs B:…… Pairs 4.Let’s write (10’) - Tells Ss that they are going to complete write a simple paragraph about personal information -Gets Ss to write their own answers, filling in the blank spaces with their own information - Ask Ss to work individually - Calls on some Ss to write out their answers to the class - Makes some questions to ensure Ss’ comprehension of the writing text 5.Home-link (5’) Have Ss to further practice at home A: What’s your name? B: My name’s _ A: How Individua you spell your l name? B: Whole class WEEK: PERIOD: 11 UNIT 2: WHAT’S YOUR NAME? Lesson 3: – – Objective Language focus Resources PROCEDURE Steps Ss will be able to practice sounds / m/ and / p / Mai / Peter 1.Warm-up (5’) - Ask Ss to make short conversation, using some questions: + How are you? + What’s your name? + How you spell your name? - Have Ss open the book page 16, draw their attention to the letters colored differently in the words Mai and Peter - Produce the sound of the letter b and h - Have Ss repeat the focused sounds a few times - Play the recording twice and ask Ss to repeat - Monitor the activity and offer help when necessary/ correct typical pronunciation errors - Call on someone to pronounce - Have Ss look at the table on page 16 + Hello,………………… + My name’s…………… - Tells Ss that they are going to listen to the recording and write the correct words - Play the tape twice - Ask them to listen and write the answers - Call someone to write on the board, check Ss’ notebook - Check and correct mistakes - Ask Ss to read aloud sentences - Ask Ss to look at the chant and read the chant (twice) 2.Listen and repeat (10’) 3.Listen and write (10’) 4.Let’s chant (10’) Tape, textbook, flashcards, pictures Learning activities Language focus Modes Pairs m Mai My name’s Mai Whole class p Peter Hello,Peter Whole class Individual Groups Individual Individual Whole class What’s your name? What’s your name? My name’s Mai Nice to meet you What’s your name? My name’s Linda Nice to meet you What’s your name? My name’s Peter Nice to meet you 5.Home-link (5’) - Plays the recording through and asks Ss repeat - Ask Ss to clap the hands forward rhythm - Ask Ss to work in groups - Have Ss to further practice at home Groups Whole class ************************** WEEK: The date of preparing : 05/11/2014 The date of teaching: Class 3C: S Period 09/ 10/ 2014 Class 3B: C Period 09/ 10/ 2014 Class 3A:S Period 10/ 10/ 2014 Week: Date of teaching: 24/9/2015 Period: 12 UNIT 2: WHAT’S YOUR NAME? Lesson 3: – – Objective Language focus Resources Procedure Steps 1.Warm-up (5’) 2.Read and match (10’) Ss will be able to review asking, answering and spelling about name they’ve learnt + Hello, I’m _ + What’s your name? My name’s _ + How you spell your name ? Tape, textbook, flashcards, pictures Learning activities Language focus - Ask Ss to chant “ What’s your name?” Ask Ss to read the exercise on page 17 - Call some Ss to read loud each sentence of the exercise - Ask them to work in group of to match – – – with a – b – c – d - Call on some Ss to give their answers - Comment and correct the mistakes - Give feedback 3.Read and complete (10’) -Asks Ss read dialogues and use the words on the table to fill in the blank - Give Ss minutes to the task in groups - Go around and helps Ss if necessary - Calls some volunteers write down their answers on the board The others give comment - Gives feedback 4.Project (10’) - Asks Ss work in group of - Each member in group have to interview to know their names by using the following sentence patterns: + What’s your name? - My name’s …………… Modes Whole class Whole class Groups individua l -Hello/ Hi -My name’s… -How Groups you spell your name? - What’s Individua your l name? - My name’s… Groups +What’s your name? => My 5.Home-link (5’) - Give Ss minutes to the task name’s… … - Go around and monitors - Call on some Ss to show their result - Give feedback - Have Ss to further practice at home Individua l Whole class WEEK: The date of preparing : 11/10/2014 The date of teaching: Class 3B: S Period 14/ 10/ 2014 Class 3A:C Period 14/ 10/ 2014 Class 3C: S Period 15/ 10/ 2014 PERIOD: 13 Objective Language focus Resources PROCEDURE Steps UNIT 3: THIS IS TONY Lesson 1: 1- – Ss will be able to introduce someone - Sentence Partners: This is Tony - Vocabulary: This, That Tape, textbook, flashcards, pictures Learning activities 1.Oral test (5’) - Have some pairs greet and introduce their names and their health 2.Look, listen and repeat (10’) - Ask Ss to identify the characters in the picture on page 13 and what they are saying - Set the scene “you are going to listen to T introduce someone to class, The class greet the newcomer - Play the recording and ask Ss to listen to the tape Point and say (10’) Language focus Modes Pairs a Vocab: This That Whole class b.Model sentence: This/That is + (Name) - Ask Ss to listen and repeat in chorus two times Whole class - Call on one pair One repeats teacher’s part, the other repeats Ss’ part Pairs - Have whole class repeat all the phrases a few times to reinforce their pronunciation And the same with the dialogue between Linda and Mai Whole class - Ask Ss to look at picture and tell them that they are going to practice saying the sentence pattern in pairs - This is Whole - Hello,… class Nice to meet you - Model the task with one Student - Ask Ss to work in pairs, using model sentences and the words in each Pairs picture as a cue - Call on some pairs to perform the task in front of the class 4.Let’s talk (10’) Pairs - Ask students to look at the pictures - This is Individual in the book Ask them to identify the - Hello,… Nice to characters in the pictures meet you Groups - Ask Ss work in groups to introduce _ someone Call some groups to act out - Correct their pronunciation 5.Home-link (5’) - Have Ss to further practice at home Whole class ******************************** WEEK: The date of preparing : 11/10/2014 The date of teaching: Class 3B: S Period 14/ 10/ 2014 Class 3A:C Period 14/ 10/ 2014 Class 3C: S Period 15/ 10/ 2014 Week: Date of teaching: 28/9/2015 Period: 14 Objective Language UNIT 3: THIS IS TONY Lesson 1: – – Ss will be able to: introduce someone - Sentence Partners: This is Tony focus - Vocabulary: This Resources Procedure Steps 1.Warm-up (5’) 2.Listen and tick (10’) 3.Look and write (10’) Tape, textbook, flashcards, pictures Learning activities Language focus - Ask Ss to introduce someone, using : “This is……… And this is …………” - Ask Ss to look at the pictures and dicuss about the differences among these pictures - Tell Ss that they are going to listen and tick the correct boxes under the pictures - Draw their attention to the pictures - Elicit the name of the characters, the voices (boy – girl ) - Play the recording through for Ss to listen and ask Ss to work in pairs - Play the recording again for Ss to listen and tick the correct answers - Ask Ss to exchange their answers with their partners before reporting them to the class - Correct, remark - Play the recording again to Ss repeat follow Modes Individua l - Have Ssopen their books page 19 Get Ss to identify the characters in the pictures and what they are saying Whole class - Tell Ss that they are going Linda: This is… Peter: Hello/Hi, Linda Mai: This is… Whole class Pairs to read and get information to Linda: Hi/ Hello, write the missing words in Phong dialogue and - Ask Ss to read silently and complete the dialogues - Ask Ss to 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: This is / hello, Nam 2.This is/ hello, Phong Whole class Pairs / groups 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 4.Let’s sing (10’) - Introduce the How are you? song, Page 19 - Play the recording and ask Ss to listen the “How are you?” song - Play the recording again for Ss 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 - Ask Ss to practise singing Whole class Groups and doing the actions in groups Monitor the activity and help them when necessary Correct 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 5.Home-link (5’) - Have Ss to further practice singing the song at home Whole class WEEK: The date of preparing : 12/10/2014 The date of teaching: Class 3C: S Period 16/ 10/ 2014 Class 3B: C Period 16/ 10/ 2014 Class 3A:S Period 17/ 10/ 2014 PERIOD: 15 UNIT 3: THIS IS TONY Lesson 2: – – Objective Language focus Resources PROCEDURE Steps Ss will be able to ask and answer question about someone - Sentence Partners: Is that Tony?-Yes, it is/No, it isn’t - Vocabulary: that, yes, no, is not = isn’t, it Tape, textbook, pictures 1.Warm-up (5’) 2.Look, listen and repeat (10’) - Ask Ss to sing the songs Learning activities - Have Ss to look at the book at page 20 - Elicit the character and have Ss guess what they are saying - Set the scene: we are going to learn new phrases: + Is that Tony? Yes, it is + Is that Quan? No, it’s isn’t It’s Phong - 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 Nam’ part - Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation - Ask Ss to the same with the dialogue between Tom and Linda 3.Point and say - Ask Ss to look at picture and tells (10’) them that they are going to practice saying the sentence pattern in pairs - Do the task with one student as a model - Ask Ss to work in pairs - Call on some pairs to perform the Language focus *Vocab: Yes No It - It is = It’s - It is not = It isn’t Modes Whole class Whole class * Model Sentence: Is that + Whole (name)? class - Yes, it is - No, it isn’t Groups Pairs MD1: T: Is that Peter? St1: Yes, it is MD2: Pairs task in front of the class - Give feedback and comments T: Is that Mai? St2: No, it isn’t It’s Hoa 4.Let’s talk (10’) - Ss have minutes to work in pairs a S1: Is that Mai? - Call on some pairs to perform the task in front of the class S2:Yes, it is Pairs - Ask Ss to practice in pairs to ask b S1: Is and answer about their own friends that Tom? - Call on some pairs to present S1: No, it Others listen and give comments isn’t It Tony 5.Home-link (5’) - Have Ss to further practice asking and answering at home Whole class *************************** WEEK: The date of preparing : 12/10/2014 The date of teaching: Class 3C: S Period 16/ 10/ 2014 Class 3B: C Period 16/ 10/ 2014 Class 3A:S Period 17/ 10/ 2014 PERIOD: 16 Objective Language focus Resources PROCEDURE Steps UNIT 3: THIS IS TONY Lesson 2: – – Ss will be able to ask and answer questions about someone - Sentence Partners: Is that + (name)?-Yes, it is/No, it isn’t Tape, textbook, flashcards, pictures Learning activities Language focus Modes 1.Oral test (5’) 2.Listen and number (10’) 3.Look, read and answer (10’) 4.Let’s play (10’) - Calls on three Ss and asks them the following questions: Is that/ this + (name)? Expected answers: It’s + (name) - Ask Ss to pay attention to pictures on page 21 then describe the differences between the pictures - Ask Ss to predict the order of these picture - Write their prediction on the board - Ask Ss to listen to the tape and choose , number the right picture then write the number in the picture Ss hear - Play the tape three times to listen - Call some Ss to read loud their answer with their explanations - Play the tape again to check their predicts with their answers - Give feedback and comments Individual - Ask Ss to look at four pictures on textbook, page 21 - Elicit the identification of characters from Ss - Ask Ss to read questions and give answers by writing down them - Give Ss minutes to the task - Let Ss work in pairs and trade their answers - Calls on some Ss writing their answers on the board - Give feedback Game: Line – up - Divide class into groups - Give each group following posters: “Is that Individual …….?” - “Yes, it is.” - No, it isn’t It is …… Whole class individual Individual Pairs Individual + Is that Peter? + What is your Groups 5.Home-link (5’) + is/ that/ Peter/ ?/ + What/ your/ is/ name/ ?/ + are/ you/ how/ ?/ + is/ Linda/ this/ / - Ask each member in each group to take one poster and reorder to make a meaningful sentence in line - Which group finishes first is the winner Have Ss to further practice at home, exercises in workbook, learn by heart the new words name? + How are you? + This is Linda Whole class ************************* WEEK: The date of preparing : 20/10/2014 The date of teaching: Class 3B: S Period 22/ 10/ 2014 Class 3A: S Period 23/ 10/ 2014 Class 3C: C Period 23/ 09/ 2014 PERIOD: 17 Week: Date of planning: 4/10/2015 Date of teaching: 6/10/2015 Period: 17 UNIT 3: THIS IS TONY Lesson 3: 1– – Objective Ss will be able to chant, pronounce well: /t/ ; /y/ Language - Phonics: Tony Yes focus Resources PROCEDURE Steps 1.Oral test (5’) 2.Listen and repeat (5’) 3.Listen and write (5’) 4.Let’s chant (20’) Tape, textbook, flashcards, pictures Learning activities - Call on three Ss to ask them: Is this/that + name? - Ask Ss to give answer - Gives feedback and comments -Have Ss open the book page 22, look at the words Tony, Yes and notice the letter coloured differently in both words - Produce the sound of the letter t in the word Tony and y in the word Yes T: Is that Tony Y: Yes, it is - Ask Ss to repeat sounds chorally - Call some Ss to repear individually - Corret their pronunciation if necessary -Play the recording times for Ss to listen - Ask Ss to write the words they hear - Ask Ss to compare with their parners -Ask Ss to read the chant on page 22 - Call some Ss to read loud pairs of sentences of the chant - Correct their pronunciation if needed - Play the tape a few times - Ask Ss to chant aloud each line in the chant and clap their hands - Play the tape times to Language focus Is this/that + name? Modes Individual Phonics: t Tony Is that Tony? y yes Yes, it is Whole class Individual Whole class Pairs Whole class 5.Home-link (5’) whole class chant again Have Ss practice the chant in groups or pairs Call each group, then pairs to perform Correct and comment Play the tape once to reinforce their pronunciation - Have Ss to learnt by heart the chant and prepare the next lesson Groups / Pairs Whole class Week: Date of planning: 4/10/2015 Date of teaching: 6/10/2015 Period: 18 UNIT 3: THIS IS TONY Lesson 3: – – Objective Ss will be able to practise distinguishing “ That/ This” to introduce about someone Language - Sentence Partners: Is that _?-Yes, it is/No, it isn’t focus Resources PROCEDURE Steps - Vocabulary: that, this, yes, no, is not = isn’t, it Tape, textbook Learning activities 1.Oral test (5’) - Call a group of to chant 2.Read and - Ask Ss to pay attention to complete (10’) exercise page 23 - Call a student to read loud the words in the box - Guide Ss to the exercise: + Read the words in the box and the statements below then compare with the pictures + Complete the gaps with the suitable words - Ask Ss to work in pairs in mins - Go around to help Ss - Call some Ss to go to the board and write their answers - Check with whole class - Give feedback and comments 3.Look, read - Ask Ss to pay attention to and write (15’) exercise on page 23 - Introduce the exercise and guide Ss to do: + Look at the picture and identify their names + Read the statement and the pictures in order then write the correct word phrases - Ask Ss to work in groups of in mins - Go around to help Ss - Call Ss to go to the board and write their sentences - Check with whole class - Correct and give Language focus Modes Groups - Is that _? Whole -Yes, it is/No, class it isn’t It’s individual - This is pairs Individual Whole class Whole class Groups Individual Whole class Project (8’) 5.Home-link (2’) comments - Ask Ss to think about their This is……… Individual best friends then draw them into their notebook - Ask Ss to draw individually in mins - Gives introduction: After drawing your best friend, you write your best friend’s name below “This is ……” - Go around to check - Have Ss to further practice asking and answering about someone at home - Do exercises in workbook, learn by heart the new words ADDING ACTIVITY Objective Language focus Ss will be able to improve speaking skill Sentence Partners: - What’s your name? My name’s _ - How you spell your name? _ Whole class Resources PROCEDURE Steps 1.Warm up (3’) Presentation (10’) - How are you? I’m fine, thanks, and you? - Is that _?-Yes, it is/No, it isn’t flashcards, pictures Learning activities - Ask Ss to sing songs Language focus - Ask Ss to sit into a circle Sentence - Speak loud some Sentence patterns: partners they have leant and - What’s your ask Ss to repeat individually name? My - Listen and correct their name’s _ pronunciation if needed - How you - Ask Ss to repeat chorally spell your times name? _ - How are you? 3.Practise (10’) - Ask some questions with Ss I’m fine, and ask Ss to ask and answer thanks, and follow the circle you? - Listen and correct their questions with their answers if Is that _?-Yes, it is/No, it isn’t necessary Production - Ask Ss to work in pairs to (15’) ask and answer by themselves - Listen and correct if needed 5.Home-link - Have Ss to further practice (2’) asking and answering about someone at home Modes Whole class Individual Whole class Whole class Pairs Whole class Week: Date of planning: 6/10/2015 Date of teaching: 8/10/2015 Period: 19 Objective Language UNIT 4: HOW OLD ARE YOU? Lesson 1: – – - Ss will be able to ask and answer about name - Vocabulary: Who/Who is= who’s/ Mr Loc focus - Sentence patterns: Who’s that? – It’s + (name) Resources PROCEDURE Steps - Tape, textbook, pictures Learning activities - Call some pairs to ask and answer about their name, healthy and spelling 2.Look, listen - Introduce pictures with and repeat conversations (10’) - Read loud conversations, ask Ss to listen carefully - Ask Ss to repeat chorally times - Divide class into groups, ask one group to role – play the girl and the other to role – play the boy - Then call some pairs to repeat - Listen and correct their pronunciation if necessary - Write the new words on the board, ask Ss to copy down + Who’s = Who is + Mr + Miss 3.Point and say - Ask St to look at the pictures on (10’) page 24 and identify the characters - Explain the pattern + Who’s that? + It’s - Ask Ss about the information they have to fill in the blanks - Ask Ss to work in pairs - Call on some pairs to perform the task - Comment and correct the mistake 4.Let’s talk - Tell Ss that they are going to (10’) practise more with their friends - Point to each character eliciting the name - Ask Ss to guess what the Language focus 1.Oral test (5’) Modes Pairs * Vocab: Who - Who is = who’s Whole class Mr … Miss Groups Model: -Who’s that? -It’s … Pairs Model: -Who’s that? -It’s … Whole class Pairs S1: Who’s that? S2: It’s Whole class children say - Fill the gaps and write the sentences on the board - Get Ss to repeat the sentences a few times - Get Ss to work in pairs to interact - Call some pairs to practise in front of the class - Check ss’ pronounciation 5.Home-link (5’) - Learn by heart the vocab - Prepare the next lesson: Unit – lesson (parts: 4-5-6) Linda S3: Who is that? S4: It’s Miss Hien S5: Who’s that? S6: It’s Nam Pairs Whole class Week: Date of planning: 6/10/2015 Date of teaching: 8/10/2015 Period: 20 Objective Language focus Resources UNIT 4: HOW OLD ARE YOU? Lesson 1: – – - Ss will be able to ask and answer about name - Vocabulary: Who, Mr.,Miss.,It’s - Sentence Patterns: Who’s that? – It’s + (name) Tape, textbook, pictures PROCEDURE Steps 1.Oral test (5’) 2.Listen and tick (10’) Read and write (10’) Learning activities Language Modes focus - Points someone and asks some -Who’s that? Individual Ss question: Who’s that? -It’s + name - Tell Ss that they are going to listen and tick the correct boxes under the pictures - Draw their attention to the pictures - Elicit the name of the characters - Ask Ss to predict the right pictures - Write their prediction on the board - Play the recording through for Ss to listen - Play the recording again for Ss to listen and tick the correct answers individually - Ask Ss to exchange their answers with their partners before reporting them to the class - Call some Ss to read loud their answers - Correct - Read loud the sentences in exercise - Ask Ss to work in pairs in mins to read and fill the correct word phrases for the exercise - Go around to help Ss - Get Ss to write their answers on the board - Check and correct mistakes - Ask Ss to read aloud all sentences -Who’s that? Whole class - It’s + (name) Individual individual -Who’s that? Individual -It’s Pairs -And who’s that? -It’s Mr/ Miss _ Individual 4.Let’s write (10’) 5.Home-link (5’) - Introduce the exercise on page 25 - Ask Ss to look at the pictures and write the ansewr below - Call Ss to write their sentences on the board - Read and check with Ss - Correct if needed - Have Ss to exercises in workbook, learn by heart the new words It’s…… Week: Date of planning: 11/10/2015 Date of teaching: 13/10/2015 Period: 21 Objective Language focus UNIT 4: HOW OLD ARE YOU? Lesson 2: – – - Ss will be able to ask and answer about age - Vocabulary: How old, year old, too, - Sentence Patterns: How old are you? I’m eight years old Individual Whole class Resources PROCEDURE Steps Tape, textbook, flashcards, pictures 1.Warm up (5’) - Have Ss chant “Is that Nam?” - Have Ss look at Pictures a, b on page 26 and set the scene: Giving introduction of the text : Miss Hien asks Mai/Nam about age - Read loud the conversation times and ask Ss to listen carefully - Ask Ss to repeat chorally times - Divide class into group, one group role – plays the teacher, and other role – plays the student - Call some pairs to repeat again - Listen and correct their pronunciation - Write the new word on the board and ask Ss to copy down + How old + year old + too - Ask Ss to look at the pictures on page 12 and identify the characters - Explain the pattern A: How old are you,… ? B: I’m years old - Ask Ss about what they fill in the blanks (age/ number) - Ask Ss to work in pairs - Call on some pairs to perform the task - Comment and correct the mistake - Ask Ss to interview about 2.Look, listen and repeat (10’) Point and say (10’) 4.Let’s talk Learning activities Language focus Vocab: + How old + year old + too Modes Whole class Whole class Whole class Groups Pairs Individual Model: A: How old are you,… ? B: I’m years old Whole class Pairs Sentence (10’) 5.Home-link (5’) their name, health and age - Models with one student and ask Ss to pay attention A: Hello, what’s your name? B: Hi, my name’s A: How you spell your name? B: A: How are you? B: I’m A: How old are you? B: I’m - Ask Ss to practise talking in pairs in mins - Call some pairs to perform - Listen and correct if needed - Give comment for each pair Have Ss to practise to interview their friends at home pattern: A: Hello, what’s your name? B: Hi, my name’s A: How you spell your name? B: A: How are you? Pairs B: I’m A: How old are you? B: I’m years old Whole class Week: Date of planning: 11/10/2015 Date of teaching: 13/10/2015 Period: 22 UNIT 4: HOW OLD ARE YOU? Lesson 2: – – Objective - Ss will be able to ask and answer about age Language - Vocabulary: How old, year old, too, jump, number focus - Sentence Patterns: How old are you? I’m eight years old Resources Tape, textbook, flashcards, pictures PROCEDURE Steps Learning activities 1.Oral test (5’) - Call some pairs to ask and answer about their name, spelling, health and age A: Hello, what’s your name? B: Hi, my name’s A: How you spell your name? B: A: How are you? B: I’m A: How old are you? B: I’m -Have Ss look at Pictures a, b, c and d on Page 27 -Ask Ss to listen to the recording and write the age they hear to the sentence - Play the recording all the way through for Ss to listen while they are looking the pictures in their books - Play the recording for Ss to listen and write - Play the recording for Ss to check their answers - Have Ss trade their answers in pairs for correction -Ask some questions to ensure Ss’ comprehension of the listening text -Ask Ss to identify the characters in the pictures on page 27 - Set the scence: “ you are going to read the sentences to get the information in order to tick the age for each picture.” - Ask Ss to read the question 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 2.Listen and write (10’) Read and tick (10’) Language focus Modes Whole class Sentence pattern: I’m…… years old Whole class Individua l Pairs Sentence pattern: -Hi/ Hello I am…… year old Pairs Individua 4.Let’s sing (10’) 5.Home-link (5’) 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 - Ask Ss to open their Student’s book on page 27 Tell them that they are going to sing the Let’s count from one to ten song - Play the recording times for Ss to get familiarized with the pronunciation, the stress, the rhythm and the intonation of the song - Play the recording again, pausing after each line for Ss to repeat - Play the recording once more for Ss to repeat the whole song - Call on some Ss to sing the song in front of the class The rest of the class clap their hands at rhythms Ask Ss to practise singing the song at home l Whole class Groups Whole class Week: Date of planning: 13/10/2015 Date of teaching: 15/10/2015 Period: 23 UNIT 4: HOW OLD ARE YOU? Lesson 3: – – Objective - Ss will be able to pronunciate the sound f, s Language - Phonics: five, six  / f/ and /s/ focus Resources Tape, textbook, flashcards, pictures PROCEDURE Steps Learning activities Language Modes focus 1.Oral test (5’) 2.Listen and repeat (10’) - Have Ss sing a song “Let’s count from one to ten” - Have Ss open the book page 28, Phonics: look at the words five, six and /f/ and /s/ notice the letter coloured differently in both words - Produce the sound of the letter f in the word five and s in the word six f: I’m five years old Whole class s: I’m six years old Whole class - Read loud the sounds and ask Ss to repeat chorally Individual - Call some Ss repeat individually - Correct their pronunciation if needed Listen and write (10’) - Ask Ss to pay attention to exercise on page 28 - Ask Ss to read sentences ans guess the missing information (number, age) - Play the tape times and ask Ss to listen carefully - Ask Ss to write the words they hear then exchange the information with their partner - Call some Ss to write their answers on the board - Play the tape again and check with whole class Modes: I’m five years old Individual I’m six years old Pairs Individual - Check and give feedback 4.Let’s chant (10’) 5.Home-link (5’) - Play the tape “ How old are you” for Ss to listen while they are reading the chant in their books - Call on a group of six: three of them to repeat each line of the chant, other three clap the syllables - Have Ss practice the chant in groups and clap the syllables - Monitor the activity and offer help when necessary/ correct typical pronunciation errors - Call on a group to recite the chant The others clap the syllables - Listen and give comments Have Ss to practise chanting “ How old are you” at home Week: Date of planning: 13/10/2015 Date of teaching: 15/10/2015 Period: 24 Objective Language focus UNIT 4: HOW OLD ARE YOU? Lesson 3: – – - Ss will be able to ask and answer about age - Sentence Patterns: + Who’s that? It’s ………… + How old are you? I’m ……years old Whole class Groups Whole class Resources PROCEDURE Steps 1.Warm up(5’) 2.Read and match(10’) Read and write (10’) 4.Project (10’) + Is that ……? Yes, it is Tape, textbook, flashcards, pictures Learning activities - Have Ss chant “How old are you?” - Have Ss look at statements (exercise 4) on Page 29 - Ask Ss to read statements in silent and take their meanings - Call some Ss to read loud the statements - Ask Ss to work in pairs to match the information – 2- to a – b – c in mins - Go around to help Ss - Call some Ss to read loud their answers - Listen and check with whole class - Give feedback and comments - Read loud short conversations in the book and ask Ss to guess the missing words - Call some Ss to read loud their predictions - Ask Ss to work in groups of four in mins to complete the conversations - Call some Ss to read loud their answers then write them on the board - Read loud and check with Ss - Call some Ss to give their comments - Give feedback - Draw a table with columns on the board (name – age) Name Hung Age Language focus Modes Whole class 1.Who’s that? It’s my friend Linda 2.How old are you? I’m six years old Is that Mary? Yes,it is Whole class Individual Pairs -How old are you, .? - I’m … Individual years old Groups Individual Questions How old are you? => I’m … Groups years old 5.Home-link (5’) - Guide Ss: + work in groups of + draw the table into their notebooks + interview their friends about name and age, then write the information into the correct column -Go around to help and check - Give comments when they finish Have Ss to exercises in workbook, sing songs at home Whole class Week: Date of planning: 18/10/2015 Date of teaching: 20/10/2015 Period: 25 Objective Language focus UNIT 5: ARE THEY YOURS FRIENDS? Lesson 1: – – - Ss will be able to introduce one’s friend and respond to the introduction - Vocabulary: my , friend - Sentence Patterns: + This is my friend +( name) Resources PROCEDURE Steps Tape, textbook, pictures 1.Oral test (5’) - Call some pairs to ask and answer about name, spelling, health, age - Listen and give comments - Introduce pictures with conversations - Play the tape of conversations, ask Ss to listen carefully - Ask Ss to listen and repeat chorally times - Divide class into groups, ask groups to role – play girls - Then call some pairs to repeat - Listen and correct their pronunciation if necessary - Write the new words on the board, ask Ss to copy down + my + friend - Ask Ss to look at the pictures on page 30 and identify the characters - Explain the pattern A: Mai, this is my friend……… B: Hi, Mai A: Hello, … Nice to meet you - Ask Ss about what they fill in the blanks - Ask Ss to work in pairs - Call on some pairs to perform the task - Comment and correct the mistake Look, listen and repeat (10’) Point and say (10’) 4.Let’s talk (10’) Learning activities Language focus Modes Pairs Whole class Groups Pairs Vocab: + my + friend Whole class Model: Whole class -……, this is my friend, … – Hello, … Nice to meet you Individua l Pairs - Ask students to look at the pictures Model: in the book Ask them to identify the -…., this is…… characters in the pictures - Ask Ss work in pairs to introduce -Hi,… Pairs one’s friend and respond to the introduction Call some pairs to act out - Correct their pronunciation 5.Home-link (5’) Have Ss to exercises in workbook Practise introducing their friends at home Whole class Week: Date of planning: 18/10/2015 Date of teaching: 20/10/2015 Period: 26 Objective Language focus UNIT 5: ARE THEY YOUR FRIENDS? Lesson 1: – – - Ss will be able to introduce one’s friend and respond to introduction - Sentence Patterns: + This is my friend +(name) Resources PROCEDURE Steps Tape, textbook, pictures 1.Oral test (5’) - Call some pairs to introduce one’s friend and respond to introduction A:This is my friend +(name) B:Hi,……… Nice to meet you -Listen and give comments 2.Listen and tick(10’) - Tell Ss that they are going to listen and tick the correct boxes under the pictures - Draw their attention to the pictures - Elicit the name of the characters - Have Ss repeat them once or twice - Play the recording through for Ss to listen - Play the recording again for Ss to listen and tick the correct answers - Ask Ss to exchange their answers with their partners before reporting them to the class - Correct if needed - Read loud the sentences in exercise - Elicit the names of boys and girls in the pictures - Ask Ss to work in pairs in mins to read and fill the correct words for the exercise - Go around to help Ss - Get Ss to write their answers on the board - Check and correct mistakes - Ask Ss to read aloud all sentences Read and write (10’) 4.Let’s sing (10’) Learning activities - Ask Ss to open their Student’s book on page 31 - Tell Ss that they are going to sing the The more we are together song - Play the recording times for Ss to Language Modes focus A:This is Pairs my friend +(name) B:Hi,… Nice to meet you Whole class individua l Model: -This is my friend… -Hello/ Hi,… Nice to meet you Individua l pairs Individua l Whole class Whole class get familiarized with the pronunciation, the stress, the rhythm and the intonation of the song - Play the recording again, pausing after each line for Ss to repeat - Play the recording once more for Ss to repeat the whole song - Call on some Ss to sing the song in front of the class The rest of the class clap their hands at rhythms 5.Home-link (5’) Have Ss to exercises in workbook, sing songs at home Groups Whole class Week: Date of planning: 20/10/2015 Date of teaching: 22/10/2015 Period: 27 UNIT 5: ARE THEY YOUR FRIENDS? Lesson 2: 1- 2-3 Objective Language focus - Ss will be able to ask and answer questions about friends - Sentence Partners: Are they your friends? –Yes, they are/No, they aren’t - Vocabulary: they, they are=they’re, are not=aren’t Resources PROCEDURE Steps Tape, textbook, pictures 1.Warm up (5’) - Ask Ss to sing the more we are together song - Introduce pictures with conversations - Play the tape of conversations, ask Ss to listen carefully - Ask Ss to repeat chorally times - Divide class into groups, ask one group to role – play the girl and the other to role – play the boy - Then call some pairs to repeat - Listen and correct their pronunciation if necessary - Write the new words on the board, ask Ss to copy down + they + are + they are = they’re + are not=aren’t 2.Look, listen and repeat (10’) Point and say (10’) Let’s talk (10’) Learning activities - Ask Ss to look at the picture on page 32 - Explain the pattern + Are they your friends? + Yes,……… + No, ……… - Ask Ss about what they fill in the blanks - Ask Ss to work in pairs - Call on some pairs to perform the task - Comment and correct the mistake Language focus Modes Whole class Whole class Vocab: + they + are + they are = they’re + are Groups not=aren’t Pairs Individua l Model: -Are they your friends? Whole class –Yes, they are - No, they aren’t - Tell Ss that they are going to Model: practise more with their friends - Are they - Ask Ss to guess what the children your say Pairs Whole class - Fill the gaps and write the sentences on the board - Get Ss to repeat the sentences a few times - Get Ss to work in pairs to interact - Call a few pairs to practise in front of the class - Check ss’ pronounciation 5.Home-link (5’) friends? –Yes, they Individua are l - No, they Pairs aren’t Have Ss to exercises in workbook, practise asking and answering at home Whole class Week: Date of planning: 20/10/2015 Date of teaching: 22/10/2015 Period: 28 UNIT 5: ARE THEY YOUR FRIENDS? Lesson 2: 4-5-6 Objective Language focus -Ss will be able to ask and answer about friends - Sentence Partners: Are they your friends? –Yes, they are/No, they aren’t - Vocabulary: they, they are=they’re, are not=aren’t Resources PROCEDURE Steps 1.Oral test (5’) Listen and number(10’) Read and complete (10’) Tape, textbook, flashcards, pictures Learning activities - Call some pairs to ask and answer about their friends: + Are they your friends?  