giáo án tiếng anh lớp 3 học kì 1 - english 3 plans for teacher

ME AND MY FRIENDSWeek: 1. Date of teaching: Thursday, September 9th , 2013.Period: 1st.

UNIT 1: HELLOLesson 1

I. Aims : Practice greeting and self – introducing.II. Objectives :

- By the end of this lesson, students will be able to greet and self – introduce. - Develop speaking skill.

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III. Teaching methods :- Communicative approach.- Techniques:

+ Ask and answer (say individually)+ Work in pairs/ groups.+ Discuss.

IV. Teaching aids :- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette,

puppets.- Students’ aids: books, notebooks, workbooks.

V. Languages focus :- Phonics: Hi/ Hello.- Vocabulary: hi, hello- Structures: Hello. I’m Mai. / Hi, Mai.

VI. Procedures :

Time Steps/Activities Workarrangement

5’

10’

I. Warm up : Chatting.- Let Ss introduce some information about themselves

(maybe in Vietnamese) and introduces oneself in English.Example: Hello. I’m Duyen. (Hi. I am Duyen).

II. New lesson 1. Look, listen and repeat.

- Giving introduction of the text (set the scene): Mai and Nam greet each other.

- Play the recording and asks Ss to listen to the tape twice.- T asks Ss to listen and repeat in chorus three times.- Let Ss practice the dialogue in pairs- Gets some pairs to read it aloud.- T gives a situation to present (using picture)- T elicits the structures by asking Ss to speak out the

model sentence:Hello. I’m Mai.Hi, Mai. I’m Nam.

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2. Look and say - Have Ss look at the pictures a,b,c,d and introduce four

characters: Nam, Mai, Nga, Phong. (using the puppets). - T models the dialogue (use a picture)

Nga: Hello, I’m Nga.Phong: Hello, I’m Phong.

- Have Ss to repeat the sentences in the bubbles a few times

- Call on one pair and ask them to pretend to be Nam and Mai.

- Call on one more pair to be Nga and Phong and do the same way.

- Have the class repeat all the phrases- Have Ss to work in pairs: Nam, Mai, Nga and Phong.- Monitor the activity, check the pronunciation (sound,

assimilation of sound and intonation) and offer help when necessary.

- Call on some pairs to perform the task at the front of the class. Others observe and comment.

- Make some questions to check Ss’ comprehension of language

- Have the whole class repeat all the phrases to reinforce their pronunciation.

3. Let’s talk. - Have Ss look at the pictures on page 7 and identify the

characters in the pictures. - Point to Picture a, ask Ss to guess what the girls would

say to greet each other. A: Hello, I’m Mai.B: Hi, Mai. I’m Nga.

- Have Ss to repeat the sentences in the bubbles a few times before let them practice freely.

- Have Ss to work in pairs (use the names in their books or

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I’m + name (I’m = I am)

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the real names to practice.- Monitor the activity and offer help when necessary/

correct typical pronunciation errors.- Call on a pair to demonstrate at the front of the class.- Have the whole class repeat all the phrases to reinforce

their pronunciation.III. Summary and Home- link :

- Consolidate the content of the lesson - Learn and write new words and structures.- Prepare for the next lesson

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Week: 1 Date of teaching: Friday, September 10th, 2013.Period: 2nd.


I. Aims : Practice listening and numbering the pictures about greeting “Hello/Hi” and self – introducing.

II. Objectives : - By the end of this lesson, students will be able listen to the dialogue and tick on the

pictures about greeting “Hello/ Hi” and self – introducing.- Develop listening, reading and writing skill.

III. Teaching methods :- Communicative method.- Techniques: + Work in pairs and individually

+ Ask and answer. + Work in groups, discuss.IV. Teaching aids :

- Teacher’s aids: pictures, word cards, extra board, tape, cassette.- Student’s aids: book, notebook, workbook.

V. Language focus :- Revision the structures: Hi/ Hello. I am/ I’m + name.- Phonics: Hi, Hello

VI. Procedures :

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Time Steps/ActivitiesWork

arrangement

5’

10’

10’

I. Warm up : Noughts and crosses

II. New lesson 1. Listen and repeat

- Have Ss open the book page 8, look at the words hello, hi and notice the letter colored differently in both words.

- Produce the sound of the letter h in the word hello and that in the word hi.

- Ask Ss to say what they think about when they hear the sound

- Play the recording all the way through for Ss to listen while they are reading the chant in their books

- Call on a group of six: three of them to repeat each line of the chant, other three clap the syllables

- Have Ss practice the chant in groups and clap the syllables.

- Monitor the activity and offer help when necessary/ correct typical pronunciation errors.

- Call on a group to recite the chant. The others clap the syllables

- Make a few questions to check Ss’ comprehension of language

- Have the whole class recite the chant to reinforce their pronunciation.

- Have Ss circle all the words containing the focused sounds hello and hi in the chant.

2. Listen and number - Have Ss look at Pictures a, b, c and d on Page 8.- Elicit the identification of the characters in the pictures

and the characters’ words. - Ask Ss to listen to the recording and match the

information they hear to the pictures and number the pictures.

- 1st:Play the recording all the way through for Ss to listen

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I Nga HelloNam am MaiHi Phong Hi, Mai

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while they are looking the pictures in their books- 2nd: play the recording for Ss to listen and number.- 3rd: play the recording for Ss to check their answers.- Have Ss trade their answers in pairs for correction- Ask some questions to ensure Ss’ comprehension of the

listening text.Transcript:

1. Hello. I’m Nam.2. Hi. I’m Phong.3. Hi. I’m Quan.4. Hello. I’m Hoa.

Answers: 1 – d; 2 – c; 3 – b; 4 – a.3. Read and match.

- T introduces the topic “you are going to read the sentences to get the information in order to match the pictures to the text”.

- Ask Ss to predict “What is what”.- 1st reading: Ss read the sentences individually and check

their prediction.- 2nd reading: Ss do the task (match the sentence with a

appropriate picture.)- Monitor the activity and offer help when necessary- Have Ss trade the answers in pairs for correction- Call on some Ss to report their answers. Others listen and

comment.- Make a few questions to check Ss’ comprehension of the

sentences.- Have the whole class read each sentence in chorus to

reinforce their pronunciationAnswers: 1 – d; 2 – c; 3 – b; 4 – a.

III. Summary and Home- link : - Consolidate the content of lesson.- Learn to greet each other and self – introduce, using hello/

hi.- Practice the sound h as in hello and hi.- Recite the chant on page 7.


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Week: 2 Date of teaching: Thursday, September 16th, 2013. Period: 3rd

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I. Aims : Practice saying goodbye.II. Objectives :

- By the end of this lesson, Students will be able to say goodbye.- Develop speaking and listening skill.

III. Teaching methods :- Communicative method.- Techniques: + Work in pairs

+ Work in groups, discuss. + Ask and answer.

IV. Teaching aids :- Teacher’s aids: Tape cassette, pictures, poster, flashcards.- Students’ aids: book, notebook, workbook.

V. Languages focus : - Structures: Nice to meet you. / Nice to meet you too.

VI. Procedures :


1’

5’

10’

I. Warm up : Chatting

- T asks Ss to repeat the greeting and introducing oneself.

- T sets the scene.II. New lesson .

1. Listen and repeat.- Have Ss to look at the book at page 10.- Elicit the character and have Ss guess what they are

saying.- Set the scene: we are going to review phrases saying

hello and bye.- Have Ss listen to the recording as they read the lines in

the speech bubbles- Play the recording again for Ss to repeat the lines in the

speech bubbles two times.- Divide the class into two groups. One repeat Mai’s part

and the other repeat Nam’ part.- Play the recording again for the whole class to repeat

each line in the speech bubbles to reinforce their

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pronunciation.- Elicit the structure

2. Look and say. - Have Ss look at the pictures a, b, c and d on page 10- Elicit the characters in the pictures and their names. Ask

Ss to guess and complete the speech bubbles.- T models/ allocates the parts of characters Mai and Nam

to Ss- Ask them to act out the dialogue1. Repeat the step with

some other pairs for pictures b, c, d- Have Ss practice acting out the dialogue in pairs, using

the pictures.- Monitor the activity and offer help. Correct

pronunciation errors (stress, assimilation of sounds, intonation) when necessary.

- Call on some pairs to perform the task at the front of the class. The others observe and give comments.

- Have the whole class repeat all the phrases in chorus to reinforce their pronunciation.

3. Write. - Get Ss to identify the characters in the pictures on page

11 and what they are saying.- Tell Ss that they are going to read and get information to

write the missing words in dialogue 1 and 2.- Ss read silently and complete the dialogues.- Ss trade their answers within pairs or groups for

correction- Ask Ss to read the answers aloud to the class. The others

listen and give comments.Answers:

a. Hi, I’mb. boy; girl

- Make some questions to check Ss’ comprehension of the reading text.

- Have the whole class read each line of the dialogues chorally to reinforce their pronunciation.

III. Summary and Home- link : - Consolidate the content of the lesson.- Ask Ss to learn and write new words and structure.- Prepare for Section B: 4, 5, 6, 7.

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Week: 2 Date of teaching: Friday, September 17th, 2013.Period: 4th.

UNIT 2MY NAME IS …

Lesson 1

I. Aims : To understand about making and responding to instructions.II. Objectives :

- By the end of this lesson, students will be able to make and respond to instructions - Develop writing, reading skill.

III. Teaching method: - Communicative method.- Techniques:

- Ask and answer- Work in pairs and individually.- Work in groups, discuss.

IV. Teaching aids :- Teacher’s aids: audio, stickers, puppets, flashcards.- Students’ aids: book, notebook, workbook.

V. Languages focus :Sentence patterns:

- Hello, I’m Mai.- Hi, Mai. I’m Nam.

VI. Procedures :


5’

10’

I. Warm up : - T asks some pairs to greet and introduce oneself.

S1: Hello. I’m Mai S2: Hi, Mai. I’m NamII. New lesson.

1. Look, listen and repeat.- Ask Ss to identify the characters in the picture on page 12

and what they are saying.- Set the scene “you are going to listen to hear Nam and

Mai greet each other.- Play the recording and asks Ss to listen to the tape twice.- T asks Ss to listen and repeat in chorus two times.- Call on one pair. One repeats Mai’s part, the other repeats

Nam’s part.- Have whole class repeat all the phrases a few times to

reinforce their pronunciation.

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12’

10’

3’

2. Look and say - Have Ss look at the pictures a and b- Ask them to identify the characters in the pictures and

what they should say. Fill the bubbles and have Ss to repeat the lines a few times

- T models the dialogue Assign a pair to pretend to be Mai and tom in picture a Mai: Hello. I’m Mai.Tom: Hello, Mai. I’m Tom.Have one repeat Mai’s part, the other Tom’s part. Then have the pair swap their parts.Repeat the step with a few more pairs.

- Ask Ss to practice making and responding to introductions using picture a and b

- Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary.




3. Talk- Have Ss look at the pictures on page 13 and identify the

characters in the pictures. - Point to Picture a, ask Ss to guess what the girls should

say to the boy and vice versa.- Fill in the speech bubbles with the correct phrases

prompted by Ss- Have Ss to repeat the sentences in the bubbles a few times

before let them practice freely. (use the pictures in their books or role – play the exchanges

- Have Ss to work in pairs to practice acting the greeting.- Monitor the activity and offer help when necessary/



- Encourage Ss to for Unit 2- Section 2

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Week: 3 Date of teaching: Thursday, September 23rd, 2013.Period: 5th


Lesson 2

I. Aims : Practice listening and ticking the pictures about greeting “Hello/Hi” and saying goodbye.

II. Objectives : - By the end of this lesson, students will be to greet and say goodbye (review).- Develop listening, reading and writing skill.

