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New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting What are you Whole up - Spend a few minutes revising the previous doing?, class and 2-5’ lesson by callin[r]

Week 18: Date of preparing: Sunday, December 28th 2014 Period 71: 3A: 7/1 3B: 7/1, 3C : 7/1 Unit 11: This is my family Lesson 1: Part 1,2,3 I Objectives: - By the end of this unit Ps can: + Use the words and phrase related to the topic My family + Ask and answer questions about family members, using Who's that? He's/ She's + (family member) II The language focus: a, Vocabulary: grandfather, grandmother, father, mother, sister, brother b, Structure: Who's that? He's/ She's + (family member) III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising language class and (2-5’) learnt unit by singing the Hide-and-seek song groups Introduce and singing the chant What you at the break time? lesson Unit 11: This is my family Lesson 1: Part 1,2,3 Look, listen and repeat - Tell pupils that they are going to ask and answer questions about family members and their ages Give a few seconds for Ps to look at the first picture and ecilit what the characters say Have Ps repeat the text a few (10-11’) times Repeat the procedure with the second picture - Do choral and individual repetition, pointing to the characters speaking - Play the recording for Ps to listen and say along - Tell pupils that they are going to practicse Point asking and answering qs about a family and members, using Who's that? He's/She's + say ( family member) Give pupils a few seconds (8-10’) to look at the pictures and read the text Point to the first picture and elicit the word to fill the gap Put the sentence on the board Have pupils repeat it a few times Who's that? He's/ She's + (family member) Whole class Pairs / groups Whole class Individual groups Who's that? He's/ She's + (family member) Whole class Individuals Pairs / groups - Do choral and individual repetition, using the pictures in the book - Get pupils to practise in pairs Check as a class - Tell pupils that they are going to practise Who's that? Let's more with their friends Give a few seconds He's/ She's + talk for pupils to look at the picture and check (family (8-10’) their understanding by pointing to each member) activity and ecilting the name Get a pairs of pupils to give a demonstration of the dialogue before starting the activity - Have pupils work in pairs, using the picture in the book Go around to offer help and correct the pronunciation, if necessary - Call some pairs to act out the dialogue in front of the class - If necessary , tell some pupils to talk about their own school - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Whole class Individuals Groups Whole class Week 19: Date of preparing: Sunday, January 4th 2015 Period 72: 3A: 12/1 3B: 12/1, 3C : 12/1 Unit 11: This is my family Lesson 1: Part 4,5,6 I Objectives: - By the end of this unit Ps can + Use the words and phrase related to the topic My family + Ask and answer questions about family members, using Who's that? He's/ She's + (family member) II The language focus: a, Vocabulary: grandfather, grandmother, father, mother, sister, brother b, Structure: Who's that? He's/ She's + (family member) III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising language class and (2-5’) learnt unit by havinging the class play a game groups Introduce of the Slap the board, using the words family the members Read the Activities Bank in the lesson Introduction for more activities Unit 11: This is my family Lesson 1: Part 4,5,6 Listen and tick - Tell pupils that they are going to listen and tick the correct boxes Give a few seconds for pupils to look at the pictures Check understanding by elicitiing the names of the (10-11’) school facilities and give feedback - Play the recording three times for Ps to listen, the task and check their answers - Get pupils to swap and check their answer before checking as a class Key: 1.b 2.a b Read and comple te (8-10’) - Tell pupils that they are going to read the sentences and fill the gaps Give pupils the meaning of the words ask ps read the text in silence Check comprehension and give feedback - Give pupils time to the task Go around to offer help, if necessary - Get pupils to swap and check their answers Who's that? He's/ She's + (family member) Whole class Pairs / groups Whole class Individual groups Whole class Individuals Pairs / groups before checking as a class Write the correct answers on the board for pupils to copy down into their notebooks - Do choral and individually repetion of the sentences Key: 1.family 2.father mother 4.brother - Tell pupils that they are going to sing a song Let's A happy family Teach the song, following the sing procedure in the Teaching the unit (8-10’) components in the Introduction Read each line of the song and check comprehension Let Ps listen to the song all the way through Then sing each line and have Ps repeat a few times When Ps are familiar with the tune, show them how to sing and actions - Ask groups of Ps to sit ace to face and practise singing and diong the actions - Ask a group of four to the front of the class to sing the first four lines, and the whole class to sing the last four lines - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Who's that? He's/ She's + (family member) Whole class A happy family Individuals Groups Whole class Week 19: Date of preparing: Sunday, January 4th 2015 Period 73: 3A: 13/1 3B: 13/1, 3C : 14/1 Unit 11: This is my family Lesson 2: Part 1,2,3 I Objectives: - By the end of this unit Ps can + Use the words and phrase related to the topic My family + Ask and answer questions about the age of a family member, using How old is your + (family members), using Who's that? He's/ She's + (family member) II The language focus: a, Vocabulary: grandfather, grandmother, father, mother, sister, brother b, Structure: How old is your + (family members), Who's that? He's/ She's + (family member) III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising language class and (2-5’) learnt unit by getting the class to sing the groups Introduce song A happy family Thenplay a game of the the Line-up, using the words family members lesson Unit 11: This is my family Lesson 2: Part 1,2,3 Look, listen and repeat - Tell pupils that they are going to ask and answer questions about family members and their ages Draw their attention to the first picture and elicit the name of charactersan the laguage in the bubbles Have Ps repeat the (10-11’) text a few times Repeat the procedure with the second picture - Do choral and individual repetition, pointing to the characters speaking - Play the recording for Ps to listen and say along - Tell pupils that they are going to practicse Point asking and answering qs about a family and members and their ages, using Who's that? say He's/She's + ( family member) and How old is (8-10’) your + (family members) Give pupils a few seconds to look at the pictures and read the words Teach the numbers sixty-eights, sixtyfive, forty-two, and thirteen Point to each family members and elicit the age Put the How old is your + (family members) Whole class Pairs / groups Whole class Individual groups Whole class Individuals Pairs / groups Who's that? He's/ She's + Whole class sentence on the board Have pupils repeat it a few times - Do choral and individual repetition, using the pictures in the book - Get pupils to practise in pairs Check as a class - Tell pupils that they are going to practise Let's more with their friends Give a few seconds talk for pupils to look at the picture and check (8-10’) their understanding by pointing to each activity and ecilting the name Get a pairs of pupils to give a demonstration of the dialogue before starting the activity.Teach the numbers sixty-eights, sixty-five, forty-two, and thirteen - Have pupils work in pairs, using the picture in the book Go around to offer help and correct the pronunciation, if necessary - Call some pairs to act out the dialogue in front of the class - If necessary , tell some pupils to talk about their own school - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: (family member) Who's that? He's/She's + ( family member) How old is your + (family members) Individuals Groups Whole class Week 19: Date of preparing: Sunday, January 4th 2015 Period 74: 3A: 13/1 3B: 13/1, 3C : 15/1 Unit 11: This is my family Lesson 2: Part 4,5,6 I Objectives: - By the end of this unit Ps can + Use the words and phrase related to the topic My family + Ask and answer questions about the age of a family member, using How old is your + (family members), using Who's that? He's/ She's + (family member) II The language focus: a, Vocabulary: grandfather, grandmother, father, mother, sister, brother b, Structure: How old is your + (family members), Who's that? He's/ She's + (family member) III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising language class and (2-5’) learnt unit by getting two groups to the front groups Introduce of the class to say How old is he? the lesson 4.Listen and number (10-11’) Unit 11: This is my family Lesson 2: Part 4,5,6 - Tell pupils that they are going to listen and number the pictures Give Ps a few seconds to look at the pictures Check comprehension eliciting the name of the activity in each picture and give feedback -Play the recording three times for Ps for Ps to listen , the task and check their answers Get Ps to swap and check their answers before checking as a class Key: a3 b4 c2 d1 - Tell pupils that they are going to read the Read text and fills gaps with the appropriate words and Give Ps a few seconds to look at the pictures comple and read the text in silence Check -te comprehension ans give feedback (8-10’) - Give Ps time to the task Go around to offer, if necessary - Get Ps to swap and check their answer before checking as a class Write the correct answer on the board for Ps to copy down into their notebooks Whole grandfather, class grandmother, Pairs / father, groups mother, sister, Whole class brother Individual groups My is + (number) years old That's is my Whole class Individuals Pairs / groups Whole class - Call some Ps to read the text aloud Key: His father: 44 His mother: 39 His brother: 14 - Tell pupils that they are going to answer How old is Write some questions about their own family Give your + about Ps a few seconds to read the questions Call a (family you pupil and ask him'her the first two questions members) (8-10’) as examples - Give Ps time to the task Go around to offer, if necessary - Give a few Ps to read their answers in front of the class Then call a few Ps to write their answers on the board and correct their spelling, if necessary - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Individuals Groups Whole class Week 19: Date of preparing: Sunday, January 4th 2015 Period 75: 3A: 14/1 3B: 14/1, 3C : 15/1 Unit 11: This is my family Lesson 3: Part 1,2,3 I Objectives: - By the end of this unit Ps can + Use the words and phrase related to the topic My family + Pronouce the sounds of the letters br and gr in the words brother and grandmother II The language focus: a, Vocabulary: grandfather, grandmother, father, mother, sister, brother b, Structure: How old is your + (family members), Who's that? He's/ She's + (family member) III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising language class and (2-5’) learnt unit by doing a quick dictation of the groups Introduce reading text in Lesson 2, Excercise Tell the the class to close your books before the dictation lesson Unit 11: This is my family Lesson 3: Part 1,2,3 Listen and repeat (1011’) - Tell pupils that they are going to practise saying the letters br and gr on the board and say them a few times Ask Ps to repeat after you Prompt Ps to say the words and sentences, paying attention to the target phonics letters Do choral repetition of the words and sentences until Ps feel confident Listen and write (8-10’) - Tell pupils that they are going to a dictation Give Ps a few seconds to read the text in silence before starting the dictation - Have Ps swap and check their answer before cheking as a class Write te correct answers on the board for Ps to copy down into their notebooks - Get Ps to work in pairs and practise saying the sentences Key: brother grandfather Let's Whole class Pairs / groups Whole class Individual groups My is + (number) years old That's is my - Tell pupils that they are going to say the How old is How old id he? Give Ps a few seconds to read your + Whole class Individuals Pairs / groups Whole class Individuals chant the chant in silence Check comprehension (family (8-10’) and give feedback Read each line of the members) chant and have pupils repeat it a few times Show Ps how to say the chant and the actions - Play the recording a few times for Ps to choral and individual repetition - Get Ps to sit face to face and pratise chanting and doing the actions Go around to offer help, if necessary - Call two groups to the front of the class to chant and the actions while the rest of the class claps along to the rhythm - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Groups Whole class Week 20: Date of preparing: Sunday, January 11th 2015 Period 76: 3A: 19/1 3B: 19/1, 3C : 19/1 Unit 11: This is my family Lesson 3: Part 4,5,6 I Objectives: - By the end of this unit Ps can + Use the words and phrase related to the topic My family + Ask and answer questions about the age of a family member, using How old is your + (family members), using Who's that? He's/ She's + (family member) II The language focus: a, Vocabulary: grandfather, grandmother, father, mother, sister, brother b, Structure: How old is your + (family members), Who's that? He's/ She's + (family member) III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising language class and (2-5’) learnt unit by getting two groups to the front groups Introduce of the class to say How old is he? the lesson Read and match (1011’) Unit 11: This is my family Lesson 3: Part 4,5,6 - Tell pupils that they are going to read and match the words on the left and pair them with those on the right by drawing a line between them Give Ps a few seconds to read the text Check comprehension and give feedback - Give Ps time to the task Go around to offer help, if necessary - Get Ps to swap and check their answer before cheking as a class Key: 1d, 2a, 3b, 4c - Tell pupils that they are going to read the Read text and fills gaps with the appropriate words and Give Ps a few seconds to look at the pictures comple and read the text in silence Check -te comprehension ans give feedback (8-10’) - Give Ps time to the task Go around to offer, if necessary - Get Ps to swap and check their answer before checking as a class Write the correct answer on the board for Ps to copy down into How old is your + (family members) Whole class Pairs / groups Whole class Individual groups My is + (number) years old That's is my Whole class Individuals Pairs / groups Whole class their notebooks - Do choral and individual repetion of the text Key: family father mother 4.brothe, 5.sister - Tell pupils that they are going to draw a How old is Project picture of their family and present it to the your + (8-10’) class (family - Have Ps ask and answer the questions, using members) Who's this? How old id he? - If there is not enough time, ask Ps to the project as homework Have the clss sing the song A happy famiy or day the How old is he? chant end the class - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Individuals Groups Whole class Week 20: Date of preparing: Sunday, January 11th 2015 Period 77: 3A: 20/1 3B: 20/1, 3C : 21/1 Unit 12: This is my house Lesson 1: Part 1,2,3 I Objectives: - By the end of this unit Ps can + Use the words and phrase related to the topic My house + Describe a house, using There’s + (house facility) II The language focus: a, Vocabulary: livingroom, kitchen, bathroom, bedroom, dinning room, garden b, Structure: There’s + (house facility), Is there a + ( house facility)? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising language class and (2-5’) learnt unit by getting the class to sing the groups Introduce song A happy familyor say the chant How old the is he? Draw Ps’ attention to the title of the lesson unit and check comprehension Have them repeat it once or twice Unit 12: This is my house Lesson 1: Part 1,2,3 Look, listen and repeat - Tell pupils that they are going to talking about house facilities using There is a + ( house facilitiy) Give a few seconds for Ps to look at the first picture and elicit the name of characters and what they are saying Give (10-11’) feedback and explain the new vocabulary Have Ps repeat the text a few times Repeat the procedure with the second picture - Do choral and individual repetition, pointing to the characters speaking - Play the recording for Ps to listen and say along - Tell pupils that they are going to practicse Point saying sentences with There is a +( house and facilitiy) Point to each picture, elicit the say meaning of the new words and have Ps repeat (8-10’) each word a few times Use the first picture as an example and put the sentence and response on the board Have Ps repeat each of them a few times - Do choral and individual repetition, using This is my house Whole class Pairs / groups Whole class Individual groups There is a … ( house facilitiy) It’s very nice! livingroom, kitchen, bathroom, bedroom, dinning Whole class Individuals Pairs / groups Whole class the pictures in the book - Get pupils to practise in pairs Check as a class - Tell pupils that they are going to practise Let's more with their friends Give a few seconds talk for pupils to look at the picture and read the (8-10’) text Check comprehension and give feedback Point to a room and elicit the word filling the gap Put the sentence and the response on the board and have a pair act out the dialogue as an example before starting the activity - Have pupils work in pairs, using the picture in the book Go around to offer help and correct the pronunciation, if necessary - Call some pairs to act out the dialogue in front of the class - If necessary , tell some pupils to talk about their own house - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: room, garden There is a … ( house facilitiy) Wow! It’s ……! Individuals Groups Whole class Week 20: Date of preparing: Sunday, January 11th 2015 Period 79: 3A: 21/1 3B: 21/1, 3C : 22/1 Unit 12: This is my house Lesson 2: Part 1,2,3 I Objectives: - By the end of this unit Ps can + Use the words and phrase related to the topic My house + Describe a house, using There’s + (house facility) II The language focus: a, Vocabulary: pond, gate, yard, fence b, Structure: There’s + (house facility), Is there a + ( house facility)? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Time focus Warm - Greeting up - Spend a few minutes revising language (2-5’) learnt unit by getting the class to sing the Introduce song A happy familyor say the chant How old the is he? Draw Ps’ attention to the title of the lesson unit and check comprehension Have them repeat it once or twice Modes Whole class and groups Unit 12: This is my house Lesson 2: Part 1,2,3 Look, listen and repeat - Tell pupils that they are going to asking and answering about house facilities Give a few seconds for Ps to look at the first picture and read the text in silence Check comprehension and give feedback Ask Ps to repeat the text a (10-11’) few times Repeat the procedure with second picture - Do choral and individual repetition, pointing to the characters speaking - Play the recording for Ps to listen and say along - Tell pupils that they are going to asking and Point asnwering the question Is there a + ( house and facilitiy)? Give a few seconds for Ps to look say at the first picture and read the text Teach the (8-10’) new vocabulary and have Ps repeat each of the words a few times Point to picture a and prompt Ps to say the question and answer Put the questions and answer on the board and have Ps repeat each of them a few times Repeat the procedure with the remaning This is my house Whole class Pairs / groups Whole class Individual groups Is there a ( house facilitiy) Yes, there is / No, there isn’t pond, gate, yard, fence Whole class Individuals Pairs / groups Whole class pictures - Do choral and individual repetition, using the pictures in the book - Get pupils to practise in pairs Check as a class - Tell pupils that they are going to practise Let's more with their friends Give a few seconds ( house talk for pupils to look at the picture and read the facilitiy) (8-10’) text Check comprehension and give feedback Point to a room and elicit the word filling the gap Put the sentence and the response on the board and have a pair act out the dialogue as an example before starting the activity - Have pupils work in pairs, using the picture in the book Go around to offer help and correct the pronunciation, if necessary - Call some pairs to act out the dialogue in front of the class - If necessary , tell some pupils to talk about their own house - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Individuals Groups Whole class Week 20: Date of preparing: Sunday, January 11th 2015 Period 78: 3A: 20/1 3B: 20/1, 3C : 22/1 Unit 12: This is my house Lesson 1: Part 4,5,6 I Objectives: - By the end of this unit Ps can + Use the words and phrase related to the topic My house + Describe a house, using There’s + (house facility) II The language focus: a, Vocabulary: pond, gate, yard, fence b, Structure: How old is your + (family members), Who's that? He's/ She's + (family member) III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising language class and (2-5’) learnt unit by having the class play a game groups Introduce Slap the board Read the Activities Bank in the the Introduction for more activities Then call lesson a few pairs to the front of the calss to the dialogue in Exercise Unit 12: This is my house Lesson 1: Part 4,5,6 Listen and tick - Tell pupils that they are going to listen and This is my tick the correct boxes Give a few seconds for house pupils to look at the pictures Check comprehension and give feedback (10-11’) - Play the recording three times for Ps to listen, the task and check their answers - Get pupils to swap and check their answer before checking as a class Key: 1.a 2.b c Look and write (8-10’) - Tell pupils that they are going to look at the picture and fill the gaps Give a few seconds for Ps to look at the pictures and read the sentences Check comprehension and give feedback Point to the first picture and elicit the words filling the gap as an example before starting the activity Get Ps to work in pairs - Give Ps time to the task Go around to offer help,if necessary - Give Ps to swap and check their answers living room dinning room bedroom bathroom kitchen Whole class Pairs / groups Whole class Individual groups Whole class Individuals Pairs / groups Whole class before cheking as a class Write the correct answers on the board for Ps to copy down into their notebooks - Call some Ps to read aloud the sentences Key: a/ myhouse a living room a dinning room a bedroom a bathroom a kitchen - Tell pupils that they are going to sing a song Let's The way I clean my house Teach the song, ( house sing following the procedure in the Teaching the facilitiy) (8-10’) unit components in the Introduction Read each line of the song and check comprehension Let Ps listen to the song all the way through Then sing each line and have Ps repeat a few times When Ps are familiar with the tune, show them how to sing and actions - Ask groups of Ps to sit face to face and practise singing and diong the actions - Ask a group of four to the front of the class to sing the first four lines, and the whole class to sing the last four lines - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Individuals Groups Whole class Week 21: Date of preparing: Sunday, January 18th 2015 Period 80: 3A: 26/1 3B: 26/1, 3C : 26/1 Unit 12: This is my house Lesson 2: Part 4,5,6 I Objectives: - By the end of this unit Ps can + Use the words and phrase related to the topic My house + Describe a house, using There’s + (house facility) + Ask and answer questions about things in the house, using Is there a + ( house facility)? II The language focus: a, Vocabulary: pond, gate, yard, fence b, Structure: There’s + (house facility), Is there a + ( house facility)? