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ME AND MY FRIENDS
Week: 1. Date of teaching: Thursday, September 9th
, 2013.
Period: 1st
.
UNIT 1: HELLO
Lesson 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.
========================================================================
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 Work
arrangement
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.
T-WC
T-WC
T-WC
Whole class,
group and
individual.
T-WC
========================================================================
10’
10
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
Group work
Pair- work
T – whole
class
T – whole
class
Pair- work
T – whole
class
========================================================================
I’m + name (I’m = I am)
4’
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
Pair – work
T – whole
class
Week: 1 Date of teaching: Friday, September 10th
, 2013.
Period: 2nd
.
UNIT 1: HELLO
Lesson 2
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:
Time Steps/Activities
Work
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
while they are looking the pictures in their books
T-WC
T-WC
T-WC
Whole class,
group and
individual.
T-WC
Group work
Pair- work
========================================================================
I Nga Hello
Nam am Mai
Hi Phong Hi, Mai
10’
5’
- 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 pronunciation
Answers: 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.
T – whole
class
T – whole
class
Pair- work
T – whole
class
Week: 2 Date of teaching: Thursday, September 16th
, 2013.
Period: 3rd
UNIT 1: HELLO
========================================================================
Lesson 3
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:
Time Steps/Activities Work
arrangement
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
pronunciation.
T – whole
class
T – whole
class
T – whole
class
Whole class
Groups
individually
========================================================================
10’
10’
4’
- 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’m
b. 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.
Group work
Pair - work
T – whole
class
Individually
Pair - work/
Group work
Whole class
T-WC
Week: 2 Date of teaching: Friday, September 17th
, 2013.
========================================================================
Period: 4th
.
UNIT 2
MY 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:
Time Steps/Activities Work
arrangement
5’
10’
I. Warm up:
- T asks some pairs to greet and introduce oneself.
S1: Hello. I’m Mai S2: Hi, Mai. I’m Nam
II. 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.
2. Look and say
T-WC
Pair- work
T – whole
class
T
T-WC
========================================================================
12’
10’
3’
- 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.
- 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. 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/
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:
- Encourage Ss to for Unit 2- Section 2
Pair- work
T- whole class
T- whole class
T- whole class
Group work
Individually.
Group work
T- whole class
Week: 3 Date of teaching: Thursday, September 23rd
, 2013.
========================================================================
Period: 5th
UNIT 2
MY NAME IS …
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 Nam
VI. Procedures:
Time Steps/Activities Work
arrangement
1’
5’
10’
1. Warm up: Noughts and crosses T-WC
========================================================================
I Nga Hello
Nam am Goodbye
Hi Bye Mai
10’
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 books
Linda Nam
I’m Linda.
How do you spell Linda?
L – I – N – D – A.
I’m Nam.
How do you spell Nam?
N – A – M.
- 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.
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
T-WC
T-WC
Whole class,
group and
individual.
T-WC
Group work
Pair- work
========================================================================
10’
4’
- 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 pronunciation
Answers: 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
T – whole
class
T – whole
class
Pair- work
Individually
T – whole
class
========================================================================
letter n in Nam.
- Sing The ABC Song on page at home.
Week: 3 Date of teaching: Friday, September 24th
, 2013.
Period: 6th
UNIT 2
MY NAME IS …
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
+ Work in groups, discuss.
+ Ask and answer.
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:
Time Steps/Activities Work
arrangement
1’
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.
T – whole
class
T – whole
class
========================================================================
10’
- 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,
assimilation of sound and intonation) and offer help
when necessary.
- Call on some pairs to perform the task at the front of the
class. Others observe and comment.
- Have the whole class repeat the question and answer in
chorus to reinforce their pronunciation.
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.
Whole class
Groups
individually
Group work
Pair - work
Pair - work/
Group work
========================================================================
4’
- 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.
- Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.
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.
Individually
T – whole
class
T – whole
class
Week: 4 Date of teaching: Thursday, October 30th
, 2013.