Yes, they are  No, they aren’t - Listen and give comments Language focus Model: + Are they your friends? –Yes, they are - No, they aren’t - Ask Ss to pay attention to pictures on page 33 then describe the differences between the pictures - Ask Ss to predict the order of these picture - Write their prediction on the board - Ask Ss to listen to the tape and choose , number the right picture then write the number in the picture Ss hear - Play the tape three times to listen - Call some Ss to read loud their answer with their explanations - Play the tape again to check their predicts with their answers - Give feedback and comments - Tell Ss that they are going to read and fill the gaps with the appropriate words - Give Ss few seconds to read the text and words in the box in silence - Get Ss to work in pairs - Give Ss mins to the task and go around and offer help if Modes Pairs Whole class Individual Model: 1.Hi, my friend is Mai I am nine years old This is Linda And Whole class Individual Pairs necessary - Get Ss to swap and check their answers before checking as a class - Call some Ss to read aloud each line - Listen and check, give comment this is Tony They are my friend… Write about you and your friends (10’) - Ask Ss to pay attention to the table on page 33 - Ask Ss to work in groups to fill their information of themselves and their friends into the table - Go around to help Ss - Call some Ss to write the information on the board - Read loud and check with whole class - Give comment 5.Home-link (5’) Have Ss to exercises in workbook Model: 1.Your name: My Groups name is… 2.Your age: I’m……… years old Individual Names of your friends: This is… And this is… Whole class Week: Date of planning: 25/10/2015 Date of teaching: 27/10/2015 Period: 29 UNIT 5: ARE THEY YOUR FRIENDS? Lesson 3: – – Objective Language focus Resources - Ss will be able to pronunciate the sound a, e - Phonics: that, yes  / a/ and /e/ Tape, textbook, pictures Individual PROCEDURE Steps 1.Oral test (5’) 2.Listen and repeat (10’) Learning activities Language Modes focus - Call Ss to go to the board and -This is my Individua introduce about their friends, using friend + l “ This is my friend + (name), (name) he/she is + (age) years old.” -he/she is + (age) years old - Have Ss open the book page 34, Phonics: look at the words that, yes and /a/ and /e/ notice the letter coloured differently in both words - Produce the sound of the letter a in the word that and e in the word yes a: that Who is that? e: yes Yes, it is Whole class - Read loud the sounds and ask Ss to repeat chorally Individua l - Call some Ss repeat individually - Correct their pronunciation if needed Listen and write (10’) - Ask Ss to pay attention to exercise on page 34 Modes: Is that your friend? - Play the tape times and ask Ss to Yes, it is listen carefully - Ask Ss to read sentences and guess the missing information Individua l - Ask Ss to write the words they hear then exchange the information with their partner Pairs - Call some Ss to write their Individua answers on the board l - Play the tape again and check with whole class - Check and give feedback 4.Let’s chant (10’) 5.Home-link (5’) - Play the tape “ Who’s that” for Ss to listen while they are reading the chant in their books - Call on a group of six: three of them to repeat each line of the chant, other three clap the syllables - Have Ss practice the chant in groups and clap the syllables - Monitor the activity and offer help when necessary/ correct typical pronunciation errors - Call on a group to recite the chant The others clap the syllables - Listen and give comments Have Ss to practise chanting “ Who’s that” at home Whole class Groups Whole class Week: Date of planning: 25/10/2015 Date of teaching: 27/10/2015 Period: 30 UNIT 5: ARE THEY YOUR FRIENDS? Lesson 3: – – Objective Language focus - Ss will be able to introduce one’s friend and respond to the introduction, ask and answer questions about friends - Sentence Patterns: + Who’s that? It’s ………… Resources PROCEDURE Steps 1.Warm up(5’) 2.Read and match(10’) Circle the correct words (10’) + Is that ……? Yes, it is./ No, it isn’t + Who are they ? They are …….and…… + Are they your friends? Yes, they are Tape, textbook, pictures Learning activities Language focus - Have Ss chant “Who’s that?” - Tell Ss that they are going to read the sentences on the left and pair them with those on the right by drawing a line between them - Give a few second for Ss to read the text in silence Check comprehension and give feedback - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call a few open pairs to read the dialogues - Tell Ss that they are going to read and circle the correct answers Give a few seconds for Ss to read the sentences in silence - Check comprehension and give feedback - Give mins for Ss to the task in pairs - Get Ss to swap and check their answers before checking as a class - Write the correct answers on the board for Ss to copy down into their notebooks - Do choral and individual repetition of the correct sentences Modes Whole class Key: 1c 2d 3b 4a Whole class Individua l Pairs Pairs Key: 1.friend 2.they 3.Peter and Mary Yes aren’t Individua l Pairs Individua l Whole class/ individua l 4.Project (10’) 5.Home-link (5’) - Tell Ss that they are going to find photos of their friends to stick on a poster They are going to write This is + (name of the friend) under each photo and present their posters to the class - Give the project as homework as Ss need time to find the photos - Have the class sing the The more we are together song and say the Who’s that? chant to end the lesson - Have Ss to find the photos of their friends and prepare the next lesson Model: This is + (name of the friend) Week: Date of planning: 27/10/2015 Date of teaching: 29/10/2015 Period: 31 REVIEW Objective Language focus Ss will be able to : Listen and identify specific information Read anf identify specific information Read and identify general ideas Read, listen and understand a short story Sentence Partners: Revisions Vocabulary: Revisions Whole class Whole class Resources PROCEDUR E Steps Tape, textbook, flashcards, pictures 1.Oral test (5’) -Have Ss stick the pictures of their friends on the poster and give a presentation, using This is + (name of the friend) - Listen and give comments - Tell Ss that they are going to listen and tick the correct boxes - Give Ss a few seconds to look at the pictures - Check comprehension and elicit information in the pictures and give feedback - Play the recording three times for Ss to listen, the task and check their answers - Get Ss to swap and check their answers before checking as a class - Explain the answers and give further support to Ss who got more than half of the answers wrong - Tell Ss that they are going to read the sentences on the left and pair them with those on the right by drawing a line between them - Give a few second for Ss to read the text in silence Check comprehension and give feedback - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call a few open pairs to read 2.Listen and tick (10’) Read and match (10’) Learning activities Language focus Model: This is + (name of the friend) Key: 1.b 2.a 3.a 4.b 5.b Modes Individua l Whole class Individua l Pairs Key: 1.e 2.d 3.b 4.a 5.c Whole class pairs pairs 4.Look and say (10’) 5.Home-link (5’) the dialogues - Tell Ss that they are going to some dialogues - Give a few seconds for Ss to look at the pictures and read the text in silence - Check comprehension and elicit the words to fill the gaps and give feedback - Get Ss to works in pairs - Go around to offer help if necessary - Call a few pairs to act out the dialogues - Give feedback and praise Ss who did well and encourage Ss to listen and make inprovement - Guide Ss to exercise Read and complete at home: + Ask Ss to pay attention to exercise page 37 + Ask Ss to read the words in the box and the text below + Complete the gaps with the suitable words Key: 1.Hello, Mai Hello, Mary 2.How are you? …And you? Fine, thanks How old are you? I’m… they your they are Whole class Pairs Pairs Whole class Week: Date of planning: 27/10/2015 Date of teaching: 29/10/2015 Period: 32 REVISION Objective Language focus Resources PROCEDURE Steps Ss will be able to read, listen and understand a short story Sentence Partners: Revisions Vocabulary: Revisions Tape, textbook, flashcards, pictures Learning activities Language focus Modes 1.Warm up (4’) -Have Ss sing songs : The ABC song , the more we are together 2.Read and - Tell Ss that they are going to New words: listen to the read and listen the short story cat, mouse, story (11’) - Introduce the characters of the sister story - Introduce some new words to help Ss understand more - Play the tape times and ask Ss to listen and read the story carefully - Call some Ss to read the text in each picture - Correct their pronunciation if needed - Call some pairs to role – play the cat and the mouse - Ask Ss to tell about the idea of the story - Listen and give feedback with comments Complete the conversation (10’) 4.Match the questions with - Tell Ss that they are going to read and fill the gaps - Give mins for Ss to read the text in silence - Check their comprehension - Give mins for Ss to fill the gaps in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call some Ss to write their answers on the board - Read loud and check with whole class - Give feedback and comments - Tell Ss that they are going to read the questions on the left Key: 1.I’m are you very well your I’m meet you you spell Whole class Whole class Individua l Pairs Individua l individua l pairs pairs individua l Key: 1.c the answer (10’) 5.Home-link (5’) and pair them with the answers 2.a on the right by drawing a line 3.d between them 4.b - Give a few second for Ss to read the text in silence Check comprehension and give feedback - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call a few open pairs to read the dialogues -Ask Ss to practise the dialogues in exercise in pairs, using their own names at home - Model with one student Whole class Pairs Pairs Pairs Week: Date of planning: 01/11/2015 Date of teaching: 03/11/2015 Period: 34 UNIT 6: STAND UP Lesson 1: – – Objective Language focus Ss will be able to use the words and phrases related to the topic Classroom intructions Vocabulary: Good morning, Class, Sit down, Be quitet, Don’t talk, open/ close your book… Sentence patterns: Resources PROCEDURE Steps Warmup (5’) Look, listen & repeat (10’) Point, say and the actions (10’) “Good morning, Mr Loc Good morning, class” “ Be quiet,boys Sorry, Sir”… Ss’book, recording, posters,… Learning activities -Get Ss to say the chant Who’s that? - Ask ss to look at the picture and listen to the dialogue in their books - Tell them that they are going to practise giving and responding to classroom instructions - Point the first picture and elicit the name of the teacher Then explain what the characters say and the meaning of the new vocabulary - Have Ss repeat the text in the bubbles a few times - Repeat the procedure with the second picture - Ask Ss to choral and individual repetition, pointing to the characters speaking.Point to the picture and ask Ss to look at the text in speech bubbles - Play the recording for Ss listen and say along - Tell Ss that they are going to practise giving and acting out classroom instructions (say this in Vietnamese, if necessary) - Point to each instruction and check comprehension - Teach the vocabulary: Stand up, sit down come here, don’t talk, open/ close your book -Demonstrate the actions Language focus Modes Whole class -New words: Good morning Class Sit down Be quitet Sorry Please Sentence patterns: -Whole class -Good morning, Mr -Groups Loc -Good morning, class -Be quiet,boys - Sorry, Sir Vocabulary: Stand up, sit down come here, don’t talk, open/ close your book Let’s talk (13’) Home-link (2’) -Have Ss act out each instruction a few times - Get Ss to work in pairs, taking turns to say and act out the instruction - Check as a class - Tell Ss that they are going to practise more with their friends - Give a few seconds for Ss to look at the pictures - Elicit the words to fill the gaps - Write the instructions on the board and get Ss to repeat them a few times - Get Ss to work in pairs, taking turns to say and act out the instruction - Correct the pronunciation, if necessary - Call a few pairs to perform the task in front of the class -Ask Ss to practise giving and acting out classroom instructions with their friends at home -Whole class -pairs Sentence patterns: -Don’t talk -Open your book -Stand up - Come here - Close your book - Sit down Individua l Pairs Pairs Whole class Week: Date of planning: 03/11/2015 Date of teaching: 05/11/2015 Period: 35 UNIT 6: STAND UP Lesson 1: – – Objective Language focus Ss will be able to listen the classroom intructions clearly, improve listening and writing skill Vocabulary: Don’t talk, Open your book, Stand up, Come here Close your book, Sit down Resources PROCEDURE Steps Oral test (5’) Ss’book, recording, posters,… Learning activities - Call some pairs to take turns to say and act out the classroom instruction Listen & - Tell Ss that they are going tick (10’) to listen and tick the correct boxes under the pictures - Give a few seconds for Ss to look at the pictures - Play the recording times through for Ss to listen and tick the correct answers - Ask Ss to exchange their answers with their partners before reporting them to the class - Call some Ss to read loud their answers - Listen and give feedback Look - Ask Ss to look at the and write pictures (10’) - Tell Ss what they are going to fill the gap - Elicit the words filling the gaps - Ask Ss to read individually silently and complete the instructions - Remind Ss to write the initial letter of the word at the beginning of each sentences in capital lettters - Go around to offer help if necessary - Get Ss to swap and check their answers with their Language focus Modes -Don’t talk Pairs -Open your book -Stand up - Come here - Close your book - Sit down Key: Whole 1a class 2c 3c individual -pairs Key: open quiet close sit come stand individual -whole class individual -pairs friends - Ask Ss to read their answers aloud to the class Let’s play (10’) Homelink (5’) -Guide Ss to play the game Simon says - Speak loud the instruction and act out times - Have a group of give a demonstration before starting the game - Get Ss to play the game in groups - Go around to offer help, if necessary - Have Ss practise giving and acting out the instructions at home individual -Open your book - Close your book -Stand up - Sit down - Come here - Don’t talk Groups Whole class Week: Date of planning: 03/11/2015 Date of teaching: 05/11/2015 Period: 36 UNIT 6: STAND UP Lesson 2: – – Objective Language focus Ss will be able to ask for and give permission of classroom intructions - Vocabulary: come in, go out, speak, write - Structure : May I…………? Resources PROCEDURE Steps - Yes, you can / No, you can not Books, teachers’ book, notebooks, cards and cassette Learning activities Language Modes focus 1.Warm-up (5’) - Call some pairs to take turns to -Don’t talk Pairs say and act out the classroom -Open your instruction book -Stand up - Come here - Close your book - Sit down 2.Look, listen - Tell Ss that they are going to Model & repeat (12’) practise asking for permission sentence: using May I….? 1a:-May I - Introduce picture and ask some come in, questions about the situations in the Mr Loc? picture: + Who are they in the picture? + Where are they? - Procedure the first picture and explain what they say - Have Ss repeat the text a few times - Repeat the procedure with the second picture - Play the recording through for Ss to listen and say along - Call some pairs to role-play and repeat the dialogues 3.Point and say - Tell Ss that they are going to (13’) practise asking for and giving permission using : + May I… ? + Yes, you can/ No, you can’t - Point to each picture and elicit the meaning of the words under it - Use the first picture as an example and put the question and answer on the board - Have Ss repeat a few times - Yes, you can 1b:-May I go out, Mr Loc? - No, you can’t Whole class -pairs Sentence patterns: -May I come in/ go out/ speak/ write? - Yes, you can/ No, -whole class chorally and individually - Ask Ss to work in pairs - Call some pairs to practice in front of the class - Check ss’ mistake when necessary 4.Let’s talk (8’) - Tell Ss that they are going practise more with their friends - Ask Ss to look at the pictures and introdure - Ask Ss to predict the information they have to fill in the gaps - Call some Ss to read loud their prediction - Have some Ss make a dialogue based on these pictures - Do the first picture as example if Ss don’t understand - Ask Ss work in pairs in mins - Call some pairs to act out the dialogue - Give comments 5.Home-link - Ask Ss to practise asking for and (2’) giving permission at home you can’t -pairs Sentence patterns: -May I come in/ go out/ speak/ individua write? l - Yes, you can/ No, you can’t -pairs +May I….? Whole class + Yes, you can/ No, you can’t Week: 10 Date of planning: 08/11/2015 Date of teaching: 10/11/2015 Period: 37 UNIT 6: STAND UP! Lesson 2: 4-5-6 Objective Language focus Ss will be able to ask for and give permission of classroom intructions - Vocabulary: come in, go out, speak, write - Structure : May I…………? - Yes, you can / No, you can not Resources PROCEDURE Steps 1.Oral test (5’) Listen and number(10’) Read and match (10’) Tape, textbook, flashcards, pictures Learning activities Language focus Model: + May I ? –Yes, you can - No, you can’t - Call some pairs to ask and answer about classroom intructions Using some cues below: a go out/ yes b come in/ no c sit down/ no d stand up/ yes - Correct if needed - Ask Ss to pay attention to Key: pictures on page 43 then B describe the differences between C the pictures D - Ask Ss to predict the order of A these picture - Write their prediction on the board - Ask Ss to listen to the tape and choose , number the right picture then write the number in the picture Ss hear - Play the tape three times to listen - Call some Ss to read loud their answer with their explanations - Play the tape again to check their predicts with their answers - Give feedback and comments - Tell Ss that they are going to read the sentences on the left and pair them with those on the right by drawing a line between them - Give a few second for Ss to read the text in silence Check comprehension and give feedback - Give mins for Ss to the task in pairs - Go around to offer help if Modes Pairs Whole class Individua l Key: 1.c 2.d 3.a 4.b Whole class pairs Let’s write (10’) 5.Home-link (5’) necessary - Get Ss to swap and check their answers before checking as a class - Call a few open pairs to read the dialogues - Introduce the exercise on page 43 - Ask Ss to look at the pictures and elicit the missing phrases - Ask Ss to complete the sentences in mins - Call Ss to write their sentences on the board - Read and check with Ss - Correct if needed Have Ss to practise asking for permission, using May I… ? pairs come in Individua sit down l close my book open my book Whole class Week: 10 Date of planning: 08/11/2015 Date of teaching: 10/11/2015 Period: 38 UNIT 6: STAND UP Lesson 3: – – Objective Language focus Resources PROCEDURE - Ss will be able to pronunciate the sound c, d in the words come and down respectively - Phonics: come, down  / c/ and /d/ Tape, textbook, pictures Steps 1.Oral test (5’) 2.Listen and repeat (10’) Learning activities Language focus Model: + May I ? –Yes, you can - No, you can’t - Call some pairs to ask and answer about classroom intructions Using some cues below: a speak/ yes b come in/ no c open my book/ no d close my book/ yes - Correct if needed - Have Ss open the book page 44, Phonics: look at the words come, down /c/ and /d/ and notice the letter coloured differently in both words - Produce the sound of the letter c in the word come and d in the word down c: come May I come in? d: down Modes Pairs May I sit down? Whole class - Read loud the sounds and ask Ss to repeat chorally Individua l - Call some Ss repeat individually - Correct their pronunciation if needed Listen and write (10’) - Ask Ss to pay attention to exercise on page 44 Modes: May I come in? Sit - Play the tape times and ask Ss to down, please listen carefully - Ask Ss to read sentences and guess the missing information Individua l - Ask Ss to write the words they hear then exchange the information with their partner Pairs - Call some Ss to write their answers on the board Individua l - Play the tape again and check with whole class - Check and give feedback 4.Let’s sing (10’) 5.Home-link (5’) - Read aloud the song Come in and sit down - Check Ss’comprehension - Play the tape “ Come in and sit down” for Ss to listen while they are reading the sing in their books - Have Ss the choral and individual repetition of each line - When Ss are familiar with the tune, show them how to sing the song and the actions - Get groups of Ss to sit face to face and practise singing and doing the actions - Have whole class sing the song Whole class Choral Individua l Groups Whole class Whole class Have Ss to practise singing “Come in and sit down” at home Week: 10 Date of planning: 10/11/2015 Date of teaching: 12/11/2015 Period: 39 UNIT 6: STAND UP! Lesson 3: – – Objective Language focus Resources PROCEDURE Steps - Ss will be able to pronunciate the sound c, d in the words come and down respectively - Phonics: come, down  / c/ and /d/ Tape, textbook, pictures Learning activities Language Modes focus 1.Warm up(5’) 2.Read and match(10’) Look, read and write (10’) 4.Project (10’) - Have Ss sing “Come in and sit down” - Tell Ss that they are going to read the sentences on the left and pair them with those on the right by drawing a line between them - Give a few second for Ss to read the text in silence Check comprehension and give feedback - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call a few open pairs to read the dialogues - Tell Ss that they are going to look at the pictures and fill the gaps - Give Ss mins to look at the pictures ans read the text in silence - Check comprehension and give feedback - Give mins for Ss to the task in pairs - Get Ss to swap and check their answers before checking as a class - Write the correct answers on the board for Ss to copy down into their notebooks - Do choral and individual repetition of the correct sentences - Tell Ss that they are going to write the instructions they have learnt and put them in a box Then they pick some instructions and act them out - Check Ss’understanding - Get Ss to prepare the necessary Whole class Key: 1c 2e 3b 4d 5a Whole class Individua l Pairs Pairs Key: 1.sit 2.talk go out, you can Stand up, you can’t Individua l Pairs Individua l Model: Sit down, stand up,go out, Whole class/ individua l Whole class Individua 5.Home-link (5’) school things to carry out the project (paper, pens, scissors, ect…) - Give Ss mins to write the instructions in class - Get Ss to work in groups - Go around to offer help, if needed - Have Ss play a game of Simon say…Using the instructions - Have Ss to practise giving instructions at home open the book… l Groups Whole class Week: 10 Date of planning: 10/11/2015 Date of teaching: 12/10/2015 Period: 40 UNIT 7: THAT’S MY SCHOOL Lesson 1: – – Objective Language focus Ss will be able to use the words and phrases related to the topic My school, talk about school facilities Vocabulary: school, classroom, library, gym, playground, computer room, big, small Sentence patterns: “That’s my school Is it big? Yes, it is/ No, it isn’t It’s small.” Resources PROCEDURE Steps Ss’book, recording, posters,… Learning activities 1.Warm-up (5’) -Get Ss to sing the song Come in and sit down 2.Look, listen - Tell them that they are going & repeat (10’) to talk about the school and the school facilities, using That’s + - Point the first picture and elicit the name of the characters Then explain what the characters say and the meaning of the new vocabulary - Have Ss repeat the text in the bubbles a few times - Repeat the procedure with the second picture - Ask Ss to choral and individual repetition, pointing to the characters speaking - Point to the picture and ask Ss to look at the text in speech bubbles - Play the recording for Ss listen and say along 3.Point and say - Tell Ss that they are going to (10’) practise say That is + (school facilities) - Teach the vocabulary: library, gym, playground, computer room -Have Ss repeat in choral and individual - Point to the first picture and elicit the word to fill the gap - Put the sentence on the board - Have Ss repeat a few times - Get Ss to make the same sentence, using the picture in the book - Call some Ss to speak aloud - Correct their pronunciation if Language focus Modes Whole class Vocabulary: school, classroom, big, small Sentence patterns: A:That’s my school B: Is it big? A: Yes, it is/ No, it isn’t It’s small.” -Whole class -Groups Vocabulary: library, gym, playground, computer room Sentence patterns: That’s the …… -Whole class Individua l 4.Let’s talk (13’) 5.Home-link (2’) needed - Tell Ss that they are going to practise more with their friends - Give a few seconds for Ss to look at the pictures - Elicit the name of each school facilities - Ask Ss to fill in the blank - Put the sentence on the board and chotal and individual repetition - Get Ss to work in pairs, using the picture in the book - Go around to offer help - Correct the pronunciation, if necessary - Call a few pairs to act out the dialogue in front of the class - Call some Ss to talk about their own school Sentence patterns: That is the library/ computer room/ gym… -Ask Ss to practise talking about their own school facilities Individua l Pairs Pairs individua l Whole class Week: 11 Date of planning: 15/11/2015 Date of teaching: 17/11/2015 Period: 41 UNIT 7: THAT’S MY SCHOOL Lesson 1: – – Objective Language focus Resources PROCEDURE Ss will be able to improve listening and reading skill about topic My school Vocabulary: school, classroom, library, gym, playground, computer room Sentence patterns: “That’s ……… Ss’book, recording, posters,… Steps 1.Oral test (5’) 2.Listen & tick (10’) 3.Look, read and write (10’) 4.Let’s sing Learning activities - Stick some pictures about school facilities on the board - Call some Ss to go to the board in turn, point to the pictures and read loud in English - Listen and correct their pronunciation if needed - Tell Ss that they are going to listen and tick the correct boxes next the pictures - Give a few seconds for Ss to look at the pictures - Play the recording times through for Ss to listen and tick the correct answers - Ask Ss to exchange their answers with their partners before reporting them to the class - Call some Ss to read loud their answers - Listen and give feedback Language focus Modes -school individual -classroom -computer room -gym -playground -big -small - Tell Ss what they are going to fill the gap - Ask Ss to look at the pictures - Elicit the words filling the gaps - Ask Ss to read individually silently and complete the sentences - Go around to offer help if necessary - Get Ss to swap and check their answers with their friends - Ask Ss to read their answers aloud to the class Key: classroom library computer room gym - Ask Ss to open their Key: 1b 2c 3a Whole class individual -pairs individual -whole class individual -pairs individual Whole (10’) 5.Home-link (5’) Student’s book on page 47 Tell them that they are going to sing the This is the way we go to school song - Play the recording times for Ss to get familiarized with the pronunciation, the stress, the rhythm and the intonation of the song - Play the recording again, pausing after each line for Ss to repeat - Play the recording once more for Ss to repeat the whole song - Call on some Ss to sing the song in front of the class The rest of the class clap their hands at rhythms class Groups - Have Ss practise singing the song at home Whole class Week: 11 Date of planning: 15/11/2015 Date of teaching: 17/11/2015 Period: 42 UNIT 7: THAT’S MY SCHOOL Lesson 2: – – Objective Language focus Resources PROCEDURE Steps Ss will be able to ask and answer the question Is the + (school facilities) + adjective? - Vocabulary: large, old, new, the - Structure : A: Is your school big? B: Yes, it is A: Is your classroom big? B: No, it isn’t It’s small Books, teachers’ book, notebooks, cards and cassette Learning activities Language Modes 1.Warm-up (5’) -Stick some picture about school facilities on the board - Divide class into groups and have them play the game Slap the board 2.Look, listen & repeat (12’) - Tell Ss that they are going to ask and answer the question Is the + school facilities + adjective? - Give Ss 30 seconds to look at the first picture and read the text - Check comprehension and give feedback - Have Ss repeat the text a few times - Repeat the procedure with the second picture - Do choral and individual repetition - Play the recording through for Ss to listen and say along - Call some pairs to role-play and repeat the dialogues 3.Point and say - Tell Ss that they are going to ask (13’) and answer the question Is the + school facilities + adjective? - Point to each school facility , check comprehension and then teach the new vocabulary New, old, large -Have Ss repeat each word a few times - Use the first picture as an example and put the question and answer on the board - Have Ss repeat a few times chorally and individually - Ask Ss to work in pairs - Call some pairs to practice in front of the class focus -big Groups -small -classroom -computer room -gym -library playground Model sentence: A: Is your school big? B: Yes, it is A: Is your classroom big? B: No, it isn’t It’s small New vocab: New Old Large Sentence patterns: a.A: Is the school new? B: Yes, it is a.A: Is the gym big? Whole class -pairs -whole class -pairs - Check ss’ mistake when necessary 4.Let’s talk (8’) - Tell Ss that they are going practise more with their friends - Give Ss seconds to look at the pictures and elicit the name of each school facility and adjectives (old, new, large, big, small) - Ask Ss to predict the information they have to fill in the gaps - Call some Ss to read loud their prediction - Have some Ss make a dialogue based on these pictures - Put them on the board and have Ss repeat them a few times - Do the first picture as example if Ss don’t understand - Ask Ss work in pairs in mins - Call some pairs to act out the dialogue - Give comments 5.Home-link - Ask Ss to practise asking and (2’) answering about school facilities with their friends B:Yes, it is Sentence patterns: a.A: Is the classroom old? B: No, it isn’t It’s new b.A: Is the library big? individua l -pairs B:Yes, it is … Whole class Week: 11 Date of planning: 17/11/2015 Date of teaching: 19/11/2015 Period: 43 Objective Language focus Resources UNIT 7: THAT’S MY SCHOOL Lesson 2: 4-5-6 Ss will be able to : - ask and answer the question Is the +(school facilities) + adjective? - Improve listening and writing skills - Vocabulary: large, old, new, the - Structure : A: Is your school big? B: Yes, it is A: Is your classroom big? B: No, it isn’t It’s small Tape, textbook, flashcards, pictures PROCEDURE Steps 1.Oral test (5’) Listen and number(10’) Read and circle (10’) Learning activities Language focus - Tell Ss that they are going to Model: review the question Is the + A: Is the school facilities + adjective? classroom - Use the picture cards as prompts big? - Call some pairs to go to the B: Yes, it board to ask and answer is/ No, it -Listen, correct their pronunciation isn’t It’s and sentence structure if needed small -Give comments - Ask Ss to pay attention to Key: pictures on page 49 then describe the differences between A the pictures B1 - Ask Ss to predict the order of C4 these picture D2 - Write their prediction on the board - Ask Ss to listen to the tape and choose , number the right picture then write the number in the picture Ss hear - Play the tape three times to listen - Call some Ss to read loud their answer with their explanations - Play the tape again to check their predicts with their answers - Give feedback and comments - Tell Ss that they are going to read the text and circle the correct words - Give a few seconds for Ss to read the text in silence and look at the picture Check comprehension - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their Modes Pairs Whole class Individua l Key: 1.big 2.small 3.new 4.big Whole class pairs Write about your school (10’) 5.Home-link (5’) answers before checking as a class - Write the correct answers on the board -Call individual Ss to read the sentences aloud - Tell Ss that they are going to write about