III. Teaching methods :- Communicative method.- Techniques: + Work in pairs and individually + Ask and answer.

+ Work in groups, discuss.IV. Teaching aids :

IV. Teacher’s aids: pictures, word cards, audio, puppets, flashcards.V. Student’s aids: book, notebook, workbook.

V. Language focus :VI. Revision the structures: Hi/ Hello. I am/ I’m + name.

Bye/ Goodbye.How do you spell your name?L – I – N – D – A.

VII. Phonics: Linda NamVI. Procedures :


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1. Warm up : Noughts and crosses T-WC

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I Nga HelloNam am GoodbyeHi Bye Mai

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2. New lesson: 1. Listen and repeat

- Have Ss open the book page 14, look at the words Linda and Nam and notice the letter colored differently in both words.

- Set the scene: “you are going to learn how to produce the sound of the letter l in the word Linda and n in the word Nam

- Produce the sound l and n a few times.- Teach the new phrases How do you spell + name? – Then

show them how to spell Nam and Linda and some other names.

- Play the recording all the way through for Ss to listen while they are reading the chant in their booksLinda NamI’m Linda.How do you spell Linda?L – I – N – D – A.I’m Nam.How do you spell Nam?N – A – M.







2. Listen and tick. - Have Ss look at Pictures 1a, b; 2a, b and d on Page 14- Identify the characters and guess what they are saying.- Set the scene: “you are going to listen to the recording,

match the information they hear to the pictures and tick the box in the appropriate picture.

- 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books

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- 2nd: play the recording for Ss to listen and tick the correct pictures.

- 3rd: play the recording for Ss to check their answers.- Have Ss trade their answers in pairs for correction- Ask some questions to ensure Ss’ comprehension of the

listening text.Transcript

3. Mai: How do you spell your name?Tony: T – O – N – Y.Mai: Sorry?Tony: Tony. T – O – N – Y.

4. Phong: How do you spell your name?Linda: L – I – N – D – A.Phong: Sorry?Linda: L – I – N – D – A.

Answers: 1 – a: 2 – b.

3. Read and match. - Ask Ss to identify the characters in the pictures on page

15.- Set the scene: “you are going to read the dialogues to get

the information in order to match the pictures to the appropriate dialogues.”

- Have a revision of the language: “How do you spell your name?” – “L – I – N – D – A.”

- Ask Ss to read the dialogues and do the task (match the sentence with a appropriate picture.)

- Monitor the activity and offer help when necessary- Have Ss trade the answers in pairs for correction- Call on some Ss to report their answers. Others listen and

comment.- Make a few questions to check Ss’ comprehension of the

sentences.- Have the whole class read each sentence in chorus to

reinforce their pronunciationAnswers: 1 – b; 2 – a

5. Summary and Home- link : - Ss have revised how to greet and say goodbye- Say the letters in the alphabet, using How do you spell

your name?- Produce the sound of the letter l in Linda and that the

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letter n in Nam.

- Sing The ABC Song on page at home.

Week: 3 Date of teaching: Friday, September 24th, 2013. Period: 6th


Lesson 3

I. Aims : Practice spelling simple names.II. Objectives :

- By the end of this lesson, Students will be able to spell simple names.- Develop speaking and listening skill.

III. Teaching methods :- Communicative method.- Techniques: + Work in pairs


IV. Teaching aids :- Teacher’s aids: pictures, word cards, audio, puppets, flashcards.- Students’ aids: book, notebook, workbook.

V. Languages focus : - Structures: How do you spell your name?

L – I – N – D – A.VI. Procedures :


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5’

10’

I. Class organization .II. New lesson .

1. Warm up: Chatting- T asks Ss to repeat the greeting and introducing

oneself.- T sets the scene.

2. Listen and repeat.- Have Ss to look at the book at page 16; identify the

characters in the picture and what they are doing.

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- Set the scene: “we are going to learn how to spell names and recall the alphabet.”

- Use a poster to set up the situation- Have Ss listen to the recording as they read the lines in

the speech bubbles- Play the recording again for Ss to repeat the dialogue

two times.- Divide the class into two groups. Allocate the line of

Nam and Tom to Ss of each group- Have one group repeat Nam’s part and the other Tom’s

part.- Play the recording again for the whole class to repeat

each line in the speech bubbles to reinforce their pronunciation.

3. Look and say- Have Ss look at the pictures a, b, c and d on page 16- Elicit the characters in the pictures and their names. - Set the scene “ we are going to practice spelling

names”- Ask Ss to guess and complete the speech bubbles.- T models the dialogue

Assign a pair to pretend to be the characters in the pictures. Ask the pair to act out the question and answer about spelling. Repeat the step but have the pair swap their parts.Continue the activities with sonme pairs.

- Ask Ss to practice asking and answering - Monitor the activity, check the pronunciation (sound,



- Have the whole class repeat the question and answer in chorus to reinforce their pronunciation.

4. Write.- Get Ss to identify the characters in the pictures on page

17 and what they are saying.- Tell Ss that they are going to read and get information to

write the missing words in task 1 and 2.- Ss read silently and complete the sentences.

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- Monitor the activity and offer help when necessary- Ss trade their answers within pairs or groups for

correction- Ask some Ss to read their answers aloud to the class.

The others listen and give comments.Answers:

a. Mai; Tony.b. L – I – N – D – A.

- Make some questions to ensure Ss’ comprehension of the writing text.


III. Summary - Ss have learnt to ask and answer about names and to

spell simple names, using How do you spell your name?IV. Home - link

- Ss spell their own names and the names of their family members at home.

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Week: 4 Date of teaching: Thursday, October 30th, 2013.Period: 7th.

UNIT 3HOW ARE YOU?

Lesson 1

I. Objectives :- By the end of this lesson, students will be able to saying goodbye (review). - Develop writing, reading skill.

II. Teaching method: - Communicative method.- Techniques:

- Work in pairs and individually.- Work in groups, discuss.

III. Teaching aids :- Teacher’s aids: audio, stickers, puppets, flashcards.- Students’ aids: book, notebook, workbook.

IV. Languages focus : Vocabulary: how, thank, thanks, fine, and. Sentence patterns:

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- How are you?I’m fine, thank you. And you?I’m fine, thanks.

V. Procedures :


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10’

I. Warm up : - Have Ss to find out the names of the Ss.

L A N A B C D EA V D E F M U FB X P L R L T GC Z H M W I S HD T O N Y N Q IE Y N O P D P JF H G I J A O KU X Y Z N A M LV T X Q P O N M

- Answers: Lan, Phong, Tony, Nam, Linda.- Ask Ss work in pairs:

S1: Hello. I’m Nam.S2: Hi, Nam. I’m Tom.II. New lesson.

1. Look, listen and repeat.- Ask Ss to identify the characters in the picture on page

18 and what they are saying.- Set the scene “you are going to review some phrases of

greeting and learn some more.” (use two puppets to present the situation)

- Explain the situation and the use of the titles Mr, Mrs and Miss

- Play the recording and asks Ss to listen to the tape twice.- T asks Ss to listen and repeat in chorus two times.- Hold up the specific character puppets in the air / point

to each character and tell the whole class to say the appropriate line in the dialogue.

- Have whole class repeat all the phrases a few times to reinforce their pronunciation.

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Note: Children do not tend to ask each other How are you?

(That is something adults do to each other and to children, but not child to child

Thanks is an informal expression of thank you.2. Look and say

- Have Ss look at the pictures a and bon page 18.- Ask them to identify the characters in the pictures, recall

the greeting phrases. - Point to Picture a, ask Ss to guess what each character

should say. Fill the speech bubbles with correct phrases prompted by the Ss and have Ss to repeat the lines a few times

- T models the dialogue Assign a pair to pretend to be Tom and Mrs Lan in picture a

Mrs Lan: How are you, Tom?Tom: I’m fine, thank you. And you?Mrs Lan: Fine, thanks.Have one repeat Mrs Lan’s part, the other Tom’s part. Then have the pair swap their parts.Repeat the step with a few more pairs.

- Ask Ss to act the dialogue using picture a and b- Monitor the activity, check the pronunciation (sound,





characters in the pictures. - Recall the titles Mr., Mrs., Miss.- Point to Picture a, ask Ss to guess what the characters

should say.- Fill in the speech bubbles with the correct phrases

prompted by SsA: How are you?B: I’m fine, thank you. And you?A: Fine, thanks.

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- Have Ss to repeat the lines in the bubbles a few times before let them practice freely. (use the characters in their books to practice or role play the greeting phrases.

- Have Ss to work in pairs to practice acting the greeting.- Monitor the activity and offer help when necessary/



- Encourage Ss to prepare for Unit 3 - Lesson 2.

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Week: 4 Date of teaching: Friday, October, 1st, 2013.Period: 8th

UNIT 3HOW ARE YOU?

Lesson 2

I. Objectives : - By the end of this lesson, students will be to greet.- Develop listening, reading and writing skill.

II. Teaching methods :- Communicative method.- Techniques: + Work in pairs and individually

+ Work in groups, discuss.III. Teaching aids :

- Teacher’s aids: pictures, word cards, audio, puppets, flashcards.- Student’s aids: book, notebook, workbook.

IV. Language focus : Phonics: hello thanks Vocabulary: how, thank, thanks, fine, and. Sentence patterns:


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V. Procedures :

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10’

10’

I. Warm up: Let’s Ss chant ( L2 – 4)- Play the recording

II. New lesson:1. Listen and repeat

- Have Ss open the book page 14, look at the words Linda and Nam and notice the letter colored differently in both words.

- Set the scene: “you are going to learn how to produce the sound of the letter l in the word hello and a in the word thanks

- Produce the sound l and n a few times.- Teach the new phrases How do you spell + name? – Then

show them how to spell Nam and Linda and some other names.

- Play the recording all the way through for Ss to listen while they are reading the chant in their books







2. Listen and tick. - Have Ss look at Pictures 1a, b; 2a, b and d on Page 20- Identify the characters and their relationship.- Set the scene: “you are going to listen to the recording,

match the information they hear to the pictures and tick the box in the corner of the correct picture..




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Week: 5 Date of teaching: Monday, October 7th, 2013. Period: 9th

UNIT 3HOW ARE YOU?

Lesson 3I. Objectives :

- By the end of this lesson, Students will be able to greet (review), using the language they have learnt.

- Develop speaking and listening skill.II. Teaching methods :

- Communicative method.- Techniques: + Work in pairs


III. Teaching aids :- Teacher’s aids: pictures, word cards, audio, puppets, flashcards.- Students’ aids: book, notebook, workbook.

IV. Languages focus : Vocabulary: how, thank, thanks, fine, and. Sentence patterns:


V. Procedures :


5’

10’

I. Warm up Let’s Ss chant in two groups. Which is more correct is the winner.II. New lesson .

1. Listen and repeat.- Have Ss to look at the book at page 22; identify the

characters in the picture.- Make a few questions to check Ss’ comprehension of

the dialogue.

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- Set the scene: “we are going to review greeting phrases that they have learnt in the previous lesson.”