Period: 7th
.
UNIT 3
HOW 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:
========================================================================
- How are you?
I’m fine, thank you. And you?
I’m fine, thanks.
V. Procedures:
Time Steps/Activities Work
arrangement
5’
10’
I. Warm up:
- Have Ss to find out the names of the Ss.
L A N A B C D E
A V D E F M U F
B X P L R L T G
C Z H M W I S H
D T O N Y N Q I
E Y N O P D P J
F H G I J A O K
U X Y Z N A M L
V 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.
T-WC
Pair- work
T – whole
class
T
T-WC
Pair- work
T- whole
class
T- whole
class
========================================================================
12’
10’
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,
assimilation of sound and intonation) and offer help
when necessary.
- Call on some pairs to perform the task at the front of the
class. Others observe and comment.
- Have the whole class repeat all the phrases to reinforce
their pronunciation.
3. Talk
- Have Ss look at the pictures on page 19 and identify the
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 Ss
A: How are you?
B: I’m fine, thank you. And you?
A: Fine, thanks.
T- whole
class
Group work
T – whole
class
Pair – work
T- whole
class
Group work
========================================================================
3’
- 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/
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:
- Encourage Ss to prepare for Unit 3 - Lesson 2.
Pair – work
T – whole
class
Week: 4 Date of teaching: Friday, October, 1st
, 2013.
Period: 8th
UNIT 3
HOW 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:
- How are you?
I’m fine, thank you. And you?
I’m fine, thanks.
========================================================================
V. Procedures:
========================================================================
========================================================================
Time Steps/Activities Work
arrangement
5’
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
- 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.
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..
- 1st
:Play the recording all the way through for Ss to listen
while they are looking the pictures in their books
- 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
T – whole
class
T – whole
class
T – whole
class
Whole class,
group and
T – whole
class
Individually
Pair- work
Week: 5 Date of teaching: Monday, October 7th
, 2013.
Period: 9th
UNIT 3
HOW ARE YOU?
Lesson 3
I. 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
+ Work in groups, discuss.
+ Ask and answer.
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:
- How are you?
I’m fine, thank you. And you?
I’m fine, thanks.
V. Procedures:
Time Steps/Activities Work
========================================================================
arrangement
5’
10’
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.
- 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,
assimilation of sound and intonation) and offer help
when necessary.
- Call on some pairs to perform the task at the front of the
class. Others observe and comment.
- Have the whole class repeat the question and answer in
chorus to reinforce their pronunciation.
T – whole
class
T – whole
class
Whole class
T – whole
class
Pair – work
========================================================================
10’
3’
2’
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
correction
- Ask some Ss to read their answers aloud to the class.
The others listen and give comments.
Answers:
a. Hi
b. How
c. thank
d. thanks
- Make some questions to ensure Ss’ comprehension of
the writing text.
- Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.
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.
T – whole
class
Individually
Pair – work
T – whole
class
T – whole
class
Week: 5 Date of teaching: Tuesday, October 8th
, 2013
Period: 10th
UNIT 4
WHAT’ 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.
III. Teaching aids:
- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette,
puppets.
- Students’ aids: books, notebooks, workbooks.
IV. Languages focus:
 Vocabulary: what, my, your, this, friend
 Sentence Patterns:
- What’s your name?
My name’s Linda.
V. Procedures:
Time Steps/Activities Work
arrangement
5’
10’
I. Warm up:
- Help Ss listen and sing the song How are you
on page 23
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 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)
T – WC
T – WC
Whole class,
group and
individual.
========================================================================
10’
10
- 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
- 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.
- Make some questions to check Ss’ comprehension of
language
- Have the whole class repeat all the questions to reinforce
their pronunciation.
3. Talk
- Have Ss look at the pictures on page 25 and identify the
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 Ss
A: 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.
T – whole
class
Group work
Pair- work
T – whole
class
T – whole
class
Pair- work
========================================================================
5’
- 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.