their school -Give a few minutes for Ss to read the questions in silence -Check comprehension and give feedback - Give Ss mins to answer the questions - Tell Ss to swap and check their answers before checking as a class - Call four Ss to write their answers on the board -Read aloud and check with whole class - Give comments individua l No,it isn’t It’s small Whole class Yes, it is Yes, it is No,it isn’t It’s small Have Ss to read the text in activity (page 49) again at home Pairs Individua l Whole class Week: 11 Date of planning: 17/11/2015 Date of teaching: 19/11/2015 Period: 44 UNIT 7: THAT’S MY SCHOOL Lesson 3: – – Objective Language focus Resources PROCEDURE Steps Warm up (5’) - Ss will be able to pronunciate the sound g, l in the words gym and look respectively - Phonics: gym, look  / g/ and /l/ Tape, textbook, pictures Learning activities -Have Ss sing the song This is the way we go to school Language focus Modes Whole class 2.Listen and repeat (10’) - Have Ss open the book page 50, Phonics: look at the words gym, look /g/ and /l/ and notice the letter coloured differently in both words - Produce the sound of the letter g in the word gym and l in the word look g: gym The gym is old l: look Look at the school Whole class - Read loud the sounds and ask Ss to repeat chorally Individua l - Call some Ss repeat individually - Correct their pronunciation if needed Listen and write (10’) - Ask Ss to pay attention to exercise on page 50 Modes: The school gym Individua l is large - Play the tape times and ask Ss to Look at the library listen carefully - Ask Ss to read sentences and guess the missing information - Ask Ss to write the words they hear then exchange the information with their partner Pairs - Call some Ss to write their answers on the board Individua l - Play the tape again and check with whole class - Check and give feedback 4.Let’s chant (10’) - Play the tape “ Is your school new?” for Ss to listen while they are reading the chant in Whole class 5.Home-link (5’) their books - Call on a group of six: three of them to repeat each line of the chant, other three clap the syllables - Have Ss practice the chant in groups and clap the syllables - Monitor the activity and offer help when necessary/ correct typical pronunciation errors - Call on a group to recite the chant The others clap the syllables - Listen and give comments Have Ss to practise chanting “Is your school new?” at home Groups Whole class Week: 12 Date of planning: 22/11/2015 Date of teaching: 24/11/2015 Period: 45 UNIT 7: THAT’S MY SCHOOL Lesson 3: – – Objective Language focus Resources PROCEDURE Steps 1.Warm up(5’) Ss will be able to - Pronunciate the sound g, l in the words gym and look respectively - Improve reading skill - Phonics: gym, look  / g/ and /l/ Tape, textbook, pictures Learning activities - Have Ss chant “Is your school Language focus Modes Whole 2.Read and match(10’) Read and complete (10’) 4.Project (10’) new?” - Tell Ss that they are going to read the sentences on the left and pair them with those on the right by drawing a line between them - Give a few second for Ss to read the text in silence Check comprehension and give feedback - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call a few open pairs to read the dialogues - Tell Ss that they are going to read the text and fill the gaps with words in the box - Give Ss mins to read the text in silence - Check comprehension and give feedback - Give mins for Ss to the task in pairs - Get Ss to swap and check their answers before checking as a class - Write the correct answers on the board for Ss to copy down into their notebooks - Do choral and individual repetition - Tell Ss that they are going to write the names of the rooms in the school - Check understanding and get Ss to prepare the necessary school things (paper, pens, pencils…) class Key: 1d 2c 3a 4b Whole class Individua l Pairs Pairs Key: playground It gym classroom nice Individua l Pairs Individua l Models : Gym, library, computer room, Whole class/ individua l Whole class Individua 5.Home-link (5’) - Give Ss mins to the classroom project in groups - Go around to offer help, if needed - Call several Ss to the fron of the class to present their labels Example: This is the gym -Play the game Slap the board, using the words for school things - Have Ss to practise playing the same game ( Slap the board about school things ) with their friends at home l Groups Whole class Week: 12 Date of planning: 22/11/2015 Date of teaching: 24/11/2015 Period: 46 UNIT 8: THIS IS MY PEN Lesson 1: – – Objective Language focus Resources PROCEDURE Steps Ss will be able to use the words and phrases related to the topic School things, identify school things, using This/ that is+ school things Vocabulary: pen, rubber, pencil, pencil case, notebook, schoolbag, pencil sharpener Sentence patterns: a This is my pen b That is my rubber Is it? Is it? Yes, it is Yes, it is Ss’book, recording, posters,… Learning activities Language focus Modes 1.Warm-up (5’) -Get Ss to chant “ Is your school new?” 2.Look, listen - Tell them that they are going & repeat (10’) to talk about the school and the school things - Point the first picture and elicit the name of the school thing Then explain what the characters say and the meaning of the new vocabulary - Have Ss repeat the text in the bubbles a few times - Repeat the procedure with the second picture - Ask Ss to choral and individual repetition, pointing to the characters speaking - Point to the picture and ask Ss to look at the text in speech bubbles - Play the recording for Ss listen and say along 3.Point and say - Tell Ss that they are going to (10’) practise say That/ This is + (school thing) - Teach the vocabulary: pencil, pencil case, notebook, schoolbag, pencil sharpener -Have Ss repeat in choral and individual - Point to the first picture and elicit the word to fill the gap - Put the sentence on the board - Have Ss repeat a few times - Get Ss to make the same sentence, using the picture in the book - Call some Ss to speak aloud - Correct their pronunciation if needed 4.Let’s talk - Tell Ss that they are going to (13’) practise more with their friends - Give a few seconds for Ss to Whole class Vocabulary: pen, rubber, this, that Sentence patterns: A:This is my pen B: Is it? A: Yes, it is A:That is my rubber B: Is it? A: Yes, it is -Whole class -Groups Vocabulary: pencil, pencil case, notebook, schoolbag, pencil sharpener Sentence patterns: That’s is my … This is my… Sentence patterns: -Whole class Individua l look at the pictures - Elicit the name of each school thing - Ask Ss to fill in the blank - Put the sentence on the board and chotal and individual repetition - Get Ss to work in pairs, using the picture in the book - Go around to offer help - Correct the pronunciation, if necessary - Call a few Ss to act out the dialogue in front of the class 5.Home-link (2’) That is my… This is my… Individua l Pairs Pairs individua l Whole class -Ask Ss to learn by heart the school things at home Week: 12 Date of planning: 24/11/2015 Date of teaching: 26/11/2015 Period: 47 UNIT 8: THIS IS MY PEN Lesson 1: – – Objective Language focus Resources PROCEDURE Steps 1.Oral test (5’) Ss will be able to use the words and phrases related to the topic School things, identify school things Vocabulary: pen, rubber, pencil, pencil case, notebook, schoolbag, pencil sharpener,ruler Sentence patterns: b This is my ruler b That is my rubber It is new It is old Ss’book, recording, pictures,… Learning activities - Stick some pictures about school things on the board - Call some Ss to go to the Language focus Modes pen, rubber, individual pencil, pencil case, notebook, 2.Listen & tick (10’) 3.Look, read and write (10’) 4.Let’s play (10’) board in turn, point to the pictures and read loud in English - Listen and correct their pronunciation if needed - Tell Ss that they are going to listen and tick the correct boxes next the pictures - Give a few seconds for Ss to look at the pictures - Play the recording times through for Ss to listen and tick the correct answers - Ask Ss to exchange their answers with their partners before reporting them to the class - Call some Ss to read loud their answers - Listen and give feedback - Tell Ss what they are going to fill the gap - Ask Ss to look at the pictures - Elicit the words filling the gaps - Ask Ss to read individually silently and complete the sentences - Go around to offer help if necessary - Get Ss to swap and check their answers with their friends - Ask Ss to read their answers aloud to the class schoolbag, pencil sharpener - Tell Ss that they are going to play the game Slap the board - Stick the pictures of school things on the board - Divide class into groups pen, rubber, pencil, pencil case, notebook, schoolbag, pencil sharpener,ruler Key: 1b 2c 3a Whole class individual -pairs Key: ruler, is rubber, It is individual -whole class individual -pairs individual Groups - Introduce the rule of game and start the game - Put the scores of the groups on the board - Congrat the winner group 5.Home-link (5’) - Have Ss learn by heart the school things they have learnt Whole class Week: 12 Date of planning: 24/11/2015 Date of teaching: 26/11/2015 Period: 48 UNIT 8: THIS IS MY PEN Lesson 2: – – Objective Language focus Resources PROCEDURE Steps Ss will be able to use the words and phrases related to the topic School things, identify school things, using These/ those are+ school things Vocabulary: pen, rubber, pencil, pencil case, notebook, schoolbag, pencil sharpener, ruler Sentence patterns: c These are my books b Those are my pencils Are they ? Are they ? Yes, they are Yes, they are Books, teachers’ book, notebooks, cards and cassette Learning activities Language focus Modes 1.Warm-up (5’) -Stick some pictures about school things on the board - Divide class into groups and have them play the game Slap the board 2.Look, listen & repeat (12’) - Tell Ss that they are going to talk about school things using These/ Those are + school things - Give Ss 30 seconds to look at the first picture and read the text - Check comprehension and give feedback - Have Ss repeat the text a few times - Repeat the procedure with the second picture - Do choral and individual repetition - Play the recording through for Ss to listen and say along - Call some pairs to role-play and repeat the dialogues 3.Point and say - Tell Ss that they are going to talk (13’) about school things using These/ Those are + school things - Point to each school thing , check comprehension and then have Ss to read aloud each school thing - Use the first picture as an example and put the question and answer on the board - Have Ss repeat a few times chorally and individually - Ask Ss to work in pairs - Call some Ss to practice in front of the class 4.Let’s talk (8’) - Tell Ss that they are going pen, Groups rubber, pencil, pencil case, notebook, schoolbag, pencil sharpener, ruler Model sentence: A: These are my books B: Are they? A: Yes, they are Whole class -pairs Sentence patterns: A These are my notebooks B, Those are my pens C, These are my pencil cases Sentence -whole class Pairs individua l 5.Home-link (2’) practise more with their friends - Give Ss seconds to look at the pictures and elicit the name of each school things - Ask Ss to predict the information they have to fill in the gaps - Call some Ss to read loud their prediction - Have some Ss make their sentences based on these pictures - Put them on the board and have Ss repeat them a few times - Do the first picture as example if Ss don’t understand - Ask Ss work in pairs in mins - Call some pairs to act out the dialogue - Give comments - Ask Ss to practise asking and answering about school things patterns: A These are my books B, These are my pens individua l C, Those are my pencil cases -pairs Whole class Week: 13 Date of planning: 29/11/2015 Date of teaching: 01/12/2015 Period: 49 UNIT 8: THIS IS MY PEN Lesson 2: 4-5-6 Objective Language focus Resources PROCEDURE Steps 1.Oral test (5’) Ss will be able to use the words and phrases related to the topic School things, identify school things and improve listening and writing skills - Vocabulary: desk - Pattern sentences: A, These are my books and my pens B, Those are my pens and my rulers Tape, textbook, flashcards, pictures Learning activities - Tell Ss that they are going to review the struture: Language Modes focus Model: Individual A,This is Listen and number(10’) Read and write (10’) This/ That is + school thing These/ Those are + school things - Use the picture cards as prompts - Call some Ss to go to the board to introduce their school things -Listen, correct their pronunciation and sentence structure if needed -Give comments - Ask Ss to pay attention to pictures on page 55 then identify the school things - Ask Ss to predict the order of these picture - Write their prediction on the board - Ask Ss to listen to the tape and choose , number the right picture then write the number in the picture Ss hear - Play the tape three times to listen - Call some Ss to read loud their answer with their explanations - Play the tape again to check their predicts with their answers - Give feedback and comments - Tell Ss that they are going to read the text and fill the gaps - Read loud the text slowly and ask Ss to pay attention - Give a few seconds for Ss to read the text in silence again.Check comprehension - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Write the correct answers on the board -Call individual Ss to read the my pen B, These are my pencils Key: A3 B4 C2 D1 Key: 1.name small, nice school bag books, notebooks pencil cases, pens Whole class Individual Whole class pairs individual Let’s write (10’) 5.Home-link (5’) sentences aloud - Tell Ss that they are going to write about their school things -Give a few minutes for Ss to read the text and look at the pictures -Check comprehension and give feedback - Give Ss mins to fill the gaps - Tell Ss to swap and check their answers before checking as a class - Call two Ss to write their answers on the board -Read aloud and check with whole class - Give comments Key: are pens, books are, pencils, rulers Whole class Pairs Individual Have Ss to read the text in activity (page 55) again at home Whole class Week: 13 Date of planning: 29/11/2015 Date of teaching: 01/12/2015 Period: 50 UNIT 8: THIS IS MY PEN Lesson 3: – – Objective Language focus Resources PROCEDURE Steps Warm up (5’) 2.Listen and repeat (10’) - Ss will be able to pronunciate the sound r, th in the words ruler and these respectively - Phonics: ruler, these  / r/ and /th/ Tape, textbook, pictures Learning activities Language focus -Have Ss sing the song This is the way we go to school - Have Ss open the book page 56, Phonics: look at the words ruler, these /r/ and /th/ Modes Whole class and notice the letter coloured differently in both words - Produce the sound of the letter r in the word ruler and th in the word these r: ruler Those are rulers th: these These are pens Whole class - Read loud the sounds and ask Ss to repeat chorally Individual - Call some Ss repeat individually - Correct their pronunciation if needed Listen and write (10’) - Ask Ss to pay attention to exercise on page 56 Modes: These are my rulers - Play the tape times and ask Ss to Are these your listen carefully books? - Ask Ss to write the words they hear then exchange the information with their partner - Ask Ss to read sentences and guess the missing information - Call some Ss to write their answers on the board Individual Pairs Individual - Play the tape again and check with whole class - Check and give feedback 4.Let’s chant (10’) - Play the tape “ Look! Look! Look!” for Ss to listen while they are reading the chant in their books - Call on a group of six: three of Whole class 5.Home-link (5’) them to repeat each line of the chant - Show Ss how to say the chant and the actions - Play the recording a few times for Ss to choral and individual repetition - Have Ss practice the chant in groups and clap the syllables - Monitor the activity and offer help when necessary/ correct typical pronunciation errors - Call on a group to recite the chant The others clap the syllables - Listen and give comments Have Ss to practise chanting “Look! Look! Look!”” at home Groups Whole class Week: 13 Date of planning: 01/12/2015 Date of teaching: 03/12/2015 Period: 51 UNIT 8: THIS IS MY PEN Lesson 3: – – Objective Language focus Resources PROCEDURE Steps 1.Warm up(5’) 2.Read and match(10’) Ss will be able to pronunciate the sound r, th in the words ruler and these respectively and improve reding skill Phonics: ruler, these  / r/ and /th/ Tape, textbook, pictures Learning activities Language focus - Have Ss chant “Look! Look! Look!” - Tell Ss that they are going to Key: read the sentences on the left and b Modes Whole class Whole Read and write (10’) 4.Project (10’) pair them with those on the right by drawing a line between them - Give a few second for Ss to read the text in silence Check comprehension and give feedback - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call a few open pairs to read the dialogues - Tell Ss that they are going to read the text and fill the gaps - Give Ss mins to read each sentence in silence - Check comprehension and give feedback - Give mins for Ss to the task in pairs - Get Ss to swap and check their answers before checking as a class - Write the correct answers on the board for Ss to copy down into their notebooks - Do choral and individual repetition - Tell Ss that they are going to draw, colour and then write the names of two school things - Have Ss present them to class - Check understanding and get Ss to prepare the necessary school things (paper, pens, pencils…) - Call several Ss to the front of the class and present their works Example: This is my + school thing These are my + school things 2d 3a 4c class Individual Pairs Pairs Key: name This is These are, pens, notebooks That is those are Individual Pairs Individual Models : - This is my pens - These are my books Whole class/ individual Whole class Individual Groups 5.Home-link (5’) - Listen and give comment - Have Ss learn by heart the school things at home Whole class Week: 13 Date of planning: 10/12/2015 Date of teaching: 12/12/2015 Period: 52 Objective Language focus Resources PROCEDURE Steps ADDING ACTIVITY Ss will be able to review the vocabulary and structure of unit 6, unit 7, unit Sentence Partners: Revisions Vocabulary: Revisions Tape, textbook, flashcards, pictures Learning activities Language focus 1.Warm up (4’) -Have Ss sing the song 2.Listen and - Tell Ss that they are going to action (11’) listen and action - Divide class into groups : A, B, C and D - Call each group in turn to go Modes Whole class New words: Stand up, sit down, come here, don’t talk, be quiet, Groups to the board, read loud the instructions and the other groups the action - Listen and check - Correct the mistake if needed Look and - Stick some school facilities on say (10’) the board - Ask Ss to look at the picture, ask and answer about school facilities, using: A: Is your + school facility + adjective? B: Yes, it is/ No, it isn’t - Ask Ss to work in pairs in mins - Call some pair to perform - Listen and give comment - Correct if needed 4.Match the - Stick some picture about picture with the school things with colour on the answer (10’) right and write the sentences on the left of the board - Ask Ss to answer by drawing a line between them Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class 5.Home-link (5’) -Ask Ss prepare the next lesson at home … Sentence pattern: A: Is your + school facility + adjective? B: Yes, it is/ No, it isn’t pairs Key: 1.c 2.a 3.d 4.b Pairs Pairs Week: 13 Date of planning: 01/12/2015 Date of teaching: 03/12/2015 Period: 52 UNIT 9: WHAT COLOUR IS IT? Lesson 1: – – Objective Ss will be able to use the words and phrases related to the topic Colours, ask and answer questions about someone’s school things Language Vocabulary: desk, here focus Sentence patterns: a Is this your school bag? b Is that your pen? Yes, it is No, it isn’t My pen is here Resources Ss’book, recording, posters,… PROCEDURE Steps Learning activities Language Modes focus 1.Warm-up (5’) -Get Ss to play the game Key: Whole Wordsquare about school  Book class things Rubber Pencil Desk T B O O K H W X R U B B E M C L A Y G U R P E N C I O E 2.Look, listen & repeat (10’) R D E S L Bag School Pen ruler K E Z N B A G W R T S C H O O L - Tell them that they are going to aks and answer the question Is this/ that your + ( school thing)? - Read aloud short dialoges - Have Ss repeat the text in the bubbles a few times - Repeat the procedure with the second picture - Ask Ss to choral and individual repetition, pointing to the characters speaking - Point to the picture and ask Ss to look at the text in speech bubbles - Play the recording for Ss listen and say along 3.Point and say - Tell Ss that they are going to (10’) practise asking and answering the question: Is this/ that your + ( school thing)? - Teach the vocabulary: desk -Have Ss repeat in choral and individual - Point to the first picture and elicit the word to fill the gap - Put the sentence on the board - Have Ss repeat a few times - Get Ss to make the same Vocabulary: here Sentence patterns: A:Is this your school bad? B: Yes, it is -Whole class A:Is that your pen? B: No, it isn’t -Groups My pen is here Vocabulary: desk Sentence patterns: Is this/ that your….? - Yes, it is - No, it isn’t -Whole class sentence, using the picture in the book 4.Let’s talk (13’) 5.Home-link (2’) Individual - Tell Ss that they are going to practise more with their friends - Give a few seconds for Ss to look at the pictures and identify each school thing - Ask Ss to fill in the blank - Put the sentence on the board and choral and individual repetition - Get Ss to work in pairs, using the picture in the book -Ask Ss to learn by heart the school things at home Sentence patterns: Is this/ that your….? - Yes, it is - No, it isn’t Individual Pairs Pairs Whole class Week: 14 Date of planning: 06/12/2015 Date of teaching: 08/12/2015 Period: 53 UNIT 9: WHAT COLOUR IS IT? Lesson 1: – – Objective Language focus Resources PROCEDURE Steps 1.Oral test (5’) Ss will be able to use the words and phrases related to the topic Colours, ask and answer questions about someone’s school things Vocabulary: desk, here Sentence patterns: b Is this your school bag? b Is that your pen? Yes, it is No, it isn’t My pen is here Ss’book, recording, pictures,… Learning activities - Call a few pairs the front of the class to ask and answer the question: Is this/ that……? - Correct their Language focus Modes Model: Pairs A: Is this/that your pen? B: Yes, it is/ No, it isn’t 2.Listen & tick (10’) 3.Look, read and write (10’) 4.Let’s write (10’) pronunciation, if necessary - Give comments - Tell Ss that they are going to listen and tick the correct boxes next the pictures - Give a few seconds for Ss to look at the pictures - Play the recording times through for Ss to listen and tick the correct answers - Ask Ss to exchange their answers with their partners before reporting them to the class - Call some Ss to read loud their answers - Listen and give feedback - Tell Ss what they are going to fill the gap - Ask Ss to look at the pictures - Elicit the words filling the gaps - Ask Ss to read individually silently and complete the sentences - Go around to offer help if necessary - Get Ss to swap and check their answers with their friends - Ask Ss to read their answers aloud to the class - Tell Ss that they are going to read the text and fill the gaps - Give Ss a few seconds to look at the pictures and read the text in silence - Check comprehension and - Get Ss to swap and check Key: 1b 2a 3b Whole class individual -pairs Key: pen, it is pencil case, it isn’t school bag, it is book, it is individual -whole class individual -pairs Key: This is a school bag Is this your school bag? - Yes, it is That is a pencil case individual Groups 5.Home-link (5’) their answers before writing the correct answers on the board for Ss to copy down into their notebooks - Call a few Ss in open pairs to the dialogue - Have Ss learn by heart the school things they have learnt Is that your pencil case? - No, it isn’t Whole class Week: 14 Date of planning: 06/12/2015 Date of teaching: 08/12/2015 Period: 54 UNIT 9: WHAT COLOUR IS IT? Lesson 2: – – Objective Ss will be able to ask and answer questions about the colours of school things Language Vocabulary: colour, box, red, green, blue, black, brown, focus yellow, white, orange Sentence patterns: a, What colour is your box? -It’s red b, What colour are your pencils? -They are green Resources Books, teachers’ book, notebooks, cards and cassette PROCEDURE Steps Learning activities Language Modes focus 1.Warm-up (5’) - Call two groups of four to the Model: Groups front of the class, have one group A: Is this point to something that is near or your pen? far and ask: B: Yes, it Is this…….? is/ No, it Is that……? isn’t - Ask other group to answer the question 2.Look, listen & repeat (12’) - Tell Ss that they are going to ask and answer the questions about colours - Draw Ss’ attention to the first picture and elicit the names of the characters and what they say - Explain the new vocabulary: colour, box, green - Read loud the vocabulary a few times, have Ss repeat chorally and individually - Play the recording through for Ss to listen and say along - Call some pairs to role-play and repeat the dialogues Vocab: colour, box, green Model sentence: a, What colour is your box? - It’s red b, What colour are your pencils? They are green 3.Point and say - Tell Ss that they are going to (13’) practice asking and answering questions about the colours of school things - Draw Ss’ attention to the pictures - Check comprehension and teach the new vocabulary: red, blue, black, brown, yellow, white, orange - Read loud the vocabulary a few times, have Ss repeat chorally and individually - Have Ss repeat the text in bubbles a few times - Point to the pictures and elicit the words to fill the gaps - Put the sentences on the board - Have class repeat the question and the answer Vocab: 4.Let’s talk (8’) - Tell Ss that they are going practise more with their friends - Give Ss seconds to look at the Sentence patterns: A:What Whole class -pairs red, blue, black, brown, yellow, white, orange Model sentence: -whole class A:What colour is/are your ……? Pairs individual B It is/ they are… pictures, elicit the name of each school things and the colours - Ask Ss to predict the information they have to fill in the gaps - Put them on the board and have Ss repeat them a few times - Do the first picture as example if Ss don’t understand - Ask Ss work in pairs in mins - Call some pairs to act out the dialogue - Give comments 5.Home-link (2’) colour is/are your ……? B It is/ they individual are… -pairs Whole class - Ask Ss to practise asking and answering about the colours of school things Week: 14 Date of planning: 08/12/2015 Date of teaching: 10/12/2015 Period: 55 UNIT 9: WHAT COLOUR IS IT? Lesson 2: 4-5-6 Objective Language focus Resources PROCEDURE Steps Ss will be able to talk about the colours of school things Vocabulary: bookcase 1.Oral test (5’) - Tell Ss that they are going to ask and answer the structure: A: What colour is/ are your + school thing(s) B: It is/ They are + (colour) - Call some pairs to go to the board and perform - Listen and give comments Tape, textbook, flashcards, pictures Learning activities Language focus Model: a, What colour is your box? - It’s red b, What colour are your pencils? - They are green Modes pairs Listen and number(10’) Read and match (10’) Let’s sing (10’) - Ask Ss to pay attention to pictures on page 61 then identify the school things - Ask Ss to predict the order of these picture - Write their prediction on the board - Ask Ss to listen to the tape and choose , number the right picture then write the number in the picture Ss hear - Play the tape three times to listen - Call some Ss to read loud their answer with their explanations - Play the tape again to check their predicts with their answers - Give feedback and comments Key: - Tell Ss that they are going to match the sentences on the left with the pictures on the right - Read loud the sentences slowly and ask Ss to pay attention - Give a few seconds for Ss to read the text in silence again.Check comprehension - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Write the correct answers on the board -Call individual Ss to read the sentences aloud - Ask Ss to open their Student’s book on page 61 Tell them that they are going to sing the My new pen song - Play the recording times for Ss to get familiarized with the Key: 1.b 2.d 3.a 4.e 5.c A3 B2 C4 D1 Whole class Individual Whole class pairs individual 5.Home-link (5’) pronunciation, the stress, the rhythm and the intonation of the song - Play the recording again, pausing after each line for Ss to repeat - Play the recording once more for Ss to repeat the whole song - Call on some Ss to sing the song in front of the class The rest of the class clap their hands at rhythms Have Ss to sing the song My new pen at home Groups Whole class Week: 14 Date of planning: 08/12/2015 Date of teaching: 10/12/2015 Period: 56 UNIT 9: WHAT COLOUR IS IT? Lesson 3: – – Objective Language focus Resources PROCEDURE Steps Warm up (5’) 2.Listen and repeat (10’) - Ss will be able to pronunciate the sound i, o in the words it and orange respectively - Phonics: it, orange  / i/ and /o/ Tape, textbook, pictures Learning activities Language focus -Have Ss sing the song My new pen - Have Ss open the book page 62, Phonics: look at the words it, orange and /i/ and /o/ notice the letter coloured differently in both words - Produce the sound of the letter i in the word it and o in the word orange i: it What colour is it? Modes Whole class o:orange It’s orange - Read loud the sounds and ask Ss to repeat chorally Whole class - Call some Ss repeat individually Individual - Correct their pronunciation if needed Listen and write (10’) - Ask Ss to pay attention to exercise on page 62 Modes: It is my - Ask Ss to read sentences and school bag guess the missing information My - Play the tape times and ask Ss to favourite colour is listen carefully orange - Ask Ss to write the words they hear then exchange the information with their partner - Call some Ss to write their answers on the board Individual Pairs Individual - Play the tape again and check with whole class - Check and give feedback 4.Let’s chant (10’) - Play the tape “ What colour is it?” for Ss to listen while they are reading the chant in their books - Call on a group of six: three of them to repeat each line of the chant - Show Ss how to say the chant and the actions - Play the recording a few times for Ss to choral and individual repetition Whole class Groups 5.Home-link (5’) - Have Ss practice the chant in groups and clap the syllables - Monitor the activity and offer help when necessary/ correct typical pronunciation errors - Call on a group to recite the chant The others clap the syllables - Listen and give comments Have Ss to practise chanting “What colour is it?” at home Whole class Week: 15 Date of planning: 13/12/2015 Date of teaching: 15/12/2015 Period: 57 Objective Language focus Resources PROCEDURE Steps 1.Warm up(5’) 2.Read and match(10’) UNIT 9: WHAT COLOUR IS IT? Lesson 3: – – Ss will be able to : - pronunciate the sound i, o in the words it and orange respectively - improve reading skill - Phonics: it, orange  / i/ and /o/ Tape, textbook, pictures Learning activities - Have Ss chant “What colour is it?” - Tell Ss that they are going to read the sentences on the left and pair them with those on the right by drawing a line between them - Give a few second for Ss to read the text in silence Check comprehension and give feedback Language focus Modes Whole class Key: 1c 2d 3a 4b Whole class Individual Pairs Read and complete (10’) 4.Project (10’) - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call a few open pairs to read the dialogues - Tell Ss that they are going to read and fill the gaps with the appropriate words - Give Ss few seconds to read the text and words in the box in silence - Get Ss to work in pairs - Give Ss mins to the task and go around and offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call some Ss to read aloud each sentence in the text - Listen and check, give comment - Tell Ss that they are going to colour the rainbow and talk about its colours with their classmates - Check understanding and get Ss to prepare the necessary school things (crayons) -Give Ss mins to the project in class - Get Ss to work in groups - Go around to offer help, if necessary - Call individual Ss to the front of the class and present their rainbow Example: This is my rainbow It is + Pairs Key: green desk They pens colour Whole class Pairs individual Models : - This is my pens - These are my books Whole class Individual Groups 5.Home-link (5’) (colour) - Have Ss stick their rainbows on the walls of the classroom and choose the best five - Give comment - Have Ss learn by heart the colours at home Whole class Week: 15 Date of planning: 13/12/2015 Date of teaching: 15/12/2015 Period: 58 UNIT 10: WHAT DO YOU DO AT BREAK TIME? Lesson 1: – – Objective Language focus Ss will be able to ask and answer questions about break-time activities Vocabulary: break time, play, badminton, football, chess, basketball, table tennis Sentence patterns: Resources PROCEDURE Steps 1.Warm up(5’) 2.Look, listen & repeat (10’) A: What you at break time? B: I play……… Ss’book, recording, posters,… Learning activities - Have Ss chant “What colour is it?” - Ask Ss to identify the characters in the picture on page 64 and what they are doing Language focus Modes Whole class Vocabulary: Badminton, football, break time, play - Set the scene “you are going to listen to Linda and Mai asking about