- Play the recording all the way through for Ss to listen and read the text. Mime the dialogue.

- Play the recording again for Ss to repeat the dialogue a few tome to reinforce their pronunciation.

2. Look and say- Have Ss look at the pictures a, b, c and d on page 22- Elicit the characters in the pictures and their names. - Tell them to guess and respond to the first character.

Then fill the speech bubbles with the correct phrases prompted by Ss.

- Have Ss repeat a few times.- T models the dialogue

Assign a pair to pretend to be Linda and Miss Hien to act out the dialogue.Repeat the step but have the pair swap their parts.

- Have the whole class repeat all the phrases.- Ask Ss to practice in pairs - Monitor the activity, check the pronunciation (sound,




3. Write.- Get Ss to identify the characters in the pictures on page

23- Ask them to talk about the situation in each picture.- Tell Ss that they are going to read and get information to

write the missing words in task in the dialogue, using those from the frame on the top of the page.

- Ss read silently and complete the sentences.- Monitor the activity and offer help when necessary- Ss trade their answers within pairs or groups for

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correction- Ask some Ss to read their answers aloud to the class.

The others listen and give comments.Answers:

a. Hib. How c. thankd. thanks

- Make some questions to ensure Ss’ comprehension of the writing text.


III. Summary - Ss have learnt to ask and answer about names and to

spell simple names, using How do you spell your name?IV. Home - link

- Ss spell their own names and the names of their family members at home.

Pair – work

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Week: 5 Date of teaching: Tuesday, October 8th, 2013Period: 10th

UNIT 4WHAT’ S YOUR NAME?

Lesson 1

I. Objectives :- By the end of this lesson, students will be able to ask and answer bout someone’s

name. - Develop speaking skill.

II. Teaching methods :- Communicative approach.- Techniques:

+ Ask and answer (say individually)+ Work in pairs/ groups.+ Discuss.

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III. Teaching aids :- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette,


IV. Languages focus : Vocabulary: what, my, your, this, friend Sentence Patterns:

- What’s your name?My name’s Linda.

V. Procedures :


5’

10’

10’

I. Warm up : - Help Ss listen and sing the song How are you

on page 23 II. New lesson .


24 and what they are saying.- Set the scene “you are going to learn how to ask and

answer about names. (Use 2 character puppets to present the situation)

- Play the recording all the way through for Ss to listen as they read the lines. Mime the dialogue

- Play the recording for Ss to listen and repeat each line of the text (Correct typical pronunciation error(s) when necessary)

- Ask a few questions to ensure Ss’ comprehension of the text

2. Look and say - Have Ss look at the pictures a, b, c and d on page 24.- Ask them to identify the characters in the pictures and

repeat each name a few times.- Point to P.a and ask Ss what the character should say to

respond to the question What’s your name?- Fill the bubble on the left edge of the page with the

phrase prompted by Ss and have Ss to repeat the question and answer a few times before going on with other pictures

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10

5’

- Call on a few pairs and allocate the characters in Picture a, b, c and d. have them pretend to be these character to ask and answer.

- Ask Ss to practice asking and answering in pairs - Monitor the activity and offer help. Correct

pronunciation error(s) (street, assimilation of sounds and intonation) when necessary.

- Call on some pairs to demonstrate at the front of the class. Others observe and comment.


- Have the whole class repeat all the questions to reinforce their pronunciation.


characters in the pictures. - Point to Picture a, ask Ss to pretend to be Hoa, ask them

what they should say to respond to the question What’s your name?

- Fill in the speech bubble with the answer prompted by SsA: What’s your name?B: My name’s Hoa.

- Repeat the step with other pictures.- Have Ss to repeat the lines in the bubbles a few times

before letting them practice freely. (use the names of the characters in their books or their own names.

- Have Ss to work in pairs to practice.- Monitor the activity and offer help when necessary/

correct typical pronunciation errors.- Call on some volunteers to perform the task at the front

of the class.- Ask Ss a few questions to check Ss’ comprehension of

the language.- Have the whole class repeat all the phrases to reinforce

their pronunciation.III. Summary and Home- link:

- Ss have learnt to ask and answer about names, using What’s your name? and My name’s + name.

- Encourage Ss to listen and try to sing the song What is your name? at home.

Pair- work

T – whole class

T – whole class

Pair- work

T – whole class

T – whole class

========================================================================

Week: 6 Date of teaching: Monday, October 14th, 2013.Period: 11th

UNIT 4WHAT’ S YOUR NAME?


- By the end of this lesson, students will be able to introduce someone, using This is + name.

- Develop listening, reading and writing skill.II. Teaching methods :

- Communicative method.- Techniques: + Work in pairs and individually

+ Ask and answer. + Work in groups, discuss.III. Teaching aids :

Teacher’s aids: pictures, word cards, extra board, tape, cassette. Student’s aids: book, notebook, workbook.

IV. Language focus : Phonics: this Tom Vocabulary: what, my, your, this, friend Sentence Patterns:

What’s your name?My name’s Linda.

This is Linda.V. Procedures :


5’I. Warm up :

- Greet Ss and have them reply. Walk around the class to ask the names of some Ss.

- Ss sing the song on page 23 of their books. II. New lesson:

T-WC

========================================================================

10’

10’

1. Listen and repeat - Have Ss open the book page 26, draw their attention to the

letters colored differently in the words this and Tom- Set the scene: “We are going to learn how to produce the

sound of letters th in the word this and that of the letter T in the word Tom”

- Produce the sound of the letter th and t a few times - Ask Ss to say what they think about when they hear the

sounds.- Have Ss repeat the focused sounds a few times.- Show the poster of the chant.- Play the recording all the way through for Ss to listen

while they are reading the chant. T claps the rhythms.- Play the chant again. Have Ss repeat each line and point to

each line of the chant.- Call on a group of six: three of them to repeat each line of

the chant, other three clap the focus sounds.- Have Ss practice the chant in groups and clap the

syllables.- Monitor the activity and offer help when necessary/

correct typical pronunciation errors.- Call on a group to recite the chant. The others clap the

syllables- Make a few questions to check Ss’ comprehension of

language- Have the whole class recite the chant to reinforce their

pronunciation.2. Listen and tick.

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 26 and identify the characters in these pictures

- Set the scene: “you are going to listen to the recording and match the information they hear to the correct picture and tick the box in the correct picture..



- Choose one or two Ss to share their answers with their classmates.

T – whole class

Whole class

Group work

T – whole class

Individually

========================================================================

10’

3’

2’



1. Girl: Hi, Nam. This is Peter.Boy: Peter? How do you spell that?Girl: Peter. P – E – T – E – R.

2. Boy: Hi, Linda. This is Mai.Girl: Mai? How do you spell that?Boy: Mai. M – A – I.

Answers: 1 – b: 2 – a.1. Read and match.

- Ask Ss to identify the characters in the pictures on page 27 - Set the scene: “you are going to read the text and use the

information to match each of them with the right picture..”- Identify the characters in the pictures and detail in each

picture to find out the differences between these two pictures.

- Ask Ss to read the text individually and do the task.- Monitor the activity and offer help when necessary- Have Ss trade the answers in pairs for correction- Call on one student to report their answer. Others listen

and comment.- Make a few questions to check Ss’ comprehension of the

sentences.- Have the whole class chorally read each line of the

dialogues to reinforce their pronunciationAnswers: 1 – b; 2 – a

III. Summary and Home- link : - Ss have learnt to introduce someone, using This is +

name.- Produce the sounds of the letters th in this and that of t in

Tom - Ss recite the rhyme What is your name? on page 25 at

home- Recite the chant on page 7.

Pair- work

T – whole class

Individually

Pair – work

T – whole class

T – whole class

Week: 6 Date of teaching: Tuesday, October 15th, 2013

========================================================================

Period: 12th UNIT 4

WHAT’ S YOUR NAME?Lesson 3

I. Objectives :- By the end of this lesson, Students will be able to spell someone’s name (review)- Develop speaking and listening skill.

II. Teaching methods :- Communicative method.- Techniques: + Work in pairs


III. Teaching aids :- Teacher’s aids: Tape cassette, pictures, poster, flashcards.- Students’ aids: book, notebook, workbook.

IV. Languages focus : Vocabulary: what, my, your, this, friend Sentence patterns: How do you spell your name?

L – I – N – D – A V. Procedures :Time Steps/Activities Work

arrangement5’

10’

I. Warm up : - Ss recite the rhyme What is your name? on page 25.

II. New lesson .1. Listen and repeat.

- Have Ss to look at the book at page 28 and identify the characters.

- Set the scene: “we are going to recall how to spell someone’s name and say the alphabet letters”

- Teach Ss to spell some specific names and sing the Alphabet Song.

- Play the recording all the way through for Ss to listen as they read the dialogue.

- Play the recording again for Ss to repeat the lines in the speech bubbles two times.

T – whole class

T – whole class

Whole class

========================================================================

10’

10’

- Divide the class into two groups. One repeat Mai’s part and the other repeat Nam’ part.

- Play the recording again for the whole class to repeat each line in the text a few times. Ensure their correct pronunciation (sentence stress, the assimilation of sound and intonation).

2. Look and say. - Have Ss look at the pictures a, b, c and d on page 28- Elicit the characters in the pictures and spell the name in

each picture. Recall sentence patterns “How do you spell your name?”

- T models the dialogue Assign a pair to pretend to be Mary. Point to P.a and ask How do you spell your name?Have Ss repeat the answer M – A – R – Y Tell them to repeat the question and the answer.Repeat the step with the other names.

- Have Ss to practice in pairs asking and answering- Monitor the activity, check the pronunciation (sound,




3. Write. - Get Ss to identify the characters in the pictures on page 29.- Set the scene: “We are going to choose the right word from

the frame to complete the missing words.”- Ss read silently and complete the sentences.- Ss trade their answers within pairs or groups for correction- Ask Ss to read the answers aloud to the class. The others


a. This b. What c. spell- Make some questions to check Ss’ comprehension of the

Groupsindividually

T – whole class

Pair – work

T – whole class

Individually Pair - work/ Group work

========================================================================

3’

2’

reading text.- Have the whole class read each line of the dialogues

chorally to reinforce their pronunciation.III. Summary and Homelink

- Ss have learnt how to spell someone’s name, using How do you spell your name? and say the alphabet letters.

- Practice singing the rhyme What is your name?

Whole class

T – whole class

Week: 7 Date of teaching: Monday, October 21st, 2013Period: 13th

UNIT 5OUR FRIENDS


- By the end of this lesson, students will be able to identify someone.- Develop speaking skill.


+ Ask and answer (say individually)+ Work in pairs/ groups.

III. Teaching aids :- Teacher’s aids: student’s and teacher’s book, flashcards, pictures, tape, cassette,


IV. Languages focus : Vocabulary: yes, no, he, she, new, that Sentence Patterns:

- Who’s that?It’s + name.

V. Procedures : Time Steps/Activities Work

arrangement

5’I. Warm up :

- Help Ss listen and sing the song What is your name? on page 25.

T – WC

========================================================================

10’

10’

10

II. New lesson .1. Look, listen and repeat.

- Ask Ss to identify the characters in the picture on page 24 and what they are saying.