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising language class and (2-5’) learnt unit by having Ps sing the song The groups Introduce way I clean my house Then call a pair to the the front of the class to the dialogue in lesson Exercise Unit 12: This is my house Lesson 2: Part 4,5,6 Listen - Tell pupils that they are going to listen and and number the pictures Give a few seconds for number pupils to look at the pictures Check (10-11’) comprehension and give feedback - Play the recording three times for Ps to listen, the task and check their answers - Get pupils to swap and check their answer before checking as a class Key: a2 b1 c4 d3 This is my house Read and comple te (810’) living room dinning room bedroom bathroom kitchen - Tell pupils that they are going to read the text and fill the gaps Give a few seconds for Ps to look at the pictures and read the text Check comprehension and give feedback - Give Ps time to the task Go around to offer help,if necessary - Get Ps to swap and check their answers before cheking as a class Write the correct answers on the board for Ps to copy down into their notebooks Whole class Pairs / groups Whole class Individual groups Whole class Individuals Pairs / groups Whole class - Call some Ps to read aloud the text Key: house beautiful tree pond - Tell pupils that they are going to answer Write some questions about their own houses Give about a few seconds for Ps to read the questions your Check comprehension and give feedback house - Give time for Ps to write down their (8-10’) answers - Tell Ps to swap and check their answers before calling a few Ps to read theirs - Call some Ps to write their answers on the board Correct their spelling and grammatical errors, if necessary - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Is there + ( house facilitiy)? Individuals Groups Whole class Week 21: Date of preparing: Sunday, January 18th 2015 Period 81: 3A: 27/1 3B: 27/1, 3C : 28/1 Unit 12: This is my house Lesson 3: Part 1,2,3 I Objectives: - By the end of this unit Ps can + Use the words and phrase related to the topic My house + Describe a house, using There’s + (house facility) + Pronounce the sounds of the letters ch and th in the words kitchen and bathroom II The language focus: a, Vocabulary: pond, gate, yard, fence b, Structure: There’s + (house facility), Is there a + ( house facility)? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising language class and (2-5’) learnt by calling a few Ps to read their groups Introduce answers in Lesson 2, Exercise Then have the the class sing the song The way I clean my lesson house Unit 12: This is my house Lesson 3: Part 1,2,3 Listen and repeat - Tell pupils that they are going to practise saying the letters, words and sentences in the book Put the phonics letters ch and th on the board and say them a few times Ask Ps to (10-11’) repeat after you Prompt Ps to say the words and sentences, paying attention to target phnics letters Do choral repetation of the words and sentences unti Ps feel confident This is my house Listen and write (8-10’) Is there a ( house facilitiy) Yes, there is / No, there isn’t pond, gate, yard, fence Let's - Tell pupils that they are going to a dictation Give Ps a few seconds to read the text in silence before starting the dictation - Have Ps swap and check their answer before cheking as a class Write te correct answers on the board for Ps to copy down into their notebooks - Get Ps to work in pairs and practise saying the sentences Key: 1bathroom kitchen - Give Ps a few seconds to read the chant in silence Check comprehension and give Whole class Pairs / groups Whole class Individual groups Whole class Individuals Pairs / groups Whole class Individuals chant feedback Read each line of the chant and (8-10’) have pupils repeat it a few times Show Ps how to say the chant and the actions - Play the recording a few times for Ps to choral and individual repetition - Get Ps to sit face to face and pratise chanting and doing the actions Go around to offer help, if necessary - Call two groups to the front of the class to chant and the actions while the rest of the class claps along to the rhythm - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Groups Whole class Week 21: Date of preparing: Sunday, January 18th 2015 Period 82: 3A: 27/1 3B: 27/1, 3C : 29/1 Unit 12: This is my house Lesson 3: Part 4,5,6 I Objectives: - By the end of this unit Ps can + Use the words and phrase related to the topic My house + Describe a house, using There’s + (house facility) + Pronounce the sounds of the letters ch and th in the words kitchen and bathroom II The language focus: a, Vocabulary: pond, gate, yard, fence b, Structure: There’s + (house facility), Is there a + ( house facility)? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising language class and (2-5’) learnt unit by getting two groups to the front groups Introduce of the class to say How old is he? the lesson Unit 11: This is my family Lesson 3: Part 4,5,6 Read and write (1011’) - Tell pupils that they are going to read the text and fill the gaps with appropriate words Give Ps a few seconds to look at the picture and read the text Check comprehension and give feedback Elicit the words to fill the first gap as an example - Give Ps time to the task Go around to offer help, if necessary - Get Ps to swap and check their answer before cheking as a class - Do choral repetation of the reading Key: house pond garden living - Tell pupils that they are going to read the Read text again and write the answers to the again questions and - Give Ps time to the task Go around to write offer, if necessary the - Get Ps to swap and check their answer answer before checking as a class Write the correct (8-10’) answer on the board for Ps to copy down into their notebooks - Do choral and individual repetion of the text Whole class Pairs / groups Whole class Individual groups My is + (number) years old That's is my Whole class Individuals Pairs / groups Whole class Key: No, it isn’t It’s blue Yes, there is Yes, there is No, there isn’t - Tell pupils that they are going to draw and The way I Project colour their houses, label the rooms and clean my (8-10’) finally present pictures to the class Get Ps to house prepare necessary school things to carry out the project ( coloured pencils, crayons, etc.) - Give Ps time to the project in class Get Ps to work in groups Go around to offer help, if necessary If there is not enough time, ask Ps to the project as homework - Call a few Ps to the front of the class to show their pictures and describe them E.g This is a living room It’s green./ There’s a kitchen in the house It’s large - Have Ps sing the song The way I clean my house or say the Is there a garden? Chant to end the class - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Individuals Groups Whole class Week 21: Date of preparing: Sunday, January 18th 2015 Period 83: 3A: 28/1 3B: 28/1, 3C : 29/1 (bị chậm dạy sang ngày 3/2 tuần 22) Unit 13: Where is my book? Lesson 1: Part 1,2,3 I Objectives: - By the end of this unit Ps can + Use the words and phrase related to the topic Location + Ask and answer questions about locations, using Where’s the + noun ( singular) and Where are the + noun ( plural ) II The language focus: a, Vocabulary: poster, bed, chair, picture, coat, ball b, Structure: Where’s the + noun ( singular) and Where are the + noun ( plural ) III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising language class and (2-5’) learnt unit by getting the class to sing the groups Introduce song A happy familyor say the chant How old the is he? Draw Ps’ attention to the title of the lesson unit and check comprehension Have them repeat it once or twice Unit 13: Where’s my book? Lesson 1: Part 1,2,3 Look, listen and repeat - Tell pupils that they are going to asking and answering about local of things in the room Give a few seconds for Ps to look at the first picture and read the text in silence Check comprehension and give feedback Ask Ps to (10-11’) repeat the text a few times Repeat the procedure with second picture - Do choral and individual repetition, pointing to the characters speaking - Play the recording for Ps to listen and say along - Tell pupils that they are going to asking and Point answering the question Where’s the and +noun( singular) say Give a few seconds for Ps to look at the first (8-10’) picture and read the text Teach the new vocabulary and have Ps repeat each of the words a few times Point to picture a and prompt Ps to say the question and answer Put the questions and answer on the board and have Ps repeat each of them a few times Repeat the procedure with the remaning Where’s the + noun ( singular) and Where are the + noun ( plural ) poster, bed, chair, picture, coat, ball Where’s the + noun ( singular) and Where are the + noun ( plural ) Whole class Pairs / groups Whole class Individual groups Whole class Individuals Pairs / groups Whole class pictures - Do choral and individual repetition, using the pictures in the book - Get pupils to practise in pairs Check as a class - Tell pupils that they are going to practise Let's more with their friends Give a few seconds talk for pupils to look at the picture and read the (8-10’) text Check comprehension and give feedback Point to a room and elicit the word filling the gap Put the sentence and the response on the board and have a pair act out the dialogue as an example before starting the activity - Have pupils work in pairs, using the picture in the book Go around to offer help and correct the pronunciation, if necessary - Call some pairs to act out the dialogue in front of the class - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: poster, bed, chair, picture, coat, ball Where’s the + noun ( singular) and Where are the + noun ( plural ) Individuals Groups Whole class Week 22: Date of preparing: Sunday, January 25th 2015 Period 84: 3A: 3/2 3B: 3/2, 3C: 4/2 Unit 13: Where’s my book? Lesson 1: Part 4,5,6 I Objectives: - By the end of this unit Ps can + Use the words and phrase related to the topic Location + Ask and asnwer questions about locations, using Where’s the + noun ( singular) and Where are the + noun ( plural ) II The language focus: a, Vocabulary: poster, bed, chair, picture, coat, ball b, Structure: Where’s the + noun ( singular) and Where are the + noun ( plural ) III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising language class and (2-5’) learnt unit by playinging play a game of the groups Introduce Selling and writing using the words learnt the Then call a new pairs to the font of the class lesson to ask and answer the question Where’s the…? Unit 13: Where’s my book? Lesson 1: Part 4,5,6 Listen and tick - Tell pupils that they are going to listen and tick the correct boxes Give a few seconds for pupils to look at the pictures Check understanding by elicitiing the names of the (10-11’) school facilities and give feedback - Play the recording three times for Ps to listen, the task and check their answers - Get pupils to swap and check their answer before checking as a class Key: 1.a 2.b a Read and comple te (8-10’) - Tell pupils that they are going to read the sentences and fill the gaps Give pupils the meaning of the words.asks ps read the text in silence Check comprehension and give feedback - Give pupils time to the task Go around to offer help, if necessary - Get pupils to swap and check their answers before checking as a class Write the correct answers on the board for pupils to copy down into their notebooks Where’s the + noun ( singular) and Where are the + noun ( plural ) Whole class Pairs / groups Whole class Individual groups Whole class Individuals Pairs / groups Whole class - Call a few pairs to read the completed sentences aloud Key: 1.here 2.here 3.here 4.there - Tell pupils that they are going to sing a song Let's The poster and the ball Teach the song, sing following the procedure in the Teaching the (8-10’) unit components in the Introduction Read each line of the song and check comprehension Let Ps listen to the song all the way through Then sing each line and have Ps repeat a few times When Ps are familiar with the tune, show them how to sing and actions - Ask groups of Ps to sit ace to face and practise singing and diong the actions - Ask a group of four to the front of the class to sing the first four lines, and the whole class to sing the last four lines - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Individuals Groups Whole class Week 22: Date of preparing: Sunday, January 25th 2015 Period 85: 3A: 3/2 3B: 3/2, 3C: 5/2 Unit 13: Where’s my book? Lesson 2: Part 1,2,3 I Objectives: - By the end of this unit Ps can + Use the words and phrase related to the topic Location + Ask and answer questions about locations, using Where’s the + noun ( singular) and Where are the + noun ( plural ) II The language focus: a, Vocabulary: poster, bed, chair, picture, coat, ball b, Structure: Where’s the + noun ( singular) and Where are the + noun ( plural ) III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising language class and (2-5’) learnt by having the class sing the song The groups Introduce poster and the ball Read Activities Bank in the the Introduction for more activities lesson Unit 13: Where’s my book? Lesson 2: Part 1,2,3 Look, listen and repeat - Tell pupils that they are going to asking and answering about things in the room Give a few seconds for Ps to look at the first picture and read the text in silence Check comprehension and give feedback Ask Ps to (10-11’) repeat the text a few times Repeat the procedure with second picture - Do choral and individual repetition, pointing to the characters speaking - Play the recording for Ps to listen and say along - Tell pupils that they are going to asking and Point asnwering the question Where’s the and +noun( singular) say - Give a few seconds for Ps to look at the first (8-10’) picture and read the text Teach the new vocabulary and have Ps repeat each of the words a few times Point to picture a and prompt Ps to say the question and answer Put the questions and answer on the board and have Ps repeat each of them a few times Repeat the procedure with the remaning pictures - Do choral and individual repetition, using Where’s the + noun ( singular) and Where are the + noun ( plural ) poster, bed, chair, picture, coat, ball Where’s the + noun ( singular) and Where are the + noun ( plural ) Whole class Pairs / groups Whole class Individual groups Whole class Individuals Pairs / groups Whole class the pictures in the book - Get pupils to practise in pairs Check as a class - Tell pupils that they are going to practise Let's more with their friends Give a few seconds talk for pupils to look at the picture and read the (8-10’) text Check comprehension and give feedback Point to a room and elicit the word filling the gap Put the sentence and the response on the board and have a pair act out the dialogue as an example before starting the activity - Have pupils work in pairs, using the picture in the book Go around to offer help and correct the pronunciation, if necessary - Call some pairs to act out the dialogue in front of the class - If necessary , tell some pupils to talk about their own house - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: poster, bed, chair, picture, coat, ball Where’s the + noun ( singular) and Where are the + noun ( plural ) Individuals Groups Whole class Week 22: Date of preparing: Sunday, January 25th 2015 Period 86: 3A: 4/2 3B: 4/2, 3C: 5/2 Unit 13: Where’s my book? Lesson 2: Part 4,5,6 I Objectives: - By the end of this unit Ps can + Use the words and phrase related to the topic Location + Ask and asnwer questions about locations, using Where’s the + noun ( singular) and Where are the + noun ( plural ) II The language focus: a, Vocabulary: poster, bed, chair, picture, coat, ball b, Structure: Where’s the + noun ( singular) and Where are the + noun ( plural ) III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising language class and (2-5’) learnt unit by calling a few pairs to the front groups Introduce of the class to the dialouge in Exercise the Then have the class sing the dong The poster lesson and the ball Unit 13: Where’s my book? Lesson 2: Part 4,5,6 Listen and tick - Tell pupils that they are going to listen and tick the correct boxes Give a few seconds for pupils to look at the pictures Check understanding by elicitiing the names of the (10-11’) school facilities and give feedback - Play the recording three times for Ps to listen, the task and check their answers - Get pupils to swap and check their answer before checking as a class Key: a2 b4 c1 d3 - Tell pupils that they are going to read the Read sentences and fill the gaps Give pupils the and meaning of the words asks ps read the text in comple silence Check comprehension and give te feedback (8-10’) - Give pupils time to the task Go around to offer help, if necessary - Get pupils to swap and check their answers before checking as a class Write the correct answers on the board for pupils to copy down into their notebooks - Call a few pairs to read the completed sentences aloud Where’s the + noun ( singular) and Where are the + noun ( plural ) Whole class Pairs / groups Whole class Individual groups Whole class Individuals Pairs / groups Whole class Key: 1.on the bed under the bed near the desk 4.on the desk on the wall Write Tell Ps that they are going to read and write about some facts about their own rooms.Give a few your seconds for Ps to read the text bedroom (8-10’) Check comprehension and give feedback - Give pupils time to the task Go around to offer help, if necessary - Get pupils to swap and check their answers before checking as a class Write the correct answers on the board for pupils to copy down into their notebooks - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Individuals Groups Whole class Week 23: Date of preparing: Sunday, February 1st 2015 Period 87: 3A: 9/2 3B: 9/2, 3C: 10/2 Unit 13: Where my book? Lesson 3: Part 1,2,3 I Objectives: - By the end of this unit Ps can + Use the words and phrase related to the topic Location + Ask and asnwer questions about locations, using Where’s the + noun ( singular) and Where are the + noun ( plural ) + Pronounce the sounds of the letters ch and wh in the words chair and where respectively II The language focus: a, Vocabulary: poster, bed, chair, picture, coat, ball b, Structure: where are the = Ns?/ where is the = N? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising the previous The Kim’s class and (2-5’) lesson by The Kim’s game game groups Introdu Unit 13 Where is my book? ction of Lesson 3:1,2,3 New (Pages 22 ) lesson 1.Listen - Tell pupils that they are going to practice Ch Whole and saying the letters, words and sentences in the Chair class repeat book Put the phonics letter ch and wh on the Wh Pairs / (10-11’) board and say them a few times Ask Pd to Where groups repeat after you Prompt Ps to say the words Whole class and sentences, paying attention to the target Individual phonics letters Do choral repetition of the words and sentences until Ps feel confident groups 2.Listen - Tell pupils that they are going to read and and complete the sentences Give s a few seconds Ch Whole class write to look at the pictures and read the text in Chair (8-10’) silence Check comprehension and explain Wh Individuals the new vocabulary, if necessary Get Ps to Where work in pairs Pairs / - Give Ps time to the task groups - Ps swap and check their answer before checking as a class Whole class - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud - Give Ps a few seconds to read the chant in Let’s silence Check comprehension and give Where is the Individuals chant feedback Read each line of the chant and book? (8-10’) have pupils repeat it a few times Show Ps how to say the chant and the actions - Play the recording a few times for Ps to choral and individual repetition - Get Ps to sit face to face and pratise chanting and doing the actions Go around to offer help, if necessary - Call two groups to the front of the class to chant and the actions while the rest of the class claps along to the rhythm - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Groups Groups Whole class Whole class Week 23: Date of preparing: Sunday, February 1st 2015 Period 88: 3A: 10/2 3B: 10/2, 3C: 11/2 Unit 13: Where my book? Lesson 3: Part 4,5,6 I Objectives: - By the end of period Ss can use the word and phrases related to the topic Location Pronounce the sounds of the letters ch and wh in the words chair and where respectively II The language focus: a, Vocabulary: poster, bed, chair, picture, coat, ball b, Structure: where are the = Ns?/ where is the = N? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising the previous Where the class and (2-5’) lesson by getting two groups of six Ps to the book? groups Introdu of the class to sing the song The poster and ction of the ball and say the chant Where’s the book? New Unit 13:Where the book? lesson Lesson (Part: 4,5,6) (Pages 23 ) - Tell pupils that they are going to read and Whole Read write the correct boxes Give Ps a few class and seconds to look at the pictures Elicit the Pairs / tick names of the things groups (10- - St swap and check their answers before Whole class 11’) checking as a class Individual Key :c groups - Tell pupils that they are going to read and Ps own Read complete the sentences about Mai’s house answer Whole class and Give s a few seconds to look at the pictures write and read the text in silence Check Individuals (8-10’) comprehension and explain the new vocabulary, if necessary Get Ps to work in Pairs / pairs groups - Give Ps time to the task - Ps swap and check their answer before Whole class checking as a class - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud - Tell pupils that they are going to draw and Draw and Project colour their houses, label the rooms and Write free Individuals (8-10’) finally present pictures to the class Get Ps to about your Groups prepare necessary school things to carry out bedroom the project ( coloured pencils, crayons, etc.) - Give Ps time to the project in class Get Ps to work in groups Go around to offer help, if necessary If there is not enough time, ask Ps to the project as homework - Call a few Ps to the front of the class to show their pictures and describe them - Get the class to say the chant Where’s the book? And sing the song The poster and the ball to end the class - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Whole class Whole class Week 23: Date of preparing: Sunday, February 1st 2015 Period 89: 3A: 10/2 3B: 10/2, 3C: 12/2 Unit 14 Are there any posters in the room? Lesson 1: Part 1,2,3 I Objectives: - By the end of period Ss can use the word and phrases related to the topic Thing in the room Ask and answer Qs about things in a room, using Are there any + thing + location? II The language focus: a, Vocabulary: maps, sofas, wardrobes, cupboards b, Structure: Are there any + thing? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting The poster Whole up - Spend a few minutes revising the previous and the ball class and (2-5’) lesson by The poster and the ball groups Introdu Unit 14: Are there any posters in the room? ction of Lesson (Part: 1,2,3) New (Pages 24 ) lesson - Tell pupils that they are going to listen and This is a Whole Look number the correct boxes Give Ps a few picture of my class listen seconds to look at the pictures Elicit the room Pairs / and names of the school things groups repeat - Play the recording three times for Ps to Are there Whole class (10- listen, the task and check their answers any chair in Individual 11’) - St swap and check their answers before the room? checking as a class No,there groups aren’t 2.Point - Tell pupils that they are going to read and and complete the sentences Give s a few seconds Are there Whole class say to look at the pictures and read the text in any chair in (8-10’) silence Check comprehension and explain the room? Individuals the new vocabulary, if necessary Get Ps to No,there work in pairs aren’t Pairs / - Give Ps time to the task Yes, there are groups - Ps swap and check their answer before checking as a class Whole class - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud 3.Let’s - Tell pupils that they are going to look at the Are there any talk pictures and fill the gaps Follow the chair in the Individuals (8-10’) procedure in Teaching the unit componets in room? the Introduction Give Ps a few seconds to No, there read the text in silence Check comprehension aren’t and give feedback Yes, there are Groups - Give Ps time to the task and work in pair - Ps swap and check their answer before Groups checking as a class Put the correct answers on the board for pupils to copy down into their notebooks Whole class - When you come back home Please tell to Whole class Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Week 23: Date of preparing: Sunday, February 1st 2015 Period 90: 3A: 11/2 3B: 11/2, 3C: 12/2 Unit 14: Are there any posters in the room? Lesson 1: Part 4,5,6 I Objectives: - By the end of period Ss can use the word and phrases related to the topic thing in the room Ask and answer Qs about things in a room, using Are there any + thing + location? II The language focus: a, Vocabulary: maps, sofas, wardrobes, cupboards b, Structure: Are there any + things? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising the previous check class and (2-5’) lesson by having the class to a dictation, vocabulary groups Introdu using the vocabulary and sentence patterns ction of Unit 14: Are there any posters in the room? New Lesson (Part: 4,5,6) lesson (Pages 25 ) - Tell pupils that they are going to listen and 1-a Whole Listen number the correct boxes Give Ps a few 2-b class and seconds to look at the pictures Elicit the Pairs / tick names of the school things groups (10- - Play the recording three times for Ps to Whole class 11’) listen, the task and check their answers Individual - St swap and check their answers before checking as a class groups Key : 1- a 2- b - Tell pupils that they are going to read and Look, complete the sentences Give s a few seconds Whole class read to look at the pictures and read the text in and silence Check comprehension and explain 2- cupboard Individuals write the new vocabulary, if necessary Get Ps to 3- map (8-10’) work in pairs 4- chairs Pairs / - Give Ps time to the task groups - Ps swap and check their answer before checking as a class Whole class - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud Key: 2- cupboard, 3- map, 4- chairs - Tell pupils that they are going to look at the Let’s pictures and fill the gaps Give Ps a few Write the Individuals write seconds to read the text in silence Check answer about (8-10’) comprehension and give feedback your house - Give Ps time to the task and work in pair - Ps swap and check their answer before checking as a class Put the correct answers on the board for pupils to copy down into their notebooks - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Groups Whole class Whole class Week 24: Date of preparing: Sunday, February 15th 2015 Period 91: 3A: 24/2 3B: 24/2, 3C: 25/2 Unit 14 Are there any posters in the room? Lesson 2: Part 1,2,3 I Objectives: - By the end of period Ss can use: + The word and phrases related to the topic Thing in the room + Ask and answer Qs about the quantity of things in a room, using How many + thing(plural) + are there? II The language focus: a, Vocabulary: maps, sofas, wardrobes, cupboards b, Structure: How many + thing(plural) + are there? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising the language Are there any class and (2-5’) learnt by playing a game of Bingo, using the + things? groups Introdu vocabulary learnt Then call a few pairs to the ction of front of the class to ask and answer questions New with the words on the board, using Are there lesson any + things? Unit 14: Are there any posters in the room? Lesson (Part: 1,2,3) (Pages 26 ) - Tell pupils that they are going to listen and Whole Look number the correct boxes Give Ps a few class listen seconds to look at the pictures Elicit the How many + Pairs / and names of the things in a room thing(plural) groups repeat - Play the recording three times for Ps to + are there? Whole class (10listen, the task and check their answers There are… Individual 11’) - St swap and check their answers before groups checking as a class 2.Point and say (8-10’) - Tell the class that they are going to practice asking and answering questions, using How many + thing(plural) + are there? Give Ps a few seconds to look at the pictures and read the text in silence Check comprehension and explain the new vocabulary, if necessary Get Ps to work in pairs - Give Ps time to the task - Ps swap and check their answer before checking as a class - Write the answer on the board for Ps to copy down into their notebooks maps, sofas, wardrobes, cupboards Whole class Individuals Pairs / groups How many + thing(plural) + are there? Whole class - Call individually Ps to read the text aloud - Tell pupils that they are going to practise How many + Let’s more with friends Give Ps a few seconds to thing(plural) talk look at the pictures and elicit the name of + are there? (8-10’) each room and the number of things in the room Point to the beds in the first picture and prompt Ps to say the words to fill the gaps Check comprehension and give feedback - Give Ps time to the task and work in pair - Ps swap and check their answer before checking as a class Put the correct answers on the board for pupils to copy down into their notebooks - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Individuals Groups Groups Whole class Whole class Week 24: Date of preparing: Sunday, February 15th 2015 Period 92: 3A: 24/2 3B: 24/2, 3C: 26/2 Unit 14: Are there any posters in the room? Lesson 2: Part 4,5,6 I Objectives: - By the end of period Ss can use: + The word and phrases related to the topic Thing in the room + Ask and answer Qs about the quantity of things in a room, using How many + thing(plural) + are there? II The language focus: a, Vocabulary: fan, mirror, door, window b, Structure: How many + thing(plural) + are there? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising the language check class and (2-5’) learnt by playing a game of Bingo, using the vocabulary groups Introdu vocabulary learnt Then call a few pairs to the ction of front of the class to ask and answer questions New with the words on the board, using Are there lesson any + thing + location? Unit 14: Are there any posters in the room? Lesson (Part: 4,5,6) (Pages 26 ) 4.Listen - Tell pupils that they are going to listen and Key: bed Whole and number the pictures Give Ps a few seconds to desk class number look at the pictures Check comprehension two chairs Pairs / (10-11’) eliciting the name of the activity in each TV groups picture and give feedback Whole class -Play the recording three times for Ps for Ps Individual to listen , the task and check their answers Get Ps to swap and check their answers groups before checking as a class - Tell pupils that they are going to read the How many + Read text and answer the questions Give Ps a few thing(plural) Whole class and seconds to look at the pictures and read the + are there? write text in silence Check comprehension and Individuals (8-10’) explain the new vocabulary Ask Ps to read each questions and underline the key words Pairs / Then read the text to scan for the answers Key: groups Discuss the first question with Ps and give the 1.There is answer as an example one door Whole class - Give Ps time to the task Go around to 2.There are offer, if necessary two windows - Get Ps to swap and check their answer There are before checking as a class Write the correct eight chairs answer on the board for Ps to copy down into their notebooks - Call few pairs to ask and answers before the questions - Tell the class that they are going to play a Let's game of Spot the differences play - Describe how to play a game and check (8-10’) understanding Say some model sentences and have Ps repeat them a few times - Set the time and get groups of Ps to sit face to face and start the game - Ask the winning group to report the differences to the class - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: There are four pictures There are two fans Spot the different Individuals Groups Whole class Whole class Week 24: Date of preparing: Sunday, February 15th 2015 Period 93: 3A: 25/2 3B: 25/2, 3C: 26/2 Unit 14 Are there any posters in the room? Lesson 3: Part 1,2,3 I Objectives: - By the end of period Ss can use: + The word and phrases related to the topic Thing in the room + Ask and answer Qs about the quantity of things in a room, using How many + thing(plural) + are there? + Pronounce the sounds of the letters a and u in the words fan and cup rescpectively II The language focus: a, Vocabulary: maps, sofas, wardrobes, cupboards b, Structure: How many + thing(plural) + are there? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting revising the Whole up - Spend a few minutes revising the language language class and (2-5’) learnt by getting a few pairs of Ps to the learnt groups Introdu dialouge in Lesson 2, Ex ction of Unit 14: Are there any posters in the room? New Lesson (Part: 1,2,3) lesson (Pages 28 ) - Tell pupils that they are going to practise There is a fan Whole Listen saying the letters, words and sentences in the on the wall class and book Put the phonics letters a and u on the Pairs / repeat board and say them a few times Ask Ps to There is a groups (10repeat after you Prompt Ps to say the words cup on the Whole class 11’) and sentences, paying attentionto the target table Individual phonics letters Do choral repetion of the words and sentences until Ps feel confident groups 2.Listen - Tell pupils that they are going to read and Where is and complete the sentences Give s a few seconds the….? Whole class write to look at the pictures and read the text in (8-10’) silence Check comprehension and explain Individuals the new vocabulary, if necessary Get Ps to work in pairs Pairs / - Give Ps time to the task groups - Ps swap and check their answer before checking as a class Whole class - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud Key: cup fan - Give Ps a few seconds to read the chant in How many Let’s silence Check comprehension and give desks? chant feedback Read each line of the chant and (8-10’) have pupils repeat it a few times Show Ps how to say the chant and the actions - Play the recording a few times for Ps to choral and individual repetition - Get Ps to sit face to face and pratise chanting and doing the actions Go around to offer help, if necessary - Call two groups to the front of the class to chant and the actions while the rest of the class claps along to the rhythm - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Individuals Groups Groups Whole class Whole class Week 24: Date of preparing: Sunday, February 1st 2015 Period 94: 3A: 11/2 3B: 11/2, 3C: 12/2 Unit 14: Are there any posters in the room? Lesson 2: Part 4,5,6 I Objectives: - By the end of period Ss can use: + The word and phrases related to the topic Thing in the room + Ask and answer Qs about the quantity of things in a room, using How many + thing(plural) + are there? II The language focus: a, Vocabulary: review b, Structure: How many + thing(plural) + are there? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising the language check class and (2-5’) learnt by getting the class to say the chant vocabulary groups Introdu How many desks? Read theActivities Bank in ction of the Introduce for more activities New Unit 14: Are there any posters in the room? lesson Lesson (Part: 4,5,6) (Pages 29 ) - Tell pupils that they are going to read and Whole Read circle the correct words Give Ps a few class and seconds to look at the pictures Elicit the Pairs / circle names of the things groups (10- - St swap and check their answers before Whole class 11’) checking as a class Individual - Do choral and individual repetion of the sentences groups Key : are is lamps chairs on - Tell pupils that they are going to read and Read complete the sentences about Mai’s house Whole class and Give s a few seconds to look at the pictures write and read the text in silence Check Individuals (8-10’) comprehension and explain the new vocabulary, if necessary Get Ps to work in Pairs / pairs groups - Give Ps time to the task - Ps swap and check their answer before Whole class checking as a class - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud Key: is chairs TV posters - Tell pupils that they are going to draw and Project colour their houses, label the rooms and (8-10’) finally present pictures to the class Get Ps to prepare necessary school things to carry out the project ( coloured pencils, crayons, etc.) - Give Ps time to the project in class Get Ps to work in groups Go around to offer help, if necessary If there is not enough time, ask Ps to the project as homework - Call a few Ps to the front of the class to show their pictures and describe them - Get the class to say the chant How many desks? And sing the song The way I clean my house to end the class - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Individuals Groups Whole class Whole class Week 25: Date of preparing: Sunday, February 22th 2015 Period 95: 3A: 2/3 3B: 2/3, 3C: 2/3 Unit 14: Do you have any toys? Lesson 1: Part 1,2,3 I Objectives: - By the end of period Ss can use + use the words and phrases related to the topic Toys + Ask and answer questions about toys, using Do you have + (word for toys)? II The language focus: a, Vocabulary: doll, car, robot, puzzle b, Structure: Do you have + (word for toys)? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting How may Whole up - Spend a few minutes revising the previous desks? class and (2-5’) unit by saying the chant How may desks? groups Introdu Draw Ps’ attention to the title and check ction of comprehension Have them repeat it once or New twice lesson Unit 15: Do you have any toys? Lesson (Part: 1,2,3) (Pages 30 ) - Tell pupils that they are going to talk abou Do you have Whole Look the toys they have, using Do you have any any toys? class listen toys? Give Ps a few seconds to look at the No, I don’t Pairs / and first picture and ecilit whatthe characters are Yes, I groups repeat saying Check comprehension Repeat the Whole class (10- procedure with the second picture Give the Individual 11’) meaning of unfamiliar words and have Ps repeat the text in the bubbles a few times groups - Play the recording three times for Ps to listen, the task and check their answers - St swap and check their answers before checking as a class 2.Point - Tell pupils that they are going to practice doll, car, and asking and answeringquestions using Do you robot, puzzle Whole class say have + (word for toys)? Point to each picture Do you have (8-10’) and check comprehension any toys? Individuals Teach the new vocabulary and have Ps repeat each of the words a few times Point to Pairs / picture a and prompt Ps to say the question No, I don’t groups and answer Put the questions and answer on Yes, I the board and have Ps repeat each of them a Whole class few times Repeat the procedure with the remaning pictures - Do choral and individual repetition, using the pictures in the book - Get pupils to practise in pairs Check as a class 3.Let’s - Tell pupils that they are going to practise talk more with their friends Give a few seconds (8-10’) for pupils to look at the picture and check comprehension by pointing to each toy and ecilit the word Put the sentence and the response on the board and have a pair act out the dialogue as an example before starting the activity - Have pupils work in pairs, using the picture in the book Go around to offer help and correct the pronunciation, if necessary - Call some pairs to act out the dialogue in front of the class - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Do you have a… ? No,…… Yes,…… Individuals Groups Groups Whole class Whole class Week 25: Date of preparing: Sunday, February 22th 2015 Period 96: 3A: 3/3 3B: 3/3, 3C: 4/3 Unit 15: Do you have any toys? Lesson 1: Part 1,2,3 I Objectives: - By the end of period Ss can use + use the words and phrases related to the topic Toys + Ask and answer questions about toys, using Do you have + (word for toys)? II The language focus: a, Vocabulary: doll, car, robot, puzzle b, Structure: Do you have + (word for toys)? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising the perious Do you have class and (2-5’) lesson by having the classpay a game of + (word for groups Introdu Chinese whispers, using the words of toys toys)? ction of previously learnt When the game is over, New point to each word and ask the class to drill lesson the questions and the answer with Do you have + (word for toys)? Unit 15: Do you have any toys? Lesson (Part: 4,5,6) (Pages 31) 4.Listen - Tell pupils that they are going to listen and Key: a3 Whole and number the pictures Give Ps a few seconds to b4 class number look at the pictures Check comprehension c1 Pairs / (10-11’) eliciting the name of the activity in each d2 groups picture and give feedback Whole class -Play the recording three times for Ps for Ps Individual to listen , the task and check their answers Get Ps to swap and check their answers groups before checking as a class - Tell pupils that they are going to read the Do you have Read text and answer the questions Give Ps a few + (word for Whole class and seconds to look at the pictures and read the toys)? write text in silence Check comprehension and Individuals (8-10’) explain the new vocabulary Ask Ps to read each questions and underline the key words Pairs / Then read the text to scan for the answers Key: groups Discuss the first question with Ps and give the car answer as an example ball Whole class - Give Ps time to the task Go around to doll offer, if necessary Do - Get Ps to swap and check their answer before checking as a class Write the correct answer on the board for Ps to copy down into their notebooks - Call few pairs to ask and answers before the questions - Tell pupils that they are going to look at the Let’s pictures and fill the gaps Give Ps a few write seconds to read the text in silence Check (8-10’) comprehension and give feedback - Give Ps time to the task and work in pair - Ps swap and check their answer before checking as a class Put the correct answers on the board for pupils to copy down into their notebooks Key: Ps’ own answers - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: they Do you have + (word for toys)? What colours are your toys? Where is your + (word for toys)? Individuals Groups Whole class Whole class Week 25: Date of preparing: Sunday, February 22th 2015 Period 97: 3A: 3/3 3B: 3/3, 3C: 5/3 Unit 14: Do you have any toys? Lesson 2: Part 1,2,3 I Objectives: - By the end of period Ss can use + use the words and phrases related to the topic Toys + Ask and answer questions about toys, using Does he/she have(word for toys)? II The language focus: a, Vocabulary: yo-yo, ship, plane, kite b, Structure: Does he/she have(word for toys)? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Do you have Whole up - Spend a few minutes revising the previous + (word for class and (2-5’) unit by playing a game of Bingo, using the toys)? groups Introdu vocabulary releated to toys that Ps have ction of learnt Then have some pairs ask the New questions Do you have + (word for toys)? lesson Unit 15: Do you have any toys? Lesson (Part: 1,2,3) (Pages 32 ) - Tell pupils that they are going to practice Does he/she Whole Look asking and answering about someone’s toys have(word class listen Draw Ps’attention to the first picture and for toys)? Pairs / and ecilit the names of the characters and explain Yes, he/she groups repeat what they say Give Ps a few seconds to look does Whole class (10at the pictures Repeat the procedure with the No, he’she Individual 11’) second picture doesn’t - Play the recording three times for Ps to groups listen, the task and check their answers - St swap and check their answers before checking as a class 2.Point - Tell the class that they are going to practice yo-yo, ship, and asking and answering questions, using How plane, kite Whole class say many + thing(plural) + are there? Does he/she (8-10’) Give Ps a few seconds to look at the pictures have(word Individuals and read the text in silence Check for toys)? comprehension and explain the new Pairs / vocabulary, if necessary Get Ps to work in groups pairs Yes, he/she - Give Ps time to the task does Whole class - Ps swap and check their answer before No, he’she checking as a class doesn’t - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud - Tell pupils that they are going to practise Let’s more with friends Give Ps a few seconds to talk look at the pictures and elicit the name of the (8-10’) charaters and the toys in the picture Ask Ps for the words to fillin the questions and the answers in the bubbles Put them on the board and have Ps repeat each of them a few times Check comprehension and give feedback - Give Ps time to the task and work in pair - Ps swap and check their answer before checking as a class Put the correct answers on the board for pupils to copy down into their notebooks - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Does he/she have(word for toys)? Yes, he/she does No, he’she doesn’t Individuals Groups Groups Whole class Whole class Week 25: Date of preparing: Sunday, February 22th 2015 Period 98: 3A: 4/3 3B: 4/3, 3C: 5/3 Unit 15: Do you have any toys? Lesson 2: Part 1,2,3 I Objectives: - By the end of period Ss can use + use the words and phrases related to the topic Toys + Ask and answer questions about toys, using Does he/she have(word for toys)? II The language focus: a, Vocabulary: yo-yo, ship, plane, kite b, Structure: Does he/she have(word for toys)? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting game of Whole up - Spend a few minutes revising language Pelmanism class and (2-5’) learnt unit by playing a game of Pelmanism, groups Introduce using the cards related to the words that Ps the have learnt about toys Read the Activities lesson Bank in the Introduction for more activities Then calla few pairs to the front of the class to ask and answer questions about their toys Unit 15: Do you have any toys? Lesson (Part: 4,5,6) (Pages 32 ) - Tell pupils that they are going to listen and Does he/she Whole Listen tick the correct boxes Give a few seconds for have(word class and pupils to look at the pictures Check for toys)? Pairs / tick comprehension and give feedback groups (10-11’) - Play the recording three times for Ps to listen, the task and check their answers Whole class - Get pupils to swap and check their answer Individual before checking as a class groups Key: a.T b.F c.T d.T Look and write (8-10’) - Tell pupils that they are going to look at the picture and fill the gaps Give a few seconds for Ps to look at the pictures and read the sentences Check comprehension and give feedback Point to the first picture and elicit the words filling the gap as an example before starting the activity Get Ps to work in pairs - Give Ps time to the task Go around to offer help,if necessary - Give Ps to swap and check their answers Key: robot and a ball has a teddy bear and a doll Yes, he does She has a yo-yo and a puzzle Whole class Individuals Pairs / groups Whole class before cheking as a class Write the correct answers on the board for Ps to copy down into their notebooks - Call some Ps to read aloud the sentences No, he doesn’t Let's sing (8-10’) - Tell pupils that they are going to sing a song Linda has a Linda has a little doll Teach the song, little doll following the procedure in the Teaching the unit components in the Introduction Read each line of the song and check comprehension Let Ps listen to the song all the way through Then sing each line and have Ps repeat a few times When Ps are familiar with the tune, show them how to sing and actions - Ask groups of Ps to sit face to face and practise singing and diong the actions - Ask a group of four to the front of the class to sing the first four lines, and the whole class to sing the last four lines - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Individuals Groups Whole class Week 26: Date of preparing: Sunday, March 1st 2015 Period 99: 3A: 9/3 3B: 9/3, 3C: 9/3 Unit 15: Do you have any toys? Lesson 3: Part 1,2,3 I Objectives: - By the end of period Ss can use + use the words and phrases related to the topic Toys + Ask and answer questions about toys, using Does he/she have(word for toys)? + Pronounce the sounds of the letters pl and sh in the words plane and ship respectively II The language focus: a, Vocabulary: yo-yo, ship, plane, kite b, Structure: Does he/she have(word for toys)? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Do you have Whole up - Spend a few minutes revising the previous + (word for class and (2-5’) lesson by getting the class to sing the song toys)? groups Introdu Linda has a little doll ction of Unit 15: Do you have any toys? New Lesson (Part: 1,2,3) lesson (Pages 34 ) - Tell pupils that they are going to practise Does he/she Whole Listen saying the letters, words and sentences in the have(word class and book Put the phonics letters pl and sh on the for toys)? Pairs / repeat board and say them a few times Ask Ps to Yes, he/she groups (10repeat after you Prompt Ps to say the words does Whole class 11’) and sentences, paying attentionto the target No, he’she Individual phonics letters Do choral repetion of the doesn’t words and sentences until Ps feel confident groups 2.Listen - Tell pupils that they are going to read and Linda has and complete the sentences Give s a few seconds a……… Whole class write to look at the pictures and read the text in My brother (8-10’) silence Check comprehension and explain doesn’t have Individuals the new vocabulary, if necessary Get Ps to a… work in pairs Pairs / - Give Ps time to the task groups - Ps swap and check their answer before checking as a class Whole class - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud Key: ship plane - Give Ps a few seconds to read the chant Do Do you have Let’s you have a doll? in silence Check a doll? chant comprehension and give feedback Read each (8-10’) line of the chant and have pupils repeat it a few times Show Ps how to say the chant and the actions - Play the recording a few times for Ps to choral and individual repetition - Get Ps to sit face to face and pratise chanting and doing the actions Go around to offer help, if necessary - Call two groups to the front of the class to chant and the actions while the rest of the class claps along to the rhythm - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Individuals Groups Groups Whole class Whole class Week 26: Date of preparing: Sunday, February 22th 2015 Period 100: 3A: 10/3 3B: 10/3, 3C: 11/3 Unit 15: Do you have any toys? Lesson 3: 4,5,6 I Objectives: - By the end of period Ss can use + use the words and phrases related to the topic Toys + Ask and answer questions about toys, using Does he/she have(word for toys)? + Pronounce the sounds of the letters pl and sh in the words plane and ship II The language focus: a, Vocabulary: ship, green, toys, two, green b, Structure: Do you have + (word for toys)? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising the perious Do you have class and (2-5’) lesson by getting two groups of six to the + (word for groups Introdu front of the class to say the chant Do you toys)? ction of have a doll? New Unit 15: Do you have any toys? lesson Lesson (Part: 4,5,6) (Pages 35) - Tell pupils that they are going to read the Key: 1.toys Whole Read sentences and fill the gaps Give pupils the orange class and meaning of the words asks ps read the text in two Pairs / comple silence Check comprehension and give ship groups te feedback green Whole class (8-10’) - Give pupils time to the task Go around Individual to offer help, if necessary - Get pupils to swap and check their answers groups before checking as a class Write the correct answers on the board for pupils to copy down into their notebooks - Call a few pairs to read the completed sentences aloud Write about you (8-10’) - Tell pupils that this is a personalized activity Do you have in which Ps write their answers, using real + (word for facts Give Ps a few seconds to read the text toys)? in silence Check comprehension and give feedback Call a Ps to the first question as an example - Give Ps time to the task Go around to offer, if necessary Whole class Individuals Pairs / groups - Get Ps to swap and check their answer before checking as a class Write the correct answer on the board for Ps to copy down into their notebooks - Call few pairs to ask and answers before the questions - Tell pupils that they are going to make paper Project that they like, for example, aship, or a plane (8-10’) or a bird Then they will give a presentation of their work to the class Check understanding - Give Ps time to the project Encourage them to decorate their paper toy If there is not enough time, ask Ps to finish the project as homework - Have Ps work in pairs to ask and answer questions about their toys E.g: Do you have a paper toy? Yes, I This is my paper plane It’s big/small It’s white/ green - Have Ps sing the song Linda has a little doll and say the Do you have a doll?chant to end the class - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Whole class Do you have + (word for toys)? What colours are your toys? Where is your + (word for toys)? Individuals Groups Whole class Whole class Week 26: Date of preparing: Sunday, February 22th 2015 Period 101: 3A: 10/3 3B: 10/3, 3C: 12/3 Review (3) I Objectives: - By the end of period Ss can use + listen and identify specific information + read and identify specific information II The language focus: a, Vocabulary: Review b, Structure: Review III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Learning activities Time - Tell Ps that they are going to listen and tick Listen the correct boxes Give Ps a few seconds to and look at the pictures Check comprehension tick and ecilit information in the pictures and give feedback - Play the recording three times for Ps to listen, task and check their answers - Get Ps to swap and check their answers before checking as a class Explain the answers and give further support to Ps who got more than half of the answers wrong 2.Listen - Tell pupils that they are going to listen and and number the pictures Give Ps a few seconds to number look at the pictures Check comprehension (10-11’) eliciting the name of the activity in each picture and give feedback -Play the recording three times for Ps for Ps to listen , the task and check their answers - Get Ps to swap and check their answers before checking as a class Explain the answers and give further support to Ps who got more than half of the answers wrong - Tell pupils that they are going to read the Read sentences and fill the gaps Give pupils the and meaning of the words asks ps read the text in comple silence Check comprehension and give te feedback (8-10’) - Give pupils time to the task Go around to offer help, if necessary - Get pupils to swap and check their answers before checking as a class - Call a few pairs to read the completed Language focus Key: 1a 2a 3b 4b 5a Key: a3 b4 c1 d2 Modes Whole class and groups Whole class Pairs / groups Whole class Individual groups Whole class Key: bedrooms bathroom small There They Individuals Pairs / groups Whole class sentences aloud - Tell pupils that they are going to read the Read sentences on the left and pair them with those and on the right by drawing a line between them match Give a few seconds for Ps to read in silence (8-10’) Check comprehension and give feedback - Give Ps time to the task and work in pair - Ps swap and check their answer before checking as a class Put the correct answers on the board for pupils to copy down into their notebooks Key: 1c 2a 3d 4b - Tell Ps that they are going to answer the Look questions Give a few seconds for Ps to look and at the pictures and read the text in silence say Check comprehension and ecilit the words to answer the Qs and give feedback - Give pupils time to the task Go around to offer help, if necessary - Call a few pairs to answer the questions Give feedback and praise Ps who did well and encourage Ps to listen and make improvemetnt Key: 1.It’s Mai’s/Phong’s family It’s a bedroom Yes, there is a sofa Yes, there are two tables Yes, there are eight chairs Yes, there are two pictures The chair is next to the desk The shoolbag is on the desk The balls are under the bed The books are on the desk The posters are on the wall - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Do you have + (word for toys)? What colours are your toys? Where is your + (word for toys)? Individuals Groups Whole class Whole class Week 26: Date of preparing: Sunday, February 22th 2015 Period 102: 3A: 11/3 3B: 11/3, 3C: 12/3 Short story: Cat and mouse I Objectives: - By the end of period Ss can use + listen and identify specific information + read and identify specific information + read and identify general ideas + read, listen and understand a short story II The language focus: a, Vocabulary: Review b, Structure: Review III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Time Learning activities Read the story Put these lines in the correct bubbleThe n listen and check - Tell Ps that they are going to read the story and put the four questions in the correct bubbles - Ask Ps to work in small groups Then play the recording for them to check their answers Correct the answers (10-11’) - Tell pupils that they are going to read the questions and correct the answers Give them time to read the questions and underline the key words in the questions Then ask them to read the story again and find out what is wrong with the answers, and correct them - Give Ps time to the task - Ask Ps to swap and check their answers before checking as a class - Ask a few pairs to read aloud the questions and answers Key: He has two sisters He has one brother Jack There are eight Language focus Picture d Picture b Picture c Picture a Key: a3 b4 c1 d2 Modes Whole class and groups Whole class Pairs / groups Whole class Individual groups - Tell pupils that they are going to put the letters in the correct order to make words, and that they can find the words from the story Do the first word as an example (8-10’) - Give Ps time to the task - Ask Ps to swap and check their answers before checking as a class - Ask a few pairs to read aloud the correct words Complete - Tell pupils that they are going to read the the text and fill the gaps Give them a conversation few seconds to read the text and check between Miu comprehension and Mimi - Give Ps time to the task (8-10’) - Ask Ps to swap and check their answers before checking as a class - Assign a few pairs to read aloud the dialogue Key: 1.name’s your name name’s to meet you Nice to meet you Home- When you come back home Please tell link to your mother or farther or your friends about what did you say or what you did at shool *Evaluation: Unscramble these words from the conversation Key: a brother b house c rooms d hello e mouse Whole class Individuals Pairs / groups Whole class Do you have + (word for toys)? What colours are your toys? Where is your + (word for toys)? Individuals Groups Whole class Week 27: Date of preparing: Sunday, March 8th 2015 Period 103: 3A: 16/3 3B: 16/3, 3C: 16/3 TEST (REVIEW) I Objectives: - By the end of period Ss can: + Use the words and phrases related to the topic which they have learnt from Unit 11to Unit 15 to review and teachers can check Sts ‘s knowledge to exercise II The language focus: a, Vocabulary: review b, Structure: review III Resources * Teacher: Lesson plan, teacher's book, * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson Exercise 1: Matching the each question to each answer Are there any posters on the wall? a No, he doesn’t Who’s that? b She is sixty years old Do you have a robot? c Yes, she does How many beds are there in the d There are three chairs bedroom? How old is your grandmother? e He is my father Is your house big? f Yes, there are two Where is the coat? g No, it isn’t, it’s small but nice Are the books on the table? h Yes, I Does your brother have a doll? i It’s in the wardrobe 10 Does your sister have a kite? j Yes, they are Exercise 2: Odd one out: A mother B teacher C father D brother A family B father C grandfather D mother A bathroom B bedroom C house D kitchen A classroom B living room C dinning room D kitchen A pond B yard C schoolyard D fence A behind B in C for D in front of A poster B wall C picture D map A chair B desk C room D table A toy B robot C doll D yo-yo 10 A ship B plane C train D pen Exercise 4: Reorder the sentences the / lamp/ There/ a /is / on / desk ………………………………………………… sister / does/ doll?/ your/ have/ a ………………………………………………… is / the / between / table / The/ chair / the / and/ wardrobe ………………………………………………………………………… any / Are / chairs/ there / room? / the / in ………………………………………………… rooms / How / are / many / the / there / house./in ………………………………………………… old/ sister?/ your/ How/ is / ………………………………………………… in / house / the / There / pond / is / front/ a / of ………………………………………………… robots / have/ I / two / a / yo-yo/ and ………………………………………………… to / There / one / desk / next / chair / is / the ………………………………………………… 10 red / roof / The / my / is / house / of ………………………………………………… Exercise 5: Find three words that contain the sound like the followings kitchen: a…………………………… b…………………………… bathroom a…………………………… b…………………………… brother a…………………………… b…………………………… grandmother a…………………………… b…………………………… where a…………………………… b…………………………… school a…………………………… b…………………………… fan a…………………………… b…………………………… cup a…………………………… b…………………………… ship a…………………………… b…………………………… 10 plane a…………………………… b…………………………… Week 27: Date of preparing: Sunday, March 8th 2015 Period 104: 3A: 17/3 3B: 17/3, 3C: 18/3 TEST (REVIEW) I Objectives: - By the end of period Ss can: + Use the words and phrases related to the topic which they have learnt from Unit 11to Unit 15 to review and teachers can check Sts ‘s knowledge to speaking II The language focus: a, Vocabulary: review b, Structure: review III Resources * Teacher: Lesson plan, teacher's book, * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance Teacher a) Listen and repeat b) Point, ask and answer c) Listen and comment d) Interview Questions Students 1, How many…? 2, Are there any +Ns …? 3,Where is/are………? 4, How old is your……? 