some games - Play the recording and asks Ss to listen to the tape twice - Ask Ss to listen and repeat in chorus two times - Have whole class repeat all the phrases a few times to reinforce their pronunciation 3.Point and say - Tell Ss that they are going to (10’) practise asking and answering the question: What you at break time? - Teach the vocabulary: chess, basketball, table tennis -Have Ss repeat in choral and individual - Point to the first picture and elicit the word to fill the gap - Put the sentence on the board - Have Ss repeat a few times - Get Ss to make the same sentence, using the picture in the book - Call some Ss to speak aloud - Correct their pronunciation if needed 4.Let’s talk - Tell Ss that they are going to (13’) practise more with their friends - Give a few seconds for Ss to look at the pictures and identify each game - Ask Ss to fill in the blank - Put the sentence on the board and chotal and individual repetition - Get Ss to work in pairs, using Sentence patterns: A:What you at break time? B: I play badminton -Whole class -Groups Vocabulary: chess, basketball, table tennis Sentence structure: A: What you at break time? -Whole B: I play + class ( game) Individual Sentence patterns: A: What you at break time? B: I play football/ table tennis/ chess/ basketball… Individual Pairs 5.Home-link (2’) the picture in the book - Go around to offer help - Correct the pronunciation, if necessary - Call a few pairs to act out the dialogue in front of the class -Ask Ss to learn by heart the games at home Pairs Whole class Week: 15 Date of planning: 15/12/2015 Date of teaching: 17/12/2015 Period: 59 UNIT 10: WHAT DO YOU DO AT BREAK TIME? Lesson 1: – – Objective Language focus Ss will be able to ask and answer questions about break-time activities, improve listening and reading skills Vocabulary: break time, badminton, football, chess, basketball, table tennis Sentence patterns: Resources PROCEDURE Steps 1.Oral test (5’) A: What you at break time? B: I play……… Ss’book, recording, pictures,… Learning activities - Call a few pairs the front of the class to ask and answer the question: A: What you at break time? B: I play + game Language focus Modes Model: Pairs A: What you at break time? B: I play 2.Listen & tick (10’) 3.Look, read and write (10’) 4.Write about you (10’) - Correct their pronunciation, if necessary - Give comments - Tell Ss that they are going to listen and tick the correct boxes next the pictures - Give a few seconds for Ss to look at the pictures - Play the recording times through for Ss to listen and tick the correct answers - Ask Ss to exchange their answers with their partners before reporting them to the class - Call some Ss to read loud their answers - Listen and give feedback - Tell Ss what they are going to fill the gap - Ask Ss to look at the pictures and read the text - Elicit the words filling the gaps - Ask Ss to read individually silently and complete the sentences - Go around to offer help if necessary - Get Ss to swap and check their answers with their friends - Ask Ss to read their answers aloud to the class football/ table tennis/ chess/ basketball… - Tell Ss that they are going to write about their activities at break time - Check comprehension and give feedback - Give Ss mins to the task Key: I play + (Ss’own games.) Key: 1b 2b 3a Whole class individual -pairs Key: chess table tennis badminton individual -whole class individual -pairs individual Individual - Get Ss to swap and check their answers before writing the correct answers on the board for Ss to copy down into their notebooks - Call some Ss to write their sentences on the board - Read and correct if needed - Have Ss learn by heart the vocabulary about games at home 5.Home-link (5’) Whole class Week: 15 Date of planning: 15/12/2015 Date of teaching: 17/12/2015 Period: 60 UNIT 10: WHAT DO YOU DO AT BREAK TIME? Lesson 2: – – Objective Ss will be able to ask and answer about games they like playing at break time , develop speaking skill Language Vocabulary: like, hide – and – seek, skipping, skating, blind focus man’s bluff Sentence patterns: a,A: Do you like badminton ?B: Yes, I b,A: Do you like hide- and- seek? B: No, I don’t Resources PROCEDURE Steps 1.Warm-up (5’) Books, teachers’ book, notebooks, cards and cassette Learning activities - 2.Look, listen & repeat (12’) - Language Modes focus Have Ss play the game Words: Groups Matching Badminton, Stick the pictures about games chess, and ask Ss to match them with basketball, correct words table Call some Ss to play the game tennis, football, Have Ss look at the pictures a, b, Vocab: Whole c, d on page 66 like, hide – class - Elicit the actives in the pictures and their doing - Tell them to guess and respond to the first character Then fill the speech bubbles with the correct phrases prompted by Ss - Have ss repeat a few times - T models the dialogue A: Do you like playing badminton ? B: Yes, I / No, I don’t I like playing chess - Have the whole class repeat all the phrases - Ask Ss to practice in pairs - Call on some pairs to perform the task at the front of the class Others observe and comment - Have the whole class repeat the question and answer in chorus to reinforce their pronunciation 3.Point and say - Tell Ss that they are going to (13’) practice asking and answering questions Do you like + (activity)? - Draw Ss’ attention to the pictures - Check comprehension and teach the new vocabulary: like, hide – and – seek, skipping, skating, blind man’s bluff - Point to the pictures and elicit the words to fill the gaps - Put the sentences on the board - Have class repeat the question and the answer - Ask Ss to practise in pairs - Call some Ss to practise in front of the class 4.Let’s talk - Tell Ss that they are going practise (8’) more with their friends - Give Ss seconds to look at the pictures, elicit the name of each activity - Ask Ss to predict the information and – seek Model individual sentence: A: Do you like playing badminton ? B: Yes, I / No, I don’t I like playing chess Whole class Pairs Whole class Vocab:like, hide – and – seek, skipping, skating, whole blind man’s class bluff Model sentence: A:Do you like skipping? B: Yes, I do/ No, I Pairs don’t Sentence patterns: A:Do you like + (activity) ? B: Yes, I 5.Home-link (2’) they have to fill in the gaps do/ No, I - Call some Ss to read loud their don’t prediction - Have some Ss make their sentences based on these pictures - Put them on the board and have Ss repeat them a few times - Do the first picture as example if Ss don’t understand - Ask Ss work in pairs in mins - Call some pairs to act out the dialogue - Give comments - Ask Ss to practise asking and answering about the activities at home individual -pairs Whole class Week: 16 Date of planning: 20/12/2015 Date of teaching: 22/12/2015 Period: 61 UNIT 10: WHAT DO YOU DO AT BREAK TIME? Lesson 2: 4-5-6 Objective Language focus Resources PROCEDURE Steps 1.Oral test (5’) Listen and number(10’) Ss will be able to talk about activities they like playing at break time , develop listening and reading skill Vocabulary: like, hide – and – seek, skipping, skating, blind man’s bluff Tape, textbook, flashcards, pictures Learning activities Language focus Model: A: Do you like chess? B: Yes, I do/ No, I don’t - Tell Ss that they are going to ask and answer the structure: A: Do you like + (activity) B: Yes, I / No, I don’t - Call some pairs to go to the board and perform - Listen and give comments - Ask Ss to pay attention to Key: pictures on page 67 then identify the activities A4 - Ask Ss to predict the order of B2 Modes pairs Whole class these picture C1 - Write their prediction on the D3 board - Ask Ss to listen to the tape and choose , number the right picture then write the number in the picture Ss hear - Play the tape three times to listen - Call some Ss to read loud their answer with their explanations - Play the tape again to check their predicts with their answers - Give feedback and comments Read and write (10’) - Read loud the text and the sentences in exercise - Ask Ss to work in pairs in mins to read and fill the correct word phrases for the exercise - Go around to help Ss - Get Ss to write their answers on the board - Check and correct mistakes - Ask Ss to read aloud all sentences Let’s sing (10’) - Ask Ss to open their Student’s book on page 67 Tell them that they are going to sing the Hide – and – seek song - Play the recording times for Ss to get familiarized with the pronunciation, the stress, the rhythm and the intonation of the song - Play the recording again, pausing after each line for Ss to repeat - Play the recording once more for Ss to repeat the whole song - Call on some Ss to sing the song in front of the class The rest of the class clap their hands at rhythms Individual Key: Individual table tennis Pairs like chess they like badminton Individual Groups 5.Home-link (5’) Have Ss to sing the song Hide – and – seek at home Whole class Week: 16 Date of planning: 22/12/2015 Date of teaching: 24/12/2015 Period: 64 REVIEW II Objective By the end of this unit, Ss will be able to: + listen and identify specific information + read and identify specific information + read and identify general ideas Language focus Vocabulary: from Unit to Unit 10 Sentence Patterns: from Unit to Unit 10 Resources Tape, textbook PROCEDURE Steps 1.Warm up (4’) Listen and tick (10’) Listen and number (10’) Learning activities Language focus T has Ss sing the Come in and sit down song Modes Whole class - T tells Ss that they are going to listen and tick the correct boxes - T gives a few seconds to look at pictures on textbook - T checks comprehension and elicits information in the pictures and gives feedback - T plays the recording through three times and asks Ss the task - T plays recording for Ss check their answers - T collects answers from Ss - T plays the recording again to check as a class Key: 1.a 2.b 3.a 4.b 5.b - T tells Ss that they are going to listen and number the correct boxes - T gives a few seconds to look at pictures on textbook - T checks comprehension and elicits information in the pictures and gives feedback - T plays the recording through three times and asks Ss the task - T plays recording for Ss check their answers - T asks Ss work in pairs to share Key: a.3 b.4 c.1 d.2 Whole class Individ ual Teacher – whole class Whole class  Individ ual their answers - T plays the recording again to check as a class Read and complete (10’) Consolidation (6’) - T tells Ss that they are going to read the text and fill the gaps - T gives Ss some seconds for Ss read the text in silence and then checks comprehension - T asks Ss the task for minutes - T gets Ss to swap and check their answers before checking as a class - T lets Ss choral and individual repetition of the text Pairs Key: e c a b d - T reinforces the content Week: 17 Date of planning: 27/12/2015 Date of teaching: 29/12/2015 Period: 66 REVISION FOR THE FIRST TERM TEST Objective By the end of this unit, Ss will be able to: + listen and identify specific information + read and identify specific information + read and identify general ideas Language focus Vocabulary: from Unit to Unit 10 Sentence Patterns: from Unit to Unit 10 Resources Tape, textbook Teacher – whole class Whole class Individ ual Teacher – whole class Teacher PROCEDURE Steps 1.Warm up (6’) Read and match (10’) Look and say (20’) Learning activities Language focus - T has Ss sing a song - T tells Ss that they are going to read the questions on the left and pair them with the suitable answers on the right by drawing a line between them - T gives Ss a few second to read in silence Check their comprehension and give feedback - T asks Ss the task for minutes - T calls some volunteers go to the board and write down their answers The others give comment - T gives feedback - T has a few pairs act out the dialogues Key: e c a b d - T tells Ss that they are going to some dialogues - T asks Ss look at the pictures and read the text in silence for a few seconds - T checks their comprehension and elicits the words to fill the gaps and give feedback - T gets Ss work in pairs Go around to offer help, if necessary - T calls some pairs act out the dialogues T gives feedback and Key: a I play football b Yes, they are/ No they aren’t c What colour are your pencils? d May I open the book? Modes Whole class Teacher – whole class Individua l Pairs Teacher – whole class Pairs Consolidation (4’) praises Ss who did well and encourages Ss to listen and make improvement - T reinforces the content Teacher Week: 17 Date of planning: 27/12/2015 Date of teaching: 29/12/2015 Period: 65 SHORT STORY:CAT AND MOUSE Objective Ss are able to tells story Language focus -Vocabulary: -Sentence patterns: Resources Procedure Steps Learning activities Language focus Modes T has Ss sing the The more I.Warm up (5’) we are together song II Short story: Cat and Mouse Whole class - T tells Ss that they are going to work individually to fill the gaps for minutes - T asks Ss work in group of Fill the gaps Then listen and and practice the conversation check - T plays the recording (15’) times for Ss listen, check their answers Key: Pic.2 Hello Pic.2.meet you Pic.4.your/ Yes Pic.5.chair Asks and answer the questions (15’) Key: Whole He’s white class No, he isn’t He’s black Maurice is red It’s big Individual  Consolidation (5’) - T tells Ss that they are going to read and answer the questions Give them minutes to read the questions and the story again - T tells Ss underline the key words in the questions and find the answers in the story - T asks Ss the task for minutes - T gets Ss work in groups to share their answers - T calls some open pairs to read aloud the questions and answers - T gives feedback - T reinforces the content Individual Groups Yes, it is Groups Pairs Teacher – whole class Teacher Week: 17 Date of planning: 29/12/2015 Date of teaching: 31/12/2015 Period: 67 REVISION FOR THE FIRST TERM TEST Objective Ss are able to reinforce vocabulary and sentence patterns that they had learnt from Unit to Unit 10 Language focus Vocabulary: Sentence patterns: review Resources Procedure Steps Textbook, pictures Learning activities Language focus T has Ss sing the The more 1.Warm up (5’) we are together song Number the sentences Then act out in pairs (15’) - T tells Ss that they are going to read the text and number the sentences in the correct order Give Ss a few seconds to read the text - T asks Ss the task for minutes Modes Whole class Key: 6–7–5–3 –1–2–4 Whole class Individual Put the words in the correct order (15’) Consolidation (5’) - T asks Ss to swap and check their answers before checking as a class - T asks Ss work in pair to make dialogues for minutes - T calls some pairs to present in front of the class - T gives comment - T tells Ss that they are going to put the words in the correct order to make sentences - T gives Ss a few second to read the text in silence - T asks Ss the task for minutes - T calls some volunteers to read aloud the answer The others give comment - T gives feedback - T reinforces the content Pairs Teacher – whole class Key: Teacher – Is that whole class your chair? Do you like hide – and – seek? Pleased to meet you Let’s play Individual hide-andseek Is this your house? Teacher Week: 17 Date of planning: 29/12/2015 Date of teaching: 31/12/2015 Period: 68 REVISION FOR THE FIRST TERM TEST Objective Ss are able to reinforce vocabulary and sentence patterns that they had learnt from Unit to Unit 10 Language focus Vocabulary: review Sentence patterns: review Resources PROCEDURE Steps 1.Warm up (5’) Read and match (15’) Learning activities Language focus - T has class sing “ Let’s count from one to ten” - Tell Ss that they are going to Key: read the sentences on the left 1.e and pair them with those on the 2.d right by drawing a line between 3.b them 4.a Do you like a No, they 5.c badminton? are not What Lan and b My pen is Hoa like? black Modes Whole class Whole class pairs What colour is your pen? Are these your rulers? Is this your book? Put the words in the correct order (15’) c Yes, it is d Lan and Hoa like chess e Yes, I - Give a few second for Ss to read the text in silence Check comprehension and give feedback - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call a few open pairs to read the dialogues in mins - T tells Ss that they are going Key: what to put the words in the correct colour is order to make sentences your What/ rubber/ colour/ is/ your? rubber? play/ I/ football I play is/ this/ my/ case/ pencil football? are/ pens/ those/ my This is my pencil your/ what/ is/ name? case friends/ my/ are/ they Those are Tony/ seven/ is/ old/ years my pens What is - T gives Ss a few second to your name? read the text in silence They are - T asks Ss the task for 10 my friends minutes Tony is seven years - T calls some volunteers to old read aloud the answer The others give comment - T gives feedback pairs Pairs Teacher – whole class Individua l Consolidation (5’) - T reinforces the content Teacher PERIOD: 70 I OBJECTIVE: A Aim: By the end of this test, Ss themselves will be able to test the knowledge they have learnt in the first semester B Knowledge: * Vocabulary: words related to unit to 10 * Sentence structure: a What’s your name? e What colour is + school thing? - My name’s + name - It’s + colour b How you spell your name? c How old are you? - I’m + number + years old d Is your + school facility + adjective? - Yes, it is/ No, it isn’t It’s + adjective C Skills: listening, writing, reading, speaking IV FRAMEWORK Contents Listenin g Listen and tick Degree Degree Degree sents sents (0.25/ each) (0.25/ each) sents sent sent (0.25/ each) (0.25/ each) (0.25/ each) sents sents (0.25/ each) (0.25/ each) sents sent sent (0.25/ each) (0.25/ each) (0.25/ each) word words word (0.25/ each) (0.25/ each) (0.25/ each) sents sents (0.25/ each) (0.25/ each) words word (0.25/ each) (0.25/ each) sents sent (0.25/ each) (0.25/ each) Total I Listen and number Listen and circle Listen and complete 1,0 1,0 1,0 1,0 II Reading and writing Look and write Look and read Put a tick Read and complete Read and write the numbers 1,0 1,0 1,0 sent 1,0 (0.25/ each) III Speaking Look, listen pics 1,0 and point 10 Answer the question Total (0.5/each) sents (0,2/ each) 5,0 4,0 V ANSWER KEY AND AUDIO SCRIPT: PART 1: LISTENING ( 20 minutes) Question 1: Listen and tick (1 pt) B B Audio script: A A A: May I come in Miss Hien? B: Yes, you can Miss Hien: Goodbye class Class: Goodbye teacher Let’s play hide and seek A: Is that your pen? B: Yes, it is Question 2: Listen and number (1 pt) Audio script: Mai: Phong, this is my school Phong: Oh, it’s very beautiful What is that? Mai: That is the gym Phong: Is this the computer room? Mai: Yes, it is And that is the library 1,0 1,0 10 Question 3: Listen and circle.(1 pt) B Audio script: B A C 1.A: What colour is your book? B: It’s blue 3.A: How old are you, Mai? B: I’m eight years old A: That’s Peter And that’s Mai B: Are they your friends? A: No, they are not A: How you spell your name? B: P-E-T-E-R Question 4: Listen and complete (1pt) This Audio script: you old ten Tony: Hi, mom.(1) This is my friend Gogo Gogo, this is my mother Gogo: Good afternoon, Mrs Smith Nice to meet (2) you Mrs Smith: Hello, Gogo Nice to meet you, too How (3) old are you? Gogo: I’m five Who’s that, Tony? Tony: Ah, she’s my sister Gogo: How old is she? Tony: She’s (4) ten PART 2: READING AND WRITING (15 minutes) Question 5: Look and write (1pt) Pencil Ten Book Sit dow Question 6: Look and read Put a tick (√ ) or a cross (X) in the box (1pt) √ √ X √ Question 7: Read and complete (1pt) name My spell Question 8: Read and write the numbers (1pt) A D B PART 3: SPEAKING (5 minutes) C M-A-I Question 9: Look , listen and point (1pt) A: What colour is your pen? B: It’s black He is ten years old This is my pencil case This is my friend Linda Question 10: Answer the question (1pt) My name is + (name) (Spell) I’m + (number) + years old Yes, it is/ No, it isn’t It is + (adj) It’s + (colour) PERIOD: 71 UNIT 11: THIS IS MY FAMILY Lesson 1: – – Objective Ss will be able to: + use the words and phrases related to the topic My family + ask and answer questions about family members, using Who’s that?- He’s/ She’s +(family members) Language focus Vocabulary: father, mother, grandfather, grandmother, brother, sister Sentence Patterns: Who’s that? - He’s/ She’s +(family members) Resources Tape, textbook, flashcards, pictures Procedure Steps Learning activities Language focus Modes T has Ss say aloud the What you at break time? chant Whole class - T tells Ss look at the pictures on page 6, point to the pictures and elicits the characters and what they are doing II New lesson - T plays the recording through Look, listen and asks Ss listen a few times and repeat - T plays recording again and (10’) pauses after each sentence and has Ss repeat chorally and in groups - T checks Ss’ comprehension Point and - T tells Ss are going to ask and say (10’) answer question Who’s that? - T asks Ss read aloud the sentence pattern - T asks Ss look at pictures on textbook and points to each - Who’s that? Whole => He’s/ class She’s my _  I.Warm up (2’) Groups - Who’s that? => He’s/ She’s my _ Whole class  picture and has Ss repeat the words under it a few times - T elicits the word to fill the gap - T does choral and individual repetition, using the picture on textbook - T makes model conversation which whole class Then T calls a open pairs make conversation - T asks Ss work in pairs for minutes - T calls some random pairs to present - T gives feedback and correct pronunciation if necessary Let’s talk - T tells Ss that they are going (12’) to practice more with their classmates - T gives Ss some seconds to look at members in the pictures and checks comprehension - T points to the sports and elicit the words to fill the gap - T makes conversation with the best Ss as a model - T gets a open pair to give a demonstration of the dialouge before starting the activity - T gets Ss work in pairs T goes around to offer help and correct the pronunciation, if necessary - T calls some pairs to act out the dialogue in front of the class - T gives feedback - T recalls the vocabulary by Consolidation letting Ss play the Guessing (3’) game Individual Pairs Sentence pattern: - Who’s that? => He’s/ She’s my _ Model dialogue: T: S, this is a photo of my family S: Who’s that? T: He’s my father S: He’s young T: Thank you Whole class Pairs Teacher – whole class PERIOD: 72 UNIT 11: THIS IS MY FAMILY Lesson 1: – – Objective - Ss will be able to practice listening, reading and writing skills about family Language focus - Sentence Patterns: Resources - Tape, textbook Procedure Steps review Learning activities - T divides class into teams and lets them play the game: Slap the board to check vocabulary remember - T checks as a class - T declares the winner - T points to each word and asks Ss to practice asking and answering the question: Who’s that? => It’s my +(family member) - T gives comment and leads to the new lesson II New lesson - T tells Ss are going to listen 4.Listen and and tick the correct boxes tick (10’) - T has Ss look at pictures on page for a few seconds - T checks Ss’ comprehension and gives feedback - T plays the recording through three times for Ss listen, the task individually and check their answers - T calls some Ss write down their answers on the board The others give comment Language focus I Warm up (5’) Modes Whole class Key: 1.b 2.a 3.c Whole class Individual Read and complete ( 12’) 6.Let’s sing (10’) - T plays the recording again and checks as a class - T tells Ss are going to look at the picture, read the sentences and fill in the gaps - T asks Ss look at and read the text in silence for a few seconds - T checks compression and gives feedback - T lets Ss the task individually for minutes - T goes around to offer help, if necessary - T gets Ss swap and check their answers - T writes down the correct answers on the board - T reads aloud each sentence of the song A happy family and checks compression - T plays the tape “A happy family” for Ss to listen while they are reading the sing in their books Whole class Whole class Key: family father mother brother Individual A happy family song Teacher Whole class Individual - T has Ss the choral and individual repetition of each line - When Ss are familiar with the tune, show them how to sing the song and the actions - T gets groups of Ss to sit face to face and practice singing and doing the actions - T has whole class sing the song consolidation (3’) - T recalls the content of the lesson -T asks Ss learn by heart the Groups Whole class Teacher – whole class song: A happy family song *********************************** WEEK 22 The date of preparing : 24/01/2015 The date of teaching: Class 3B: S Period 27/ 01/ 2015 Class 3A:C Period 27/ 01/ 2015 Class 3C: S Period 28/ 01/ 2015 PERIOD: 73 UNIT 11: THIS IS MY FAMILY Lesson 2: – – Objective: Ss are able to ask and answer about the age of a family member, using How old is your +(family member)? Language focus: Sentence patterns: How old is your +(family member)? =>She’s/ He’s +(age) Resources: Textbook, CD, cassette, flash cards Procedures Steps I Warm up (5’) Learning activities Game: Bingo - T asks Ss prepare a piece of paper Then write at least words that they had learnt at the previous lesson - T reads aloud a random word Ss have the same word, put a tick behind it After reading words, T asks “Who has words like me saying Bingo?” If having no Ss says Bingo, T continues reading the words Language focus Modes Teacher – whole class until having at least one St say Bingo - T checks and gives comment III New lesson Look, listen and repeat (12’) Point and say (10’) - T tells Ss look at the pictures on page and elicits the characters and what are they doing - T plays the recording times for Ss to listen - T plays the recording again and pauses after each sentence for Ss to repeat - T plays the recording again for Ss to listen and say along - T does choral and group repetition, pointing to the characters speaking - T divides class into groups and play roles to repeat dialogue Then T calls some pairs to repeat - T tells Ss are going to ask and answer the questions How old is your +(family member)? - T asks Ss look at pictures on textbook and points to each picture and teaches new words and then has Ss repeat each word a few times * How old is your => He’s/ She’s + (age) Teacher – whole class Groups Pairs * How old is your => He’s/ She’s + (age) Teacher – whole class - T elicits the word to fill the gap - T does choral and individual repetition, using the picture on textbook - T makes model with the best Groups Pairs Ss - T divides class into groups to make conversation - T asks Ss work in pairs for minutes - T calls some pairs to present - T checks as a class Let’s talk (12’) - T tells Ss that they are going to practice more with their classmates - T gives Ss some seconds to look at family members and their age in the pictures and checks comprehension - T asks Ss fill the gaps in the question and answer - T makes model coversation with the best St - T gets a open pair to give a demonstration of the dialouge before starting the activity - T gets Ss work in pairs T goes around to offer help and correct the pronunciation, if necessary * How old is your => He’s/ She’s + (age) Teacher – whole class Model: T: Hello, _ Pairs This is my grandfather S: How old is your grandfather ? T: He’s sixty – nine Teacher – S: He’s old whole class - T calls some pairs to act out the dialogue in front of the class - T gives feedback - T recalls the content of Consolidation lesson (1’) Teacher ************************************ WEEK 16 The date of preparing : 24/01/2015 The date of teaching: Class 3B: S Period 27/ 01/ 2015 Class 3A:C Period 27/ 01/ 2015 Class 3C: S Period 28/ 01/ 2015 PERIOD: 74 UNIT 11: THIS IS MY FAMILY Lesson 2: – – Objective Ss are able to: + use the words and phrases related to the topic Family + practicing reading, listening, writing skill about family members and their age Language focus Sentence patterns: review Resources Textbook, CD, cassette Procedure Steps I Warm up ( 5’) III New lesson Listen and number ( 12’) Learning activities Language focus Modes - T calls some pairs to the front of class to ask and answer questions about the ages of their family members Then have the class sing the song A happy family Revision of vocabulary Groups - T tells Ss are going to listen and number the pictures - T gives Ss a few seconds to look at the pictures - T checks compression and gives feedback - T plays the recording three * Key: a b c d Teacher – whole class times for Ss listen and the task individually and check their answers - T asks Ss work in pairs to swap and check their answers before checking as a class Read and complete ( 10’) - T tells them that they are going to read the text to get the information to fill the table Individual Pairs Key: His father: 44 - T asks Ss to read the text His mother: individually and the task for 39 minutes His - T asks Ss work in group to brother: 14 trade their answers in groups for correction - T calls some Ss to report their answers The rest of the class listen and give comments Teacher – whole class Individual Groups Teacher – whole class - T makes a few questions to check Ss comprehension of the sentences Write about your family ( 13’) - T tells Ss that they are going to answer some questions about their own family - T gives some seconds to read the questions - T calls Ss and asks them the first two questions as examples Answer key: Ss’ own answers Teacher – whole class Individual - T asks Ss the task for minutes T goes around for help, if necessary - T calls some Ss write down their answers on the board T Pairs gives feedback and corrects spelling, if necessary - T calls some open pairs to make dialogue T gives comment Home link ( 1’) -T recalls the content of the lesson Teacher ************************************ WEEK 22 The date of preparing : 26/01/2015 The date of teaching: Class 3C: S Period 29/ 01/ 2015 Class 3B: C Period 29/ 01/ 2015 Class 3A:S Period 30/ 01/ 2015 PERIOD: 75 UNIT 11: THIS IS MY FAMILY Lesson 3: – – Objective Ss are able to pronounce the sounds of the letters br and gr in the words brother and grandmother respectively Language focus Phonics: /br/ and /gr/ Sentence patterns: review Resources Textbook, CD, cassette Procedure Steps I Warm up ( 2’) III New lesson Listen and repeat ( 12’) Learning activities Language focus - T lets Ss sing the song: A happy family Modes Whole class - T tells Ss are going to practice * Phonics: Teacher – saying the letters, words and /br/ whole sentences in textbook on page and /gr/ class 10 - T puts the phonics letters br and gr on the board and say them a few times, asks Ss repeat - T prompts Ss to say the words and sentences, pay attention to the target phonics letters - T does choral repetition of the words and sentences until Ss feel confident Listen and - T tells Ss that they are going to write ( 10’) a dictation - T gives SS a few seconds to read the text in silence before starting the dictation - T plays the recording three times for Ss to listen, the task and check their answers individually - T asks Ss swap and checks theirs answers before checking as a class Answer keys: brother Teacher – whole class grandfathe Individual r Pairs - T writes correct answers on the board and asks Ss copy down into their notebooks - T gets Ss work in pairs and practice saying the sentences Let’s chant - T tells Ss that they are going to ( 15’) say the How old is he? chant - The chant: Teacher – How old is whole - T gives Ss a few second to read he? class the chant in silence - T checks comprehension and gives feedback Pairs - T reads each line of the chant and asks Ss repeat a few times - T shows Ss how to say and the actions - T gets Ss to sit face to face and practice chanting and doing the actions Groups - T goes around to offer help, if necessary - T calls groups of to the front of the class and chant: one chant the questions and the other chant the answers The whole class claps along the rhythm Home link ( 1’) -T asks Ss learn by heart the chant: How old is he? ************************************ WEEK 22 Teacher The date of preparing : 26/01/2015 The date of teaching: Class 3C: S Period 29/ 01/ 2015 Class 3B: C Period 29/ 01/ 2015 Class 3A:S Period 30/ 01/ 2015 PERIOD: 76 UNIT 11: THIS IS MY FAMILY Lesson 3: – – Objective Ss are able to: + use the words and phrases related to the topic Family + ask and answer questions about family members and their age Language focus Sentence patterns: review Resources Textbook, posters Procedure Steps Learning activities Language Modes focus I Warm up ( 3’) II New lesson Read and match ( 10’) - T has whole class say the chant How old is he? - T tells Ss are going to read the questions on the left and pair them with the suitable answers on the right by drawing the line between them - T gives Ss a few seconds to read the text in silence - T checks comprehension - T has Ss the task individually for minutes - T goes around to offer help, if necessary - T asks Ss swap and check their answers before checking as a class - T asks Ss work in pairs to make conversation: one asks and the other answers - T calls some pairs to present in front of the class Whole class * Key: d a b c Look, read - T tells Ss that they are going Answer keys: and write to look at the picture, read the family text and fill the gaps father ( 12’) mother - T gives Ss some seconds to brother look at the picture and read sister the text in silence - T checks comprehension and gives feedback Fill the first gap as an example - T asks Ss the task for minutes T goes around for Teacher – whole class Individual Pairs Teacher – whole class Individual Teacher – whole class help, if necessary - T calls some Ss go to the board and write down their answers The others give