- Set the scene “you are going to hear Mai and Phong talk about Tony. (Use 2 character puppets to present the situation)

- Explain the new language and the use of this and that.- Play the recording all the way through for Ss to listen as

they read the lines. Mime the dialogue- Play the recording for Ss to listen and repeat each line of

the text - Allocate the parts of Mai and Phong. Have one group

repeat Mai’s part and the other Phong’s part.- Have whole class repeat each line of the dialogue in

chorus to reinforce their pronunciation.Note: yeah = yes.

2. Look and say - Have Ss look at the pictures a, b, c and d on page 30.- Ask them to identify the characters in the pictures.- Point to P.a and ask Ss Who’s that?- Fill the bubble on the left edge of the page with the

phrase prompted by Ss and have Ss repeat the question and answer a few times before going on with other pictures

- Have Ss repeat all the questions and answers a few times.

- Ask Ss to practise asking and answering, using the pictures in their books

- Monitor the activity and offer help. Correct pronunciation error(s) (street, assimilation of sounds and intonation) when necessary.

- Call on some pairs to demonstrate at the front of the class. Others observe and comment.


- Have the whole class repeat all the questions to reinforce their pronunciation.


characters in the pictures.

T – WC


Half – half class

T – whole class

Pair- work

T – whole class

T – whole class

========================================================================

3’

2’

- Point to a specific character in Picture a and ask Who’s that?

- Fill in the speech bubble with the answer prompted by SsA: Who’s that?B: It’s Nam.

- Have Ss to repeat the lines in the bubbles a few times before letting them practice/ role play freely.

- Have Ss to work in pairs to practice.- Monitor the activity and offer help when necessary/

correct typical pronunciation errors.- Call on some volunteers to perform the task at the front

of the class. The rest of the class observe and comment.- Ask Ss a few questions to check Ss’ comprehension of

the language.- Have the whole class repeat all the questions and

answers to reinforce their pronunciation.III. Summary and Home- link:

- Ss have learnt to identify somebody, using questions who to ask about names.

- Encourage Ss to listen and try to recite the chant on P. 31 at home.

Pair – work

T – whole class

T – whole class

Week: 7 Date of teaching: Tuesday, October 22nd, 2013Period: 14th

UNIT 5OUR FRIENDS


- By the end of this lesson, students will be able to greet and respond to greet(review)- Develop listening, reading and writing skill.



VIII. Teacher’s aids: pictures, word cards, extra board, tape, cassette.IX. Student’s aids: book, notebook, workbook.

========================================================================

IV. Language focus : Phonics: Tony yeah Vocabulary: yes, no, he, she, new, that Sentence Patterns:

Is that Tony? – Yes, he is./ No, he isn’t. Is he/ she + name? – Yes, he/ she is.

- No, he/ she isn’t.V. Procedures :


5’

10’

I. Warm up :

- Greet Ss and have them reply. Walk around the class to ask the names of some Ss.

- Ss sing the song for fun.

II. New lesson:

1. Listen and repeat

- Have Ss open the book page 32, draw their attention to the letters colored differently in the words Tony and yeah

- Set the scene: “We are going to learn how to produce the sound of letters t in the word Tony and that of the letter y in the word yeah”

- Produce the sound of the letter t and y a few times - Ask Ss to say what they think about when they hear the

sounds.- Play the recording for Ss to listen as they read the chant on

the poster of the chant. Clap the rhythm.Tony yeahIs this Tony?Yeah? Yeah?Hi, Tony.Is that Tom?No, no.

- Call on a group of six: three of them to repeat each line of the chant, other three clap the rhythm

- Have Ss practice reciting and clapping the chant in groups.- Monitor the activity and offer help when necessary/

correct typical pronunciation errors.

T-WC

T – whole class

Whole class

Group work

========================================================================

10’

10’

- Call on a group to recite the chant. The others clap the rhythm



2. Listen and tick.

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 32 and identify the characters in these pictures

- Set the scene: “you are going to listen to the recording and match the information they hear to the correct picture and tick the box in the correct picture..






1. A: Hi, Mai. Who’s this?B: it’s Nga.A: Is Nga your friend?Yes, she is.

2. A: Hi, Phong. Who’s this?B: It’s Nam.A: Is Nam your friend?B:Yes, he is.

Answers: 1 – b: 2 – a.

3. Read and match.

- Ask Ss to identify the characters in the pictures on page 33 - Set the scene: “you are going to read the dialogues and

use the information to match each of them with the right picture.”

- Review the language learnt in the previous section- Ask Ss to read the dialogues individually and do the task.- Monitor the activity and offer help when necessary

T – whole class

Individually

Pair- work

T – whole class

Individually

========================================================================

3’

2’

- Have Ss trade the answers in pairs for correction- Call on one student to report their answer. Others listen

and comment.- Have the whole class chorally read each line of the

dialogues to reinforce their pronunciationAnswers: 1 – b; 2 – a

III. Summary and Home- link :

- Ss have learnt to ask and answer about someone using Is this/ that…?

- Produce the sound of the letter t in Tony and that of letter y in yeah

- Ss practice singing the song on P. 33 at home.

Pair – work

T – whole class

T – whole class

Week: 8 Date of teaching: Monday, October 28th, 2013 Period: 15th

UNIT 5OUR FRIENDS


- By the end of this lesson, Students will be able to ask and answer about someone’s name (review)




III. Teaching aids :- Teacher’s aids: audio CD, pictures, poster, flashcards.- Students’ aids: book, notebook, workbook.

VI. Language focus : Vocabulary: yes, no, he, she, new, that Sentence Patterns:

Is that Tony? – Yes, he is./ No, he isn’t. Is he/ she + name? – Yes, he/ she is.

========================================================================

- No, he/ she isn’t.

IV. Procedures :


5’

10’

10’

I. Warm up : - Let’s Ss sing the song on page 33 for fun.


- Have Ss to look at the book at page 34 and identify the characters.

- Set the scene: “we are going to hear Tony and Tom ask and answer about Linda, using Is he/ she + name?”

- Explain the situation- Play the recording all the way through for Ss to listen as

they read the dialogue.- Play the recording again for Ss to repeat each line of the

dialogue - Divide the class into two groups. One repeat Tony’s part

and the other repeat Tom’ part.- Play the recording again for the whole class to repeat

each line in the text a few times. Ensure their correct pronunciation (sentence stress, the assimilation of sound and intonation).

2. Look and say. - Have Ss look at the speech bubbles on page 34. Ask Ss

guess and say the lines in the bubbles.- Set the scene: “we are going to practice asking and

answering , using these sentence patterns- Have Ss repeat each line in the bubbles a few times.

Have Ss to identify the characters in Pictures a, b, c, and d

- T models the dialogue Point to P.a and explain the situation. Ask Ss what Mai should say to ask about the girl in front of her

T – whole class

T – whole class

Whole class

Groupsindividually

T – whole class

========================================================================

10’

3’

2’

and what Nam should answer.Fill the bubbles with the phrases prompted by the pupils.Repeat the step with the other pictures then have Ss repeat all the phrases a few times.





3. Write. - Get Ss to identify the characters in the pictures on page

35.- Set the scene: “We are going to going to read and get

the information to complete the missing word(s) in the dialogue.”

- Ss read silently and complete the sentences.- Ss trade their answers within pairs or groups for



a. heb. Isc. I

- Have the whole class read each line of the dialogue chorally to reinforce their pronunciation.

III. Summary and Home - link - Ss have learnt how to ask and answer about someone’s

name, using Is he/ she + name?- Encourage Ss to tell their parents the names of their

friends.

Pair – work

T – whole class

Individually Pair – work/ Group work

Whole class

T – whole class

========================================================================

Week: 8 Date of teaching: Tuesday, October 29th, 2013Period: 16th

REVIEW 1I. Aim: Ss will be able to perform their abilities in listening, speaking, reading and writing

related to the topics from Unit 1 to Unit 5, using the phonics, vocabulary and sentence patterns they have learnt.



III. Teaching aids :- Teacher’s aids: three pieces of white paper with the phonics, the vocabulary and the

sentence patterns written on them; audio and flashcards.- Students’ aids: book, notebook, workbook.

IV. Language focus :

Me and My friendUnit 1: HelloCompetences Greeting and self –

introducing Greeting and self –

introducing Saying goodbye.

Sentence patterns Hello. I’m Mai. Hi, Mai. Bye (Goodbye)

Vocabularyhi, hello, goodbye/ bye

Phonics hellohi

Unit 2: My Name Is……Competences Making and responding to

introductions Greeting and saying

goodbye (review) Spelling simple names

Sentence patterns Hello. I’m Mai. Hi, Mai. I’m Mai. How do you spell

your name? L – I – N – D – A.

VocabularyHow, spell, name, alphabet

Phonics LindaNam

Unit 3: How Are You?Competences Saying goodbye (review) Greeting Greeting (review)

Sentence patterns How are you?- I’m fine, thank you.

And you?

Vocabularyhow, thank, thanks, fine, and

Phonicshellothanks

========================================================================

- I’m fine, thanks.Unit 4: What’s Your Name?Competences Asking and answering

about someone’s name Introducing others Spelling someone’s name

(review)

Sentence patterns What’s your

name?- My name’s Linda. This is Linda. How do you spell

your name?- L – I – N – D – A

Vocabularywhat, is, your, this, friend

Phonics thisTom

Unit 5: Our Friends.Competences Identifying someone. Greeting and responding to

greeting (review) Asking and answering

about someone’s name (review)

Sentence patterns Who is that?- It’s … Is that Tony?- Yes, he is./ No, he

isn’t. Is he/ she …?- Yes, he/ she is./ No,

he/ she isn’t.

VocabularyYes, no, he, she, new, that

PhonicsTony Yeah

V. Procedures :

Time Steps/ Activities Work arrangement

5’

10’

10’

1. Warm up :Let Ss sing the song that they like.

2. Review : Phonics :

Put the piece of paper with the phonics written on the board and play the recording (two times).

Ss listen and repeat the words in chorus. Draw Ss’ attention to the sounds that are difficult to

pronounce such as this, thanks, yeah. Have Ss to practice reading the words aloud in pairs. Have some pairs demonstrate. Correct their pronunciation

when necessary. Call on some pairs to demonstrate at the front of the

class. Have the rest of the class observe and give comment Vocabulary :

T- whole class

Individually

Pair- work

Pair- work

========================================================================

10’

Put the vocabulary sheet of paper on the board. Ask Ss recall the meaning of the words by reading aloud

or playing a game (Name cards/ Stand up when you hear/ Physical Line- up) using flashcards.

Have Ss say the words aloud again. Encourage them to group words into categories (words to indicate greeting, names, friends, such a hell, hi; bye, goodbye; this, that

Get Ss male sentences with some of the words they have learnt. Structures :

Put the sheet of paper which contains the sentences patterns on the board.

Ss repeat the patterns aloud as they follow the text on the board.

Ask Ss to make short dialogues with the sentence patterns Have some pairs act out their dialogues at the front of the

class. The others listen and comment.3. Home link :

Encourage Ss to practice more at home and well- prepare for the test.

Individually

Pair- work

========================================================================

Week: 9 Date of teaching: Thursday, November 8th, 2012.Period: 17th

THE FIRST TESTI. Aim: Ss do Review in class.II. Duration: 1 periodIII. Procedure: (parts I – V) Have Ss turn to page 36 in the Student book. Ss work individually to complete Parts I – V. then have them trade their work for

correction. Call on some volunteers to read their answers. Elicit comments from the rest of the class. Correct Ss’ work on Parts I – V.