5, Who is that… ? 6, Do you have…….? 7, What colour… ? 8, What do/does + S + have…? 9, Please describe one of the pictures in CBook or WBook Week 27: Date of preparing: Sunday, March 8th 2015 Period 105: 3A: 17/3 3B: 17/3, 3C: 19/3 Unit 16: Do you have any pets? Lesson 1: Part 1,2,3 I Objectives: - By the end of period Ss can: + Use the words and phrases related to the topic Pets + Ask and answer questions about pets, using Do you have any+(word for pets) II The language focus: a, Vocabulary: cat, parrot, rabbit, goldfish b, Structure: Do you have any + (word for pets)? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising the previous class and (2-5’) unit by having the class sing the song Linda groups Introdu has a little doll and say the chant Do you have ction of a doll? Draw pupils’attention to the title of New the unit and check comprehension Have them lesson repeat it once or twice Unit 16: Do you have any pets? Lesson (Part: 1,2,3) (Pages 40 ) - Tell pupils that they are going to talk abou Do you have Whole Look the toys they have, using Do you have any any pets? class listen pets? Give Ps a few seconds to look at the Yes, I I Pairs / and first picture and ecilit whatthe characters are have…… groups repeat saying Check comprehension Repeat the Whole class (10- procedure with the second picture Give the Individual 11’) meaning of unfamiliar words and have Ps repeat the text in the bubbles a few times groups - Play the recording three times for Ps to listen, the task and check their answers - St swap and check their answers before checking as a class 2.Point - Tell pupils that they are going to practice cat, parrot, and asking and answering questions using Do you rabbit, Whole class say have any….? Point to each picture and check goldfish (8-10’) comprehension Individuals -Teach the new vocabulary and have Ps repeat each of the words a few times Point to Do you have Pairs / picture a and prompt Ps to say the question and answer Put the questions and answer on the board and have Ps repeat each of them a few times Repeat the procedure with the remaning pictures - Do choral and individual repetition, using the pictures in the book - Get pupils to practise in pairs Check as a class 3.Let’s - Tell pupils that they are going to practise talk more with their friends Give a few seconds (8-10’) for pupils to look at the picture and check comprehension by pointing to each toy and ecilit the word Put the sentence and the response on the board and have a pair act out the dialogue as an example before starting the activity - Have pupils work in pairs, using the picture in the book Go around to offer help and correct the pronunciation, if necessary - Call some pairs to act out the dialogue in front of the class - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: any………? Yes, I do/ No I don’t Do you have a… ? No,…… Yes,…… groups Whole class Individuals Groups Groups Whole class Whole class Week 27: Date of preparing: Sunday, March 8th 2015 Period 106: 3A: 18/3 3B: 18/3, 3C: 19/3 Unit 16: Do you have any pets? Lesson 1: Part 4,5,6 I Objectives: - By the end of period Ss can use + use the words and phrases related to the topic Toys + Ask and answer questions about toys, using Do you have + (word for toys)? II The language focus: a, Vocabulary: doll, car, robot, puzzle b, Structure: Do you have + (word for toys)? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising the perious Do you have class and (2-5’) lesson by having the class play a game of + (word for groups Introdu Slap the board, using the words for pets learnt toys)? ction of in the last lesson Read the Activitys Bank in New the Introduce for more activities When the lesson game is over, point to each word and ask the class to drill the questions and the answers with Do you have any + ( word for pets) ? Unit 15: Do you have any pets? Lesson (Part: 4,5,6) (Pages 41) - Tell pupils that they are going to listen and Key: 1a Whole Listen number the correct boxes Give Ps a few 2b class and seconds to look at the pictures Elicit the 3c Pairs / tick names of the school things groups (10- - Play the recording three times for Ps to Whole class 11’) listen, the task and check their answers Individual - St swap and check their answers before checking as a class groups Look and write (8-10’) - Tell pupils that they are going to read and complete the sentences Give s a few seconds to look at the pictures and read the text in silence Check comprehension and explain the new vocabulary, if necessary Get Ps to work in pairs Do you have + (word for toys)? Whole class Individuals Pairs / - Give Ps time to the task - Ps swap and check their answer before checking as a class - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud - Tell pupils that they are going to look at the Let’s pictures and fill the gaps Give Ps a few write seconds to read the text in silence Check (8-10’) comprehension and give feedback - Give Ps time to the task and work in pair - Ps swap and check their answer before checking as a class Put the correct answers on the board for pupils to copy down into their notebooks - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Key: dog cats birds goldfish What pets you have? Where are your pets? groups Whole class Individuals Groups Whole class Whole class Week 28: Date of preparing: Sunday, March 15th 2015 Period 107: 3A: …… 3B: … , 3C: Unit 16: Do you have any pets? Lesson 2: Part 1,2,3 I Objectives: - By the end of period Ss can use + use the words and phrases related to the topic Pets + Ask and answer about the location of pets, using Where are the + ( word for pets) ? II The language focus: a, Vocabulary: flower pot, table, TV, fish tank, next to, under, behind, in front of b, Structure: Where are the + ( word for pets) ? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Do you have Whole up - Spend a few minutes revising the previous + (word for class and (2-5’) unit by having some pairs ask and answer the toys)? groups Introdu questionsabou the pets they have, using Do ction of you have any pets? and What pets you New have? lesson Unit 16: Do you have any pets? Lesson (Part: 1,2,3) (Pages 42 ) - Tell pupils that they are going to practice Where are Whole Look asking and answering about someone’s toys my …….? class listen Draw Ps’attention to the first picture and They are + Pairs / and ecilit the names of the characters and explain (place) groups repeat what they say Give Ps a few seconds to look Whole class (10at the pictures Repeat the procedure with the Individual 11’) second picture - Play the recording three times for Ps to groups listen, the task and check their answers - St swap and check their answers before checking as a class 2.Point - Tell the class that they are going to practice Where are and asking and answering questions, using Where the cats? Whole class say are my cats? They’re + (place), They’re + (8-10’) Give Ps a few seconds to look at the pictures (place) Individuals and read the text in silence Check comprehension and explain the new Pairs / vocabulary, if necessary Get Ps to work in groups pairs - Give Ps time to the task - Ps swap and check their answer before checking as a class - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud - Tell pupils that they are going to practise Let’s more with friends Give Ps a few seconds to talk look at the pictures and elicit the name of the (8-10’) charaters and the toys in the picture Ask Ps for the words to fillin the questions and the answers in the bubbles Put them on the board and have Ps repeat each of them a few times Check comprehension and give feedback - Give Ps time to the task and work in pair - Ps swap and check their answer before checking as a class Put the correct answers on the board for pupils to copy down into their notebooks - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Whole class Where is/ are the…? They’re/ It’s… Individuals Groups Groups Whole class Whole class Week 28: Date of preparing: Sunday, March 15th 2015 Period 108: 3A: …… 3B: ……., 3C: …… Unit 16: Do you have any pets? Lesson 2: Part 4,5,6 I Objectives: - By the end of period Ss can use + use the words and phrases related to the topic Pets + Ask and answer about the location of pets, using Where are the + ( word for pets) ? II The language focus: a, Vocabulary: flower pot, table, TV, fish tank, next to, under, behind, in front of b, Structure: Where are the + ( word for pets) ? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting game of Slap Whole up - Spend a few minutes revising language the board class and (2-5’) learnt unit by playing a game of Slap the groups Introduce board, using the vocabulary related to pets the Read the Activities Bank in the Introduction lesson for more activities Then call a few pairs to the front of the class to ask and answer questions with Where’s/ Where are…? Unit 16: Do you have any pets? Lesson (Part: 4,5,6) ( Pages 42 ) - Tell pupils that they are going to look at the Do you have Whole class Listen pictures Check comprehension and give any pets? Pairs / and feedback Where’s….? groups number - Play the recording three times for Ps to Where are (10-11’) listen, the task and check their answers they? Whole class - Get Ps to swap and check their answers Individual before checking as a class groups Key: a2 b1 c4 d3 - Tell pupils that they are going to read and He has a… Whole class Read complete the sentences about Mai’s house It is… and Give s a few seconds to look at the pictures Individuals write and read the text in silence Check (8-10’) comprehension and explain the new Pairs / vocabulary, if necessary Get Ps to work in pairs - Give Ps time to the task - Ps swap and check their answer before checking as a class - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud Key: pets cat, on dog, under parrots, rabbit, garden - Tell pupils that they are going to sing a song Do you have Let's Do you have any pets? Teach the song, any pets? sing following the procedure in the Teaching the (8-10’) unit components in the Introduction Read each line of the song and check comprehension Let Ps listen to the song all the way through Then sing each line and have Ps repeat a few times When Ps are familiar with the tune, show them how to sing and actions - Ask groups of Ps to sit face to face and practise singing and diong the actions - Ask a group of four to the front of the class to sing the first four lines, and the whole class to sing the last four lines - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: groups Whole class Individuals Groups Whole class Week 28: Date of preparing: Sunday, March 15th 2015 Period 109: 3A: …… 3B: …… , 3C: …… Unit 16: Do you have any pets? Lesson 3: Part 1,2,3 I Objectives: - By the end of period Ss can use + use the words and phrases related to the topic Toys + Ask and answer questions about toys, using Where are the + (word for pets)? + Pronounce the sounds of the letterso in the words dog and parrot respectively II The language focus: a, Vocabulary: dog, parrot b, Structure: Where is your dog? My parrot is in the garden III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Do you have Whole up - Spend a few minutes revising the previous + (word for class and (2-5’) lesson by getting the class to sing the song Do toys)? groups Introdu you have any pets? ction of Unit 16: Do you have any pets? New Lesson (Part: 1,2,3) lesson (Pages 44 ) - Tell pupils that they are going to practise Dog, parrot Whole Listen saying the letters, words and sentences in the class and book Put the phonics letters o on the board Pairs / repeat and say them a few times Ask Ps to repeat groups (10after you Prompt Ps to say the words and Whole class 11’) sentences, paying attentionto the target Individual phonics letters Do choral repetion of the words and sentences until Ps feel confident groups 2.Listen - Tell pupils that they are going to read and Peter has and complete the sentences Give s a few seconds a……… Whole class write to look at the pictures and read the text in Nam has (8-10’) silence Check comprehension and explain a…… Individuals the new vocabulary, if necessary Get Ps to work in pairs Pairs / - Give Ps time to the task groups - Ps swap and check their answer before checking as a class Whole class - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud Key: parrot dog - Give Ps a few seconds to read the chant Do Do you have Let’s you have any catsl? in silence Check any cats? chant comprehension and give feedback Read each (8-10’) line of the chant and have pupils repeat it a few times Show Ps how to say the chant and the actions - Play the recording a few times for Ps to choral and individual repetition - Get Ps to sit face to face and pratise chanting and doing the actions Go around to offer help, if necessary - Call two groups to the front of the class to chant and the actions while the rest of the class claps along to the rhythm - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Individuals Groups Groups Whole class Whole class Week 28: Date of preparing: Sunday, March 15th 2015 Period 110: 3A: …… 3B: …… , 3C: …… Unit 16: Do you have any pets? Lesson 3: 4,5,6 I Objectives: - By the end of period Ss can use + use the words and phrases related to the topic Toys + Ask and answer questions about toys, using Where are the + (word for pets)? + Pronounce the sounds of the letterso in the words dog and parrot respectively II The language focus: a, Vocabulary: b, Structure: III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising the perious Do you have class and (2-5’) lesson by getting two groups of six to the any cats? groups Introdu front of the class to say the chant Do you ction of have any cats? One groups chants the New questions and the other chants the answers lesson Unit 16: Do you have any pets? Lesson (Part: 4,5,6) (Pages 45) - Tell pupils that they are going to read the Key: 1.c Whole Read sentences and fill the gaps Give pupils the d class and meaning of the words asks ps read the text in a Pairs / comple silence Check comprehension and give b groups te feedback Whole class (8-10’) - Give pupils time to the task Go around Individual to offer help, if necessary - Get pupils to swap and check their answers groups before checking as a class Write the correct answers on the board for pupils to copy down into their notebooks - Call a few pairs to read the completed sentences aloud Read - Tell pupils that they are going to look at the pictures and read the text in silence Check Key: years old Whole class and comprehension and explain the new write vocabulary Ask Ps to read each questions (8-10’) and underline the key words Then read the text to scan for the answers Discuss the first question with Ps and give the answer as an example - Give Ps time to the task Go around to offer, if necessary - Get Ps to swap and check their answer before checking as a class Write the correct answer on the board for Ps to copy down into their notebooks - Tell pupils that they are going to make paper Project that they like, for example, aship, or a plane (8-10’) or a bird Then they will give a presentation of their work to the class Check understanding - Give Ps time to the project Encourage them to decorate their paper toy If there is not enough time, ask Ps to finish the project as homework - Have Ps work in pairs to ask and answer questions about their pets E.g: This is my dog It’s in the garden.Do you have any pets? - Have Ps sing the song Do you have any pets? and say the Do you have any cats?chant to end the class - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: she does a dog, two goldfish at the door in the fish tank Do you have + (word for pets)? What colours are your pets? Where is your + (word for pets)? Individuals Pairs / groups Whole class Individuals Groups Whole class Whole class Week 29: Date of preparing: Sunday, March 29th 2015 Period 111: 3A: 6/4 3B: 6/4, 3C: 6/4 Unit 17: What toys you like? Lesson 1: Part 1,2,3 I Objectives: - By the end of period Ss can: + Use the words and phrases related to the topic Pets + Ask and answer questions about pets, using What toys you like? II The language focus: a, Vocabulary: truck, doll, kite, plane b, Structure: What toys you like? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising the previous class and (2-5’) unit by having the class sing the song Linda groups Introdu has a little doll and say the chant Do you have ction of a doll? Draw pupils’attention to the title of New the unit and check comprehension Have them lesson repeat it once or twice Unit 17: What toys you like? Lesson (Part: 1,2,3) (Pages 46 ) - Tell pupils that they are going to talk about What toys Whole Look the toys they have, using What toys you you like? class listen like? Give Ps a few seconds to look at the I like… Pairs / and first picture and ecilit whatthe characters are truck, doll, groups repeat saying Check comprehension Repeat the kite, plane Whole class (10- procedure with the second picture Give the Individual 11’) meaning of unfamiliar words and have Ps repeat the text in the bubbles a few times groups - Play the recording three times for Ps to listen, the task and check their answers - St swap and check their answers before checking as a class 2.Point - Tell pupils that they are going to practice truck, doll, and asking and answering questions using What kite, plane Whole class say toys you like? Point to each picture and (8-10’) check comprehension Individuals -Teach the new vocabulary and have Ps repeat each of the words a few times Point to What toys Pairs / picture a and prompt Ps to say the question and answer Put the questions and answer on the board and have Ps repeat each of them a few times Repeat the procedure with the remaning pictures - Do choral and individual repetition, using the pictures in the book - Get pupils to practise in pairs Check as a class 3.Let’s - Tell pupils that they are going to practise talk more with their friends Give a few seconds (8-10’) for pupils to look at the picture and check comprehension by pointing to each toy and ecilit the word Put the sentence and the response on the board and have a pair act out the dialogue as an example before starting the activity - Have pupils work in pairs, using the picture in the book Go around to offer help and correct the pronunciation, if necessary - Call some pairs to act out the dialogue in front of the class - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: you like? I like… groups Whole class What toys you like? I like… Individuals Groups Groups Whole class Whole class Week 29: Date of preparing: Sunday, March 29th 2015 Period 112: 3A: 7/4 3B: 7/4, 3C: 8/4 Unit 17: What toys you like? Lesson 1: Part 4,5,6 I Objectives: - By the end of period Ss can: + Use the words and phrases related to the topic Pets + Ask and answer questions about pets, using What toys you like? II The language focus: a, Vocabulary: truck, doll, kite, plane b, Structure: What toys you like? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Time focus Warm - Greeting up - Spend a few minutes revising the perious What toys (2-5’) lesson by having the class play a game of you like? Introdu Bingo, using the words for toys learnt in this ction of uint and Unit 15 Then call a few pairs to the New front of the class to ask and answer the lesson question What toys you like?, using the words used in the game Unit 17: What toys you like? Lesson (Part: 4,5,6) (Pages 47) - Tell pupils that they are going to listen and Key: 1b Listen number the correct boxes Give Ps a few 2a and seconds to look at the pictures Elicit the 3b tick names of the school things (10- - Play the recording three times for Ps to 11’) listen, the task and check their answers - St swap and check their answers before checking as a class Read and write (8-10’) - Tell pupils that they are going to read and complete the sentences about Mai’s house Give s a few seconds to look at the pictures and read the text in silence Check comprehension and explain the new vocabulary, if necessary Get Ps to work in What toys you like? Modes Whole class and groups Whole class Pairs / groups Whole class Individual groups Whole class Individuals Pairs / pairs Key: - Give Ps time to the task playroom - Ps swap and check their answer before planes checking as a class dolls - Write the answer on the board for Ps to copy ships down into their notebooks kites - Call individually Ps to read the text aloud trucks Let’s write (8-10’) - Tell pupils that they are going to look at the pictures and fill the gaps Give Ps a few seconds to read the text in silence Check comprehension and give feedback - Give Ps time to the task and work in pair - Ps swap and check their answer before checking as a class Put the correct answers on the board for pupils to copy down into their notebooks - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: groups Whole class What toys you like? Individuals Do you like trucks/ Groups ships/kites/ planes? Where you keep your toys? Whole class Whole class Week 29: Date of preparing: Sunday, March 29th 2015 Period 113: 3A: 7/4 3B: 7/4, 3C: 9/4 Unit 17: What toys you like? Lesson 2: Part 1,2,3 I Objectives: - By the end of period Ss can: + Use the words and phrases related to the topic Pets + Ask and answer questions about the quantify of pets, using How many + (word for pet) + you have? II The language focus: a, Vocabulary: dog-dogs, goldfish, parrot-parrots, cat-cats b, Structure: How many + (word for pet) + you have? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting What toys Whole up - Spend a few minutes revising the previous you like? class and (2-5’) unit by getting a few pairs to the front of the groups Introdu class to ask and answer the question What ction of toys you like?