comment - T gives feedback Project ( 12’) - T tells Ss that they are going Model: to draw a picture of their -Who’s this? family and present it to the -How old is class he/she? - T has Ss ask and answer the question, using Who’s this? How old is he/she? - T draws a picture of T’s family and present as an example Teacher – whole class Individual - T asks Ss the task If there is not enough time, ask Ss to it as homework -T asks Ss sing the song A Consolidation happy family to end the class ( 2’) ************************************ Whole class Week: 20 Date of planning: 17/1/2016 Date of teaching: 19/1/2016 PERIOD: 77 UNIT 12: THIS IS MY HOUSE Lesson 1: – – Objective Language focus Resources Ss will be able to: + use the words and phrases related to the topic My house + describe a house, using There’s a + (house facility) Vocabulary: house, living room, kitchen, bedroom, bathroom, dining room, garden Sentence Patterns: There’s a + (house facility) Tape, textbook, flashcards, pictures Procedure Steps Learning activities I.Warm up (2’) T has Ss say aloud the How old is he? chant II New lesson - T tells Ss look at the pictures Look, on page 12, point to the listen and pictures and elicits the Language focus Modes Whole class - There’s a + (house facility) Whole class repeat (10’) Point and say (10’) Let’s talk (10’) characters and what they are doing - T plays the recording through and asks Ss listen a few times - T plays recording again and pauses after each sentence and has Ss repeat chorally and in groups - T checks Ss’ comprehension - T tells Ss are going to practice saying the sentence with There’s a + (house facility) - T asks Ss read aloud the sentence pattern - T asks Ss look at pictures on textbook and points to each picture and has Ss repeat the words under it a few times - T elicits the word to fill the gap - T does choral and individual repetition, using the picture on textbook - T makes model conversation which whole class Then T calls a open pairs make conversation - T asks Ss work in pairs for minutes - T calls some random pairs to present - T gives feedback and correct pronunciation if necessary - T tells Ss that they are going to practice more with their classmates - T gives Ss some seconds to look at the pictures and checks comprehension - T points to the house facility and elicit the words to fill the gap - T makes conversation with  Groups - There’s a + (house facility) Whole class  Individual Pairs Sentence pattern: There’s a + (house facility) Model dialogue: T: Hello, Whole class the best Ss as a model - T gets a open pair to give a demonstration of the dialouge before starting the activity - T gets Ss work in pairs T goes around to offer help and correct the pronunciation, if necessary - T calls some pairs to act out the dialogue in front of the class - T gives feedback - T recalls the vocabulary by Consolidation letting Ss write down the (5’) missing letters: Hou_e Be_room Bat_room, Di_ing room This is my house There’s a garden S: Wow! It’s beautiful Pairs Teacher – whole class Key: House Diling room Kitchen Bedroom Bathro Individual Teacher – whole cl Week: 20 Date of planning: 17/1/2016 Date of teaching: 19/1/2016 PERIOD: 78 Objective UNIT 12: THIS IS MY HOUSE Lesson 1: – – Ss will be able to practice listening and writing skills about My house Language focus Vocabulary: none Sentence Patterns: Resources Tape, textbook Procedure Steps I Warm up (5’) review Learning activities - T divides class into teams and lets them play the game: Slap the board to check vocabulary remember - T checks as a class - T declares the winner - T points to each word and asks Ss to practice asking and Language focus Modes Whole class answering the question: There’s a - T gives comment and leads to the new lesson II New - T tells Ss are going to listen and lesson tick the correct boxes 4.Listen and - T has Ss look at pictures on tick (10’) page 13 for a few seconds - T checks Ss’ comprehension and gives feedback - T plays the recording through three times for Ss listen, the task individually and check their answers - T calls some Ss write down their answers on the board The others give comment - T plays the recording again and checks as a class Key: 1.a 2.b 3.a Whole class Individual Whole class Whole class Look and write ( 12’) - T tells Ss are going to look at the picture and fill in the gaps Answer keys: - T asks Ss look at and read the a/my sentences in silence for a few house seconds a living - T checks compression and gives room feedback a - T lets Ss the task dining individually for minutes room Individual - T goes around to offer help, if a necessary bedroo - T gets Ss swap and check their m answers a - T writes down the correct bathro answers on the board and asks Ss om copy down on their notebooks a kitchen 6.Let’s sing (10’) - T reads aloud each sentence of The way I clean my the song The way I clean my house and checks compression T house song plays the tape “The way I clean my house” for Ss to listen while Teacher Whole class Individual they are reading the sing in their books T has Ss the choral and individual repetition of each line - When Ss are familiar with the tune, show them how to sing the song and the actions Groups - T gets groups of Ss to sit face to face and practice singing and doing the actions.T has whole class sing the song Whole class Teacher – whole class - T recalls the content of the consolidation lesson.-T asks Ss learn by heart (3’) the song: The way I clean my house Week: 20 Date of planning: 19/1/2016 Date of teaching: 21/1/2016 PERIOD: 79 Objective Language focus UNIT 12: THIS IS MY HOUSE Lesson 2: – – Ss are able to ask and answer about things in the house, using Is there a + (house facility)? Resources - Is there a + (house facility)? Yes, there is No, there isn’t Textbook, CD, cassette, flash cards Procedures Steps Learning activities I Warm up (5’) II New lesson Look, listen and repeat Sentence patterns: - T lets Ss sing the song: The way I clean my house - T asks Ss play Slap the board game to check vocabulary - T tells Ss look at the pictures on page 14 and elicits the characters and what are they Language focus Modes Whole class Groups * Is there a + (house Teacher – facility)? whole (12’) Point and say (10’) doing - T plays the recording times for Ss to listen - T plays the recording again and pauses after each sentence for Ss to repeat - T plays the recording again for Ss to listen and say along - T does choral and group repetition, pointing to the characters speaking - T divides class into groups and play roles to repeat dialogue Then T calls some pairs to repeat - T tells Ss are going to ask and answer the questions Is there a + (house facility)? - T asks Ss look at pictures on textbook and points to each picture and teaches new words and then has Ss repeat each word a few times - T elicits the word to fill the gap - T does choral and individual repetition, using the picture on textbook - T makes model with the best Ss - T divides class into groups to make conversation - T asks Ss work in pairs for minutes - T calls some pairs to present - T checks as a class => Yes, there is => No, there isn’t class Groups Pairs * Is there a + (house Teacher – facility)? whole => Yes, there class is => No, there isn’t Groups Pairs Let’s talk (12’) Consolidation (1’) - T tells Ss that they are going to practice more with their classmates - T gives Ss some seconds to look at Tony’s house in the pictures and checks comprehension - T asks Ss fill the gaps in the question and answer - T makes model coversation with the best St - T gets a open pair to give a demonstration of the dialouge before starting the activity - T gets Ss work in pairs T goes around to offer help and correct the pronunciation, if necessary - T gives feedback - T recalls the content of lesson * Is there a + (house facility)? => Yes, there is => No, there isn’t Model conversation : T: Hello, _ This is my house S: Is there a pond? T: Yes, there is Teacher – whole class Pairs Teacher – whole class Week: 20 Date of planning: 19/1/2016 Date of teaching: 21/1/2016 PERIOD: 80 UNIT 12: THIS IS MY HOUSE Lesson 2: – – Objective Ss are able to: + ask and answer about things in the house, using Is there a + (house facility)? + practicing reading, listening, writing skills Language focus Sentence patterns: review Resources Textbook, CD, cassette Procedure Steps Learning activities Language focus Modes I Warm up ( 5’) III New lesson Listen and number ( 12’) Read and complete ( 10’) Write about your house ( 13’) - T calls some pairs to the front of class to ask and answer questions about things in their houses Then have the class sing the song The way I clean my house Revision of vocabulary - T tells Ss are going to listen and number the pictures - T gives Ss a few seconds to look at the pictures - T checks compression and gives feedback - T plays the recording three times for Ss listen and the task individually and check their answers - T asks Ss work in pairs to swap and check their answers before checking as a class - T tells them that they are going to read the text and fill the gaps - T asks Ss to read the text individually and the task for minutes - T asks Ss work in group to trade their answers in groups for correction - T calls some Ss to report their answers The rest of the class listen and give comments - T makes a few questions to check Ss comprehension of the sentences - T tells Ss that they are going to answer some questions about their own family - T gives some seconds to read the questions - T calls Ss and asks them the first question as examples - T asks Ss the task for minutes T goes around for help, if necessary * Key: a b c d Groups Whole class Teacher – whole class Individua l Pairs Key: house beautiful tree pond Teacher – whole class Individua l Groups Teacher – whole class Answer key: Ss’ own answers Teacher – whole class Individua l Home link ( 1’) - T calls some Ss write down their answers on the board T gives feedback and corrects spelling, if necessary - T calls some open pairs to make dialogue T gives comment -T recalls the content of the lesson Pairs Teacher Week: 21 Date of planning: 24/1/2016 Date of teaching: 26/1/2016 PERIOD: 81 UNIT 12: THIS IS MY HOUSE Lesson 3: – – Objective Ss are able to pronounce the sounds of the letters ch and th in the words chitken and bathroom respectively Language focus Phonics: /ch/ and /th/ Sentence patterns: review Resources Textbook, CD, cassette Procedure Steps I Warm up ( 5’) Learning activities - T calls some pairs to read aloud their answers in Lesson 2, exercise - T lets Ss sing the song: The Language focus Modes Pairs Whole class way I clean my house III New lesson - T tells Ss are going to practice Listen and saying the letters, words and sentences in textbook on page repeat 16 ( 10’) - T puts the phonics letters ch and th on the board and say them a few times, asks Ss repeat - T prompts Ss to say the words and sentences, pay attention to the target phonics letters - T does choral repetition of the words and sentences until Ss feel confident Listen and - T tells Ss that they are going to a dictation write - T gives SS a few seconds to ( 10’) read the text in silence before starting the dictation - T plays the recording three times for Ss to listen, the task and check their answers individually - T asks Ss swap and checks theirs answers before checking as a class - T writes correct answers on the board and asks Ss copy down into their notebooks - T gets Ss work in pairs and practice saying the sentences Let’s chant - T tells Ss that they are going to say the Is there a garden? chant ( 14’) - T gives Ss a few second to read the chant in silence - T checks comprehension and gives feedback - T reads each line of the chant and asks Ss repeat a few times - T shows Ss how to say and the actions - T gets Ss to sit face to face and practice chanting and doing the actions * Phonics: Teacher – /ch/ whole class and /th/ Answer keys: Teacher – whole class bathroom kitchen Individual Pairs - The chant: Is there a garden? Teacher – whole class Pairs Groups Home link ( 1’) - T goes around to offer help, if necessary - T calls groups of to the front of the class and chant: one chant the questions and the other chant the answers The whole class claps along the rhythm -T asks Ss learn by heart the chant: Is there a garden? Teacher Week: 21 Date of planning: 24/1/2016 Date of teaching: 26/1/2016 PERIOD: 82 UNIT 12: THIS IS MY HOUSE Lesson 3: – – Objective Ss are able to: + use the words and phrases related to the topic My house Language focus Sentence patterns: review Resources Textbook, posters Procedure Steps I Warm up ( 3’) III New lesson Read and write ( 10’) Learning activities Language focus - T has whole class say the chant Is there a garden? - T tells Ss are going to look at the picture, read the text and fill the gaps - T gives Ss a few seconds to Modes Whole class * Key: house garden pond Teacher – whole class read the text in silence - T checks comprehension - T has Ss the task individually for minutes - T goes around to offer help, if necessary - T asks Ss swap and check their answers before checking as a class - T asks Ss work in groups and read the text again Read again - T tells Ss that they are going to and write the read the text again and write the answers answers to the questions ( 12’) - T gives Ss some seconds to read the text in silence - T checks comprehension and gives feedback Answer the first gap as an example - T asks Ss the task for minutes T goes around for help, if necessary - T calls some Ss go to the board and write down their answers The others give comment - T gives feedback - T calls some open pairs make dialogues with the questions and answers Project - T tells Ss that they are going to ( 12’) draw a picture of their house and write the names of the rooms in the house - T asks Ss the task If there is not enough time, ask Ss to it as homework Consolidation -T asks Ss sing the song The way ( 2’) I clean my house to end the class living Individual Groups Answer keys: family father mother brother sister Teacher – whole class Individual Teacher – whole class Pairs Teacher – whole class Individual Whole class Week: 21 Date of planning: 26/1/2016 Date of teaching: 28/1/2016 PERIOD: 83 Objective UNIT 13: WHERE’S MY BOOK? Lesson 1: – – - Ss will be able to: + use the words and phrases related to the topic Location + ask and answer the question about locations, using Where’s the +noun(singular)? Language focus - Vocabulary: poster, bed, chair, picture, coat, ball, on Sentence Patterns: Where’s the +noun(singular)?  It’s here/ there Resources - Tape, textbook, flashcards, pictures Procedure Steps I.Warm up (5’) Learning activities T has Ss play the game Bingo to review the vocabulary Language focus Modes Whole class II New lesson Look, listen and repeat (10’) Point and say (10’) Let’s talk (10’) - T tells Ss look at the pictures on page 18, point to the pictures and elicits the characters and what they are doing - T plays the recording through and asks Ss listen a few times - T plays recording again and pauses after each sentence and has Ss repeat chorally and in groups - T checks Ss’ comprehension - Where’s the +noun (singular)? => It’s here/ there - T tells Ss are going to practice saying the sentence with Where’s the +noun(singular)? - T asks Ss read aloud the sentence pattern - T asks Ss look at pictures on textbook and points to each picture and has Ss repeat the words under it a few times - T elicits the word to fill the gap - T does choral and individual repetition, using the picture on textbook - T makes model conversation which whole class Then T calls a open pairs make conversation - T asks Ss work in pairs for minutes - T calls some random pairs to present - T gives feedback and correct pronunciation if necessary - T tells Ss that they are going to practice more with their classmates - T gives Ss some seconds to look at the pictures and checks - Where’s the +noun (singular)? => It’s here/ there Whole class Groups Whole class  Individual Pairs Sentence pattern: Where’s the +noun(singul ar)? Whole class 4.Consolidati on (1’) comprehension - T points to the pictures and elicit the words to fill the gap - T makes conversation with the best Ss as a model - T gets a open pair to give a demonstration of the dialouge before starting the activity - T gets Ss work in pairs T goes around to offer help and correct the pronunciation, if necessary - T calls some pairs to act out the dialogue in front of the class - T gives feedback - T recalls the vocabulary and sentence patterns => It’s here/ there  Model dialogue: T: S, where’s my ball? S: It’s here T: And where’s my picture? S: It’s there T: Thank you Pairs Teacher – whole class Teacher – whole class Week: 21 Date of planning: 26/1/2016 Date of teaching: 28/1/2016 PERIOD: 84 UNIT 13: WHERE’S MY BOOK? Lesson 1: – – Objective Language focus - Ss will be able to practice listening and writing skills about Locations - Vocabulary: none - Sentence Patterns: review Resources - Tape, textbook Procedure Steps I Warm up (5’) Learning activities - T divides class into teams and lets them play the game: Slap the board to check vocabulary remember - T checks as a class - T declares the winner - T points to each word and asks Ss to practice asking and Language focus Modes Whole class II New lesson 4.Listen and tick (10’) Read and complete ( 12’) 6.Let’s sing (10’) answering the question: Where’s the ? => It’s here/ there - T gives comment and leads to the new lesson - T tells Ss are going to listen and tick the correct boxes - T has Ss look at pictures on page 19 for a few seconds - T checks Ss’ comprehension and gives feedback - T plays the recording through three times for Ss listen, the task individually and check their answers - T calls some Ss write down their answers on the board The others give comment - T plays the recording again and checks as a class - T tells Ss look at pictures, read the sentences and complete them - T asks Ss the task for minutes - T asks Ss work in group to trade their answers in groups for correction - T calls some Ss to report their answers The rest of the class listen and give comments - T makes a few questions to check Ss comprehension of the sentences - T reads aloud each sentence of the song The poster and the ball and checks compression - T plays the tape “The poster and the ball” for Ss to listen while they are reading the sing in their books - T has Ss the choral and individual repetition of each line - When Ss are familiar with the tune, show them how to sing the song and the actions Key: 1.a 2.b 3.a Whole class Individual Answer keys: here here here there Whole class Whole class Groups Individual The poster and the ball song Teacher Whole class Individual Groups - T gets groups of Ss to sit face to face and practice singing and doing the actions - T has whole class sing the song Whole class - T recalls the content of the consolidation lesson (3’) -T asks Ss learn by heart the song: The poster and the ball Teacher – whole class Week: 22 Date of planning: 31/1/2016 Date of teaching: 2/2/2016 PERIOD: 85 Objective Language focus Resources UNIT 13: WHERE’S MY BOOK? Lesson 2: – – - Ss are able to: + use the words and phrases related to the topic Location + ask and answer the question about locations, using Where are the +noun (plural)? Vocabulary: near, under, behind Sentence patterns: Where are the + noun (plural)? They’re _ - Textbook, CD, cassette, flash cards Procedures Steps Learning activities I Warm up (1’) - T lets Ss sing the song: The poster and the ball III New lesson - T tells Ss look at the pictures on page 20 and elicits the characters and what are they Language focus Modes Whole class * Where are the + noun Teacher – Look, listen and repeat (12’) Point and say (10’) Let’s talk (12’) doing - T plays the recording times for Ss to listen - T plays the recording again and pauses after each sentence for Ss to repeat - T plays the recording again for Ss to listen and say along - T does choral and group repetition, pointing to the characters speaking - T divides class into groups and play roles to repeat dialogue Then T calls some pairs to repeat T tells Ss are going to ask and answer the questions Where are the + noun (plural)? - T asks Ss look at pictures on textbook and points to each picture and teaches new words and then has Ss repeat each word a few times T elicits the word to fill the gap - T does choral and individual repetition, using the picture on textbook T makes model with the best Ss - T divides class into groups to make conversation - T asks Ss work in pairs for minutes - T calls some pairs to present (plural)? => They’re _ - T tells Ss that they are going to practice more with their classmates - T gives Ss some seconds to look at the pictures and checks comprehension - T asks Ss fill the gaps in the question and answer - T makes model coversation * Where are the + noun (plural)? => They’re _ Model conversation whole class Groups Pairs * Where are the + noun (plural)? => They’re _ Teacher – whole class Groups Pair Teacher – whole class Pair Consolidation (1’) with the best St - T gets a open pair to give a demonstration of the dialouge before starting the activity - T gets Ss work in pairs T goes around to offer help and correct the pronunciation, if necessary - T calls some pairs to act out the dialogue in front of the class - T gives feedback - T recalls the content of lesson : T: S, where Teacher – are the balls? whole S: They’re class under the bed T: Thank you Teacher Week: 22 Date of planning: 31/1/2016 Date of teaching: 2/2/2016 PERIOD: 86 UNIT 13: WHERE’S MY BOOK? Lesson 2: – – Objective Ss are able to: + ask and answer about Locations + practicing reading, listening, writing skills Language focus - Sentence patterns: review Resources - Textbook, CD, cassette Procedure Steps I Warm up ( 5’) II New lesson Learning activities Language focus - T calls some pairs to the front of class to ask and answer questions about location of things in classroom Then have the class sing the song The poster and the ball - T tells Ss are going to listen Modes Groups Whole class * Key: Teacher Listen and number ( 12’) Read and complete ( 10’) Write about your bedroom ( 13’) and number the pictures - T gives Ss a few seconds to look at the pictures - T checks compression and gives feedback - T plays the recording three times for Ss listen and the task individually and check their answers - T asks Ss work in pairs to swap and check their answers before checking as a class - T tells them that they are going to read the text and write the answers - T asks Ss to look at the picture and read the text in silence individually and the task for minutes - T asks Ss work in group to trade their answers in groups for correction - T calls some Ss to report their answers The rest of the class listen and give comments - T makes a few questions to check Ss comprehension of the sentences - T tells Ss that they are going to read and write some facts about their own bedrooms - T gives some seconds to read the text - T checks comprehension and gives feedback - T asks Ss work in pairs to the task for minutes - T calls some Ss read aloud their writings - T calls some Ss write down their writings on the board - T corrects spelling and grammatical errors, if necessary a b c d – whole class Individua l Pairs Key: on the bed under the bed near the desk on the desk on the wall Teacher – whole class Individua l Groups Teacher – whole class Answer key: Ss’ own answers Teacher – whole class Individua l Pairs Individua l Home link ( 1’) -T recalls the content of the lesson Teacher Week: 22 Date of planning: 2/2/2016 Date of teaching: 4/2/2016 PERIOD: 87 UNIT 13: WHERE’S MY BOOK? Lesson 3: – – Objective - Ss are able to pronounce the sounds of the letters ch and wh in the words chair and where respectively Language focus - Phonics: /ch/ and /wh/ Sentence patterns: review Resources - Textbook, CD, cassette Procedure Steps I Warm up ( 1’) III New lesson Listen and repeat ( 12’) Learning activities - T lets Ss sing the song: The poster and the ball Language focus Modes Whole class - T tells Ss are going to practice * Phonics: Teacher – saying the letters, words and /ch/ whole class sentences in textbook on page and /wh/ 22 - T puts the phonics letters ch and wh on the board and say them a few times, asks Ss repeat - T prompts Ss to say the words and sentences, pay attention to Listen and write ( 12’) Let’s chant ( 14’) Home link the target phonics letters - T does choral repetition of the words and sentences until Ss feel confident - T tells Ss that they are going to a dictation - T gives SS a few seconds to read the text in silence before starting the dictation - T plays the recording three times for Ss to listen, the task and check their answers individually - T asks Ss swap and checks theirs answers before checking as a class - T writes correct answers on the board and asks Ss copy down into their notebooks - T gets Ss work in pairs and practice saying the sentences - T tells Ss that they are going to say the Where's the book? chant - T gives Ss a few second to read the chant in silence - T checks comprehension and gives feedback - T reads each line of the chant and asks Ss repeat a few times - T shows Ss how to say and the actions - T gets Ss to sit face to face and practice chanting and doing the actions - T goes around to offer help, if necessary - T calls groups of to the front of the class and chant: one chant the questions and the other chant the answers The whole class claps along the rhythm -T asks Ss learn by heart the chant: Where’s the book? Answer keys: Teacher – whole class Where’s chair Individual Pairs - The chant: Where’s the book? Teacher – whole class Pairs Groups Teacher ( 1’) Week: 22 Date of planning: 31/1/2016 Date of teaching: 2/2/2016 PERIOD: 88 UNIT 13: WHERE’S THE BOOK? Lesson 3: – – Objective Ss are able to: + use the words and phrases related to the topic Locations Language focus Sentence patterns: review Resources Textbook, posters Procedure Steps I Warm up ( 3’) III New lesson Read and tick ( 12’) Learning activities Language focus - T has whole class say the chant Where’s the book? - T tells Ss are going to look at the pictures, read the text and tick the correct box - T gives Ss a few seconds to read the text in silence - T checks comprehension - T has Ss the task individually for minutes - T goes around to offer help, if Modes Whole class * Key: c Teacher – whole class Individual necessary - T asks Ss swap and check their answers before checking as a class Read and write ( 12’) - T tells Ss that they are going to read the text and complete the conversation about their own bedroom Answer keys: Teacher – whole class Ss’ own answers - T gives Ss some seconds to read the text in silence - T checks comprehension and gives feedback - T asks Ss the task for minutes T goes around for help, if necessary Individual Teacher – whole class - T calls some Ss go to the board and write down their answers The others give comment - T gives feedback Project ( 12’) - T tells Ss that they are going to draw their own bedroom and then describe them to class, - T asks Ss the task If there is not enough time, ask Ss to it as homework Consolidation ( 2’) -T asks Ss sing the song The poster and the ball to end the class Teacher – whole class Individual Whole class Week: 23 Date of planning: 14/2/2016 Date of teaching: 16/2/2016 PERIOD: 90 UNIT 14: ARE THERE ANY POSTERS IN THE ROOM? Lesson 1: – – Objective Language focus Resources Procedure Steps I Warm up (5’) II New lesson 4.Listen and tick (10’) - Ss will be able to practice listening and writing skills about Things in a room Vocabulary: none Sentence Patterns: review Tape, textbook Learning activities - T shows class a picture of a room and points to each word and asks Ss to practice asking and answering the question: - Are there any + thing (plural)+location? => Yes, there are => No, there aren’t - T gives comment and leads to the new lesson - T tells Ss are going to listen and tick the correct boxes - T has Ss look at pictures on page 25 for a few seconds - T checks Ss’ comprehension and gives feedback - T plays the recording through three times for Ss listen, the task individually and check their answers Language focus Modes - Are there any Whole class + thing (plural) +location? => Yes, there are => No, there aren’t Key: 1.a 2.b Whole class Individual Look, read and write ( 12’) 6.Let’s write (10’) - T calls some Ss write down their answers on the board The others give comment - T plays the recording again and checks as a class - T tells Ss look at pictures, read the sentences and complete them - T asks Ss the task for minutes - T asks Ss work in group to trade their answers in groups for correction - T calls some Ss to report their answers The rest of the class listen and give comments - T calls some Ss read aloud the sentences - T gives comment - T tells Ss write about their own rooms - T asks Ss read the questions some seconds Check their comprehension - T calls a pupil and asks him/ her the first question as an example - T asks Ss the task for minutes - T asks Ss work in pairs to swap and check their answers - T calls some pupils to read aloud their writings - T gives feedback - T recalls the content of the consolidati lesson on (3’) -T asks Ss learn by heart the song: The poster and the ball Whole class Answer keys: 1cupboard 2map chairs Whole class Groups - Are there any + thing (plural) +location? => Yes, there are => No, there aren’t Individual Teacher Whole class Individual Pairs Whole class Teacher – whole class Week: 23 Date of planning: 16/2/2016 Date of teaching: 18/2/2016 PERIOD: 91 UNIT 14: ARE THERE ANY POSTERS IN THE ROOM? Lesson 2: – – Objective Language focus Resources - Ss are able to: + ask and answer the question about the quantity of things in a room, using How many +things (plural)+ are there? Vocabulary: how many, fan, mirror, door, window, count Sentence patterns: How many _ are there? There are _ - Textbook, CD, cassette, flash cards Procedures Steps Learning activities - T calls some pairs of Ss ask and answer the questions about their own room in activity on page 25 - T gives feedback - T tells Ss look at the pictures on III New page 26 and elicits the characters lesson and what are they doing Look, listen - T plays the recording times for and repeat Ss to listen - T plays the recording again and (12’) pauses after each sentence for Ss to repeat - T plays the recording again for Ss to listen and say along - T does choral and group repetition, pointing to the characters speaking - T divides class into groups and Language focus I Warm up (1’) Modes Pairs * How many _ are there? => There are _ Teacher – whole class Groups Pairs Point and say (10’) Let’s talk (12’) play roles to repeat dialogue Then T calls some pairs to repeat - T tells Ss are going to ask and answer the questions: How many _ are there? - T asks Ss look at pictures on textbook and points to each picture and teaches new words and then has Ss repeat each word a few times.T elicits the word to fill the gap - T does choral and individual repetition, using the picture on textbook - T makes model with the best Ss - T divides class into groups to make conversation - T asks Ss work in pairs for minutes - T calls some pairs to present - T checks as a class - T tells Ss that they are going to practice more with their classmates - T gives Ss some seconds to look at the pictures and checks comprehension - T asks Ss fill the gaps in the question and answer - T makes model coversation with the best St - T gets a open pair to give a demonstration of the dialouge before starting the activity - T gets Ss work in pairs T goes around to offer help and correct the pronunciation, if necessary - T calls some pairs to act out the dialogue in front of the class - T gives feedback - T recalls the content of lesson Consolidation * How many _ are there? Teacher – whole class => There are _ Groups Pairs * How many _ are there? => There are _ Model conversatio n: T: S, this is my bedroom S: Wow, it’s nice How many beds are there T: there are two Teacher – whole class Pairs Teacher – whole class Teacher (1’) Week: 23 Date of planning: 16/2/2016 Date of teaching: 18/2/2016 PERIOD: 92 UNIT 14: ARE THERE ANY POSTERS IN THE ROOM? Lesson 2: – 5- Objective By the end of this lesson, Students will be able to ask and answer questions about quantity of things Language focus - Sentence Partners: review - Vocabulary: review Resources - Textbook, CD, cassette, flash cards Procedures Steps I Warm up (5’) II New lesson Listen and tick (10’) - Books, pictures, cassette Learning activities T asks Ss to ask and answer questions about quantity of things - Have pupils look at pictures and 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 Language focus Model: Modes Pairs * How many _ are there? Key: Teacher – bed whole desk class two chairs TV Whole class Pairs Individual 5.Read and write (10’) Let’s play(10’) pupils’ comprehension of the listening text 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 in groups in mins 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 - 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 - Ask Ss to focus on the structure Consolidation once again - Retell the content of the lesson (5’) Week: 24 Answers: There is one door Teacher – whole class There are two There are eight There are four Groups There are two Pairs Individual Whole class Groups Teacher – whole class Date of planning: 21/2/2016 Date of teaching: 23/2/2016 PERIOD: 93 UNIT 14: ARE THERE ANY POSTERS IN THE ROOM Lesson 3: 1-2-3 Objective - At the end of the period, pupils will be able to pronounce correctly two sounds of the /a/ in fan and /u/ in cup; listen and write the sentences and listen and sing the chant “How many desks?” - Phonics: /a/ and /u/ - Skills: Listening and writing Language focus Resources - Textbook, CD, cassette Procedures Steps Learning activities Language focus I Warm up (3’) - Ask Ss to sing a song III New lesson Listen and repeat (7’) Listen and write (5’) - - Introduce two sounds: /a/ in fan and /u/ in cup Ask Ss to look at the book then listen and repeat Play the CD times Have the whole class to repeat, then asking them to repeat in groups Call some Ss to repeat Correct the pronunciation errors when necessary Ask Ss to read uncompleted sentences and guess the words to fill in Ask Ss to listen to the tape times and write the words that they hear into the textbook by pencils Play the tape again and checking the answer Modes Whole class Phonic: /a/ and /u/ Whole class Whole classGroups Individual Key: cup fan Individual Let’s chant (20’) Home - link (5’) - Introduce the Chant - Turn on the tape - Ask Ss listen to the tape and repeat the chant - Ask Ss chant in group and individual - Ask Ss to chant and the action - Teacher reinforce their pronunciation - Ask Ss to practice chanting at home with their friends Week: 24 Date of planning: 21/2/2016 Chant: “How many table?” Teacher – whole class Groups Whole class Teacher Date of teaching: 23/2/2016 PERIOD: 94 UNIT 14: ARE THERE ANY POSTERS IN THE ROOM? Lesson : -5- Objective - At the end of the period, pupils will be able to read and circle the words to make the correct sentences; fill in the passage based on the picture and interview their friends to complete the table Language focus - Skill: Reading and writing - Sentence pattern and vocabulary: review - Textbook, CD, cassette Resources Procedures Steps Learning activities I Warm up (3’) - Ask the whole class to sing the chant “How many desks?” III New lesson Introduce the topic “you are going to read the sentences and Read and choose the best answer” circle (12’) Ask Ss to read the sentences individually and check their prediction 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 T explains the situation and Read and how to the exercise write (10’) Ask students to look at the picture and identify the things in the room Read the Language focus Modes Whole class Key: Are is lamps chairs On Teacher – whole class Individual Pairs Individual Whole class Answer: is chairs Teacher – whole class Whole class Project (12’) Consolidation (1’) 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 Correct the pronunciation 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 T.V pictures “How many … are there? – There are/ There is….” Recall the content of lesson Week: 24 Date of planning: 23/2/2016 Date of teaching: 25/2/2016 PERIOD: 95 UNIT 15: DO YOU HAVE ANY TOYS? Teacher – whole class Pairs Teacher Lesson 1: 1-2-3 Objective By the end of the lesson Ps will be able to: identify toys Language focus - Sentence Partners: Do you have a doll?