IV. Answers:

I. Complete each word. Say it aloud1. hi 2. goodbye 3. friend 4. spell 5. name6. thanks 7. th at 8. th is 9. h ow 10. helloII. Write the missing letters1. Hello 2. name 3. friend 4. goodbye III. Listen and tickPlay the recording twice.1. Girl: Hi, I’m Mai.

Boy: Hello, Mai. I’m Nam.Girl: Hi, Nam.

4. Girl: That’s my friendBoy: What’s his name?Girl: Tony.

2. Boy: What’s your name?Girl: My name’s Mary.Boy: Your name’s Mary?Girl: Yes. My name’s Mary

Boy: How do you spell your name?Girl: T – O – N – Y.

3. Girl 1: This is my friend. She’s Linda.Boy: Hi, Linda. How do you spell your name?Girl 2: L – I – N – D – A.

5. Girl: Is the boy new? Boy: No, he isn’t.Girl: What’s his name?Boy: Tony.

========================================================================

Boy: L – I – N – D – A? Girl: How do you spell that?Boy: T – O – N – Y.

1 - a 2 - b 3 - a 4 - b 5 - bIV. Read and tick.1 - a 2 - a 3 - a 4 - b 5 - aV. Look, read and number.1 - 4 2 - 2 3 - 1 4 - 3VI. Look and talk

Ask Ss to look at each picture to speak as required. Have Ss work in pairs or ion groups. Remind Ss to use the sentence patterns

provided in Unit 1 – 5. Call on some volunteers to speak aloud. Elicit comments from the rest of the

class. Correct Ss’ answers when necessary.

1. B: Hello. I’m Nam.

2. B: Hello. I’m Linda.

3. B: Hi, Phong. I’m LindaC: Hi, Linda.

4. B: Goodbye, Tom.C: Bye, Tony.

Week: 9 Date of teaching: Friday, November 9th, 2012Period: 18th

UNIT 6MY SCHOOL


- By the end of this lesson, students will be able to introduce their school.- Develop speaking skill.





IV. Languages focus : Vocabulary: primary school, it Sentence Patterns:

It’s Thang Long Primary School.

========================================================================

V. Procedures :


5’

10’

10’

I. Warm up : - Help Ss listen and sing the rhyme My friends

on page 25.II. New lesson .


42 and what they are saying.- Set the scene “you are going to listen to Mai talk to Tony

about her school. (Use 2 character puppets to present the situation)

- Explain the new language and the use of primary school.- Play the recording all the way through for Ss to listen as


the dialogue. Correct pronunciation error(s) when necessary.

- Ask some questions to check Ss’ comprehension of the language

- Have whole class repeat all the lines of the dialogue in chorus to reinforce their pronunciation.

Note: yeah = yes.2. Look and say

- Have Ss look at the pictures a, b, c and d on page 42.- Ask them to identify the names of these schools in the

pictures.- Use a poster toteach how to say the names of the schools

(use the back – up building technique to teach the phrases)

- Ask Ss to repeat each name a few times- Have Ss to point to each picture and say the name again.- Model: Ss pretend the school in the picture to be theirs.

Point to P.a and have them repeat.It’s Kim Dong Primary School.Repeat steps with other pictures

- Ask Ss to practice saying, using P.a, b, c and d in their books.

- Monitor the activity and offer help. Correct

T – WC

T – WC


Half – half class

T – whole class

Pair- work

========================================================================

10’

3’

2’


IV. Call on some pairs to demonstrate at the front of the class. Others observe and comment.3. Talk

X. Have Ss look at the pictures on page 43 and identify the names of the schools in the pictures.

XI. Point to P.a. Ask Ss what they should say to fill the speech bubble.

XII. Fill in the speech bubble with the answer prompted by Ss

It’s Kim Dong Primary School.………….

V. Have Ss to repeat the lines in the bubbles a few times before letting them practice/ role play freely.

VI. Have Ss to work in pairs to practice.VII. Monitor the activity and offer help when necessary/

correct typical pronunciation errors.XIII. Ask Ss a few questions to check Ss’

comprehension of the language.XIV. Call on some volunteers to perform the task at the

front of the class. The rest of the class observe and comment

III. Summary - Ss have learnt to say the school names, using It’s Thang

Long Primary School.IV. Home- link:

- Encourage Ss to practice drawing their school at home and say its name.

T – whole class

T – whole class

Pair – work

T – whole class

T – whole class

Week: 10 Date of teaching: Thursday, November 15th, 2012.Period: 19th

UNIT 6MY SCHOOL


- By the end of this lesson, students will be able to ask and answer about schools.- Develop listening, reading and writing skill.

II. Teaching methods :- Communicative method.

========================================================================

- Techniques: + Work in pairs and individually + Ask and answer. + Work in groups, discuss.III. Teaching aids :

XV. Teacher’s aids: pictures, word cards, extra board, tape, cassette.XVI. Student’s aids: book, notebook, workbook.

IV. Language focus : Phonics: which school Vocabulary: primary school, it, which, one Sentence Patterns:

Which is your school? – This one/ That one.V. Procedures :


5’

10’

I. Warm up : - Greet Ss and have them reply. - Ss show their drawings that they did at home to their

classmates and talk about the school in the drawing, using the language learnt in Lesson 1.

II. New lesson :


letters colored differently in the words which and school- Set the scene: “We are going to learn how to produce the

sound of letters ch in the word which and that of the letter oo in the word school”

- Produce the sound of the letter ch and oo a few times - Ask Ss to say what they think about when they hear the


the poster of the chant. Clap the rhythm.which schoolWhich is your school?This one.Which is your school?That one.

- Call on a group of six: three of them to repeat each line of the chant, other three clap the rhythm

- Have Ss practice reciting and clapping the chant in groups.

T – whole class

T – whole class

Whole class

========================================================================

10’

10’


- Call on a group to recite the chant. The others clap the rhythm



2. Listen and tick. - Have Ss look at Pictures 1a, b; 2a, b and d on Page 44 and

identify the names of these schools and say the names in English.

- Set the scene: “you are going to listen to the recording and match the information they hear to the correct pictures and tick the box in the correct pictures.






1. A: This is my schoolB: Which one?A: That one. Thang Long Primary School.B: Thang Long?A: Yes. Thang Long Primary.

2. A: This is my schoolB: Which one?A: This one. Hoa Sen Primary School.B: Hoa Sen?A: Yes. Hoa Sen Primary..

Answers: 1 – b: 2 – a.3. Read and tick

- Ask Ss to read the dialogue and look at Picture a and b in the pictures on page 45

- Set the scene: “you are going to read the dialogue and use

Group work

T – whole class

Individually

Pair- work

T – whole class

========================================================================

3’

2’

the information to tick on the correct picture.”- Ask a few questions to check Ss’ comprehension of the

language.- Ask Ss to read the dialogues individually and do the task.- Monitor the activity and offer help when necessary- Have Ss trade the answers in pairs for correction- Call on one student to report their answer. Others listen


dialogues to reinforce their pronunciationAnswers: Picture b

III. Summary. - Ss have learnt to ask and answer about schools, using

Which is your school? – This/ That one.- Produce the sound of the letter ch in which and that of

letter oo in schoolIV. Home- link :

- Recite the rhyme This is the way we way to go to school on page 45 at home.

Individually

Pair – work

T – whole class

T – whole class

Week: 10 Date of teaching: Friday, November 16th , 2012Period: 20th

UNIT 6MY SCHOOL


- By the end of this lesson, Students will be able to ask and answer about the name of a school.





VI. Language focus : Vocabulary: primary school, it, which, one Sentence Patterns:

========================================================================

What school is it? – Park Primary School.IV. Procedures :


5’

10’

10’

I. Warm up : - Let’s Ss sing the song on page 45 for fun.


- Have Ss to look at the book at page 46 and identify the names of the school in the picture.

- Set the scene: “we are going to listen to ask and answer about the name of a school.”

- Explain the question with that. Compare and contrast the meaning of which school and what school.

- Play the recording all the way through for Ss to listen as they read the poster.

- Play the recording again for Ss to repeat each line in the speech bubbles a few times

- Ask a few questions to ensure Ss’ comprehension of the language

2. Look and say. - Have Ss look at Picture a, b, c and d on page 46 and

identify the name of the school in each picture.- Have Ss point to each picture and repeat the name again.- T models:

Point to P. a and ask What school is it? Ask Ss what they should say to answer the question.Fill the bubbles with the correct answer prompted by the pupils.Ask Ss to repeat the question and answers.Repeat the step with the other pictures then have Ss repeat all the phrases a few times.



VIII. Call on some pairs to perform the task at the front of the class. Others observe and comment.

IX. Have the whole class repeat the question and answer in chorus to reinforce their pronunciation.

T – whole class

T – whole class

Whole class

Groupsindividually

T – whole class

Pair – work

========================================================================

10’

3’

2’

3. Write. - Get Ss to identify the name of the school in the picture

on page 47.- Set the scene: “We are going to going to read and get

the information to complete the missing word(s) in the dialogue.”

- Ss read silently and complete the sentences.- Ss trade their answers within pairs or groups for



a. Whichb. onec. school


III. Summary - Ss have learnt how to ask and answer about someone’s

name, using Is he/ she + name?IV. Home - link

- Encourage Ss to tell their parents the names of their friends.

T – whole class

Individually Pair – work/

Group work

Whole class

T – whole class

Week: 11 Date of teaching: Thursday, November 22nd, 2012Period: 21st

UNIT 7PLACES IN MY SCHOOL


- By the end of this lesson, students will be able to name some specific school rooms.- Develop speaking skill.




puppets.

========================================================================

- Students’ aids: books, notebooks, workbooks.IV. Languages focus :

Vocabulary: classroom, library, computer, music room. Sentence Patterns:

- Is this a classroom? Yes, it is.V. Procedures :


5’

10’

10’

I. Warm up : - Greet Ss and have them reply. - Have Ss sing the song This is the way we go to school.



- Set the scene “You are going to hear Tom and Mai talk about Tom’s classroom.”


- Play the recording for Ss to listen and repeat each line of the dialogue. Correct pronunciation error(s) when necessary.



2. Look and say - Have Ss look at the pictures a, b, c and d on page 48.- Ask them to identify the rooms in the pictures.- Use the flashcards to show the meanings of library,

classroom, computer room and music room- Ask Ss to repeat the words a few times- Model: recall the different meaning of this and that and

the assigned pointing hands for these two words. Point to Pa and ask Is this the library? Then answer

Yes, it is. Have Ss repeat both the question and answer.

Point to Pb and ask Is this the library? Answer No, it isn’t. Have Ss repeat both the question and answer.

Repeat the step with some other pictures.

T – WC

T – WC


Half – half class

T – whole class

========================================================================

10’

3’

2’

- Ask Ss to practice asking and answering in pairs- Monitor the activity and offer help. Correct


X. Call on some pairs to demonstrate at the front of the class. Others observe and comment.3. Talk

XVII. Have Ss look at the pictures on page 49 and identify the rooms in the pictures.

XVIII. Set the scene: “you are going to practice asking and answering about these rooms”

XIX. Point to P.a. Ask Ss what they should ask and answer about the picture.

XX. Fill in the speech bubbles with the correct phrases prompted by Ss

Is this a computer room?- Yes, it is.Is this a library? – No, it isn’t.