- I like…, using real facts New Then have the class sing the song Do you lesson have any pets? Unit 17: What toys you like? Lesson (Part: 1,2,3) (Pages 48 ) - Tell pupils that they are going to practice Do you have Whole Look asking and answering about someone’s toys any parrots? class listen Draw Ps’attention to the first picture and How many Pairs / and ecilit the names of the characters and explain parrots groups repeat what they say Give Ps a few seconds to look you have? Whole class (10at the pictures Repeat the procedure with the Individual 11’) second picture - Play the recording three times for Ps to groups listen, the task and check their answers - St swap and check their answers before checking as a class 2.Point - Tell the class that they are going to practice dog-dogs, and asking and answering questions, using How goldfish, Whole class say many + (word for pet) + you have? parrot(8-10’) Give Ps a few seconds to look at the pictures parrots, cat- Individuals and read the text in silence Check cats comprehension and explain the new vocabulary, if necessary Get Ps to work in pairs - Give Ps time to the task - Ps swap and check their answer before checking as a class - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud - Tell pupils that they are going to practise Let’s more with friends Give Ps a few seconds to talk look at the pictures and elicit the name of the (8-10’) charaters and the toys in the picture Ask Ps for the words to fillin the questions and the answers in the bubbles Put them on the board and have Ps repeat each of them a few times Check comprehension and give feedback - Give Ps time to the task and work in pair - Ps swap and check their answer before checking as a class Put the correct answers on the board for pupils to copy down into their notebooks - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Pairs / groups How many + (word for pet) + you have? How many + (word for pet) + you have? Whole class Individuals Groups Groups Whole class Whole class Week 29: Date of preparing: Sunday, March 29th 2015 Period 114: 3A: 8/4 3B: 8/4, 3C: 9/4 Unit 17: What toys you like? Lesson 2: Part 4,5,6 I Objectives: - By the end of period Ss can: + Use the words and phrases related to the topic Pets + Ask and answer questions about the quantify of pets, using How many + (word for pet) + you have? II The language focus: a, Vocabulary: dog-dogs, goldfish, parrot-parrots, cat-cats b, Structure: How many + (word for pet) + you have? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting What toys Whole up - Spend a few minutes revising the previous you like? class and (2-5’) unit by getting a few pairs to the front of the groups Introdu class to ask and answer the question What ction of toys you like?- I like…, using real facts New Then have the class sing the song Do you lesson have any pets? Unit 17: What toys you like? Lesson (Part: 1,2,3) (Pages 48 ) - Tell pupils that they are going to look at the Do you have Whole Listen pictures Check comprehension and give any….? class and feedback How many Pairs / number - Play the recording three times for Ps to … you groups (10-11’) listen, the task and check their answers have? Whole class - Get Ps to swap and check their answers Individual before checking as a class Key: a2 b1 groups c4 d3 - Tell pupils that they are going to read the Key: Read sentences and fill the gaps Give pupils the dogs, Whole class and meaning of the words asks ps read the text in parrots comple silence Check comprehension and give cats, dog Individuals te feedback goldfish (8-10’) - Give pupils time to the task Go around Pairs / to offer help, if necessary groups - Get pupils to swap and check their answers before checking as a class Write the correct answers on the board for pupils to copy down into their notebooks - Call a few pairs to read the completed sentences aloud Let’s write (8-10’) - Tell pupils that they are going to look at the pictures and fill the gaps Give Ps a few seconds to read the text in silence Check comprehension and give feedback - Give Ps time to the task and work in pair - Ps swap and check their answer before checking as a class Put the correct answers on the board for pupils to copy down into their notebooks - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Whole class How many + (word for pet) + you have? Individuals Whole class Whole class Week 28: Date of preparing: Sunday, March 15th 2015 Period 115: 3A: 9/3 3B: 9/3, 3C: 9/3 Unit 17: What toys you like? Lesson 3: Part 1,2,3 I Objectives: - By the end of period Ss can use + use the words and phrases related to the topic Toys + Pronounce the sounds of the letters i-e in the words kite and ship respectively II The language focus: a, Vocabulary: kite, ship b, Structure: How many + (word for pet) + you have? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Do you have Whole up - Spend a few minutes revising the previous any pets? class and (2-5’) lesson by calling a few pairs to the front of groups Introdu the class and ask and questions Do you have ction of any pets? How many + (word for pet) + New you have? Then have the class sing the song lesson Do you have any pets? Unit 17: What toys you like ? Lesson (Part: 1,2,3) (Pages 44 ) - Tell pupils that they are going to practise Kite Whole Listen saying the letters, words and sentences in the ship class and book Put the phonics letters i-e on the board Pairs / repeat and say them a few times Ask Ps to repeat groups (10after you Prompt Ps to say the words and Whole class 11’) sentences, paying attentionto the target Individual phonics letters Do choral repetion of the words and sentences until Ps feel confident groups 2.Listen - Tell pupils that they are going to read and I have a and complete the sentences Give s a few seconds new… Whole class write to look at the pictures and read the text in Do you (8-10’) silence Check comprehension and explain like…? Individuals the new vocabulary, if necessary Get Ps to work in pairs Pairs / - Give Ps time to the task groups - Ps swap and check their answer before checking as a class Whole class - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud Key: kite ships - Give Ps a few seconds to read the chant Do Do you like Let’s you like toys? in silence Check toys? chant comprehension and give feedback Read each (8-10’) line of the chant and have pupils repeat it a few times Show Ps how to say the chant and the actions - Play the recording a few times for Ps to choral and individual repetition - Get Ps to sit face to face and pratise chanting and doing the actions Go around to offer help, if necessary - Call two groups to the front of the class to chant and the actions while the rest of the class claps along to the rhythm - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Individuals Groups Groups Whole class Whole class Week 29: Date of preparing: Sunday, March 15th 2015 Period 116: 3A: 10/3 3B: 10/3, 3C: 11/3 Unit 17: What toys you like? Lesson 3: 4,5,6 I Objectives: - By the end of period Ss can use + use the words and phrases related to the topic Toys + Pronounce the sounds of the letters i-e in the words kite and ship respectively II The language focus: a, Vocabulary: Review b, Structure: III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting trucks, ten, Whole up - Spend a few minutes revising the perious has, cats, class and (2-5’) lesson by getting two groups of six to the like, How groups Introdu front of the class to put the letters in order to ction of make the words New Unit 17: What toys you like? lesson Lesson (Part: 4,5,6) (Pages 51) - Tell pupils that they are going to read the 1c 2a Whole Read sentences on the left and pair them with those 3d 4b class and on the right by drawing a line between them Pairs / match Give a few seconds for Ps to read in silence groups (8-10’) Check comprehension and give feedback Whole class - Give Ps time to the task and work in pair Individual - Ps swap and check their answer before checking as a class Put the correct answers groups on the board for pupils to copy down into their notebooks Key: 1c 2a 3d 4b - Tell pupils that they are going to read the Key: Read sentences and fill the gaps Give pupils the trucks Whole class and meaning of the words asks ps read the text in ten comple silence Check comprehension and give has Individuals te feedback cats Pairs / (8-10’) - Give pupils time to the task Go around like groups to offer help, if necessary How - Get pupils to swap and check their answers before checking as a class Write the correct answers on the board for pupils to copy down into their notebooks - Call a few pairs to read the completed sentences aloud - Tell pupils that they are going to make paper Project that they like, for example, aship, or a plane (8-10’) or a bird Then they will give a presentation of their work to the class Check understanding - Give Ps time to the project Encourage them to decorate their paper toy If there is not enough time, ask Ps to finish the project as homework - Have Ps work in pairs to ask and answer questions about their pets E.g: - What toys/pets you like? - I like… - What colour is its? - It’s… - Have the rest of the Ps stick their painting on the walls of the classroom and choose the five best - Have the class say the Do you like toys? Chant and sing the song Do you have any pets? to eand the class - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Whole class Do you like toys? How many + (word for pet) + you have? Individuals Groups Whole class Whole class Week 30: Date of preparing: Sunday, April 5th 2015 Period 117: 3A: 6/4 3B: 6/4, 3C: 6/4 Unit 18: What are you doing? Lesson 1: Part 1,2,3 I Objectives: - By the end of period Ss can: + Use the words and phrases related to the topic Indoor activities + Ask and answer questions about what someone is doing, using What are you doing? And Where is he/she doing? II The language focus: a, Vocabulary: reading, cooking, listening to music, cleaning the floor b, Structure: What are you doing?, Where is he/she doing? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising the previous class and (2-5’) unit by playing a game of Slap the board, groups Introdu using the vocabulary leant Then have Ps say ction of the chant Do you like toys? Draw pupils’ New attention to the title of the unit and check lesson comprehension Have them repeat it once or twice Unit 18: What are you doing? Lesson (Part: 1,2,3) (Pages 52 ) - Tell pupils that they are going to talk about What are you Whole Look indoor activities Give Ps a few seconds to doing?, class listen look at the first picture and ecilit whatthe Where is Pairs / and characters are saying Check comprehension he/she groups repeat Repeat the procedure with the second picture doing? Whole class (10- Give the meaning of unfamiliar words and Individual 11’) have Ps repeat the text in the bubbles a few times groups - Play the recording three times for Ps to listen, the task and check their answers - St swap and check their answers before checking as a class 2.Point - Tell pupils that they are going to practice reading, and asking and answering questions using What cooking, Whole class say are you doing? Point to each picture and listening to (8-10’) check comprehension - Teach the new vocabulary and have Ps repeat each of the words a few times Point to picture a and prompt Ps to say the question and answer Put the questions and answer on the board and have Ps repeat each of them a few times Repeat the procedure with the remaning pictures - Do choral and individual repetition, using the pictures in the book - Get pupils to practise in pairs Check as a class 3.Let’s - Tell pupils that they are going to practise talk more with their friends Give a few seconds (8-10’) for pupils to look at the picture and check comprehension by pointing to each toy and ecilit the word Put the sentence and the response on the board and have a pair act out the dialogue as an example before starting the activity - Have pupils work in pairs, using the picture in the book Go around to offer help and correct the pronunciation, if necessary - Call some pairs to act out the dialogue in front of the class - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: music, cleaning the floor What are you doing? Individuals Pairs / groups Whole class What are you doing? Individuals I am…… Note: read + ing = reading Groups Groups Whole class Whole class Week : Date of preparing: Sunday, April 5th 2015 Period upload.123doc.net: 3A: 15/4 3B: 15/4, 3C: 16/4 Unit 18: What are you doing? Lesson 1: Part 4,5,6 I Objectives: - By the end of period Ss can: + Use the words and phrases related to the topic Indoor activities + Ask and answer questions about what someone is doing, using What are you doing? And Where is he/she doing? II The language focus: a, Vocabulary: reading, cooking, listening to music, cleaning the floor b, Structure: What are you doing?, Where is he/she doing? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revise the vocabulary What are you class and (2-5’) they have learnt in the previous lesson by doing? I’m + groups Introdu calling a few pairs to act out the questions and (V-ing) ction of the answers What are you doing? I’m + (VNew ing) in the front of the class lesson Unit 18: What are you doing? Lesson (Part: 4,5,6) (Pages 53) - Tell pupils that they are going to listen and Key: 1b Whole Listen number the correct boxes Give Ps a few 2a class and seconds to look at the pictures Elicit the 3b Pairs / tick names of the school things groups (10- - Play the recording three times for Ps to Whole class 11’) listen, the task and check their answers Individual - St swap and check their answers before checking as a class groups Read and write (8-10’) - Tell pupils that they are going to read and complete the sentences about Mai’s house Give s a few seconds to look at the pictures and read the text in silence Check comprehension and explain the new vocabulary, if necessary Get Ps to work in pairs What are you doing? I’m + (V-ing) Whole class Individuals Pairs / groups - Give Ps time to the task - Ps swap and check their answer before checking as a class - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud - Tell pupils that they are going to look at the Let’s pictures and fill the gaps Give Ps a few write seconds to read the text in silence Check (8-10’) comprehension and give feedback - Give Ps time to the task and work in pair - Ps swap and check their answer before checking as a class Put the correct answers on the board for pupils to copy down into their notebooks - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Key: reading is listening to music are cooking What are you doing? What is your father doing? What is your mother doing? Whole class Individuals Groups Whole class Whole class Week : Date of preparing: Sunday, April 8th 2015 Period 119: 3A: ……… 3B: …….… , 3C: ………… Unit 18: What are you doing? Lesson 2: Part 1,2,3 I Objectives: - By the end of period Ss can: + Use the words and phrases related to the topic Indoor activities + Ask and answer questions about what someone is doing, using What are you doing? And Where is he/she doing? II The language focus: a, Vocabulary: singing, drawing, playing the piano, watching TV b, Structure: What are you doing?, Where is he/she doing? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting What are you Whole up - Spend a few minutes revising the previous doing? class and (2-5’) by conducing a game of Bingo with the verbs groups Introdu learnt in the previous lesson Then call a few ction of pairs to the front of the class ask and answer New the question What are you doing?and use the lesson verbs in the game to answer Unit 18: What are you doing? Lesson (Part: 1,2,3) (Pages 54 ) - Tell pupils that they are going to practice Where’s Whole Look asking and answering about someone’s toys Peter? class listen Draw Ps’attention to the first picture and What’s he Pairs / and ecilit the names of the characters and explain doing there? groups repeat what they say Give Ps a few seconds to look Whole class (10at the pictures Repeat the procedure with the Individual 11’) second picture - Play the recording three times for Ps to groups listen, the task and check their answers - St swap and check their answers before checking as a class 2.Point - Tell the class that they are going to practice singing, and asking and answering questions, using What drawing, Whole class say is he/she doing? playing the (8-10’) Give Ps a few seconds to look at the pictures piano, Individuals and read the text in silence Check watching TV comprehension and explain the new Pairs / vocabulary, if necessary Get Ps to work in pairs - Give Ps time to the task - Ps swap and check their answer before checking as a class - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud - Tell pupils that they are going to practise Let’s more with friends Give Ps a few seconds to talk look at the pictures and elicit the name of the (8-10’) charaters and the toys in the picture Ask Ps for the words to fillin the questions and the answers in the bubbles Put them on the board and have Ps repeat each of them a few times Check comprehension and give feedback - Give Ps time to the task and work in pair - Ps swap and check their answer before checking as a class Put the correct answers on the board for pupils to copy down into their notebooks - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: What is he/she doing? What is he/she doing? He/She is + ving groups Whole class Individuals Groups Groups Whole class Whole class Week: 31 Date of preparing: Sunday, April 8th 2015 Period 120: 3A: ……… … 3B: ….….….… , 3C: ………… … Unit 18: What are you doing? Lesson 2: Part 4,5,6 I Objectives: - By the end of period Ss can: + Use the words and phrases related to the topic Indoor activities + Ask and answer questions about what someone is doing, using What are you doing? And Where is he/she doing? II The language focus: a, Vocabulary: singing, drawing, playing the piano, watching TV b, Structure: What are you doing?, Where is he/she doing? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting What are you Whole up - Spend a few minutes revising the previous doing? class and (2-5’) unit by calling a few pairs to the front of the groups Introdu class to act out the dialogues What is he/she ction of doing? Using the picture in section New Unit 18: What are you doing? lesson Lesson (Part: 4,5,6) (Pages 55 ) - Tell pupils that they are going to look at the Where’s….? Whole Listen pictures Check comprehension and give What’s class and feedback he/she Pairs / number - Play the recording three times for Ps to doing? groups (10-11’) listen, the task and check their answers Whole class - Get Ps to swap and check their answers Individual before checking as a class Key: a3 b1 groups c4 d2 - Tell pupils that they are going to read the Key: Read sentences on the left and pair them with those b Whole class and on the right by drawing a line between them d match Give a few seconds for Ps to read in silence a Individuals (8-10’) Check comprehension and give feedback c - Give Ps time to the task and work in pair Pairs / - Ps swap and check their answer before groups checking as a class Put the correct answers on the board for pupils to copy down into Whole class their notebooks Key: 1c 2a 3d 4b - Tell pupils that they are going to sing a song I love my Let's I love my parents Teach the song, following parents sing the procedure in the Teaching the unit (8-10’) components in the Introduction Read each line of the song and check comprehension Let Ps listen to the song all the way through Then sing each line and have Ps repeat a few times When Ps are familiar with the tune, show them how to sing and actions - Ask groups of Ps to sit ace to face and practise singing and diong the actions - Ask a group of four to the front of the class to sing the first four lines, and the whole class to sing the last four lines - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Individuals Whole class Whole class Week : Date of preparing: Sunday, April 8th 2015 Period 121 : 3A: ……… 3B: …….… , 3C: ………… Unit 18: What are you doing? Lesson 3: Part 1,2,3 I Objectives: - By the end of period Ss can use + use the words and phrases related to the topic Toys + Pronounce the sounds of the letters ea and aw in the words reading and drawing respectively II The language focus: a, Vocabulary: reading, drawing b, Structure: What are you doing?, Where is he/she doing? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting What are you Whole up - Spend a few minutes revising the previous doing?, class and (2-5’) lesson by calling a few pairs to the front of Where is groups Introdu the class and ask and questions What are you he/she ction of doing?, Where is he/she doing? Then have doing? New the class sing the song I love my parents lesson Unit 18: What are you doing? Lesson (Part: 1,2,3) (Pages 56 ) - Tell pupils that they are going to practise reading, Whole Listen saying the letters, words and sentences in the drawing class and book Put the phonics letters ea and aw on the Pairs / repeat board and say them a few times Ask Ps to groups (10repeat after you Prompt Ps to say the words Whole class 11’) and sentences, paying attentionto the target Individual phonics letters Do choral repetion of the words and sentences until Ps feel confident groups 2.Listen - Tell pupils that they are going to read and and complete the sentences Give s a few seconds Whole class write to look at the pictures and read the text in (8-10’) silence Check comprehension and explain Individuals the new vocabulary, if necessary Get Ps to work in pairs Pairs / - Give Ps time to the task groups - Ps swap and check their answer before checking as a class Whole class - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud Key: reading drawing - Give Ps a few seconds to read the chant What are you Let’s What are you doing? doing? chant in silence Check comprehension and give (8-10’) feedback Read each line of the chant and have pupils repeat it a few times Show Ps how to say the chant and the actions - Play the recording a few times for Ps to choral and individual repetition - Get Ps to sit face to face and pratise chanting and doing the actions Go around to offer help, if necessary - Call two groups to the front of the class to chant and the actions while the rest of the class claps along to the rhythm - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Individuals Groups Groups Whole class Whole class Week : Date of preparing: Sunday, April 8th 2015 Period 122: 3A: ……… 3B: …….