-Yes, I / - No, I don’t - Vocabulary: have, teddy bear, doll, car, puzzle, robot Resources - Textbook, CD, cassette, flash cards Procedures Steps Learning activities Language focus I Warm up (3’) - T has Ss sing a song - T tells Ss look at the pictures on page 30 and elicits the characters and what are they doing - T sets the scene “you are going to listen to Mai and Linda identifying toys - T plays the recording times for Ss to listen - T plays the recording again and pauses after each sentence for Ss to repeat - T plays the recording again for Ss to listen and say along - T does choral and group repetition, pointing to the characters speaking - T divides class into groups and play roles to repeat dialogue Then T calls some pairs to repeat Point and say - T tells Ss are going to ask and answer the questions: (10’) A: Do you have _? B: Yes, I do/ No, I don’t - T asks Ss look at pictures on textbook and points to each picture and teaches new words III New lesson Look, listen and repeat (12’) Modes Whole class - Vocab: have, teddy bear, doll, car, puzzle, robot Teacher – whole class Groups Pairs Model: A: Do you have _? B: Yes, I do/ No, I don’t Teacher – whole class Let’s talk (12’) Consolidation (3’) and then has Ss repeat each word a few times.T elicits the word to fill the gap - T does choral and individual repetition, using the picture on textbook - T makes model with the best Ss - T divides class into groups to make conversation - T asks Ss work in pairs for minutes - T calls some pairs to present - T checks as a class - T tells Ss that they are going to practice more with their classmates - T asks Ss fill the gaps in the question and answer - T makes model coversation with the best St - T gets a open pair to give a demonstration of the dialouge before starting the activity - T gets Ss work in pairs T goes around to offer help and correct the pronunciation, if necessary - T calls some pairs to act out the dialogue in front of the class - T gives feedback - T recalls the content of lesson Vocab: have, teddy bear, doll, car, puzzle, robot Groups Pairs Model: A: Do you have _? B: Yes, I do/ No, I don’t Teacher – whole class Pairs Teacher – whole class Teacher Week: 24 Date of planning: 23/2/2016 Date of teaching: 25/2/2016 PERIOD: 96 UNIT 15: DO YOU HAVE ANY TOYS? Lesson 1: – – Objective By the end of the lesson Ps will be able to: identify toys Language focus - Sentence Partners: review Resources - Textbook, CD, cassette Procedure Steps Learning activities 1.Oral test (5’) 2.Listen & number (10’) Read and write (10’) - Vocabulary: review Language focus - Stick some pictures about toys Robot, teddy on the board bear, doll, car, - Call some Ss to go to the puzzle board in turn, point to the pictures and read loud in English - Listen and correct their pronunciation if needed - Ask Ss to pay attention to Key: pictures on page 31 then describe the differences A3 between the pictures B4 - Ask Ss to predict the order of C these picture D2 - Write their prediction on the board - Ask Ss to listen to the tape and choose , number the right picture then write the number in the picture Ss hear - Play the tape three times to listen - Call some Ss to read loud their answer with their explanations - Play the tape again to check their predicts with their answers - Give feedback and comments Modes - Tell Ss what they are going to fill the gap - Ask Ss to look at the pictures - Elicit the words filling the gaps - Ask Ss to read individually -whole class Key: car ball doll Do they individual Whole class Individual Individual 4.Let’s write (10’) 5.Home-link (5’) silently and complete the sentences - Go around to offer help if necessary - Get Ss to swap and check their answers with their friends - Ask Ss to read their answers aloud to the class individual - Tell the class this is a Key: Ss’own personalized activity in which answers Ss use real facts in their writing Give Ss a few seconds to read the questions in silence - Call one student to the front of the class to give demonstration as an example - Give Ss mins to the task - Go around to offer help with the writing, if necessary - Get a few Ss to read their writing to the class Then call a few Ss to write their answers on the board - Correct spelling and grammatical errors - Have Ss learn by heart the toys they have learnt individual Week: 25 Date of planning: 28/2/2016 Date of teaching: 1/3/2016 PERIOD: 97 UNIT 15: DO YOU HAVE ANY TOYS? Lesson 2: – – -pairs Individual Whole class Objective Language focus Resources PROCEDURE Steps Ss will be able to ask and answer questions about toys, using Does he/ she have + (word for toys)? Vocabulary: yo – yo, ship, plane, kite Sentence patterns: Does he/ she have + (word for toys)? - Yes, he/ she does / No, he/she doesn’t Books, teachers’ book, notebooks, cassette Learning activities 1.Warm-up (5’) -Stick some pictures about school things on the board - Divide class into groups and have them play the game Slap the board 2.Look, listen & repeat (12’) - Tell Ss that they are going to practice asking and answering about someone’s toys - Give Ss 30 seconds to look at the first picture and read the text - Check comprehension and give feedback - Have Ss repeat the text a few times - Repeat the procedure with the second picture - Do choral and individual repetition - Play the recording through for Ss to listen and say along - Call some pairs to role-play and repeat the dialogues 3.Point and say - Tell Ss that they are going to (13’) practice asking and answering questions Point to each toy (Yo – yo, ship, kite, plane) , check comprehension and then have Ss to read aloud each toy - Use the first picture as an example and put the question and answer on the board - Have Ss repeat a few times Language focus Robot, teddy bear, doll, car, puzzle Modes Groups Model sentence: a, A: Does your brother have a robot? B: Yes, he does b, A: Does he have a puzzle? B: No, he doesn’t Vocab: Yo – yo, ship, kite, plane Sentence patterns: A Does he/ she have_? Whole class -pairs Whole class chorally and individually - Ask Ss to work in pairs - Call some Ss to practice in front of the class 4.Let’s talk (8’) - Tell Ss that they are going practise more with their friends - Give Ss seconds to look at the pictures and elicit the name of each toy - Ask Ss to predict the information they have to fill in the gaps - Call some Ss to read loud their prediction - Have some Ss make their sentences based on these pictures - Put them on the board and have Ss repeat them a few times - Do the first picture as example if Ss don’t understand - Ask Ss work in pairs in mins - Call some pairs to act out the dialogue - Give comments 5.Home-link - Ask Ss to practise asking and (2’) answering about toys B, Yes, he/ she does No, he/she doesn’t Pairs individua l Sentence patterns: A Does he/ she have_? B, Yes, he/ she does No, he/she doesn’t Week: 25 Date of planning: 28/2/2016 Date of teaching: 1/3/2016 PERIOD: 98 UNIT 15: DO YOU HAVE ANY TOYS? Lesson 2: 4-5-6 individua l Pairs Whole class Objective Language focus Resources PROCEDURE Steps 1.Oral test (5’) Listen and tick (10’) Read and write (10’) Ss will be able to use the words and phrases related to the topic Toys - Vocabulary: review - Pattern sentences: review Tape, textbook, flashcards, pictures Learning activities - Tell Ss that they are going to review the structure: A Does he/ she have ? Language focus Model: A Does he/ she have_? Modes Pairs B, Yes, he/ she does - No, he/she doesn’t - Use the picture cards as prompts - Call some pairs to go to the board and perform the conversation -Listen, correct their pronunciation and sentence structure if needed -Give comments - Tell Ss that they are going to listen and tick “ True” or “ False” in the correct boxes next the pictures - Give a few seconds for Ss to look at the pictures - Play the recording times through for Ss to listen and tick the correct answers - Ask Ss to exchange their answers with their partners before reporting them to the class - Call some Ss to read loud their answers - Listen and give feedback B, Yes, he/ she does No, he/she doesn’t - Tell Ss that they are going to read the text and fill the gaps - Read loud the text slowly and ask Ss to pay attention - Give a few seconds for Ss to read the text in silence Key: robot and a ball has a teddy bear and a doll Whole Key: aT bF cT dT Whole class individual pairs individual Let’s sing (13’) 5.Home-link (2’) again.Check comprehension - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Write the correct answers on the board -Call individual Ss to read the sentences aloud - Ask Ss to open their Student’s book on page 33 Tell them that they are going to sing the Linda has a little doll song - Play the recording times for Ss to get familiarized with the pronunciation, the stress, the rhythm and the intonation of the song - Play the recording again, pausing after each line for Ss to repeat - Play the recording once more for Ss to repeat the whole song - Call on some Ss to sing the song in front of the class The rest of the class clap their hands at rhythms Have Ss to practice singing the song again at home Yes, he class does She has a pairs yo – yo and a puzzle No, he doesn’t individual The song: Linda has a little doll Week: 25 Date of planning: 1/3/2016 Date of teaching: 3/3/2016 PERIOD: 99 UNIT 15: DO YOU HAVE ANY TOYS? Lesson 3: – – Groups Whole class Whole class Objective Language focus Resources PROCEDURE Steps Warm up (5’) 2.Listen and repeat (10’) Listen and write (10’) 4.Let’s chant (13’) - Ss will be able to pronunciate the sound pl, sh in the words plane and ship respectively - Phonics: plane, ship  /pl/ and /sh/ Tape, textbook, pictures Learning activities Language focus -Have Ss sing the song Linda has a little doll Have Ss open the book page 34, Phonics: look at the words plane, ship /pl/ and /sh/ and notice the letter coloured differently in both words Produce the sound of the letter pl in the word plane and sh in the word ship pl: plane She has a plane sh: ship Do you have a ship? Read loud the sounds and ask Ss to repeat chorally Call some Ss repeat individually Correct their pronunciation if needed - Ask Ss to pay attention to Modes: exercise on page 34 - Ask Ss to read sentences and ship guess the missing information plane - Play the tape times and ask Ss to listen carefully - Ask Ss to write the words they hear then exchange the information with their partner - Call some Ss to write their answers on the board - Play the tape again and check with whole class - Check and give feedback Play the tape “ Do you have a doll?” for Ss to listen while they Modes Whole class Whole class Individual Individual Pairs Individual The chant: Whole Do you have class 5.Home-link (2’) are reading the chant in their a doll? books Call on a group of six: three of them to repeat each line of the chant Show Ss how to say the chant and the actions Play the recording a few times for Ss to choral and individual repetition Have Ss practice the chant in groups and clap the syllables Monitor the activity and offer help when necessary/ correct typical pronunciation errors Call on a group to recite the chant The others clap the syllables Listen and give comments Have Ss to practise chanting “Do you have a doll?” at home Week: 25 Date of planning: 1/3/2016 Date of teaching: 3/3/2016 PERIOD: 100 UNIT 15: DO YOU HAVE ANY TOYS? Lesson 3: – – Groups Whole class Objective Language focus Ss will be able to review the vocab and structure sentences related to the topic Toys Vocab: review Structure sentence: review Resources PROCEDURE Steps Tape, textbook, pictures 1.Warm up(5’) - Have Ss chant “Do you have a doll? - Tell Ss look at pictures, read the sentences and complete them - Ask Ss the task for minutes - Ask Ss work in group to trade their answers in groups for correction - Call some Ss to report their answers The rest of the class listen and give comments - Make a few questions to check Ss comprehension of the sentences - Tell Ss that this is a personalized activity in which Ss write their answers, using real facts - Give Ss mins to read the text in silence - Check comprehension and give feedback - Call a student to the first question as an example - Give mins for Ss to the task in pairs - Get Ss to swap and check their answers before checking as a class - Call some Ss to write their answers on the board - Read, check and correct if needed 2.Read and complete (10’) Write about you (10’) Learning activities Language focus Key: toys orange two ship green Modes Whole class Whole class Groups Individual Key: Ss’own answers Individual Pairs Individual 4.Project (10’) 5.Home-link (5’) - Tell Ss that they are going to make a paper toy that they like, for example, a ship, or a plane or a bird Then they will give a presentation of their work to the class - Check understanding - Give Ss mins to the project Encourage them to decorate their paper toy - Have Ss work in pairs to ask and answer questions about their toys E.g Do you have paper toy? Yes, I This is my paper plane It’s big/ small It’s white/ green - Call several Ss to the front of the class and present their works - Listen and give comment - Have Ss to review the vocab related to the topic Toys at home Week: 26 Date of planning: 6/3/2016 Date of teaching: 8/3/2016 PERIOD: 101 REVIEW Objective Ss will be able to : Models : -Do you have paper toy? - Yes, I - This is my paper plane - It’s big/ small - It’s white/ green Whole class Individual Pairs Pairs Whole class Language focus Resources PROCEDURE Steps 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 Sentence Partners: Revisions Vocabulary: Revisions Tape, textbook, flashcards, pictures Learning activities Language focus 1.Warm up (3’) -Have Ss to sing a song 2.Listen and tick (12’) Listen and number (10’) - Tell Ss that they are going to listen and tick the correct boxes - Give Ss a few seconds to look at the pictures - Check comprehension and elicit information in the pictures and give feedback - Play the recording three times for Ss to listen, the task and check their answers - Get Ss to swap and check their answers before checking as a class - Explain the answers and give further support to Ss who got more than half of the answers wrong - Ask Ss to pay attention to pictures on page 36 then describe the differences between the pictures - Ask Ss to predict the order of these picture - Write their prediction on the board - Ask Ss to listen to the tape and choose , number the right picture then write the number in the picture Ss hear - Play the tape three times to listen - Call some Ss to read loud Key: 1.a 2.a 3.b 4.b 5.a Modes Whole class Whole class Individual Pairs Key: a3 b4 c1 d2 Whole class Individual their answer with their explanations - Play the tape again to check their predicts with their answers - Give feedback and comments 4.Read and complete (10’) 5.Home-link (5’) - Tell Ss that they are going to read the text and fill the gaps with words in the box - Give Ss mins to read the text in silence - Check comprehension and give feedback - Give mins for Ss to the task in pairs - Get Ss to swap and check their answers before checking as a class - Write the correct answers on the board for Ss to copy down into their notebooks - Do choral and individual repetition Key: bedrooms bathroom small There They - Guide Ss to exercises Read and match, Look and say at home Week: 26 Date of planning: 6/3/2016 Date of teaching: 8/3/2016 PERIOD: 102 SHORT STORY: CAT AND MOUSE Objective By the end of the lesson ss will be able to: Individual Pairs Individual Whole class/ individual T-Whole class - Review the phonics, vocabulary and sentence patterns from units 11 - 15 Language focus Resources PROCEDURE Steps Sentence Partners: Revisions Vocabulary: Revisions Tape, textbook, flashcards, pictures Learning activities Language focus 1.Warm up (3’) -Have Ss to sing a song Read the story Put these lines in the correct bubbles Then listen and check (12’) Unscramble these words from the conversation (10’) - Read the sentences given and read the story about Cat and Mouse -Have Ss look at pictures 1, 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 - Have Ss work in pairs to read and find out the suitable sentences to fill in the blanks and explain how to the exercise -Tell Ss that they are going to listen to the recording and check their answers - Play the recording times Ss to listen - Call Ss to read loud their answers - Check their guess - Make a few questions to check Ss’ comprehension of the story - Play the recording again Ss listen to the story and check Ss’ answers -Have Ss work individually to read the story again and order the letters to make the meaningful words -Have Ss trade their answers for Key: 1.d 2.b 3.c 4.a Modes Whole class Whole class Pairs Individual Answer: a sister b brother c house d rooms Individual correction e hello - Call on some Ss to report their f mouse answers The rest of the class listen give comments - Have the whole class read each word in chorus to reinforce their pronunciation Complete the conversation between Miu and Mimi (10’) 5.Home-link (5’) - Have Ss turn their books to page 39 -Tell Ss that they are going to read the dialogue between Miu and Mimi and find out the suitable words to complete the meaningful dialogue - Have Ss the task in pairs -Monitor the activity and offer help when necessary - Have Ss 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 Whole class Answer: Miu: Name/is Mimi: name Miu: to meet you Mimi: Nice to meet you - Guide Ss to exercises Correct the answers at home Week: 26 Date of planning: 8/3/2016 Date of teaching: 10/3/2016 PERIOD: 103 UNIT 16: DO YOU HAVE ANY PETS? Lesson 1: Part 1-2-3 Pair Pairs Individual Whole class T-Whole class Objective By the end of the lesson Ps will be able to: identify pets Language focus - Sentence Partners: Do you have any cats?-Yes, I / No, I don’t - Vocabulary: cat, dog, parrot, rabbit, goldfish, pet, cute Resources - Textbook, CD, cassette, flash cards Procedures Steps I Warm up (3’) II New lesson Look, listen and repeat (12’) Point and say (10’) Learning activities Language focus - Have Ss sing a song - Tell Ss look at the pictures on page 40 and elicit the characters and what are they doing - Set the scene - Play the recording times for Ss to listen - Play the recording again and pauses after each sentence for Ss to repeat - Play the recording again for Ss to listen and say along - Do choral and group repetition, pointing to the characters speaking - Divide class into groups and play roles to repeat dialogue Then call some pairs to repeat - Tell Ss are going to ask and answer the questions: A: Do you have any _? B: Yes, I do/ No, I don’t - Ask Ss look at pictures on textbook and points to each picture and teaches new words and then has Ss repeat each word a few times - Elicit the word to fill the gap - Do choral and individual repetition, using the picture on textbook Modes Whole class - Vocab: Cute, pet, dog Teacher – whole class Groups Pairs Model: A: Do you have any ? B: Yes, I do/ No, I don’t Teacher – whole class Groups Vocab: cat, dog, parrot, Pairs Let’s talk (12’) Consolidation (3’) -Make model with the best Ss - Divide class into groups to make conversation - Ask Ss to work in pairs for minutes - Call some pairs to present - Check as a class - Tell Ss that they are going to practice more with their classmates - Give Ss some seconds to look at the pictures and checks comprehension - Ask Ss to fill the gaps in the question and answer - Make model coversation with the best Ss - Get a open pair to give a demonstration of the dialouge before starting the activity - Get Ss work in pairs then T goes around to offer help and correct the pronunciation, if necessary - Call some pairs to act out the dialogue in front of the class - Correct the pronunciation if needed - T recalls the content of lesson rabbit, goldfish, pet, cute Model: A: Do you have any ? B: Yes, I do/ No, I don’t Teacher – whole class Pairs Teacher Week: 26 Date of planning: 8/3/2016 Date of teaching: 10/3/2016 PERIOD: 104 UNIT 16: DO YOU HAVE ANY PETS? Lesson 1: – – Objective Language focus By the end of the lesson Ps will be able to: identify pets - Sentence Partners: review - Vocabulary: review Resources - Textbook, CD, cassette PROCEDURE Steps Learning activities 1.Warm up (5’) - Divide class into goups - Stick some pictures of pet on the board then start the game “ Slap the board” - Congrat the winner group 2.Listen & - Tell Ss that they are going tick(10’) to listen and tick the correct boxes next the pictures - Give a few seconds for Ss to look at the pictures - Play the recording times through for Ss to listen and tick the correct answers - Ask Ss to exchange their answers with their partners before reporting them to the class - Call some Ss to read loud their answers - Listen and give feedback Look and - Tell Ss what they are going write (10’) to fill the gap - Ask Ss to look at the picture - Elicit the words filling the gaps - Ask Ss to work in pairs to look at the picture then complete the text in mins - Go around to offer help if necessary - Get Ss to swap and check their answers with their friends - Ask Ss to read their answers aloud to the class 4.Let’s write - Tell the class this is a (10’) personalized activity in which Ss use real facts in Language focus Modes Vocab: cat, dog, Group parrot, rabbit, goldfish, pet, cute Key: 1b 2a 3b Whole class individual -pairs Key: dog cats birds goldfish individual -whole class -pairs -pairs Key: Ss’own answers individual individual 5.Home-link (5’) their writing - Give Ss a few seconds to read the questions in silence - Call one student to the front of the class to give demonstration as an example - Give Ss mins to the task - Go around to offer help with the writing, if necessary - Get a few Ss to read their writing to the class Then call a few Ss to write their answers on the board - Correct spelling and grammatical errors - Have Ss learn by heart the pets they have learnt Whole class Week: 27 Date of planning: 13/3/2016 Date of teaching: 15/3/2016 PERIOD: 105 UNIT 16: DO YOU HAVE ANY PETS? Lesson 2: – – Objective Language focus Ss will be able to ask and answer questions about pets, using Where are the + (word for pets)? Vocabulary: over there, in, next to, in front of, flower pot, TV, fish tank Sentence patterns: Resources PROCEDURE Steps - Where are the cats? - They’re next to the flower pot Books, teachers’ book, notebooks, cassette Learning activities 1.Warm-up (5’) -Call some pairs to go to the board and ask – answer about pets: A: Do you have any ? B: Yes, I do/ No, I don’t -Listen and correct the mistakes if needed 2.Look, listen - Tell Ss that they are going to & repeat (12’) practice speaking about where their pets are - Tell Ss look at the pictures on page 42 and elicit the characters and what are they doing - Play the recording times for Ss to listen - Play the recording again and pauses after each sentence for Ss to repeat - Play the recording again for Ss to listen and say along - Do choral and group repetition, pointing to the characters speaking - Divide class into groups and play roles to repeat dialogue Then call some pairs to repeat 3.Point and say - Tell Ss that they are going to (13’) practice asking and answering questions: A:Where are the + ( word for pets)? B: They’re - Point to each thing (flower pot, fish tank, TV) , check comprehension and then have Ss to read aloud each thing - Use the first picture as an Language Modes focus Model: Pairs A: Do you have any ? B: Yes, I do/ No, I don’t Vocab: Over there, in, look -Dialogue: A: Where are my cats, Mum? B: They’re over there, under the table A: Is the dog there with the cats, Mum? B: No He’s in the garden Look! He’s there Vocab: Next to, in front of, flower pot, fish tank, TV Teacher – whole class Groups Pairs Sentence patterns: Whole A:Where are class the + ( word for pets)? example and put the question and answer on the board - Have Ss repeat a few times chorally and individually - Ask Ss to work in pairs - Call some Ss to practice in front of the class 4.Let’s talk (8’) - Tell Ss that they are going practise more with their friends - Give Ss seconds to look at the pictures and elicit the name of each pets and where they are - Ask Ss to predict the information they have to fill in the gaps - Call some Ss to read loud their prediction - Have some Ss make their sentences based on these pictures - Put them on the board and have Ss repeat them a few times - Do the first picture as example if Ss don’t understand - Ask Ss work in pairs in mins - Call some pairs to act out the dialogue - Give comments 5.Home-link - Ask Ss to practise asking and (2’) answering about pets B: They’re Pairs Sentence patterns: A:Where are/is the + ( word for pets)? B: They’re / It’s _ individual Pairs Whole class Week: 27 Date of planning: 13/3/2016 Date of teaching: 15/3/2016 PERIOD: 106 UNIT 16: DO YOU HAVE ANY PETS? Lesson 2: 4-5-6 Objective Language focus Resources Ss will be able to use the words and phrases related to the topic Pets - Vocabulary: review - Pattern sentences: review Tape, textbook, flashcards, pictures PROCEDURE Steps 1.Oral test (5’) Listen and number (10’) Read and write (10’) Learning activities - Tell Ss that they are going to review the structure: A:Where are the + ( word for pets)? B: They’re - Use the picture cards as prompts - Call some pairs to go to the board and perform the conversation -Listen, correct their pronunciation and sentence structure if needed -Give comments - Tell Ss that they are going to listen and number the correct boxes -Give a few seconds to look at pictures on textbook - Check comprehension and elicits information in the pictures and gives feedback - Play the recording through three times and asks Ss the task - Play recording for Ss check their answers - Ask Ss to work in pairs to share their answers - Play the recording again to check as a class - Tell Ss that they are going to read the text and fill the gaps - Read loud the text slowly and ask Ss to pay attention - Give a few seconds for Ss to read the text in silence again.Check comprehension - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their Language focus Model: A:Where are the + ( word for pets)? B: They’re Key: a.2 b.1 c.4 d.3 Modes Pairs Whole class Individua l Pairs Teacher – whole class Key: pets cat, on dog, under parrots, rabbit, garden Whole class pairs answers before checking as a class - Write the correct answers on the board -Call individual Ss to read the sentences aloud Let’s sing (13’) 5.Home-link (2’) - Ask Ss to open their Student’s book on page 43 Tell them that they are going to sing the Do you have any pets?song - Play the recording times for Ss to get familiarized with the pronunciation, the stress, the rhythm and the intonation of the song - Play the recording again, pausing after each line for Ss to repeat - Play the recording once more for Ss to repeat the whole song - Call on some Ss to sing the song in front of the class The rest of the class clap their hands at rhythms Have Ss to practice singing the song again at home individua l The song: Do you have any pets? Whole class Groups Whole class Week: 27 Date of planning: 15/3/2016 Date of teaching: 17/3/2016 PERIOD: 107 UNIT 16: DO YOU HAVE ANY PETS? Lesson 3: – – Objective Language focus Resources PROCEDURE - Ss will be able to pronunciate the sound o in the words parrot and dog respectively - Phonics: parrot and dog  /o/ and /o/ Tape, textbook, pictures Steps Warm up (5’) 2.Listen and repeat (10’) Listen and write (10’) 4.Let’s chant (13’) Learning activities -Have Ss sing the song Do you have any pets? -Have Ss open the book page 44, look at the words parrot - dog and notice the letter coloured differently in both words -Produce the sound of the letter o in the words parrot and dog o: dog Where is your dog? o: parrot My parrot is in the garden -Read loud the sounds and ask Ss to repeat chorally -Call some Ss repeat individually -Correct their pronunciation if needed - Ask Ss to pay attention to exercise on page 44 - Ask Ss to read sentences and guess the missing information - Play the tape times and ask Ss to listen carefully - Ask Ss to write the words they hear then exchange the information with their partner - Call some Ss to write their answers on the board - Play the tape again and check with whole class - Check and give feedback Play the tape “ Do you have any cats?” for Ss to listen while they are reading the chant in their books Call on a group of six: three of them to repeat each line of the chant Show Ss how to say the chant and the actions Language focus Modes Whole class Phonics: /o/ Whole class Individual Modes: parrot dog Individual Pairs Individual The chant: Do you have any cats Whole class Groups Play the recording a few times for Ss to choral and individual repetition Have Ss practice the chant in groups and clap the syllables Monitor the activity and offer help when necessary/ correct typical pronunciation errors Call on a group to recite the chant The others clap the syllables Listen and give comments 5.Home-link (2’) Have Ss to practise chanting “Do you have any cats?”at home Whole class Week: 27 Date of planning: 15/3/2016 Date of teaching: 17/3/2016 PERIOD: 108 UNIT 16: DO YOU HAVE ANY PETS? Lesson 3: – – Objective Language focus Ss will be able to review the vocab and structure sentences related to the topic Pets Vocab: review Structure sentence: review Resources PROCEDURE Steps Tape, textbook, pictures 1.Warm up(5’) - Have Ss chant “ Do you have any cats?” - Tell Ss that they are going to read the sentences on the left and pair them with those on the right by drawing a line between them - Give a few second for Ss to read the text in silence Check comprehension and give feedback - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call a few open pairs to read the dialogues - Tell Ss that they are going to read the text and fill the gaps - Read loud the text slowly and ask Ss to pay attention - Give a few seconds for Ss to read the text in silence again.Check comprehension - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Write the correct answers on the board -Call individual Ss to read the sentences aloud - Tell Ss that they are going to draw the pet(s) they have or like Then they will give a 2.Read and match (10’) Read and write (10’) 4.Project (10’) Learning activities Language focus Modes Whole class Key: 1c 2d 3a 4b Whole class Individual Pairs Pairs Key: Whole years class old she does a dog, two goldfish and two parrots at the pairs door in the fish tank individual Models : This is my Whole class 5.Home-link (5’) presentation of their work to the class - Check understanding - Give Ss mins to the project Encourage them to draw as many pets as possible - Have Ss work individually to talk about their pet (s) E.g This is my dog It’s in the garden Do you have any pets? - Call several Ss to the front of the class and present their works - Listen and give comment - Have Ss to review the vocab related to the topic Pets at home dog It’s in the garden Do you have any pets? Individual Whole class Week: 