XI. Have Ss to repeat the lines in the bubbles a few times before letting them practice/ role play freely.

XII. Have Ss to work in pairs to practice.XIII. Monitor the activity and offer help when

necessary/ correct typical pronunciation errors.XXI. Ask Ss a few questions to check Ss’

comprehension of the language.XXII. Call on some volunteers to perform the task at the


III. Summary - Ss have learnt to ask and answer about some places in

the school using Is this/ that ….? – Yes, it is/ No, it isn’t.IV. Home- link:

- Encourage Ss to practice the chant on Page 49.

Pair- work

T – whole class

T – whole class

Pair – work

T – whole class

T – whole class

Week: 11 Date of teaching: Friday, November 23rd, 2012Period: 22nd



========================================================================

- By the end of this lesson, students will be able to describe school room.- Develop listening, reading and writing skill.



XXIII. Teacher’s aids: pictures, word cards, extra board, tape, cassette.XXIV. Student’s aids: book, notebook, workbook.

IV. Language focus : Phonics: small big Vocabulary: book, big, small Sentence Patterns:

The book is big.V. Procedures :


5’

10’


II. New lesson :1. Listen and repeat

- Have Ss open the book page 50, draw their attention to the letters colored differently in the words small and big

- Set the scene: “We are going to learn how to produce the sound of letters sm in the word small and that of the letter b in the word big”

- Produce the sound of the letter sm and b a few times - Ask Ss to say what they think about when they hear the


the poster of the chant. Clap the syllables.Small bigLook. Look.A big book.Look. Look.A small book.Big, small.Big, small.

T – whole class

T – whole class

Whole class

========================================================================

10’

10’

Big and small together.- Play the recording again for the front of the class, have

three of them repeat each line of the chant, and other three clap the syllables.

- Repeat the step but this time have Ss swap their parts.- Have Ss practice reciting and clapping the chant in groups.- Ask Ss to practice in group of 6- Monitor the activity and offer help when necessary/


rhythm- Make a few questions to check Ss’ comprehension of



- Have Ss look at Pictures a, b, c and d on Page 50 and identify the objects in the pictures.

- Set the scene: “you are going to listen to the recording and number the pictures according to the sequence of the information they hear.






1. A: Is this your computer?B: Yes, it is.A: Your computer is small?.B: Yes, it’ s a small computer.

2. A: Is this your pen?B: Yes, it is.A: Your pen is big?B: Yes, it’ s a big pen.

3. A: Is this your pen?

Group work

T – whole class

Individually

Pair- work

========================================================================

3’

2’

B: Yes, it is.A: Your pen is small?B: Yes, it is a small pen.

4. A: Is this your computer?B: Yes, it is.A: Your computer is big?.B: Yes, it’ s a big computer..

Answers: 1 – b 2 – d 3 – c 4 – a.3. Read and match

- Ask Ss to read the sentences and look at Picture a, b, c and d on page 51

- Set the scene: “you are going to read and match the information to the appropriate picture.”

- Ask a few questions to check Ss’ comprehension of the language.

- Ask Ss to read the dialogues individually and do the task.- Monitor the activity and offer help when necessary- Have Ss trade the answers in pairs for correction- Call on one student to report their answer. Others listen


dialogues to reinforce their pronunciationAnswers: 1 – c 2 – a 3 – d 4 – b

III. Summary. - Ss have learnt how to describe school rooms, using the

book is small, the bag is big; and the words book, pen, big, small. Produce the sound of the letter sm in small and that of letter b in big

IV. Home- link : - Ss practice singing the rhyme on Page 51..

T – whole class

Individually

Pair – work

T – whole class

T – whole class

Week: 12 Date of teaching: Thursday, November 29th, 2012 Period: 23rd


Lesson 3

I. Objectives :- By the end of this lesson, Students will be able to ask and answer about school

rooms.

========================================================================





VI. Language focus : Vocabulary: new, short, long Sentence Patterns:

Is this new? – Yes, it is./ No, it isn’t.IV. Procedures :


5’

10’

10’

I. Warm up : - Let’s Ss sing the song Small and Big on page 51 for fun.


- Have Ss to look at the book at page. Elicit a discussion about the picture and the dialogue.

- Explain the unfamiliar vocabulary new, big.- Play the recording all the way through for Ss to listen as

they read the dialogue.- Play the recording again for Ss to repeat each line of the

dialogue a few times.- Divide the class into two. Have one group repeat Mai’

part and the other Peter’s. Repeat the step a second round but have the groups swap their parts.

- Ask a few questions to ensure Ss’ comprehension of the language

2. Look and say. - Have Ss look at Picture a, b, c and d on page 52 and

identify the rooms and the things in each picture.- T models:

Point to Pa. and ask Is it big? Then answer Yes, it is. Have Ss repeat both the question and answer.

T – whole class

T – whole class

Whole class

Groupsindividually

T – whole class

========================================================================

10’

3’

2’

Point to Pb. and ask Is it big? Answer No, it isn’t. Have Ss repeat both the question and answer.Repeat the step with picture c, d.



XIV. Call on some pairs to perform the task at the front of the class. Others observe and comment.

XV. Have the whole class repeat the question and answer in chorus to reinforce their pronunciation.

XVI. Anticipated sound problem: short.3. Write.

- Get Ss to identify the rooms and their sizes in the pictures on page 53.

- Set the scene: “We are going to going to read and get the information to complete the missing word(s) in the sentences.”

- Ss read silently and complete the sentences.- Ss trade their answers within pairs for correction- Ask Ss to read the answers aloud to the class. The others


a. school; bigb. music room; small


III. Summary - Ss have learnt how to ask and answer about school

facilities, using new, old, big, small, long, short.IV. Home - link

- Encourage Ss to write two sentences to describe their school library and computer room.

Pair – work

T – whole class


Whole class

T – whole class

Week: 12 Date of teaching: Friday, November 30th, 2012Period: 24th

UNIT 8SCHOOL THINGS

Lesson 1

========================================================================

I. Objectives :- By the end of this lesson, students will be able to name some specific school things.- Develop speaking skill.





IV. Languages focus : Vocabulary: rubber, ruler, pencil sharpener, pencil case, backpack, school bag. Sentence Patterns:

- What’s this? – It’s a book.V. Procedures :

Time Steps/Activities Work arrangement

5’

10’




- Set the scene “You are going to hear Linda teach the robot to say.”



- Draw Ss’ attention to the falling intonation of What’s this/ that?

- Divide the class into two. Have them to repeat the robot’s part and Linda’s part.

- Have Ss practice in pairs.

T – WC

T – WC

Whole class, group

Half – half class

Pair - work

========================================================================

10’

10’



2. Look and say - Have Ss look at the pictures a, b, c and d on page 54.- Ask them to identify the school things in the pictures.- Use the flashcards to show the meanings of backpack,

ruler, pencil sharpener, pencil, rubber, school bag.- Model: recall the different meaning of this and that and

the assigned pointing hands for these two words. Point to Pa and ask What’s this? Then fill in the

speech bubbles with the phrase promted by the Ss Have Ss repeat both the question and answer.

Point to Pd and ask What’s that? Then fill in the speech bubbles with the phrase promted by the Ss. Have Ss repeat both the question and answer.

Repeat the step with some other pictures.- Ask Ss to practice asking and answering in pairs- Monitor the activity and offer help. Correct pronunciation

error(s) (street, assimilation of sounds and intonation) when necessary.

XVII.Call on some pairs to demonstrate at the front of the class. Others observe and comment.3. Talk

XXV. Have Ss look at the pictures on page 55 and identify the things in the pictures.

XXVI. Point to P.a. Ask Ss what they should ask and answer about the picture.

XXVII. Fill in the speech bubbles with the correct phrases prompted by Ss

What’s this? – It’s a book.XVIII. Have Ss to repeat the lines in the bubbles a few

times before letting them practice/ role play freely. XIX. Have Ss to work in pairs to practice.XX. Monitor the activity and offer help when necessary/

correct typical pronunciation errors.XXVIII. Ask Ss a few questions to check Ss’

comprehension of the language.XXIX. Call on some volunteers to perform the task at the

front of the class. The rest of the class observe and

T – whole class

Pair- work

T – whole class

Pair – work

========================================================================

3’

2’

comment III. Summary

- Ss have learnt how to ask and answer about some specific school things using What’s this/ that? – It’s …….

IV. Home- link: - Encourage Ss to practice the chant on Page 49.

T – whole class

T – whole class

Week: 13 Date of teaching: Thursday, December 6th, 2012Period: 25th

UNIT 8SCHOOL THINGS


- By the end of this lesson, students will be able to describe school things.- Develop listening, reading and writing skill.



XXX. Teacher’s aids: pictures, word cards, extra board, tape, cassette.XXXI. Student’s aids: book, notebook, workbook.

IV. Language focus : Phonics: pens pencils Vocabulary: new – old; big – small; short – long Sentence Patterns:

It is big.V. Procedures :


5’I. Warm up :

- Greet Ss and have them reply. T – whole

========================================================================

10’

10’

- Have Ss sing the song This is the way we go to school.II. New lesson :


letters colored differently in the words pens and pencils- Set the scene: “We are going to learn how to produce the

sound of letters ns in the word pens and that of the letter ls in the word pencils”

- Produce the sound of the letter ns and ls a few times - Ask Ss to say what they think about when they hear the


the poster of the chant. Clap the syllables.pens pencilsPens and pencilsBooks and bagsRulers and rubbersThey’re school things.They’re all newFor my new school year!

- Play the recording again for the front of the class, have three of them repeat each line of the chant, and other three clap the syllables.






- Have Ss look at Pictures a, b, c and d on Page 56 and identify the objects in the pictures.

- Set the scene: “you are going to listen to the recording and match the information to the pictures and tick the box of the appropriate pictures.”

- 1st:Play the recording all the way through for Ss to listen

class

T – whole class

Whole class

Group work

T – whole class

========================================================================

10’

3’

2’

while they are looking the pictures in their books- 2nd: play the recording for Ss to listen and tick the correct

pictures.- Choose one or two Ss to share their answers with their

classmates. - 3rd: play the recording for Ss to check their answers.- Have Ss trade their answers in pairs for correction- Ask some questions to ensure Ss’ comprehension of the


1. A: What’s this?B: It’s a pen.A: It’s a pen?.B: Yes, it is.

2. A: What’s that?B: It’s a rubber.A: It’s a rubber?B: Yes, it is.

Answers: 1 – a 2 - b3. Read and match

- Ask Ss to read the sentences and look at Picture a, b, c, d, e and f on page 57

- Set the scene: “you are going to read and match the information to the appropriate picture.”




dialogues to reinforce their pronunciationAnswers: 1 – c 2 – e 3 – f 4 – a 5 – b 6 - d

III. Summary. - Ss have learnt how to describe school things, using the

sentence patterns: It is + adj such as long, short, big and small.

IV. Home- link : - Ss practice singing the song on page 57

Individually

Pair- work

T – whole class

Individually

Pair – work

T – whole class

T – whole class

========================================================================

Week: 13 Date of teaching: Friday, December 7th, 2012 Period: 26th

UNIT 8SCHOOL THINGS


- By the end of this lesson, Students will be able to ask and answer about specific school things.





VI. Language focus : Vocabulary: rubber, ruler, pencil sharpener, pencil case, backpack, school bag. Sentence Patterns:

What are these/ those? – They’re ruler.IV. Procedures :


5’

10’

I. Warm up : - Let’s Ss sing the song My School Things for fun.


- Have Ss to look at the book at page 58. Ask them to identify the characters and school things.