… , 3C: ………… Unit 18: What are you doing? Lesson 3: Part 4,5,6 I Objectives: - By the end of period Ss can use + use the words and phrases related to the topic Toys + Pronounce the sounds of the letters ea and aw in the words reading and drawing respectively II The language focus: a, Vocabulary: reading, drawing b, Structure: What are you doing?, Where is he/she doing? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting What are you Whole up - Spend a few minutes revising the perious doing? class and (2-5’) lesson by getting two groups the front of the groups Introdu class to chant What are you doing? ction of Unit 18: What are you doing? New Lesson (Part: 4,5,6) lesson (Pages 57) - Tell pupils that they are going to read the is Whole Read sentences and fill the gaps Give pupils the in class and meaning of the words asks ps read the text in watching Pairs / comple silence Check comprehension and give playing groups te feedback listening Whole class (8-10’) - Give pupils time to the task Go around Individual to offer help, if necessary - Get pupils to swap and check their answers groups before checking as a class Write the correct answers on the board for pupils to copy down into their notebooks - Call a few pairs to read the completed sentences aloud - Tell pupils that they are going to look at the Let’s pictures and fill the gaps Give Ps a few Whole class write seconds to read the text in silence Check (8-10’) comprehension and give feedback Individuals - Give Ps time to the task and work in pair - Ps swap and check their answer before Pairs / checking as a class Put the correct answers on the board for pupils to copy down into their notebooks Key: His family is at home His fater is watching TV His mother is playing the piano His brother is listening to music He is singing in his room - Tell pupils that they are going to make paper Project that they like, for example, aship, or a plane (8-10’) or a bird Then they will give a presentation of their work to the class Check understanding - Give Ps time to the project Encourage them to decorate their paper toy If there is not enough time, ask Ps to finish the project as homework - Have Ps work in pairs to ask and answer questions about their pictures E.g: This is my friend Her name is Lan She is listening to music What is your friend doing? - Have the rest of the Ps stick their painting on the walls of the classroom and choose the five best - Have the class say the Chant What are you doing and sing the song I love my parents to eand the class - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: groups Whole class What are you doing?, Where is he/she doing? Individuals Groups Groups Whole class Whole class Week : Date of preparing: Sunday, April 8th 2015 Period 123: 3A: ……… 3B: …….… , 3C: ………… Unit 19: They ʹre in the park Lesson 1: Part 1,2,3 I Objectives: - By the end of period Ss can: + Use the words and phrases related to the topic Outdoor Activities and Weather + Ask and answer questions about pets, using What ʹre they doing? II The language focus: a, Vocabulary: cyling, skating, flying kites, skipping b, Structure: What ʹre they doing? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting What are you Whole up - Spend a few minutes revising the previous doing? class and (2-5’) unit by playing a game of Charades, using the groups Introdu words learnt Then have Ps say the What are ction of you doing? Chant Draw pupils’ attention to New the title of the unit and check comprehension lesson Have them repeat it once or twice Read the Activities ank in the Introduction for more activities Unit 19: What ʹre they doing? Lesson (Part: 1,2,3) (Pages 58 ) - Tell pupils that they are going to talk about What ʹre they Whole Look outdoor activities, using What ʹre they doing? doing? class listen Give Ps a few seconds to look at the first Pairs / and picture and ecilit what the characters are groups repeat saying Check comprehension Repeat the Whole class (10- procedure with the second picture Give the Individual 11’) meaning of unfamiliar words and have Ps repeat the text in the bubbles a few times groups - Play the recording three times for Ps to listen, the task and check their answers - St swap and check their answers before checking as a class 2.Point - Tell pupils that they are going to practice cyling, and asking and answering questions using What skating, Whole class say ʹre they doing? Point to each picture and (8-10’) check comprehension -Teach the new vocabulary and have Ps repeat each of the words a few times Point to picture a and prompt Ps to say the question and answer Put the questions and answer on the board and have Ps repeat each of them a few times Repeat the procedure with the remaning pictures - Do choral and individual repetition, using the pictures in the book - Get pupils to practise in pairs Check as a class 3.Let’s - Tell pupils that they are going to practise talk more with their friends Give a few seconds (8-10’) for pupils to look at the picture and check comprehension by pointing to each toy and ecilit the word Put the sentence and the response on the board and have a pair act out the dialogue as an example before starting the activity - Have pupils work in pairs, using the picture in the book Go around to offer help and correct the pronunciation, if necessary - Call some pairs to act out the dialogue in front of the class - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: flying kites, skipping What ʹre they doing? Individuals Pairs / groups Whole class What… they…? Individuals cycle + ing = cycling skip + ing = skipping Groups Groups Whole class Whole class Week : Date of preparing: Sunday, April 8th 2015 Period 124: 3A: ……… 3B: …….… , 3C: ………… Unit 19: They ʹre in the park Lesson 1: Part 4,5,6 I Objectives: - By the end of period Ss can: + Use the words and phrases related to the topic Outdoor activities + Listen and tick, read and write about what someone is doing, using What are they doing? II The language focus: a, Vocabulary: singing, drawing, playing the piano, watching TV b, Structure: What are they doing? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting What are T- Whole up - Spend a few minutes revising the previous you/they class (2-5’) lesson by having the class play of game doing? Introdu Charades, using the verbs learnt Then ction of calling a few pairs to the front of the class to New in Exercise page 58 lesson Unit 19: They ʹre in the park Lesson (Part: 4,5,6) (Pages 59 ) - Tell pupils that they are going to listen and Where’re Whole Listen tick the correct boxes Give a few seconds for they….? class and them to look at the pictures Check They’re in… Pairs / number They’re+Ving comprehension and give feedback groups (10-11’) - Play the recording three times for Ps to Whole class listen, the task and check their answers Individual - Get Ps to swap and check their answers before checking as a class groups Key: 1b 2a c4 d2 - Tell pupils that they are going to read the Key: Read text and fill the gaps Give a few seconds for 1.the park Whole class and Ps to look at the picture and read the text in playing write silence Check comprehension and give foofball Individuals (8-10’) feedback 3.skipping - Give Ps time to the task cycling Pairs / - Get Ps swap and check their answers before 5.flying kites groups calling some Ps to read aloud the answers Write the correct answers on the board and aks Ps to copy down into their notebooks Key: 1.the park playing foofball 3.skipping cycling 5.flying kites - Tell pupils that they are going to look at the Let's pictures and fill the gaps Give Ps a few write seconds to read the text in silence Check (8-10’) comprehension and give feedback - Give Ps time to the task and work in pair - Ps swap and check their answer before checking as a class Put the correct answers on the board for pupils to copy down into their notebooks - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Whole class Where are you now? I’m ( pre)… What are you doing? I’m +Ving Individuals Whole class Whole class Week : Date of preparing: Sunday, April 8th 2015 Period 125: 3A: ……… 3B: …….… , 3C: ………… Unit 19: They ʹre in the park Lesson 2: Part 1,2,3 I Objectives: - By the end of period Ss can: + Use the words and phrases related to the topic Indoor activities + Ask and answer questions about outdoor activities, using What are you doing? + Ask and answer questions about the weather, using What the weather like? II The language focus: a, Vocabulary: sunny, rainy, cloudy, windy, snowy, stormy b, Structure: What are they doing?, What’s the weather like? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting What are you Whole up - Spend a few minutes revising the previous doing? class and (2-5’) lesson by calling two groups of four to the groups Introdu front of the class: one group mimes an action ction of and the rest of the class asks What are they New doing? And then the other group answers lesson Unit 19: They ʹre in the park Lesson (Part: 1,2,3) (Pages 60 ) - Tell pupils that they are going to practice This is… Whole Look asking and answering about someone’s toys I’m in… class listen Draw Ps’attention to the first picture and What’s the Pairs / and ecilit the names of the characters and explain weather like groups repeat what they say Give Ps a few seconds to look in… Whole class (10at the pictures Repeat the procedure with the Individual 11’) second picture - Play the recording three times for Ps to groups listen, the task and check their answers - St swap and check their answers before checking as a class 2.Point - Tell the class that they are going to practice sunny, rainy, and asking and answering questions, using cloudy, Whole class say What’s the weather like? Give Ps a few windy, (8-10’) seconds to look at the pictures and read the snowy, Individuals text in silence Check comprehension and stormy explain the new vocabulary, if necessary Get Ps to work in pairs - Give Ps time to the task - Ps swap and check their answer before checking as a class - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud - Tell pupils that they are going to practise Let’s more with friends Give Ps a few seconds to talk look at the pictures and elicit the name of the (8-10’) charaters and the toys in the picture Ask Ps for the words to fillin the questions and the answers in the bubbles Put them on the board and have Ps repeat each of them a few times Check comprehension and give feedback - Give Ps time to the task and work in pair - Ps swap and check their answer before checking as a class Put the correct answers on the board for pupils to copy down into their notebooks - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: What’s the weather like? It’s… What’s the weather like? Pairs / groups Whole class Individuals Groups Groups Whole class Whole class Week : Date of preparing: Sunday, April 8th 2015 Period 126: 3A: ……… 3B: …….… , 3C: ………… Unit 19: They ʹre in the park Lesson 2: Part 4,5,6 I Objectives: - By the end of period Ss can: + Use the words and phrases related to the topic Outdoor activities + Ask and answer questions about what someone is doing, using What are they doing? + Ask and answer questions about the weather, using What’s the weather like? II The language focus: a, Vocabulary: sunny, rainy, cloudy, windy, snowy, stormy b, Structure: What are they doing?, What’s the weather like? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting What are Whole up - Spend a few minutes revising the previous they doing? class and (2-5’) unit by calling a few pairs to the front of the groups Introdu class to act out the dialogues What are they ction of doing? New Unit 19: They’re in the park lesson Lesson (Part: 4,5,6) (Pages 61 ) - Tell pupils that they are going to look at the What’s the Whole Listen pictures Check comprehension and give weather like? class and feedback Pairs / number - Play the recording three times for Ps to groups (10-11’) listen, the task and check their answers Whole class - Get Ps to swap and check their answers Individual before checking as a class Key: a2 b1 groups c4 d3 - Tell pupils that they are going to look at the Key: Look pictures and read the text in silence Check cloudy Whole class read comprehension and explain the new windy and vocabulary Ask Ps to read each questions rainy Individuals write and underline the key words Then read the sunny (8-10’) text to scan for the answers Discuss the first It is… in… Pairs / question with Ps and give the answer as an today groups example - Give Ps time to the task Go around to offer, if necessary - Get Ps to swap and check their answer before checking as a class Write the correct answer on the board for Ps to copy down into their notebooks - Tell pupils that they are going to sing a song The weather Let's The weather song Teach the song, following song sing the procedure in the Teaching the unit (8-10’) components in the Introduction Read each line of the song and check comprehension Let Ps listen to the song all the way through Then sing each line and have Ps repeat a few times When Ps are familiar with the tune, show them how to sing and actions - Ask groups of Ps to sit ace to face and practise singing and diong the actions - Ask a group of four to the front of the class to sing the first four lines, and the whole class to sing the last four lines - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Whole class Individuals Whole class Whole class Week : Date of preparing: Sunday, April 8th 2015 Period 127: 3A: ……… 3B: …….… , 3C: ………… Unit 19: Theyʹ re in the park Lesson 3: Part 1,2,3 I Objectives: - By the end of period Ss can use + use the words and phrases related to the topic Outdoor activities + Pronounce the sounds of the letters and a-e in the words rainy and skate respectively II The language focus: a, Vocabulary: rainy, skate b, Structure: What are they doing? What’s the weather like? III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting The weather Whole up - Spend a few minutes revising the previous song class and (2-5’) lesson by having Ps sing The weather song groups Introdu Read the Activities in the Introduction for ction of more activities New Unit 19: They’re in the park lesson Lesson (Part: 1,2,3) (Pages 56 ) - Tell pupils that they are going to practise rainy, skate Whole Listen saying the letters, words and sentences in the class and book Put the phonics letters and a-e on the Pairs / repeat board and say them a few times Ask Ps to groups (10repeat after you Prompt Ps to say the words Whole class 11’) and sentences, paying attentionto the target Individual phonics letters Do choral repetion of the words and sentences until Ps feel confident groups 2.Listen - Tell pupils that they are going to read and and complete the sentences Give s a few seconds Whole class write to look at the pictures and read the text in (8-10’) silence Check comprehension and explain Individuals the new vocabulary, if necessary Get Ps to work in pairs Pairs / - Give Ps time to the task groups - Ps swap and check their answer before checking as a class Whole class - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud Key: rainy skate - Give Ps a few seconds to read the chant Let’s Where are you? chant in silence Check comprehension and give (8-10’) feedback Read each line of the chant and have pupils repeat it a few times Show Ps how to say the chant and the actions - Play the recording a few times for Ps to choral and individual repetition - Get Ps to sit face to face and pratise chanting and doing the actions Go around to offer help, if necessary - Call two groups to the front of the class to chant and the actions while the rest of the class claps along to the rhythm - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Where are you? Individuals Groups Groups Whole class Whole class Week : Date of preparing: Sunday, April 8th 2015 Period 128: 3A: ……… 3B: …….… , 3C: ………… Unit 19: Theyʹ re in the park Lesson 3: 4,5,6 I Objectives: - By the end of period Ss can use + use the words and phrases related to the topic Toys + Pronounce the sounds of the letters i-e in the words kite and ship respectively II The language focus: a, Vocabulary: Review b, Structure: III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting trucks, ten, Whole up - Spend a few minutes revising the perious has, cats, class and (2-5’) lesson by getting two groups of six to the like, How groups Introdu front of the class to put the letters in order to ction of make the words New Unit 19: They’re in the park lesson Lesson (Part: 4,5,6) (Pages 51) - Tell pupils that they are going to read the 1c 2a Whole Read sentences on the left and pair them with those 3d 4b class and on the right by drawing a line between them Pairs / match Give a few seconds for Ps to read in silence groups (8-10’) Check comprehension and give feedback Whole class - Give Ps time to the task and work in pair Individual - Ps swap and check their answer before checking as a class Put the correct answers groups on the board for pupils to copy down into their notebooks Key: 1c 2a 3d 4b - Tell pupils that they are going to read the Key: Read sentences and fill the gaps Give pupils the trucks Whole class and meaning of the words asks ps read the text in ten comple silence Check comprehension and give has Individuals te feedback cats Pairs / (8-10’) - Give pupils time to the task Go around like groups to offer help, if necessary How - Get pupils to swap and check their answers before checking as a class Write the correct answers on the board for pupils to copy down into their notebooks - Call a few pairs to read the completed sentences aloud - Tell pupils that they are going to make paper Project that they like, for example, aship, or a plane (8-10’) or a bird Then they will give a presentation of their work to the class Check understanding - Give Ps time to the project Encourage them to decorate their paper toy If there is not enough time, ask Ps to finish the project as homework - Have Ps work in pairs to ask and answer questions about their pets E.g: - What toys/pets you like? - I like… - What colour is its? - It’s… - Have the rest of the Ps stick their painting on the walls of the classroom and choose the five best - Have the class say the Do you like toys? Chant and sing the song Do you have any pets? to eand the class - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Whole class Do you like toys? How many + (word for pet) + you have? Individuals Groups Whole class Whole class Week : 32 Date of preparing: Sunday, April 12th 2015 Period 129: 3A: …………….… 3B: ………….… , 3C: ……………… Unit 20: Whereʹs Sa Pa? Lesson 1: Part 1,2,3 I Objectives: - By the end of period Ss can: + Use the words and phrases related to the topic Place of interest + Ask and answer questions about locations of places, using Where’s + (place)? And It’s in + (location) II The language focus: a, Vocabulary: Ha Noi, Ha Long Bay, Hue, Ho Chi Minh, north, central, south b, Structure: Where’s + (place)? And It’s in + (location) III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Whole up - Spend a few minutes revising the previous class and (2-5’) unit by playing a game of Slap the board, groups Introdu using the verb leant Then have the class sing ction of The weather song Draw pupils’ attention to New the title of the unit and check comprehension lesson Have them repeat it once or twice Unit 20: Where’s Sa Pa? Lesson (Part: 1,2,3) (Pages 52 ) - Tell pupils that they are going to talk about Where’s Sa Whole Look Where’s + (place)? And It’s in + (location) Pa? class listen Give Ps a few seconds to look at the first It’s north Pairs / and picture and ecilit whatthe characters are Viet Nam groups repeat saying Check comprehension Repeat the Whole class (10- procedure with the second picture Give the Individual 11’) meaning of unfamiliar words and have Ps repeat the text in the bubbles a few times groups - Play the recording three times for Ps to listen, the task and check their answers - St swap and check their answers before checking as a class 2.Point - Tell pupils that they are going to practice Where’s + and asking and answering questions using (place)? Whole class say Where’s + (place)? and the answer It’s in + It’s in + (8-10’) (location) Point to each picture and check comprehension - Teach the new vocabulary and have Ps repeat each of the words a few times Point to picture a and prompt Ps to say the question and answer Put the questions and answer on the board and have Ps repeat each of them a few times Repeat the procedure with the remaning pictures - Do choral and individual repetition, using the pictures in the book - Get pupils to practise in pairs Check as a class 3.Let’s - Tell pupils that they are going to practise talk more with their friends Give a few seconds (8-10’) for pupils to look at the picture and check comprehension by pointing to each toy and ecilit the word Put the sentence and the response on the board and have a pair act out the dialogue as an example before starting the activity - Have pupils work in pairs, using the picture in the book Go around to offer help and correct the pronunciation, if necessary - Call some pairs to act out the dialogue in front of the class - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: (location) Ha Noi, Ha Long Bay, Hue, Ho Chi Minh, north, central, south Where’s + (place)? It’s in + (location) Individuals Pairs / groups Whole class Individuals Groups Groups Whole class Whole class Week : 32 Date of preparing: Sunday, April 12th 2015 Period 130: 3A: …………….