28 Date of planning: 20/3/2016 Date of teaching: 22/3/2016 PERIOD: 109 UNIT 17: WHAT TOYS DO YOU LIKE? Lesson 1: Part 1-2-3 Objective By the end of the lesson Ss will be able to use the words and phrases realated to the topic Toys,ask and answer questions about Toys Language - Vocabulary: truck, like - Sentence Partners: A: What toys you like? B: I like _ focus Resources - Textbook, CD, cassette, flash cards Procedures Steps I Warm up (3’) II New lesson Look, listen and repeat (12’) Point and say (10’) Learning activities Language focus - Have Ss sing a song - Tell Ss look at the pictures on page 46 and elicit the characters and what are they doing - Set the scene - Play the recording times for Ss to listen - Play the recording again and pauses after each sentence for Ss to repeat - Play the recording again for Ss to listen and say along - Do choral and group repetition, pointing to the characters speaking - Divide class into groups and play roles to repeat dialogue Then call some pairs to repeat - Tell Ss are going to ask and answer the questions: A: What toys you like? B: I like _ - Ask Ss look at pictures on textbook and points to each picture and teaches new words and then has Ss repeat each word a few times - Elicit the word to fill the gap - Do choral and individual repetition, using the picture on textbook -Make model with the best Ss - Divide class into groups to make conversation Modes Whole class - Vocab: Like Teacher – whole class A: Do you like toys? B: Yes, I A: What toys you like? Groups Pairs B: I like ships Model: Teacher – A: What toys whole class you like? B: I like _ Vocab: Truck, like Groups Pairs Let’s talk (12’) Consolidation (3’) - Ask Ss to work in pairs for minutes - Call some pairs to present - Check as a class - Tell Ss that they are going to practice more with their classmates - Give Ss some seconds to look at the picture and checks comprehension - Ask Ss to fill the gaps in the question and answer - Make model coversation with the best Ss - Get a open pair to give a demonstration of the dialouge before starting the activity - Get Ss work in pairs then T goes around to offer help and correct the pronunciation, if necessary - Call some pairs to act out the dialogue in front of the class - Correct the pronunciation if needed - Recall the content of lesson Model: A: What toys you like? Teacher – whole class B: I like _ Pairs Teacher Week: 28 Date of planning: 20/3/2016 Date of teaching: 22/3/2016 PERIOD: 110 UNIT 17: WHAT TOYS DO YOU LIKE? Lesson 1: – – Objective Language focus Resources By the end of the lesson Ss will be able to use the words and phrases related to the topic Toys - Sentence Partners: review - Vocabulary: review - Textbook, CD, cassette PROCEDURE Steps Learning activities 1.Warm up (5’) - Divide class into goups - Stick some pictures of pet on the board then start the game “ Slap the board” - Congrat the winner group 2.Listen & - Tell Ss that they are going tick(10’) to listen and tick the correct boxes next the pictures - Give a few seconds for Ss to look at the pictures - Play the recording times through for Ss to listen and tick the correct answers - Ask Ss to exchange their answers with their partners before reporting them to the class - Call some Ss to read loud their answers - Listen and give feedback Read and - Tell Ss that they are going write (10’) to read the text and fill the gaps - Read loud the text slowly and ask Ss to pay attention - Give a few seconds for Ss to read the text in silence again.Check comprehension - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Write the correct answers on the board -Call individually Ss to read the sentences aloud 4.Let’s write - Tell the class this is a (10’) personalized activity in Language focus Vocab: truck, doll, kite, plane, ship, ball, robot, puzzle Key: 1b 2a 3b Modes Group Whole class -individual -pairs -individual Key: 1.playroom 2.planes 3.dolls 4.ships 5.kites 6.trucks Whole class pairs individual Key: Ss’own answers individual 5.Home-link (5’) which Ss use real facts in their writing - Give Ss a few seconds to read the questions in silence - Call one student to the front of the class to give demonstration as an example - Give Ss mins to the task - Go around to offer help with the writing, if necessary - Get a few Ss to read their writing to the class Then call a few Ss to write their answers on the board - Correct spelling and grammatical errors - Have Ss learn by heart the Toys they have learnt Whole class Week: 28 Date of planning: 22/3/2016 Date of teaching: 24/3/2016 PERIOD: 111 UNIT 17: WHAT TOYS DO YOU LIKE? Lesson 2: – – Objective Language focus Resources Ss will be able to ask and answer questions about the quanitity of pets, using How many + (word for pet) + you have? Vocabulary: review Sentence patterns: - How many parrots you have? - I have five Books, teachers’ book, notebooks, cassette PROCEDURE Steps Learning activities 1.Warm-up (5’) -Call some pairs to go to the board and ask – answer about pets: A: What toys you like? B: I like -Listen and correct the mistakes if needed 2.Look, listen - Tell Ss that they are going to & repeat (12’) practice speaking about a number of pets and toys - Tell Ss look at the pictures on page 48 and elicit the characters and what are they doing - Play the recording times for Ss to listen - Play the recording again and pauses after each sentence for Ss to repeat - Play the recording again for Ss to listen and say along - Do choral and group repetition, pointing to the characters speaking - Divide class into groups and play roles to repeat dialogue Then call some pairs to repeat 3.Point and say - Tell Ss that they are going to (13’) practice asking and answering questions: A: How many you have? B: I have - Point to each pet, have Ss to read aloud to review - Use the first picture as an example and put the question and answer on the board - Have Ss repeat a few times chorally and individually - Ask Ss to work in pairs Language Modes focus Model: Pairs A: What toys you like? B: I like Dialogue: A: Do you have any parrots? Teacher – whole class B: Yes, I A: How many parrots you have? Groups Pairs B: I have five Sentence patterns: A: How many you have? B: I have _ Whole class Pairs - Call some Ss to practice in front of the class 4.Let’s talk (8’) - Tell Ss that they are going practise more with their friends - Give Ss seconds to look at the pictures and elicit the name of each pet - Ask Ss to predict the information they have to fill in the gaps - Call some Ss to read loud their prediction - Have some Ss make their sentences based on these pictures - Put them on the board and have Ss repeat them a few times - Do the first picture as example if Ss don’t understand - Ask Ss work in pairs in mins - Call some pairs to act out the dialogue - Give comments 5.Home-link - Ask Ss to practise asking and (2’) answering about a number of pets and toys Sentence patterns: A: How many you have? B: I have _ individual Pairs Whole class Week: 28 Date of planning: 22/3/2016 Date of teaching: 24/3/2016 PERIOD: 112 UNIT 17: WHAT TOYS DO YOU LIKE? Lesson 2: 4-5-6 Objective Language focus Resources PROCEDURE Steps Ss will be able to use the words and phrases related to the topic Pets and Toys - Vocabulary: review - Pattern sentences: review Tape, textbook, flashcards, pictures Learning activities Language focus Modes 1.Oral test (5’) Listen and number (10’) Read and complete (10’) - Tell Ss that they are going to review the structure: A:What toys/pets you like? B: I like A: How many you have? B:I have - Use the picture cards as prompts - Call some pairs to go to the board and perform the conversation -Listen, correct their pronunciation and sentence structure if needed -Give comments - Tell Ss that they are going to listen and number the correct boxes -Give a few seconds to look at pictures on textbook - Check comprehension and elicits information in the pictures and gives feedback - Play the recording through three times and asks Ss the task - Play recording for Ss check their answers - Ask Ss to work in pairs to share their answers - Play the recording again to check as a class - Tell Ss that they are going to read the text and fill the gaps with words in the gaps - Give Ss mins to read the text in silence - Check comprehension and give feedback - Give mins for Ss to the task in pairs Model: A:What toys/pets you like? B: I like A: How many _ you have? B:I have Pairs Key: a.2 b.1 c.4 d.3 Whole class Individual Pairs Teacher – whole class Key: dogs, parrot cats, dog goldfish Individual Pairs Individual Let’s write (13’) 5.Consolidatio n (2’) - Get Ss to swap and check their answers before checking as a class - Write the correct answers on the board - Do choral and individual repetition - Tell the class this is a Key: personalized activity in which Ss Ss’own use real facts in their writing answers - Give Ss a few seconds to read the questions in silence - Call one student to the front of the class to give demonstration as an example - Give Ss mins to the task - Go around to offer help with the writing, if necessary - Get a few Ss to read their writing to the class Then call a few Ss to write their answers on the board - Correct spelling and grammatical errors -Recall the content of lesson Whole class/ individual individual Teacher Week: 29 Date of planning: 27/3/2016 Date of teaching: 29/3/2016 PERIOD: 113 Objective Language focus Resources PROCEDUR E Steps UNIT 17: WHAT TOYS DO YOU LIKE? Lesson 3: – – - Ss will be able to pronunciate the sound /i-e/, /i/ in the words kite and ship respectively - Phonics: kite and ship /i-e/ and /i/ Tape, textbook, pictures Learning activities Language Modes focus Warm up (5’) 2.Listen and repeat (10’) -Have Ss chant “Do you have any cats?” -Have Ss open the book page 50, look at the words kite and ship and notice the letter coloured differently in both words -Produce the sound of the letter /i-e/ and /i/ in the words kite and ship /i-e/: kite This is my kite /i/: ship Phonics: /o/ Whole class Whole class I like ships -Read loud the sounds and ask Ss to repeat chorally -Call some Ss repeat individually Individua l -Correct their pronunciation if needed Listen and write (10’) - Ask Ss to pay attention to exercise Modes: on page 50 kite - Ask Ss to read sentences and ships guess the missing information Individua l - Play the tape times and ask Ss to listen carefully - Ask Ss to write the words they hear then exchange the information with their partner - Call some Ss to write their answers on the board - Play the tape again and check with whole class Pairs Individua l - Check and give feedback 4.Let’s chant (13’) - Play the tape “ Do you like toys?” for Ss to listen while they are reading the chant in their books - Call on a group of six: three of The chant: Whole Do you like class toys?” 5.Home-link (2’) them to repeat each line of the chant - Show Ss how to say the chant and the actions - Play the recording a few times for Ss to choral and individual repetition - Have Ss practice the chant in groups and clap the syllables - Monitor the activity and offer help when necessary/ correct typical pronunciation errors - Call on a group to recite the chant The others clap the syllables - Listen and give comments Have Ss to practise chanting “Do you like toys?” at home Groups Whole class Week: 29 Date of planning: 27/3/2016 Date of teaching: 29/3/2016 PERIOD: 114 UNIT 17: WHAT TOYS DO YOU LIKE? Lesson 3: – – Objective Language focus Resources PROCEDURE Ss will be able to review the vocab and structure sentences related to the topic Toys Vocab: review Structure sentence: review Tape, textbook, pictures Steps Learning activities 1.Warm up(5’) - Have Ss chant “ Do you like toys?” - Tell Ss that they are going to read the sentences on the left and pair them with those on the right by drawing a line between them - Give a few second for Ss to read the text in silence Check comprehension and give feedback - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call a few open pairs to read the dialogues - Tell Ss that they are going to read and fill the gaps with the appropriate words - Give Ss few seconds to read the text and words in the box in silence - Get Ss to work in pairs - Give Ss mins to the task and go around and offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call some pairs to read aloud each character’s lines respectively - Listen and check, give comment - Tell Ss that they are going to copy and colour a favourite toy and pet they like - Check understanding - Give Ss mins to the project 2.Read and match (10’) Read and complete (10’) 4.Project (10’) Language focus Key: 1c 2a 3d 4b Modes Whole class Whole class Individual Pairs Pairs Key: trucks ten has cats like How Whole class Models : Whole class Pairs A:What toys/ pets you like? Groups B: I like 5.Home-link (5’) -Get Ss to work in groups A: What - Go around to offer help, if colour is it? necessary B: It’s - Have Ss work in pairs to ask and answer questions about their drawing E.g A:What toys/ pets you like? B: I like A: What colour is it? B: It’s - Call several Ss to the front of the class and present their works - Listen and give comment - Have Ss to review the vocab related to the topic Toys and Pets at home Pairs Whole class Week: 29 Date of planning: 29/3/2016 Date of teaching: 31/3/2016 PERIOD: 115 UNIT 18: WHAT ARE YOU DOING? Lesson 1: Part 1-2-3 Objective Language focus Resources Procedures By the end of the lesson Ss will be able to use the words and phrases realated to the topic Indoor activities - Vocabulary: read, cook, listen to music, clean the floor - Sentence Partners: A: What are you doing? B: I’m reading Textbook, CD, cassette, flash cards Steps I Warm up (3’) II New lesson Look, listen and repeat (12’) Point and say (10’) Learning activities Language focus - Have Ss sing a song - Tell Ss look at the pictures on page 52 and elicit the characters and what are they doing - Set the scene - Play the recording times for Ss to listen - Play the recording again and pauses after each sentence for Ss to repeat - Play the recording again for Ss to listen and say along - Do choral and group repetition, pointing to the characters speaking - Divide class into groups and play roles to repeat dialogue Then call some pairs to repeat - Tell Ss are going to ask and answer the questions: A: What are you doing? B: I’m _ - Ask Ss look at pictures on textbook and points to each picture and teaches new words and then has Ss repeat each word a few times - Elicit the word to fill the gap - Do choral and individual repetition, using the picture on textbook -Make model with the best Ss - Divide class into groups to make conversation - Ask Ss to work in pairs for minutes - Call some pairs to present - Check as a class Modes Whole class - Vocab: Teacher – Read whole class -Dialogue A: I’m home Where are you Hoa? B: I’m in my room A: What are you doing? Groups B: I’m reading Pairs Model: Teacher – A: What are whole class you doing? B: I’m Vocab: read, cook, listen to music, clean to floor Groups Pairs Let’s talk (12’) Consolidation (3’) - Tell Ss that they are going to practice more with their classmates - Give Ss some seconds to look at the picture and checks comprehension - Ask Ss to fill the gaps in the question and answer - Make model coversation with the best Ss - Get a open pair to give a demonstration of the dialouge before starting the activity - Get Ss work in pairs then go around to offer help and correct the pronunciation, if necessary - Call some pairs to act out the dialogue in front of the class - Correct the pronunciation if needed - Recall the content of lesson Model: A: What are you doing? Teacher – whole class B: I’m Pairs Teacher Week: 29 Date of planning: 29/3/2016 Date of teaching: 31/3/2016 PERIOD: 116 Objective Language focus Resources UNIT 18: WHAT ARE YOU DOING? Lesson 1: – – By the end of the lesson Ss will be able to use the words and phrases realated to the topic Indoor activities - Sentence Partners: review - Vocabulary: review - Textbook, CD, cassette PROCEDURE Steps Learning activities 1.Warm up (5’) - Divide class into goups Language focus Modes Group Vocab: read, 2.Listen & tick(10’) Read and write (10’) 4.Let’s write (10’) - Stick some pictures of pet on the board then start the game “ Slap the board” - Congrat the winner group - Tell Ss that they are going to listen and tick the correct boxes next the pictures - Give a few seconds for Ss to look at the pictures - Play the recording times through for Ss to listen and tick the correct answers - Ask Ss to exchange their answers with their partners before reporting them to the class - Call some Ss to read loud their answers - Listen and give feedback - Tell Ss that they are going to read the text and fill the gaps - Read loud the text slowly and ask Ss to pay attention - Give a few seconds for Ss to read the text in silence again.Check comprehension - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Write the correct answers on the board -Call individually Ss to read the sentences aloud - Tell the class this is a personalized activity in which Ss use real facts in their writing - Give Ss a few seconds to cook, listen to music, clean to floor Key: 1b 2a 3b Whole class individual -pairs Key: 1.reading 2.is listening to music 3.are cooking individual Whole class pairs individual Key: Ss’own answers individual 5.Home-link (5’) read the questions in silence - Call one student to the front of the class to give demonstration as an example - Give Ss mins to the task - Go around to offer help with the writing, if necessary - Get a few Ss to read their writing to the class Then call a few Ss to write their answers on the board - Correct spelling and grammatical errors - Have Ss learn by heart the vocab related topic Indoor activities they have learnt Whole class Week: 30 Date of planning: 3/4/2016 Date of teaching: 5/4/2016 PERIOD: 117 UNIT 18: WHAT ARE YOU DOING? Lesson 2: – – Objective Language focus Resources PROCEDURE Steps Ss will be able to ask and answer questions about what someone is doing Vocabulary: homework, sing, draw, play the piano, watch TV Sentence patterns: - What’s he/ she doing? - He’s/ She’s _ Books, teachers’ book, notebooks, cassette Learning activities Language Modes 1.Warm-up (5’) -Call some pairs to go to the board and ask – answer about Indoor activities, using pictures as prompt A: What are you doing? B: I’m _ -Listen and correct the mistakes if needed 2.Look, listen - Tell Ss that they are going to & repeat (12’) practice speaking about what someone is doing - Tell Ss look at the pictures on page 54 and elicit the characters and what are they doing - Play the recording times for Ss to listen - Play the recording again and pauses after each sentence for Ss to repeat - Play the recording again for Ss to listen and say along - Do choral and group repetition, pointing to the characters speaking - Divide class into groups and play roles to repeat dialogue Then call some pairs to repeat 3.Point and say - Tell Ss that they are going to (13’) practice asking and answering questions: A: What’s he/ she doing? B: He’s/ She’s _ - Point to each picture and check comprehension - Use the first picture as an example and put the question and answer on the board - Have Ss repeat a few times chorally and individually - Ask Ss to work in pairs - Call some Ss to practice in front of the class 4.Let’s talk (8’) - Tell Ss that they are going focus Model: A: What are you doing? B: I’m reading Dialogue: A: What’s he/ she doing? Pairs Teacher – whole class B: He’s/ She’s _ Groups Pairs Sentence patterns: A: What’s he/ she doing? B: He’s/ She’s _ Whole class Pairs Sentence 5.Consolidatio n (2’) practise more with their friends - Give Ss seconds to look at the pictures and elicit the name of each indoor activities - Ask Ss to predict the information they have to fill in the gaps - Call some Ss to read loud their prediction - Have some Ss make their sentences based on these pictures - Put them on the board and have Ss repeat them a few times - Do the first picture as example if Ss don’t understand - Ask Ss work in pairs in mins - Call some pairs to act out the dialogue - Give comments - Recall the content of the lesson patterns: A: What’s he/ she doing? B: He’s/ She’s _ individua l Pairs Teacher Week: 30 Date of planning: 3/4/2016 Date of teaching: 5/3/2016 PERIOD: upload.123doc.net Objective Language focus Resources PROCEDURE Steps 1.Oral test (5’) UNIT 18: WHAT ARE YOU DOING? Lesson 2: 4-5-6 Ss will be able to use the words and phrases related to the topic Indoor activities - Vocabulary: review - Pattern sentences: review Tape, textbook, flashcards, pictures Learning activities - Tell Ss that they are going to review the structure: A: What’s he/ she doing? Language focus Model: A: What’s he/ she Modes Pairs Listen and number (10’) Read and match(10’) Let’s sing (13’) B: He’s/ She’s _ - Use the picture cards as prompts - Call some pairs to go to the board and perform the conversation -Listen, correct their pronunciation and sentence structure if needed -Give comments - Tell Ss that they are going to listen and number the correct boxes -Give a few seconds to look at pictures on textbook - Check comprehension and elicits information in the pictures and gives feedback - Play the recording through three times and asks Ss the task - Play recording for Ss check their answers - Ask Ss to work in pairs to share their answers - Play the recording again to check as a class - Tell Ss that they are going to read the sentences on the left and pair them with those on the right by drawing a line between them - Give a few second for Ss to read the text in silence Check comprehension and give feedback - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call a few open pairs to read the dialogues - Read aloud the song I love my parents - Check Ss’comprehension - Play the tape “I love my doing? B: He’s/ She’s _ Key: a.3 b.1 c.4 d.2 Whole class Individua l Pairs Teacher – whole class Key: 1b 2d 3a 4c Whole class Individua l Pairs Pairs The song I love my parents Whole class Home-link (2’) parents.” for Ss to listen while they are reading the sing in their books - Have Ss the choral and individual repetition of each line - When Ss are familiar with the tune, show them how to sing the song and the actions - Get groups of Ss to sit face to face and practise singing and doing the actions - Have whole class sing the song -Ask Ss to practice singing the song at home Choral Individua l Groups Whole class Teacher Week: 30 Date of planning: 5/4/2016 Date of teaching: 7/4/2016 PERIOD: 119 Objective UNIT 18: WHAT ARE YOU DOING? Lesson 3: – – - Ss will be able to pronunciate the sound /ea/, /aw/ in the words reading and drawing respectively - Phonics: reading and drawing  /ea/ and /aw/ Language focus Resources PROCEDURE Steps Tape, textbook, pictures Warm up (5’) 2.Listen and -Have Ss sing the song “I love my parents” -Have Ss open the book page 56, Learning activities Language focus Phonics: Modes Whole class Whole repeat (10’) Listen and write (10’) 4.Let’s chant (13’) look at the words reading and /ea/ drawing and notice the letter and /aw/ coloured differently in both words -Produce the sound of the letter /ea/ and /aw/ in the words reading and drawing /ea/: reading He’s reading /aw/: drawing She’s drawing a picture -Read loud the sounds and ask Ss to repeat chorally -Call some Ss repeat individually -Correct their pronunciation if needed - Ask Ss to pay attention to exercise on page 56 - Ask Ss to read sentences and guess the missing information - Play the tape times and ask Ss to listen carefully - Ask Ss to write the words they hear then exchange the information with their partner - Call some Ss to write their answers on the board - Play the tape again and check with whole class - Check and give feedback Play the tape “ What are you doing?” for Ss to listen while they are reading the chant in their books Call on a group of six: three of them to repeat each line of the chant Show Ss how to say the chant and the actions Play the recording a few times for Ss to choral and individual repetition Have Ss practice the chant in groups and clap the syllables Monitor the activity and offer help class Individual Modes: reading drawing Individual Pairs Individual The chant: Whole What are class you doing? Groups 5.Home-link (2’) when necessary/ correct typical pronunciation errors Call on a group to recite the chant The others clap the syllables Listen and give comments Have Ss to practise chanting “What are you doing?” at home Whole class Week: 30 Date of planning: 5/4/2016 Date of teaching: 7/4/2016 PERIOD: 120 UNIT 18: WHAT ARE YOU DOING? Lesson 3: – – Objective Language focus Resources PROCEDURE Steps 1.Warm up(5’) Ss will be able to review the vocab and structure sentences related to the topic Indoor activities Vocab: review Structure sentence: review Tape, textbook, pictures Learning activities - Have Ss chant “What are you Language focus Modes Whole 2.Read and complete (10’) doing?” - Tell Ss that they are going to read and fill the gaps with the appropriate words - Give Ss few seconds to read the text and words in the box in silence - Get Ss to work in pairs - Give Ss mins to the task and go around and offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call some Ss to read aloud each line - Listen and check, give comment Key: 1.is 2.in 3.watching 4.playing 5.listening class Whole class Individual Pairs Individual Let’s write (10’) - Tell Ss that they are going to write the answers - Give Ss few minutes to read the text again - Call a student to give the answer of the first gap before starting the activity - Get Ss to work in pairs - Give Ss mins to the task and go around and offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call some pairs to read aloud each character’s lines respectively - Listen and check, give comment Key: Whole His family class is at home His father is watching TV His mother Pairs is playing the piano His brother is listening to music He is singing in his room 4.Project (10’) - Tell Ss that they are going to look at the pictures and tell what the children are doing - Check understanding - Give Ss mins to the Models : Whole class This is my friend Her name is Lan Groups 5.Home-link (5’) project -Get Ss to work in groups - Go around to offer help, if necessary - Have Ss work in pairs to ask and answer questions about their drawing E.g This is my friend Her name is Lan She is listening to music What is your friend doing? - Call several Ss to the front of the class and present their works - Listen and give comment - Have Ss to review the vocab related to the topic Indoor activities at home She is listening to music What is your friend doing? Pairs Whole class Week: 34 Date of planning: 3/5/2016 Date of teaching: 5/5/2016 PERIOD: 135 Objective ADDING ACTIVITY Ss will be able to: + review vocabulary and sentence patterns in the previous lessons + practice listening, writing, speaking and reading skills Language focus - Vocabulary: Review Sentence Patterns: Review Resources - Tape, textbook, flashcards, pictures, posters Procedure Steps Learning activities Language Modes focus I.Warm up (7’) - T has Ss sing a song - T lets Ss play the game: Who is smarter? to check vocabulary + T asks Ss work individually + T shows the flashcards of the missing words new lesson II New - T uses the following pictures: lesson - T asks Ss work in groups Look, - T shows the pictures in the order listen and and asks the following questions: write the How many planes you have? answers What toys you like? (10’) What is he doing? What is she doing? How many goldfish you have? - Each group has duty listenning carefully and write down the answers as fast as possible on the group board - T asks Ss show the answer and checks - T gives feedback Read and - T tells Ss are going to read the match (10’) questions in the column A and match with the suitable answers in the column B by drawing a line between them A B What are a They’re you doing flying kites What’s Mai b I’m doing doing? homework What are c She is Tony and singing Linda doing? What’s is d He’s Peter doing? watching TV - T has Ss work individually and the task for minutes - T calls some volunteers to go to Whole class Individual Answer keys: I have three I like cars He is cycling She is listening to music I have four Whole class Groups Pairs Answer keys: b c a d Teacher Whole class Individual the board and write down their answers - T gives feedback and shows the answer keys - T call some pairs make dialogue with the questions and the answers - T gives feedback and correct pronunciation if necessary Put the - T tells Ss that they are going to words in the out the words in order, then read order, Then aloud read aloud many/ how/ do/ have/ you/ dogs (12’) five/ I/ have - T lets Ss read all words for some second and check comprehension - T asks Ss work in groups and the task for minutes - T asks Ss stick their answers on the board - T checks Ss’ answers - T asks Ss read aloud the sentences - T calls two Ss read the sentences again Give feedback 4.Consolida - T comments the lesson tion (1’) Pairs Teacher Teacher whole class Answer keys:: How many dogs you have? Groups I have five  Teacher – whole class Teacher – whole class Week: 31 Date of planning: 10/4/2016 Date of teaching: 12/4/2016 PERIOD: 121 UNIT 19: THEY’RE IN THE PARK Lesson 1: Part 1-2-3 Objective By the end of the lesson Ss will be able to use the words and phrases realated to the topic Outdoor activities Language focus - Vocabulary: cycle, skate, fly kite, skip, park - Sentence Partners: A: What are they doing? B: They’re skipping - Textbook, CD, cassette, flash cards Resources Procedures Steps Learning activities Language focus Modes I Warm up (3’) - Have Ss chant “ What are you doing?” II New lesson - Tell Ss look at the pictures on page 58 and elicit the Look, listen characters and what are they and repeat doing (12’) - Set the scene - Play the recording times for Ss to listen - Play the recording again and pauses after each sentence for Ss to repeat - Play the recording again for Ss to listen and say along - Do choral and group repetition, pointing to the characters speaking - Divide class into groups and play roles to repeat dialogue Then call some pairs to repeat Point and say - Tell Ss are going to ask and answer the questions: (10’) A: What are they doing? B: They’re _ - Ask Ss look at pictures on textbook and points to each picture and teaches new words and then has Ss repeat each word a few times - Elicit the word to fill the gap - Do choral and individual repetition, using the picture on textbook -Make model with the best Ss - Divide class into groups to make conversation - Ask Ss to work in pairs for minutes - Call some pairs to present - Check as a class Whole class - Vocab: park -Dialogue A:Are Nam and Quan here? B: No, they aren’t They’re in the park A: What are they doing? B: They’re skating Teacher – whole class Groups Pairs Model: Teacher – A: What are whole class they doing? B: They’re Vocab: cycle, fly kite Groups Pairs - Tell Ss that they are going to practice more with their classmates - Give Ss some seconds to look at the picture and checks comprehension - Ask Ss to fill the gaps in the question and answer - Make model coversation with the best Ss - Get a open pair to give a demonstration of the dialouge before starting the activity - Get Ss work in pairs then go around to offer help and correct the pronunciation, if necessary - Call some pairs to act out the dialogue in front of the class - Correct the pronunciation if needed 4.Consolidation - Recall the content of lesson (3’) Let’s talk (12’) Model: A: What are they doing? B: They’re _ Teacher – whole class Pairs Teacher Week: 31 Date of planning: 10/4/2016 Date of teaching: 12/4/2016 PERIOD: 122 Objective Language focus Resources UNIT 19: THEY’RE IN THE PARK Lesson 1: – – By the end of the lesson Ss will be able to use the words and phrases realated to the topic Outdoor activities - Sentence Partners: review - Vocabulary: review - Textbook, CD, cassette PROCEDURE Steps Learning activities Language focus Modes 1.Warm up (5’) -Call some pairs to go to the Model: Pairs board and ask – answer about A: What are 2.Listen & tick(10’) Read and write (10’) 4.Let’s write (10’) Outdoor activities, using pictures as prompt A: What are they doing? B: They’re _ -Listen and correct the mistakes if needed - Tell Ss that they are going to listen and tick the correct boxes next the pictures - Give a few seconds for Ss to look at the pictures - Play the recording times through for Ss to listen and tick the correct answers - Ask Ss to exchange their answers with their partners before reporting them to the class - Call some Ss to read loud their answers - Listen and give feedback - Tell Ss that they are going to read the text and fill the gaps - Read loud the text slowly and ask Ss to pay attention - Give a few seconds for Ss to read the text in silence again.Check comprehension - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Write the correct answers on the board -Call individually Ss to read the sentences aloud - Tell the class this is a personalized activity in which Ss use real facts in their writing they doing? B: They’re skipping Key: 1b 2a Whole class individual -pairs Key: 1.the park 2.playing football 3.skipping 4.cycling 5.flying kites individual Whole class pairs individual Key: Ss’own answers individual 5.Home-link (5’) - Give Ss a few seconds to read the questions in silence - Call one student to the front of the class to give demonstration as an example - Give Ss mins to the task - Go around to offer help with the writing, if necessary - Get a few Ss to read their writing to the class Then call a few Ss to write their answers on the board - Correct spelling and grammatical errors - Have Ss learn by heart the vocab related topic Outdoor activities they have learnt Whole class