- Set the scene: “you are going to hear Linda teach the robot to say”

- Play the recording all the way through for Ss to listen as they read the dialogue. Mine the dialogue.

- Play the recording again for Ss to repeat each line of the dialogue a few times. Recalling the falling intonation of the Wh – questions.

- Divide the class into two. Have one group repeat Linda’ part and the other the robot’s. Repeat the step a second

T – whole class

T – whole class

Whole class

Groupsindividually

========================================================================

10’

10’

round but have the groups swap their parts. - Anticipated sound problems: these those- Ask a few questions to ensure Ss’ comprehension of the

language2. Look and say.

- Have Ss look at Picture a, b, c and d on page 58 and identify the things in each picture. Recall the the use of these and those.

- T models: Point to Pa and ask What are these? Then fill in the

speech bubbles with the phrase promted by the Ss Have Ss repeat both the question and answer.

Point to Pd and ask What are those? Then fill in the speech bubbles with the phrase promted by the Ss. Have Ss repeat both the question and answer.

Repeat the step with some other pictures.- Have Ss to practice in pairs asking and answering- Monitor the activity, check the pronunciation (sound,


XXI. Call on some pairs to perform the task at the front of the class. Others observe and comment.

XXII.Have the whole class repeat the question and answer in chorus to reinforce their pronunciation.3. Write.

- Get Ss to identify the school things in the pictures a, b, c and on page 59.

- Explain the task.“We are going to get the information from the pictures to complete the questions and answers provided.”

- Ss read silently and complete the sentences.- Ss trade their answers within pairs for correction- Ask Ss to read the answers aloud to the class. The others


a. this/ book.b. that/ rubberc. these/ pensd. those/ rulers


T – whole class

Pair – work

T – whole class


Whole class

T – whole class

========================================================================

3’

2’

III. Summary - Ss have learnt how to ask and answer about school

things, using What’s this/ that? And What are these/ those?

IV. Home - link- Encourage Ss to write two sentences to describe their

school things.

Week: 14 Date of teaching: Thursday, December 13th, 2012Period: 27th

UNIT 9IN MY CLASSROOM


- By the end of this lesson, students will be able to perform some specific classroom instructions.

- Develop speaking skill.II. Teaching methods :

- Communicative approach.- Techniques:




IV. Languages focus : Vocabulary: sit (down), stand (up), open, close, come (in), go (out) Sentence Patterns:

- Sit down, please.- Open/ Close your book.

V. Procedures :

========================================================================


5’

10’

10’

I. Warm up : - Greet Ss and have them reply. - Let’s Ss sing a song for fun.



- Set the scene “You are going to hear Miss Hien and the Ss in her class say.” Explain when to use Good morning.



- Divide the class into two. Have them to repeat the teacher’s part and the Ss’ part.

- Have Ss practice in pairs.- Ask some questions to check Ss’ comprehension of the

language- Have whole class repeat all the lines of the dialogue in

chorus to reinforce their pronunciation.2. Look and say

- Have Ss look at the pictures a, b, c and d on page 60.- Ask them to identify the character and things in the

pictures.- Use the flashcards to teach the phrase sit down, stand up,

open your book, close your book.- Model:

Point to Pa and ask Ss what they should say to tell someone to stand up. Then fill in the speech bubbles with the phrase promted by the Ss Have Ss repeat both the question and answer.

Repeat the step with some other pictures. Ask Ss perform a few instructions serveral times

- Ask Ss to practice asking and answering in pairs- Monitor the activity and offer help. Correct pronunciation

error(s) (stress, assimilation of sounds and intonation) when necessary.

T – WC

T – WC

Whole class, group

Half – half class

Pair - work

T – whole class

Pair- work

========================================================================

10’

3’

2’

XXIII. Call on some pairs to demonstrate at the front of the class. Others observe and comment.3. Talk

XXXII. Have Ss look at the pictures on page 61 and identify the things in the pictures.

XXXIII. Point to P.a. Ask Ss what they should say to get those in the picture to stand up

XXXIV. Fill in the speech bubbles with the correct phrases prompted by Ss

XXXV. Have Ss to give some instructions for the rest of the class to perform before letting them practice/ role play freely.

XXIV. Have Ss to work in pairs to practice.XXV. Monitor the activity and offer help when necessary/

correct typical pronunciation errors.XXXVI. Ask Ss a few questions to check Ss’

comprehension of the language.XXXVII. Call on some volunteers to perform the task at the


III. Summary - Ss have learnt how to give and respond to classroom

instructions such as sit down, stand up, open your book, close your book.


T – whole class

Pair – work

T – whole class

T – whole class

Week: 14 Date of teaching: Friday, December 14th, 2012Period: 28th



- By the end of this lesson, students will be able to ask for permission.- Develop listening, reading and writing skill.


+ Ask and answer.

========================================================================

+ Work in groups, discuss.III. Teaching aids :

XXXVIII. Teacher’s aids: pictures, word cards, extra board, tape, cassette.XXXIX. Student’s aids: book, notebook, workbook.

IV. Language focus : Phonics: can school Vocabulary: sit (down), stand (up), open, close, come (in), go (out) Sentence Patterns:

- May I come in? – Yes, you can./ No, you can’t.V. Procedures :


5’

10’

I. Warm up : - Greet Ss and have them reply. - Have Ss recite the chant on Page 61..

II. New lesson :

1. Listen and repeat

- Have Ss open the book page 62, draw their attention to the letters colored differently in the words can and school

- Set the scene: “We are going to learn how to produce the sound of letters c in the word can and that of the letter sc in the word school”

- Produce two sounds a few times - Ask Ss to say what they think about when they hear the


the poster of the chant. Clap the syllables.can schoolSchool, school, school!We go to the school.Books, books, books!May I open my books?Yes, you can!Books, books, books!May I close my books?No, you can’t!


T – whole class

T – whole class

Whole class

Group work

========================================================================

10’

10’





pronunciation.

2. Listen and tick. - Have Ss look at pictures on Page 62 and ask them to talk

about the pictures.- Set the scene: “you are going to listen to the recording

and match the information to the pictures and tick the box incorrect picture.”






1. Boy: Can I open my book, Miss?Lady: Open your book? Sorry. You can’t.

You can’t open your book now.2. Boy: Can I sit down, Sir.

Man: Sit down? Of course, you can.You can sit down now.

Answers: 1 – b 2 - a

3. Read and match - Ask Ss to read the sentences and look at Picture a, b, c, d

on page 63 and ask them to talk about the pictures - Set the scene: “you are going to read the sentences and

match the information to the appropriate pictures.”

T – whole class

Individually

Pair- work

T – whole class

========================================================================

3’

2’




dialogues to reinforce their pronunciationAnswers: 1 – d 2 – a 3 – c 4 – b

III. Summary. - Ss have learnt how to ask for permission.

IV. Home- link : -

Individually

Pair – work

T – whole class

Week: 15 Date of teaching: Thursday, December 20th, 2012 Period: 29th



- By the end of this lesson, Students will be able to give some specific permission.- Develop speaking and listening skill.




VI. Language focus : Vocabulary: Vocabulary: sit (down), stand (up), open, close, come (in), go (out) Sentence Patterns:

- Sit down, please.- Open/ Close your book.

========================================================================

- May I come in? – Yes, you can./ No, you can’t. Procedures :


5’

10’

10’

I. Warm up : - Let’s Ss sing the song My School Things for fun.


- Have Ss to look at the book at page 64. Ask them to identify the characters.

- Set the scene: “you are going to hear a pupil’s request for coming into the classroom and the teacher’s responses.”


- Play the recording again for Ss to repeat each line in the speech bubbles a few times.

- Ask a few questions to ensure Ss’ comprehension of the language.

- Have the whole class repeat all the lines to reinforce their pronunciation

2. Look and say. - Have Ss look at Picture a, b, c and d on page - T models:

Point to Pa and ask Ss what Mai should say to ask for permission to go out, and what the teacher would say to give or not to give permission. Then have them repeat the sentences a ew times.

Repeat the step with some other pictures.- Have Ss to practice in pairs asking and answering- Monitor the activity, check the pronunciation (sound,


XXVI. Call on some pairs to perform the task at the front of the class. Others observe and comment.

XXVII. Have the whole class repeat the question and answer in chorus to reinforce their pronunciation.3. Write.

- Get Ss talk about the pictures. - Explain the task:“We are going to read and get the

information to write the missing word(s) in Dialogue 1,

T – whole class

T – whole class

Whole class

Groupsindividually

T – whole class

Pair – work

T – whole class

========================================================================

10’

3’

2’

2, 3 and 4”.”- Ss read silently and complete the sentences.- Ss trade their answers within pairs for correction- Ask Ss to read the answers aloud to the class. The others


1. come; in2. go; out3. close4. open


III. Summary - Ss have learnt to perform some specific commands and

ask for and give permission.IV. Home - link

- Have Ss brainstorm and write all the phrases that they have learnt in this section.


Whole class

T – whole class

Week: 15 Date of teaching: Friday, December 21st, 2012Period: 30th

UNIT 10OUR BREAK TIME


- By the end of this lesson, students will be able to name some specific games and activities.

- Develop speaking skill.II. Teaching methods :

- Communicative approach.- Techniques:




IV. Languages focus : Vocabulary: break time, hide – and – seek, badninton, chess, football, puzzle,

volleyball. Sentence structures:

- What do you do at beak time?

========================================================================

I play hide – and – seek.V. Procedures :


5’

10’

10’

I. Warm up : - Greet Ss and have them reply. - Let’s Ss sing a song for fun.


- Ask Ss to identify the characters in the picture on page 66 - Set the scene “You are going to hear Mai’ s mother ask

Mai and her brother what they do at their break time.- Set up the situation and present the language in thew

dialogue and explain the situation.- Play the recording all the way through for Ss to listen as


the dialogue. Correct pronunciation error(s) when necessary.

- Divide the class into two. Have them to repeat each lines in the dialogue a few times.

- Have Ss practice in pairs.- Ask some questions to check Ss’ comprehension of the

language- Have whole class repeat all the lines of the dialogue in

chorus to reinforce their pronunciation.2. Look and say

- Set the scence: “You are going to practice asking and answering about activities at break time.

- Have Ss look at the pictures a, b, c and d on page 66 and give the meaning of the phrases in the pictures (use the flashcards)

- Have Ss repeat these phrases a few times- Model:

Point to Pa and ask Ss to pretend to be the children in the pictures and ask what they should say to answer the question What do you do at breaktime?Then fill in the speech bubbles with the phrase promted by the Ss Have Ss repeat both the question and answer.

Repeat the step with some other pictures.

T – WC

T – WC

Whole class, group

Half – half class

Pair - work

T – whole class

========================================================================

10’

3’

2’

Ask Ss perform a few instructions serveral times- Ask Ss to practice asking and answering in pairs- Monitor the activity and offer help. Correct pronunciation

error(s) (stress, assimilation of sounds and intonation) when necessary.

XXVIII. Call on some pairs to demonstrate at the front of the class. Others observe and comment.3. Talk

XL. Have Ss look at the pictures on page 67 and identify the activities in these pictures.

XLI. Point to P.a. Ask Ss what they should ask one of the children about his/ her activity at break time or what they should answer if they are asked the same question

XLII. Fill in the speech bubbles with the correct phrases prompted by Ss

XLIII. Have Ss to give some instructions for the rest of the class to perform before letting them practice/ role play freely.