… 3B: ………….… , 3C: ……………… Unit 20: Whereʹs Sa Pa? Lesson 1: Part 4,5,6 I Objectives: - By the end of period Ss can: + Use the words and phrases related to the topic Place of interest + Ask and answer questions about locations of places, using Where’s + (place)? And It’s in + (location) II The language focus: a, Vocabulary: Ha Noi, Ha Long Bay, Hue, Ho Chi Minh, north, central, south b, Structure: Where’s + (place)? And It’s in + (location) III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Where’s + Whole up - Spend a few minutes revising the perious (place)? class and (2-5’) lesson by having the class play a game of It’s in + groups Introdu Slap the board, using the name of the cities (location) ction of they have learnt Then call a few pairs to the New front of the class to practise asking and lesson answering questions about the cities Unit 20: Where’s Sa Pa? Lesson (Part: 4,5,6) (Pages 41) - Tell pupils that they are going to listen and This city is in Whole Listen number the correct boxes Give Ps a few … What’s class and seconds to look at the pictures Elicit the its name? Pairs / tick names of the school things groups (10- - Play the recording three times for Ps to Whole class 11’) listen, the task and check their answers Individual - St swap and check their answers before checking as a class groups Key: 1a 2b 3a - Tell pupils that they are going to read and This is…… Look complete the sentences Give s a few seconds It is in…… Whole class and to look at the pictures and read the text in write silence Check comprehension and explain Individuals (8-10’) the new vocabulary, if necessary Get Ps to work in pairs Pairs / - Give Ps time to the task - Ps swap and check their answer before checking as a class - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud Key: Da Nang, central Viet Nam Ho Chi Minh City, south Viet Nam - Tell pupils that they are going to look at the Let’s pictures and fill the gaps Give Ps a few write seconds to read the text in silence Check (8-10’) comprehension and give feedback - Give Ps time to the task and work in pair - Ps swap and check their answer before checking as a class Put the correct answers on the board for pupils to copy down into their notebooks - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: groups Whole class Where is you family? Where is your city? Do you like your pale? Individuals Groups Whole class Whole class Week : 32 Date of preparing: Sunday, April 12th 2015 Period 131: 3A: …………….… 3B: ………….… , 3C: ……………… Unit 20: Whereʹs Sa Pa? Lesson 2: Part 1,2,3 I Objectives: - By the end of period Ss can: + Use the words and phrases related to the topic Place of interest + Ask and answer questions about distance, using Is… near + ( place)? and Yes, it is./ No, it isn’t II The language focus: a, Vocabulary: Da Nang, Ha Long Bay, Quang Tri, Ho Chi Minh b, Structure: Is… near + ( place)? and Yes, it is./ No, it isn’t III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Where’s Whole up - Spend a few minutes revising the previous (place)? – class and (2-5’) by getting a few pairs to the front of the class It’s in + groups Introdu to ask and answer question about places using (location) ction of Where’s (place)? – It’s in + (location) Viet Viet Nam.? New Nam lesson Unit 20: Where’s Sa Pa? Lesson (Part: 1,2,3) (Pages 54 ) - Tell pupils that they are going to practice Is +( place )? Whole Look asking and answering about distance, using Is + near + class listen + ( place )? + near + (place) Draw (place) Pairs / and Ps’attention to the first picture and ecilit the groups repeat names of the characters and explain what they Whole class (10say Give Ps a few seconds to look at the Individual 11’) pictures Repeat the procedure with the second picture groups - Play the recording three times for Ps to listen, the task and check their answers - St swap and check their answers before checking as a class 2.Point - Tell the class that they are going to practice Is + (place )? and asking and answering questions, using Is + + near + Whole class say ( place )? + near + (place) Give Ps a few (place) (8-10’) seconds to look at the pictures and read the Individuals text in silence Check comprehension and explain the new vocabulary, if necessary Get Ps to work in pairs - Give Ps time to the task - Ps swap and check their answer before checking as a class - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud - Tell pupils that they are going to practise Is … near Let’s more with friends Give Ps a few seconds to Ho Chi Minh talk look at the pictures and elicit the name of the City? (8-10’) charaters and the toys in the picture Ask Ps for the words to fillin the questions and the answers in the bubbles Put them on the board and have Ps repeat each of them a few times Check comprehension and give feedback - Give Ps time to the task and work in pair - Ps swap and check their answer before checking as a class Put the correct answers on the board for pupils to copy down into their notebooks - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Pairs / groups Whole class Individuals Groups Groups Whole class Whole class Week : 32 Date of preparing: Sunday, April 12th 2015 Period 132: 3A: …………….… 3B: ………….… , 3C: ……………… Unit 20: Whereʹs Sa Pa? Lesson 2: Part 4,5,6 I Objectives: - By the end of period Ss can: + Use the words and phrases related to the topic Place of interest + Ask and answer questions about distance, using Is… near + ( place)? and Yes, it is./ No, it isn’t II The language focus: a, Vocabulary: Da Nang, Ha Long Bay, Quang Tri, Ho Chi Minh b, Structure: Is… near + ( place)? and Yes, it is./ No, it isn’t III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Is + (place )? Whole up - Spend a few minutes revising the previous + near + class and (2-5’) unit by calling a few pairs to the front of the (place) groups Introdu class to act out the dialogues Is + ( place )? + ction of near + (place) New Unit 20: Where’s Sa Pa? lesson Lesson (Part: 4,5,6) (Pages 55 ) - Tell pupils that they are going to look at the Is + (place )? Whole Listen pictures Check comprehension and give + near + class and feedback (place) Pairs / number - Play the recording three times for Ps to groups (10-11’) listen, the task and check their answers Whole class - Get Ps to swap and check their answers Individual before checking as a class Key: a4 b2 c1 d3 groups Read and comple te (8-10’) - Tell pupils 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 seconds for Ps to read in silence Check comprehension and give feedback - Give Ps time to the task and work in pair - Ps swap and check their answer before checking as a class Put the correct answers on the board for pupils to copy down into far theater near name Whole class Individuals Pairs / groups Whole class their notebooks Key: 1name near theatre far - Tell the class that they are going to play a Card game – Let's game of Card game – the game Pelmansim the game play - Describe how to play a game and check Pelmansim (8-10’) understanding Say some model sentences and have Ps repeat them a few times - Set the time and get groups of Ps to sit face to face and start the game - Ask the winning group to report the differences to the class - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Individuals Whole class Whole class Week : 34 Date of preparing: Sunday, April 19th 2015 Period 133: 3A: …………….… 3B: ………….… , 3C: ……………… Unit 20: Whereʹs Sa Pa? Lesson 3: Part 1,2,3 I Objectives: - By the end of period Ss can use + use the words and phrases related to the topic Places of Interest + Pronounce the sounds of the letters ar and or in the words far and north respectively II The language focus: a, Vocabulary: far, north b, Structure: Is… near + ( place)? and Yes, it is./ No, it isn’t III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Is… near + Whole up - Spend a few minutes revising the previous ( place)? and class and (2-5’) lesson by having Ps ask and answer the Yes, it is./ No, groups Introdu question about distance, using Is… near + it isn’t ction of ( place)? and Yes, it is./ No, it isn’t New Unit 19: They’re in the park lesson Lesson (Part: 1,2,3) (Pages 68 ) - Tell pupils that they are going to practise far, north Whole Listen saying the letters, words and sentences in the class and book Put the phonics letters ar and or on the Pairs / repeat board and say them a few times Ask Ps to groups (10repeat after you Prompt Ps to say the words Whole class 11’) and sentences, paying attentionto the target Individual phonics letters Do choral repetion of the words and sentences until Ps feel confident groups 2.Listen - Tell pupils that they are going to read and and complete the sentences Give s a few seconds Whole class write to look at the pictures and read the text in (8-10’) silence Check comprehension and explain Individuals the new vocabulary, if necessary Get Ps to work in pairs Pairs / - Give Ps time to the task groups - Ps swap and check their answer before checking as a class Whole class - Write the answer on the board for Ps to copy down into their notebooks - Call individually Ps to read the text aloud Key: far north - Give Ps a few seconds to read the chant Let’s Where’s Ba Vi? chant in silence Check comprehension and give (8-10’) feedback Read each line of the chant and have pupils repeat it a few times Show Ps how to say the chant and the actions - Play the recording a few times for Ps to choral and individual repetition - Get Ps to sit face to face and pratise chanting and doing the actions Go around to offer help, if necessary - Call two groups to the front of the class to chant and the actions while the rest of the class claps along to the rhythm - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Where’s Ba Vi? Individuals Groups Groups Whole class Whole class Week : 34 Date of preparing: Sunday, April 19th 2015 Period 134: 3A: …………….… 3B: ………….… , 3C: ……………… Unit 20 : Whereʹs Sa Pa? Lesson 3: Part 4,5,6 I Objectives: - By the end of period Ss can use + use the words and phrases related to the topic Places of Interest + Pronounce the sounds of the letters ar and or in the words far and north respectively II The language focus: a, Vocabulary: far, north b, Structure: Is… near + ( place)? and Yes, it is./ No, it isn’t III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting Where’s Ba Whole up - Spend a few minutes revising the perious Vi? class and (2-5’) lesson by getting two groups the front of the groups Introdu class to chant Where’s Ba Vi? ction of Unit 20: Where’s Sa Pa? New Lesson (Part: 4,5,6) lesson (Pages 69) - Tell pupils that they are going to read and Key Whole Read complete the sentences about Mai’s house His family class and Give s a few seconds to look at the pictures is in Sa Pa Pairs / write and read the text in silence Check He’s eight groups (8-10’) comprehension and explain the new (years old) Whole class vocabulary, if necessary Get Ps to work in It’s in Individual pairs north Viet - Give Ps time to the task Nam groups - Ps swap and check their answer before No, it isn’t checking as a class It’s far from - Write the answer on the board for Ps to copy Ha Noi down into their notebooks - Call individually Ps to read the text aloud - Tell pupils that they are going to look at the Let’s pictures and fill the gaps Give Ps a few Whole class write seconds to read the text in silence Check (8-10’) comprehension and give feedback Individuals - Give Ps time to the task and work in pair - Ps swap and check their answer before Pairs / checking as a class Put the correct answers groups on the board for pupils to copy down into their notebooks - Tell pupils that they are going to make paper This is… Project that they like, for example, aship, or a plane It is in… (8-10’) or a bird Then they will give a presentation of their work to the class Check understanding - Give Ps time to the project Encourage them to decorate their paper toy If there is not enough time, ask Ps to finish the project as homework - Have Ps work in pairs to ask and answer questions about their pictures E.g: - What is your favorite place? - It’s… - Where is it? - It’s in… - Have the rest of the Ps stick their painting on the walls of the classroom and choose the five best - Have the class say the Chant Where’s Ba Vi? to eand the class - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Whole class Individuals Groups Groups Whole class Whole class Week : 34 Date of preparing: Sunday, April 19th 2015 Period 135: 3A: …………….… 3B: ………….… , 3C: ……………… Review (4) I Objectives: - By the end of period Ss can use + listen and identify specific information + read and identify specific information II The language focus: a, Vocabulary: Review b, Structure: Review III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Learning activities Time - Tell Ps that they are going to listen and tick Listen the correct boxes Give Ps a few seconds to and look at the pictures Check comprehension tick and ecilit information in the pictures and give feedback - Play the recording three times for Ps to listen, task and check their answers - Get Ps to swap and check their answers before checking as a class Explain the answers and give further support to Ps who got more than half of the answers wrong 2.Listen - Tell pupils that they are going to listen and and number the pictures Give Ps a few seconds to number look at the pictures Check comprehension (10-11’) eliciting the name of the activity in each picture and give feedback - Play the recording three times for Ps for Ps to listen , the task and check their answers - Get Ps to swap and check their answers before checking as a class - Tell pupils that they are going to read the Read sentences and fill the gaps Give pupils the and meaning of the words asks ps read the text in comple silence Check comprehension and give te feedback (8-10’) - Give pupils time to the task Go around to offer help, if necessary - Get pupils to swap and check their answers before checking as a class Language focus Key: 1a 2b 3a 4b 5a Key: a2 b3 c4 d1 Modes Whole class and groups Whole class Pairs / groups Whole class Individual groups Key: reading watching playing near dog Whole class Individuals Pairs / groups Whole class - Call a few pairs to read the completed sentences aloud - Tell pupils that they are going to read the Key: 1e Read sentences on the left and pair them with those 2c 3a and on the right by drawing a line between them 4b 5d match Give a few seconds for Ps to read in silence (8-10’) Check comprehension and give feedback - Give Ps time to the task and work in pair - Ps swap and check their answer before checking as a class Put the correct answers on the board for pupils to copy down into their notebooks - Tell Ps that they are going to answer the Look questions Give a few seconds for Ps to look and at the pictures and read the text in silence say - Give pupils time to the task Go around to offer help, if necessary - Call a few pairs to answer the questions Give feedback and praise Ps who did well and encourage Ps to listen and make improvemetnt Key: It’s Mai’s family Her family is at home Mai is watching TV Her father is reading a book Her mother is playing the piano Her brother is playing with a dog There are a lot of toys on the shelf There are three balls, two kites, four ships, five robots, two trucks, three planes and four dolls It’s Viet Nam Sa Pa in north Viet Nam Quang Ninh is in north Viet Nam Can Tho is in south Viet Nam Da Nang is in central Viet Nam They’re in the park Nam and Tony are playing chess Mai and Mary are skipping Peter and Linda are cycling - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Individuals Groups Whole class Whole class Week : 34 Date of preparing: Sunday, April 19th 2015 Period 136: 3A: …………….… 3B: ………….… , 3C: ……………… Short story I Objectives: - By the end of period Ss can use + listen and identify specific information + read and identify specific information II The language focus: a, Vocabulary: Review b, Structure: Review III Resources * Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens IV – Teaching procedure Class organization: - Greeting & Checking for the students's attendance New lesson: Steps/ Learning activities Time - Tell Ps that they are going to listen to the Read story Before Ps listen, ask them to look at the and pictures and ask them questions listen to - Play the tape and let the Ps read and listen Language focus Whole class and groups the story 2.Put the words in the correct order (10-11’) - Tell pupils that they are going to put the words in the correct order to make sentences Give a few seconds for Ps to read the text - Give time for Ps to the task - Ask Ps to swap and check their sentences before checking as a class - Ask a few pairs to read aloud the correct sentences Key: Let’s go for a walk Let’s read a book What are they doing? Nini ia listening to music - Tell pupils that they are going to pair the Match words that rhyme Explain to Ps that ryhming the words are and give them some examples rhymin Give a few seconds for Ps to read the words g words (8-10’) in the book - Give time for Ps to the task - Get Ps to swap and check the answers before checking as a class - Ask a few Ps to read aloud the pairs of rhyming words Modes Whole class Pairs / groups Whole class Individual groups Key: 1d 2a 3e 4c 5b Whole class Individuals Pairs / groups Whole class Read - Tell pupils that they are going to read the and text and fill the gaps Give a few seconds for write Ps to read the tẽt and check comprehension (8-10’) - Give time for Ps to the task - Get Ps to swap and check the answers before checking as a class - Ask a few Ps to read aloud the dialogue Key: are you fine like I I don’t - When you come back home Please tell to Home- your mother or farther or your friends about link what did you say or what you did at shool *Evaluation: Individuals Groups Whole class Week : 35 Date of preparing: Sunday, April 19th 2015 Period 137: 3A: …………….… 3B: ………….… , 3C: ……………… CHILDREN DO THE TEST TRƯỜNG TIỂU HỌC HÀ THƯỢNG ĐỀ KIỂM TRA TIẾNG ANH LỚP Hoc kỳ II Năm học 2014 - 2015 (Thời gian làm bài 40 phút kỹ Nghe, Đọc, Viết ) (40 phút giáo viên phỏng vấn học lấy điểm kỹ Nói) A Listening Excercise 1: Listen and number a b d c  Excercise 2: Listen and tick  a b a b Excercise 3: Listen and write What are they doing ? They are What toys you like? I like _ B Reading Exercise 1: Read and use the words in the box to complete kitchen home cleaning Linda watching Linda’s family is at (1)………… now Her parents are in the (2)………… They are cooking a big meal Her brother is (3)………… TV in his room (4) is in the living room She is (5)…………… the floor Excercise 2: Read and tick My name is Mai My friends and I have some pets Peter has a cat He keeps it in the house Phong has a dog He keeps it in the house too Nam has three goldfish He keeps them in the fish tank Mary has two rabbits She keeps them in the garden Linda has a parrot She keeps it in a cage And I have a parrot I keep it in a cage too Yes Peter has a dog Phong has a dog Nam has three tortoises Mary has one rabbit Linda has a parrot Mai has a goldfish       No       C Writting Excercise 1: Write about your family There are four people in my family My father………………………………………………………………………… My mother……………………………………………………………………… My brother/sister………………………………………………………………… And I……………………………………………………………………………… We are happy family Excercise 2: Answer the questions What are they doing? ……………………………… What is he doing? ……………………………………………………………………… What is the weather like? ……………………………………………………………………… Where is Sa Pa? How many parrots does he have? Week : 35 Date of preparing: Sunday, April 19th 2015 Period 138: 3A: …………….… 3B: ………….… , 3C: ……………… TRƯỜNG TIỂU HỌC HÀ THƯỢNG ĐỀ KIỂM TRA TIẾNG ANH LỚP Hoc kỳ II Năm học 2014 - 2015 (Thời gian làm bài 40 phút kỹ Nghe, Đọc, Viết ) (40 phút giáo viên phỏng vấn học lấy điểm kỹ Nói) CHILDREN DO THE TEST D Speaking How many people are there in your family? How old is your mother/ father/ grandfather/ grandmother/ brother/ sister? Is there a garden/ fence/ yard/ pond/ tree in your family? Are there any posters/ maps/ sofas/ wardrobes/ cupboards in your room? Where is your pen/ English book? Do you have any pets/ toys? What pets/ toys you like? What are you/ they doing? What is she/ he doing? 10 What’s the weather like? Week : 35 Date of preparing: Sunday, April 19th 2015 Period 139: 3A: …………….… 3B: ………….… , 3C: ……………… TEACHER REMARK THE TEST Đáp án đề thi học kì lớp môn tiếng Anh ( 2014-2015) ( 40 ý ý o,25 điểm ) A Listening Excercise 1: Listen and number a–2 b–1 c–4 d–3 Excercise 2: Listen and tick 1–b 2–a Excercise 3: Listen and write They are cycling I like dolls B Reading Excercise 1: Read and use the words in the box to complete – home – kittchen – watching – Linda – cleaning Excercise : Read and tick  No Yes No No C Writting Excercise 1: Write about your family Answers vary Excercise 2: Answer the questions They are watching TV He is reading It’s sunny It’s in north Viet Nam He has two parrots D Speaking Teacher interview Students answers vary The end Yes No Week : 35 Date of preparing: Sunday, April 19th 2015 Period 140: 3A: …………….… 3B: ………….… , 3C: ……………… TEACHER REMARK THE TEST class 3a 3b 3c 2a 2b 2c 2d number Total 10,9 Total 7,8 Total 5,6 Total =>1