Week: 31 Date of planning: 12/4/2016 Date of teaching: 14/4/2016 PERIOD: 123 Objective Language focus Resources Procedure Steps 1.Warm-up (5’) UNIT 19: THEY’RE IN THE PARK Lesson 2: – – By the end of this lesson, Students will be able to ask and answer questions about the weather in different places Vocabulary: city, weather, sunny, rainy, cloudy, windy, snowy, stormy Sentence patterns: - What’s the weather like? - It’s sunny Books, teachers’ book, notebooks, cassette Learning activities -Divide class into groups - Stick pictures about Outdoor Language focus Outdoor activities: Modes Groups activities and Indoor activities on the board -Ask each group to identify the activities in mins - Call each group to write their answers on the board -Check and congrat the winner 2.Look, listen - Tell Ss that they are going to & repeat (12’) practice speaking about the weather - Tell Ss look at the pictures on page 60 and elicit the characters and what are they doing - Play the recording times for Ss to listen - Play the recording again and pauses after each sentence for Ss to repeat - Play the recording again for Ss to listen and say along - Do choral and group repetition, pointing to the characters speaking - Divide class into groups and play roles to repeat dialogue Then call some pairs to repeat 3.Point and - Tell Ss that they are going to say (13’) practice asking and answering questions: A: What’s the weather like? B: It’s sunny - Point to each picture and check comprehension - Use the first picture as an example and put the question and answer on the board - Have Ss repeat a few times chorally and individually - Ask Ss to work in pairs - Call some Ss to practice in front of the class Cycle, skip, fly kite, play football Indoor activities: Cook, read book, watch TV, play the piano Dialogue: A: Hello, Mai This is Linda I’m in HCM city B: Oh, great! A: What’s the weather like in HCM city? B: It’s sunny Teacher – whole class Groups Pairs Sentence patterns: A: What’s the weather like? B: It’s sunny Whole class Pairs 4.Let’s talk (8’) 5.Consolidati on (2’) - Tell Ss that they are going practise more with their friends - Give Ss seconds to look at the pictures and elicit the name of each weather - Ask Ss to predict the information they have to fill in the gaps - Call some Ss to read loud their prediction - Have some Ss make their sentences based on these pictures - Put them on the board and have Ss repeat them a few times - Do the first picture as example if Ss don’t understand - Ask Ss work in pairs in mins - Call some pairs to act out the dialogue - Give comments - Recall the content of the lesson Sentence patterns: A: What’s the weather like? B: It’s sunny individual Pairs Teacher Week: 31 Date of planning: 12/4/2016 Date of teaching: 14/4/2016 PERIOD: 124 UNIT 19: THEY’RE IN THE PARK Lesson 2: 4-5-6 Objective Language focus Resources PROCEDURE Steps 1.Oral test (5’) By the end of this lesson, Students will be able to ask and answer questions about the weather in different places - Vocabulary: review - Pattern sentences: review Tape, textbook, flashcards, pictures Learning activities - Tell Ss that they are going to review the structure: Language focus Model: A: What’s Modes Listen and number (10’) Look, read and write(10’) Let’s sing (13’) A: What’s the weather like? B: It’s _ - Use the picture cards as prompts - Call some pairs to go to the board and perform the conversation -Listen, correct their pronunciation and sentence structure if needed -Give comments - Tell Ss that they are going to listen and number the correct boxes -Give a few seconds to look at pictures on textbook - Check comprehension and elicits information in the pictures and gives feedback - Play the recording through three times and asks Ss the task - Play recording for Ss check their answers - Ask Ss to work in pairs to share their answers - Play the recording again to check as a class the weather like? B: It’s _ - Tell Ss that they are going to complete the sentences - Give a few seconds for them to look at the pictures and read the text in silence - Check comprehension and give feedback - Give Ss mins to the task - Get Ss to swap and check their answers before writing the correct answers on the board - Call a few pairs to read aloud the sentences - Read aloud the song “The weather song” Key: 1.cloudy 2.windy 3.rainy 4.sunny Pairs Key: a.2 b.1 c.4 d.3 Whole class Individual Pairs Teacher – whole class Whole class Individual Pairs Pairs The song “The Whole class Home-link (2’) - Check Ss’comprehension - Play the tape “The weather song” for Ss to listen while they are reading the sing in their books - Have Ss the choral and individual repetition of each line - When Ss are familiar with the tune, show them how to sing the song and the actions - Get groups of Ss to sit face to face and practise singing and doing the actions - Have whole class sing the song -Ask Ss to practice singing the song at home weather song” Choral Individual Groups Whole class Teacher Week: 32 Date of planning: 17/4/2016 Date of teaching: 19/4/2016 PERIOD: 125 UNIT 19: THEY’RE IN THE PARK Lesson 3: – – Objective Language focus Resources PROCEDURE Steps Warm up (5’) - Ss will be able to pronunciate the sound /ai/, /a-e/ in the words rainy and skate respectively - Phonics: rainy and skate  /ai/ and /a-e/ Tape, textbook, pictures Learning activities -Have Ss sing the song “The weather song” Language focus Modes Whole class 2.Listen and repeat (10’) Listen and write (10’) 4.Let’s chant (13’) -Have Ss open the book page 61, Phonics: look at the rainy and skate and /ai/ and notice the letter coloured /a-e/ differently in both words -Produce the sound of the letter /ai/ and /a-e/ the words rainy and skate /ai/: rainy It’s rainy tody /a-e/: skate I often skate in the park -Read loud the sounds and ask Ss to repeat chorally -Call some Ss repeat individually -Correct their pronunciation if needed - Ask Ss to pay attention to Modes: exercise on page 62 - Ask Ss to read sentences and rainy guess the missing information skate - Play the tape times and ask Ss to listen carefully - Ask Ss to write the words they hear then exchange the information with their partner - Call some Ss to write their answers on the board - Play the tape again and check with whole class - Check and give feedback Play the tape “ Where are you?” The chant: for Ss to listen while they are “What are reading the chant in their books you?” Call on a group of six: three of them to repeat each line of the chant Show Ss how to say the chant and the actions Play the recording a few times for Ss to choral and individual repetition Have Ss practice the chant in Whole class Individual Individual Pairs Individual Whole class Groups 5.Home-link (2’) groups and clap the syllables Monitor the activity and offer help when necessary/ correct typical pronunciation errors Call on a group to recite the chant The others clap the syllables Listen and give comments Have Ss to practise chanting “Where are you?” at home Whole class Week: 31 Date of planning: 17/4/2016 Date of teaching: 19/4/2016 PERIOD: 126 UNIT 19: THEY’RE IN THE PARK Lesson 3: – – Objective Language focus Resources PROCEDURE Steps 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 Vocab: review Structure sentence: review Tape, textbook, pictures Learning activities Language focus Modes 1.Warm up(5’) 2.Read and match(10’) Read and complete (10’) 4.Project (10’) - Have Ss chant “Where are you?” - Tell Ss that they are going to read the sentences on the left and pair them with those on the right by drawing a line between them - Give a few second for Ss to read the text in silence Check comprehension and give feedback - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call a few open pairs to read the dialogues - Tell Ss that they are going to read and fill the gaps with the appropriate words - Give Ss few seconds to read the text and words in the box in silence - Get Ss to work in pairs - Give Ss mins to the task and go around and offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call some Ss to read aloud each line - Listen and check, give comment - Tell Ss that they are going to look at the pictures and guess tomorrow’s weather Then they will show their icons to the class and talk about the weather Whole class Key: 1c 2d 3b 4e 5a Whole class Individual Pairs Pairs Key: 1.weather 2.park 3.flying 4.playing 5.skating Whole class Individual Pairs Individual Models : -What’s the weather like? -It’s sunny/ rainy/ cloudy Whole class Groups 5.Home-link (5’) - Check understanding - Give Ss mins to the project - Go around to offer help, if necessary - Have Ss work in pairs to ask and answer questions about their drawing E.g -What’s the weather like? -It’s sunny/ rainy/ cloudy - Call several Ss to the front of the class and present their works - Listen and give comment - Have Ss to review the vocab related to the topic Outdoor activities and Weather at home Pairs Whole class Week: 31 Date of planning: 19/4/2016 Date of teaching: 21/4/2016 PERIOD: 127 UNIT 20: WHERE’S SA PA? Objective Language focus Resources Lesson 1: Part 1-2-3 By the end of the lesson Ps will be able to: ask and answer about places - Vocabulary: photo, north, central, south - Sentence Partners: A: Where’s Sa Pa? B: It’s in north Viet Nam - Textbook, CD, cassette, flash cards Procedures Steps Learning activities Language focus Modes I Warm up - Have Ss chant “ Where are (3’) you?” - Tell Ss look at the pictures II New on page 64 and elicit the lesson characters and what are they Look, doing listen and - Set the scene repeat - Play the recording times for Ss to listen (12’) - Play the recording again and pauses after each sentence for Ss to repeat - Play the recording again for Ss to listen and say along - Do choral and group repetition, pointing to the characters speaking - Divide class into groups and play roles to repeat dialogue Then call some pairs to repeat Point and - Tell Ss are going to ask and answer the questions: say (10’) A: Where’s _ B: It’s _in Viet Nam - Ask Ss look at pictures on textbook and points to each picture and teaches new words and then has Ss repeat each word a few times - Elicit the word to fill the gap - Do choral and individual repetition, using the picture on textbook -Make model with the best Ss - Divide class into groups to make conversation - Ask Ss to work in pairs for minutes - Call some pairs to present - Check as a class Let’s talk - Tell Ss that they are going to practice more with their (12’) Whole class - Vocab: Photo, north -Dialogue A:Where’s Sapa, Mai? B: It’s in north Viet Nam A: This is a photo of Sa Pa B: Oh! It’s very beautiful Teacher – whole class Groups Pairs Model: Teacher – A: Where’s whole class _ B: It’s _in Viet Nam Vocab: North, central, south Groups Pairs Model: A: Where’s Teacher – whole class 4.Consolida tion (3’) classmates _ - Give Ss some seconds to It’s _in look at the picture and checks B: Viet Nam comprehension - Ask Ss to fill the gaps in the question and answer - Make model coversation with the best Ss - Get a open pair to give a demonstration of the dialouge before starting the activity Pairs - Get Ss work in pairs then go around to offer help and correct the pronunciation, if necessary - Call some pairs to act out the dialogue in front of the class - Correct the pronunciation if needed - Recall the content of lesson Teacher Week:3 Date of planning: 19/4/2016 Date of teaching: 21/4/2016 PERIOD: 128 Objective Language focus Resources UNIT 20: WHERE’S SA PA? Lesson 1: – – By the end of the lesson Ps will be able to ask and answer questions about places - Sentence Partners: review - Vocabulary: review - Textbook, CD, cassette PROCEDURE Steps Learning activities 1.Warm up (5’) -Call some pairs to go to the board and ask – answer about Outdoor activities, using pictures as prompt Language focus Modes Model: Pairs A: Where’s Ha Noi? B: It’s north in 2.Listen & tick(10’) Look and write (10’) 4.Let’s write (10’) A: Where’s ? B: It’s _in Viet Nam -Listen and correct the mistakes if needed - Tell Ss that they are going to listen and tick the correct boxes next the pictures - Give a few seconds for Ss to look at the pictures - Play the recording times through for Ss to listen and tick the correct answers - Ask Ss to exchange their answers with their partners before reporting them to the class - Call some Ss to read loud their answers - Listen and give feedback - Tell Ss that they are going to look at the pictures of some cities and complete the sentences - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Write the correct answers on the board -Call individually Ss to read the sentences aloud - Tell the class this is a personalized activity in which Ss use real facts in their writing - Give Ss a few seconds to read the questions in silence - Call one student to the front of the class to give demonstration as an example - Give Ss mins to the Viet Nam Key: 1a 2b 3a Whole class individual -pairs Key: 2.Da Nang, central Viet Nam 3.Ho Chi Minh city, south Viet Nam individual Whole class pairs individual Key: Ss’own answers individual Consolidation (5’) task - Go around to offer help with the writing, if necessary - Get a few Ss to read their writing to the class Then call a few Ss to write their answers on the board - Correct spelling and grammatical errors - Ask Ss to focus on the structure once again TeacherWhole class - Retell the content of the lesson Week: 33 Date of planning: 24/4/2016 Date of teaching: 26/4/2016 PERIOD: 129 UNIT 20: WHERE’S SA PA? Objective Language focus Resources PROCEDUR E Steps 1.Warm-up (5’) Lesson 2: – – By the end of this lesson, Students will be able to ask and answer questions about distance Vocabulary: bay, far, near Sentence patterns: A: Is Hai Duong near Ha Noi? B: Yes, it is/ No, It’s far from Ha Noi Books, teachers’ book, notebooks, cassette Learning activities -Divide class into groups - Have class play game: Jumped letters Language focus Word: 1.pooth photo Modes Groups - Give each group mins to rewrite the words - Call member of each group to write the correct words on the board - Read and check - Congrat the winner 2.Look, listen - Tell Ss that they are going to & repeat (12’) practice speaking about the weather - Tell Ss look at the pictures on page 66 and elicit the characters and what are they doing - Play the recording times for Ss to listen - Play the recording again and pauses after each sentence for Ss to repeat - Play the recording again for Ss to listen and say along - Do choral and group repetition, pointing to the characters speaking - Divide class into groups and play roles to repeat dialogue Then call some pairs to repeat 3.Point and - Tell Ss that they are going to say (13’) practice asking and answering questions: A: Is near Hue? B: Yes, it is/ No, it isn’t It’s far from Hue - Point to each picture and check comprehension - Use the first picture as an example and put the question and answer on the board - Have Ss repeat a few times chorally and individually - Ask Ss to work in pairs - Call some Ss to practice in front of the class 4.Let’s talk - Tell Ss that they are going 2.neclatr central 3.ousth south 4.afr far Dialogue: A: Look.This is a photo of Hai Duong B: Is Hai Duong near Ha Noi? A: Yes, it is A: And this is a photo of Ha Long Bay B: Is Ha Long Bay near Ha Noi? A: No, it isn’t It’s far from Ha Noi Sentence patterns: A: Is near Hue? B: Yes, it is/ No, it isn’t It’s far from Hue Teacher – whole class Groups Pairs Whole class Pairs Sentence (8’) 5.Consolidati on (2’) practise more with their friends - Give Ss seconds to look at the pictures and elicit the name of each place - Ask Ss to predict the information they have to fill in the gaps - Call some Ss to read loud their prediction - Have some Ss make their sentences based on these pictures - Put them on the board and have Ss repeat them a few times - Do the first picture as example if Ss don’t understand - Ask Ss work in pairs in mins - Call some pairs to act out the dialogue - Give comments - Recall the content of the lesson patterns: A: Is near Hue? B: Yes, it is/ No, it isn’t It’s far from Hue individual Pairs Teacher Week: 33 Date of planning: 24/4/2016 Date of teaching: 26/4/2016 PERIOD: 130 UNIT 20: WHERE’S SA PA? Lesson 2: 4-5-6 Objective Language focus Resources PROCEDURE Steps 1.Oral test (5’) By the end of this lesson, Students will be able to ask and answer questions about distance - Vocabulary: review - Pattern sentences: review Tape, textbook, flashcards, pictures Learning activities - Tell Ss that they are going to review the structure: A: Is _near ? B: Yes, It is/ No, It isn’t It’s far Language focus Model: A: Is near ? Modes Listen and number (10’) Read and complete (10’) from - Use the picture cards as prompts - Call some pairs to go to the board and perform the conversation -Listen, correct their pronunciation and sentence structure if needed -Give comments - Tell Ss that they are going to listen and number the correct boxes -Give a few seconds to look at pictures on textbook - Check comprehension and elicits information in the pictures and gives feedback - Play the recording through three times and asks Ss the task - Play recording for Ss check their answers - Ask Ss to work in pairs to share their answers - Play the recording again to check as a class 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 in the text for Ss 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 paragraph B: Yes, It is/ No, It isn’t It’s far from Key: a.4 b.2 c.1 d.3 Pairs Whole class Individual Pairs Teacher – whole class Vocab: Theatre, temple, museum, lake, now, water puppet theatre Whole class Answers: Name Near Theater far Individual Pairs Individual Let’s play (13’) Consolidation (2’) Have the whole class read each sentence in chorus to reinforce their pronunciation - Tell SS that they are going to play Card game - Explain how to play the game: Ss have to find two cards of the same city and tell the class about its name and where it is -Give a demonstration with a student E.g This is Ha Noi It is in north Viet Nam - Start the game - Put the scores of individual Ss on the board and praise the winner with the class Summary the lesson Whole class Model: This is Ha Noi It is in north Viet Nam Pairs Teacher Week: 33 Date of planning: 26/4/2016 Date of teaching: 28/4/2016 PERIOD: 131 UNIT 20: WHERE’S SA PA? Lesson 3: – – Objective Language focus Resources PROCEDURE Steps Warm up (5’) 2.Listen and repeat (10’) - Ss will be able to pronunciate the sound /ar/, /or/ in the words far and north respectively - Phonics: far and north  /ar/ - /or/ Tape, textbook, pictures Learning activities Language focus -Have Ss sing a song -Have Ss open the book page 61, look at the far and north Modes Whole class Phonics: /ar/, /or/ Whole class Listen and write (10’) 4.Let’s chant (13’) and notice the letter coloured differently in both words -Produce the sound of the letter /ar/, /or/ the words far and north /ar/: far Can Tho is far from HCM city /or/: north Sa Pa is in north VN -Read loud the sounds and ask Ss to repeat chorally -Call some Ss repeat individually -Correct their pronunciation if needed - Ask Ss to pay attention to exercise on page 68 - Ask Ss to read sentences and guess the missing information - Play the tape times and ask Ss to listen carefully - Ask Ss to write the words they hear then exchange the information with their partner - Call some Ss to write their answers on the board - Play the tape again and check with whole class - Check and give feedback Play the tape “ Where’s Ba Vi?” for Ss to listen while they are reading the chant in their books Call on a group of six: three of them to repeat each line of the chant Show Ss how to say the chant and the actions Play the recording a few times for Ss to choral and individual repetition Have Ss practice the chant in groups and clap the syllables Individual Key: far north Individual Pairs Individual The chant: “ Where’s Ba Vi?” Whole class Groups 5.Home-link (2’) Monitor the activity and offer help when necessary/ correct typical pronunciation errors Call on a group to recite the chant The others clap the syllables Listen and give comments Have Ss to practise chanting “Where’s Ba Vi?” at home Whole class Week: 33 Date of planning: 26/4/2016 Date of teaching: 28/4/2016 PERIOD: 132 UNIT 20: WHERE’S SA PA? Lesson 3: – – Objective Language focus Resources PROCEDUR E Steps 1.Warm up(5’) By the end of the lesson Ss will be able to use the words and phrases related to the topic Places of Interest Vocab: review Structure sentence: review Tape, textbook, pictures Learning activities - Have Ss chant “Where’s Ba Vi?” Language focus Modes Whole class Read and write (10’) 3.Let’s write (10’) 4.Project (10’) - Tell Ss that they are going to read the text and fill the gaps - Read loud the text slowly and ask Ss to pay attention - Give a few seconds for Ss to read the text in silence again.Check comprehension - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Write the correct answers on the board -Call individual Ss to read the sentences aloud - Tell the class this is a personalized activity in which Ss use real facts in their writing - Give Ss a few seconds to read the questions in silence - Call one student to the front of the class to give demonstration as an example - Give Ss mins to the task - Go around to offer help with the writing, if necessary - Get a few Ss to read their writing to the class Then call a few Ss to write their answers on the board - Correct spelling and grammatical errors - Tell Ss that they are going to find a photo of a city in Viet Nam and give a presentation on the place they like - Check understanding - Give Ss mins to the project - Go around to offer help, if necessary - Have Ss work in pairs to ask and answer questions about their Key: 1.His family is in Sa Pa 2.He’s eight years old 3.It’s in north Viet Nam 4.No, it isn’t It’s far from Ha Noi Whole class pairs individua l Key: Ss’own answers individua l Models : Whole class A: What’s your favourite place? Groups B: It’s _ A: Where is it? B: It’s in Pairs Consolidation (5’) favourite places E.g A: What’s your favourite place? B: It’s _ A: Where is it? B: It’s in - Call several Ss to the front of the class and present their works - Listen and give comment -Summary the lesson Teacher Week: 34 Date of planning: 1/5/2016 Date of teaching: 3/5/2016 PERIOD: 133 REVIEW Objective Language focus Resources PROCEDUR E Steps 1.Warm up (3’) Ss will be able to : Perform their abilities in listening, speaking and writing related to the topics from units 16-20, using the phonics, vocabulary and sentence patterns they have learnt Sentence Partners: Review Vocabulary: Review Tape, textbook, flashcards, pictures Learning activities -Have Ss to sing a song Language focus Modes Whole class 2.Listen and tick (12’) Listen and number (10’) 4.Read and complete (10’) - Tell Ss that they are going to listen and tick the correct boxes - Give Ss a few seconds to look at the pictures - Check comprehension and elicit information in the pictures and give feedback - Play the recording three times for Ss to listen, the task and check their answers - Get Ss to swap and check their answers before checking as a class - Explain the answers and give further support to Ss who got more than half of the answers wrong - Ask Ss to pay attention to pictures on page 70 then describe the differences between the pictures - Ask Ss to predict the order of these picture - Write their prediction on the board - Ask Ss to listen to the tape and choose , number the right picture then write the number in the picture Ss hear - Play the tape three times to listen - Call some Ss to read loud their answer with their explanations - Play the tape again to check their predicts with their answers - Give feedback and comments Key: 1.a 2.b 3.a 4.b 5.a - Tell Ss that they are going to read the text and fill the gaps with words in the box - Give Ss mins to read the text in silence - Check comprehension and give feedback Key: reading watching playing near dog Whole class Individual Pairs Key: a2 b3 c4 d1 Whole class Individual Individual 5.Home-link (5’) - Give mins for Ss to the task in pairs - Get Ss to swap and check their answers before checking as a class - Write the correct answers on the board for Ss to copy down into their notebooks - Do choral and individual repetition - Guide Ss to exercises Read and match, Look and say at home Pairs Individual Whole class/ individual T-Whole class Week: 34 Date of planning: 3/5/2016 Date of teaching: 5/5/2016 PERIOD: 136 Objective Language focus Resources Procedure Steps 1.Warm up (3’) 2.Listen and tick (8’) REVISION FOR THE SECOND Ss will be able to : improve their abilities in listening related to the topics from units 11-20, using the phonics, vocabulary and sentence patterns they have learnt Sentence Partners: review Vocabulary: review Tape, textbook, flashcards, pictures Learning activities -Have Ss to sing a song - Tell Ss that they are going to listen and tick the correct boxes - Give Ss a few seconds to look at the pictures Language Modes focus Whole class Key: Whole 0A class 1B 2A Individual - Check comprehension and elicit information in the pictures and give feedback - Play the recording three times for Ss to listen, the task and check their answers - Get Ss to swap and check their answers before checking as a class - Explain the answers and give further support to Ss who got more than half of the answers wrong Listen and - Ask Ss to pay attention to number (9’) pictures and describe the differences between the pictures - Ask Ss to predict the order of these picture - Write their prediction on the board - Ask Ss to listen to the tape and choose , number the right picture then write the number in the picture Ss hear - Play the tape three times to listen - Call some Ss to read loud their answer with their explanations - Play the tape again to check their predicts with their answers - Give feedback and comments 3A 4.Listen and match (10’) Key: 0.e 1.c 2.d 3.a 4.b - Tell Ss that they are going to listen the sentences then match the sentences on the left and pair them with those on the right by drawing a line between them - Give a few second for Ss to read the text in silence Check comprehension and give feedback - Give mins for Ss to the task in pairs - Play the tape times - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call a few open pairs to read the Pairs Key: a3 b4 c1 d2 e5 Whole class Individual Whole class pairs pairs dialogues 5.Look, - Tell Ss that they are going to listen listen and the sentences, look the pictures then tick Yes or tick Yes or No in the box No (8’) - Give a few second for Ss to look the picture Check comprehension and give feedback - Give mins for Ss to the task in pairs - Play the tape times - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class 6.Consolidat - Recall the content of the lesson ion (2’) Key: 0.Yes 1.Yes 2.No 3.No Whole class pairs pairs Teacher Week: 35 Date of planning: 8/6/2016 Date of teaching: 10/6/2016 PERIOD: 137 REVISION FOR THE SECOND TERM Objective Language focus Resources PROCEDURE Steps Ss will be able to : improve their abilities in listening related to the topics from units 11-20, using the phonics, vocabulary and sentence patterns they have learnt Sentence Partners: review Vocabulary: review Tape, textbook, flashcards, pictures Learning activities 1.Warm up (5’) -Have Ss to sing a song 2.Read and complete (10’) - Tell Ss that they are going to read the text and fill the Language focus Key: 1.room Modes Whole class Individual gaps with words in the box - Give Ss mins to read the text in silence - Check comprehension and give feedback - Give mins for Ss to the task in pairs - Get Ss to swap and check their answers before checking as a class - Write the correct answers on the board for Ss to copy down into their notebooks - Do choral and individual repetition Look and read, - Ask Ss to pay attention to put a tick or a cross pictures and read the in the box (10’) sentences If the sentence is true, put a tick √ If the sentence is false, put a cross - Have Ss work in groups in mins - Call some Ss to read loud their answer with their explanations - Play the tape again to check their predicts with their answers - Give feedback and comments 2.TV 3.playing 4.to 5.music 4.Look at the picture and the letters Write the words (10’) Key: 0.map 1.window rainy - Tell Ss that they are going to put the letters in the correct order to make words, use the pictures as cues - Give a few second for Ss to look at the pictures Check comprehension and give feedback - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check Pairs Individual Key: 0.√ 1.X 2.√ 3.X Whole class/ individual Whole class groups Whole class pairs 5.Consolidation (5’) their answers before checking as a class - Recall the content of the lesson Teacher Week: 35 Date of planning: 8/6/2016 Date of teaching: 10/6/2016 PERIOD: 138 REVISION FOR THE SECOND TERM Objective Language focus Resources PROCEDURE Steps Ss will be able to : improve their abilities in listening related to the topics from units 11-20, using the phonics, vocabulary and sentence patterns they have learnt Sentence Partners: review Vocabulary: review Tape, textbook, flashcards, pictures Learning activities Language focus 1.Warm up (5’) -Have Ss to sing a song 2.Match the sentences (15’) - Tell Ss that they are going to read the sentences on the left Modes Whole class Key: 0.E Whole and pair them with those on the right by drawing a line between them - Give a few second for Ss to read the text in silence Check comprehension and give feedback - Give mins for Ss to the task in pairs - Go around to offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call a few open pairs to read the dialogues Look the - Ask Ss to pay attention to picture and pictures and read the sentences choose the best Then choose the best answer a, answer (15’) b or c - Have Ss work in groups in mins - Call some Ss to read loud their answer with their explanations - Play the tape again to check their predicts with their answers - Give feedback and comments 4.Consolidatio n (5’) - Recall the content of the lesson 1.D 2.A 3.C 4.B class Individua l Pairs Pairs Key: 0.c 1.a 2.b 3.b 4.c Whole class groups Teacher Week: 35 Date of planning: 12/6/2016 Date of teaching: 14/6/2016 PERIOD: 139 REVISION FOR THE SECOND Objective Language focus Resources PROCEDURE Steps 1.Warm up (5’) Ss will be able to : improve their abilities in listening related to the topics from units 11-20, using the phonics, vocabulary and sentence patterns they have learnt Sentence Partners: review Vocabulary: review Tape, textbook, flashcards, pictures Learning activities Language focus -Have Ss to sing a song 2.Listen and tick - Tell Ss that they are going to (10’) listen and tick the correct boxes Key: 0A 1A Modes Whole class Whole class Listen and number (10’) 4.Look and read Put a tick or a cross in the box (10’) - Give Ss a few seconds to look at the pictures - Check comprehension and elicit information in the pictures and give feedback - Play the recording three times for Ss to listen, the task and check their answers - Get Ss to swap and check their answers before checking as a class - Explain the answers and give further support to Ss who got more than half of the answers wrong - Ask Ss to pay attention to pictures and describe the differences between the pictures - Ask Ss to predict the order of these picture - Write their prediction on the board - Ask Ss to listen to the tape and choose , number the right picture then write the number in the picture Ss hear - Play the tape three times to listen - Call some Ss to read loud their answer with their explanations - Play the tape again to check their predicts with their answers - Give feedback and comments 2A 3B - Ask Ss to pay attention to pictures and read the sentences If the sentence is true, put a tick √ If the sentence is false, put a cross - Have Ss work in groups in Key: Individual Pairs Key: a3 b4 c1 d2 e5 0.X 1.X 2.√ 3.√ Whole class Individual Whole class groups mins - Call some Ss to read loud their answer with their explanations - Play the tape again to check their predicts with their answers - Give feedback and comments 5.Consolidation (5’) - Recall the content of the lesson Teacher Week: 34 Date of planning: 1/5/2016 Date of teaching: 3/5/2016 PERIOD: 134 SHORT STORY: CAT AND MOUSE Objective By the end of the lesson ss will be able to: - Review the phonics, vocabulary and sentence patterns from units 11 - 15 Language focus Resources PROCEDURE Steps Sentence Partners: Revisions Vocabulary: Revisions Tape, textbook, flashcards, pictures Learning activities 1.Warm up (3’) -Have Ss to sing a song Read and - Read the sentences given and Language focus Modes Whole class Whole listen to the story (12’) Put the words in the correct order(10’) Match the rhyming words(10’) read the story about Cat and Mouse -Have Ss look at pictures 1, 2, 3, 4, 5, 6, and on page 72 of the Student Book Give the identification of the characters in the pictures and the characters’ words - Play the recording times Ss to listen - Call Ss to read loud their answers - Check their guess - Make a few questions to check Ss’ comprehension of the story - Play the recording again Ss listen to the story -Have Ss work individually to read the story again and fill in the corret order -Have Ss trade their answers for correction - Call on some Ss 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 Ask Ss match the rhyming words -Monitor the activity and offer help when necessary - Have Ss 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 class Pairs Individual Answer: let’s go for a walk let’s read a book what are they doing Nini is listening to music Answer: 1d 2a 3e 4c 5b Individual Whole class Pair Pairs Individual Whole class 5.Home-link (5’) - Guide Ss to exercises Correct the answers at home T-Whole class