XXIX. Have Ss to work in pairs to practice.XXX. Monitor the activity and offer help when necessary/

correct typical pronunciation errors.XLIV. Ask Ss a few questions to check Ss’

comprehension of the language.XLV. Call on some volunteers to perform the task at the


III. Summary - Ss have learnt how to name some activities at break time

by answering the question What do you do at break time? and memorized the phrases hide – and – seek/ chess/ badminton/ and chat with friends.


Pair- work

T – whole class

Pair – work

T – whole class

Week: 16 Date of teaching: Thursday, December 27th, 2012Period: 31st


Lesson 2

========================================================================

I. Objectives : - By the end of this lesson, students will be able to say the names of games/ activities

at break time (review).- Develop listening, reading and writing skill.



XLVI. Teacher’s aids: pictures, word cards, extra board, tape, cassette.XLVII. Student’s aids: book, notebook, workbook.

IV. Language focus : Phonics: break play Vocabulary: break time, hide – and – seek, badninton, chess, football, puzzle,


- What do you do at beak time?I play hide – and – seek.

V. Procedures :


5’

10’

I. Warm up : - Greet Ss and have them reply. - Have Ss recite the chant on Page 67

II. New lesson :1. Listen and repeat

- Have Ss open the book page 68, draw their attention to the letters colored differently in the words break and play

- Set the scene: “We are going to learn how to produce the sound of letters br in the word break and that of the letter pl in the word play”

- Produce two sounds a few times - Ask Ss to say what they think about when they hear the


the poster of the chant. Clap the syllables.break playBreak time! Break time! Break time! What do you do at break time?

T – whole class

T – whole class

Whole class

========================================================================

10’

I play chess. I play football.And you? Ok! Ok!I chat. Let’s play footballAnd you? At break time.







- Have Ss look at pictures on Page 68 and indentify the activities in the pictures.

- Set the scene: “you are going to listen to the recording and match the information to the pictures and tick the box incorrect picture.”






1. A: What do you do at break time?B: I play hide – and – seek.A: you play hide – and – seek?A: Yes, I do.

2. A: What do you do at break time?

Group work

T – whole class

Individually

Pair- work

========================================================================

10’

3’

2’

B: I chat with my friends.A: you chat with your friends?B: Yes, I do.

Answers: 1 – a 2 - b3. Read and match

- Ask Ss to read the sentences and look at Picture a, b, c, d on page 69 and ask them to talk about the games and activities in the pictures

- Set the scene: “you are going to read the sentences and match the information to the appropriate pictures.”




dialogues to reinforce their pronunciationAnswers: 1 – c 2 – d 3 – b 4 – a

III. Summary. - Ss have learnt how to say what activities they do at break

time, using I play (hide – and – seek) at break time.IV. Home- link :

T – whole class

Individually

Pair – work

T – whole class

Week: 16 Date of teaching: Friday, December 28th, 2012 Period: 32nd



- By the end of this lesson, Students will be able to ask and answer about some specific games and activities at break time, using Do you like playing…?




III. Teaching aids :

========================================================================

- Teacher’s aids: audio CD, pictures, poster, flashcards.- Students’ aids: book, notebook, workbook.

IV. Language focus : Vocabulary: break time, hide – and – seek, badninton, chess, football, puzzle,


- What do you do at beak time?I play hide – and – seek.I like playing football/ badminton

- Do you like playing chess?- Yes, I do./ No, I don’t

V. Procedures :Time Steps/Activities Work

arrangement5’

10’

10’

I. Warm up : - Let’s Ss recite the chant At Beak Time on page 67.


- Have Ss to look at the book at page 70. Ask them to talk about the characters in the picture.

- Set the scene: “you are going to ask and answer about these activities, using Do you like …?”

- Teach Ss the short answer to Yes – No questions with Do.


- Play the recording again for Ss to repeat each line in the speech bubbles a few times.

- Ask a few questions to ensure Ss’ comprehension of the language.

- Have the whole class repeat all the lines to reinforce their pronunciation

2. Look and say. - Have Ss look at picture on page 70 and identify the

activities in it.- T models:

Point to Pa and ask Ss what the children are doing. Then ask them Do you like chatting with your friends?

Fill in the bubbles with the corect answers with yes or no prompted by Ss.

T – whole class

T – whole class

Whole class

Groupsindividually

T – whole class

========================================================================

10’

3’

2’

Then have them repeat the sentences a few times. Repeat the step with some other pictures.



XXXI. Call on some pairs to perform the task at the front of the class. Others observe and comment.

XXXII. Have the whole class repeat the question and answer in chorus to reinforce their pronunciation.3. Write.

- Get Ss talk about the pictures. - Explain the task:“We are going to look at the picture in

this section to identify the activities, read the samples and guess the appropriate language to fill in the blanks.”

- Ss do the task individually.- Ss trade their answers within pairs for correction

Ask Ss to read the answers aloud to the class. The others listen and give comments. Answers:…..


III. Summary - Ss have learnt how to talk about the games and activities

at break time, using Do you like …?IV. Home - link

- Ss learn to sing the song Hide – and – Seek.

Pair – work

– whole classIndividually Pair – work/ Group work

Whole class

T – whole class

Week: 17 Date of teaching: Thursday, January 3rd, 2013Period: 33rd

REVIEW 1I. Aim: Ss will be able to perform their abilities in listening, speaking, reading and writing

related to the topics from Unit 6 to Unit 10, using the phonics, vocabulary and sentence patterns they have learnt.



III. Teaching aids :

========================================================================

- Teacher’s aids: three pieces of white paper with the phonics, the vocabulary and the sentence patterns written on them; audio and flashcards.

- Students’ aids: book, notebook, workbook.IV. Language focus :

Me and My friendUnit 6: My schoolCompetences Introducing

someone’s school. Asking and

answering about schools.

Asking about the name of a school.

Sentence patterns It’s Thang Long Primary

School. Which is your school?- This one./ That one. What school is it?- Park Primary School.

VocabularyPrimary school, it, which, one

Phonics Which school

Unit 7: Places in My School.Competences Naming school ooms Describing school

rooms Asking and

answering about school rooms

Sentence patterns Is this a classroom? –

Yes, it is The book is big. Is it new?– Yes, it is.– No, it isn’t. It’s old.

VocabularyClassroom, library, computer, music room, book, big, small, new, short, long

Phonics smallbig

Unit 8: School ThingsCompetences Naming school things Describing school things. Asking and answering

about school things

Sentence patterns What’s this/ that? - It’s a book. What are these/

those? - They’re ruler.

VocabularyRubber, ruler, pencil sharpener, pencil case, backpack, school bag, old

Phonicspenspencils

Unit 9: My ClassroomCompetences Performing classroom

instructions. Asking for permission. Giving permission.

Sentence patterns? Sit down, please. Open/ Close your book. May I come in?- Yes, you can./ No, you can’t.

VocabularySit (down), stand (up), open, close, come (in), go (out)

Phonics canschool

Unit 10: Our Break Time. Competences Naming games and activities Saying the names of games/

Sentence patterns What do you do

at break time?

VocabularyBreak time, hide – and –

PhonicsTony Yeah

========================================================================

activities at break time. Asking and answering about

games and activities at break time

I play hide – and – seek

I like playing football/ badminton.

Do you like playing chess?

- Yes, I do. / No, I don’t.

seek, badminton, chess, chat, football, puzzle, volleyball

V. Procedures :

Time Steps/ Activities Work arrangement

5’

10’

10’

10’

1. Warm up :Let Ss sing the song that they like.

2. Review :

Phonics : Put the piece of paper with the phonics written on the

board and play the recording (two times). Ss listen and repeat the words in chorus. Draw Ss’ attention to the sounds that are difficult to

pronounce such as which, pens, pencils, break Have Ss to practice reading the words aloud in pairs. Have some pairs demonstrate. Correct their pronunciation

when necessary. Call on some pairs to demonstrate at the front of the

class. Have the rest of the class observe and give comment

Vocabulary : Put the vocabulary sheet of paper on the board. Ask Ss recall the meaning of the words by reading aloud

or playing a game (Pass the Word, Crossword Puzzle, Slap the Board…) using flashcards.

Have Ss say the words aloud again. Encourage them to group words into categories Get Ss male sentences with some of the words they have learnt.

Structures : Put the sheet of paper which contains the sentences

T- whole class

Individually

Pair- work

Pair- work

Individually

========================================================================

patterns on the board. Ss repeat the patterns aloud as they follow the text on the

board. Ask Ss to make short dialogues with the sentence patterns Have some pairs act out their dialogues at the front of the

class. The others listen and comment.

3. Home link : Encourage Ss to practice more at home and well- prepare

for the test.

Pair- work

Week: 17 Date of teaching: Friday, January 4th, 2013Period: 34th

THE SECOND TESTI. Aim: Ss do Review in class.II. Duration: 1 periodIII. Procedure: (parts I – V) Have Ss turn to page 72 in the Student book. Ss work individually to complete Parts I – V. then have them trade their work for

correction. Call on some volunteers to read their answers. Elicit comments from the rest of the class. Correct Ss’ work on Parts I – V.IV. Answers:

I. Complete each word. Say it aloud1. this 2. thanks 3. b ig 4. b ag 5. p en6. p encil 7. pens 8. pencils 9. br eak time 10. librar

yII. Write the missing letters1. school 2. library 3. computer 4. music 5. small6. old 7. May 8. football 9. puzzle 10.badmintonIII. Listen and tickPlay the recording twice.1. A: is that your school?

B: Yes, it is. That’s Kim Lien Primary School.

4. A: What do you do at break time?B: I play chess.A: you play chess?B: Yes, I play chess.

========================================================================

2. A: Is this the music room?B: No, it isn’t. It’s the library. A: The library?B: Yes. The library.

5. A: What do you like at break time?B: I like playing hide – and – seek.A: Like playing hide – and – seek.B: Yes, I do.

3. A: May I go out?B: Going out?A: Yes, Miss.B: Of course, you can.

1 - a 2 - a 3 - b 4 - b 5 - aIV. Read and tick.1 - b 2 - a 3 - b 4 - b 5 - aV. Look, read and complete.1. bag 2. ruler 3. rubber 4. pencils 5. pencilVI. Look and talk

Ask Ss to look at each picture to speak as required. Have Ss work in pairs or ion groups. Remind Ss to use the sentence patterns

provided in Unit 6 – 10 Call on some volunteers to speak aloud. Elicit comments from the rest of the

class. Correct Ss’ answers when necessary.

Suggested answers:

1. a. It’s a classroom 2. a. They’re rubbers.b. It’s a music room. b. They’re school bag.c. It’s a library c. They’re pencils.d. It’s a computer room. d. They’re pencil sharpeners.

3. a. I chat with my friends at break time. b. I play chess at break time.c. I do puzzle at break time.d. I play badminton at break time.

Week: 18. Thursday, January 10th, 2013Period: 35th + 36th Friday, January 11th , 2013

THE FIRST FINAL TEST(PGD ra đề)

========================================================================

========================================================================

giáo án tiếng anh lớp 3 học kì 1 - english 3 plans for teacher

Education

hello lesson

class t

im mai

class pair work t

word hello

lesson pair work t

words hello

group work pair work