T – whole
class
T – whole
class
Week: 6 Date of teaching: Monday, October 14th
, 2013.
Period: 11th
UNIT 4
WHAT’ S YOUR NAME?
Lesson 2
I. Objectives:
- 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:
Time Steps/Activities Work
arrangement
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 on page 23 of their books.
II. New lesson:
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.
T-WC
T – whole
class
Whole class
Group work
========================================================================
10’
10’
- 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..
- 1st
:Play the recording all the way through for Ss to listen
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
listening text.
Transcript
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 pronunciation
Answers: 1 – b; 2 – a
T – whole
class
Individually
Pair- work
T – whole
class
Individually
Pair – work
T – whole
class
========================================================================
3’
2’
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.
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
+ Work in groups, discuss.
+ Ask and answer.
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
arrangement
5’
10’
I. Warm up:
- Ss recite the rhyme What is your name? on page 25.
II. New lesson.
1. Listen and repeat.
T – whole class
========================================================================
10’
- 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.
- 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,
assimilation of sound and intonation) and offer help when
necessary.
- Call on some pairs to perform the task at the front of the class.
Others observe and comment.
- Have the whole class repeat the question and answer in
chorus to reinforce their pronunciation.
3. Write.
T – whole class
Whole class
Groups
individually
T – whole class
Pair – work
T – whole class
========================================================================
10’
3’
2’
- 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
listen and give comments.
Answers:
a. This b. What c. spell
- 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 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?
Individually
Pair - work/
Group work
Whole class
T – whole class
Week: 7 Date of teaching: Monday, October 21st
, 2013
Period: 13th
UNIT 5
OUR FRIENDS
Lesson 1
I. Objectives:
- By the end of this lesson, students will be able to identify someone.
- Develop speaking skill.
II. Teaching methods:
- Communicative approach.
- Techniques:
+ 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,
puppets.
- Students’ aids: books, notebooks, workbooks.
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’
10’
10’
I. Warm up:
- Help Ss listen and sing the song What is your
name? on page 25.
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
T – WC
T – WC
Whole class,
group and
individual.
Half – half
class
T – whole
class
Pair- work
========================================================================
10
3’
2’
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.
- Make some questions to check Ss’ comprehension of
language
- Have the whole class repeat all the questions to reinforce
their pronunciation.
3. Talk
- Have Ss look at the pictures on page 31 and identify the
characters in the pictures.
- Point to a specific character in Picture a and ask Who’s
that?
- Fill in the speech bubble with the answer prompted by Ss
A: 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.
T – whole
class
T – whole
class
Pair – work
T – whole
class
T – whole
class
Week: 7 Date of teaching: Tuesday, October 22nd
, 2013
Period: 14th
UNIT 5
OUR FRIENDS
Lesson 2
I. Objectives:
- By the end of this lesson, students will be able to greet and respond to greet(review)
========================================================================
- 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:
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:
Time Steps/Activities Work
arrangement
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.
T-WC
T – whole
class
Whole class
========================================================================
10’
Tony yeah
Is 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.
- Call on a group to recite the chant. The others clap the
rhythm
- 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 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..
- 1st
:Play the recording all the way through for Ss to listen
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
listening text.
Transcript
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?
Group work
T – whole
class
Individually
Pair- work
========================================================================
10’
3’
2’
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
- 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 pronunciation
Answers: 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.
T – whole
class
Individually
Pair – work
T – whole
class
T – whole
class
Week: 8 Date of teaching: Monday, October 28th
, 2013
Period: 15th
UNIT 5
OUR FRIENDS
Lesson 3
I. Objectives:
- By the end of this lesson, Students will be able to ask and answer about someone’s
name (review)
- Develop speaking and listening skill.
II. Teaching methods:
- Communicative method.
- Techniques: + Work in pairs
+ Work in groups, discuss.
========================================================================
+ Ask and answer.
III. Teaching aids:
- Teacher’s aids: audio CD, pictures, poster, flashcards.
- Students’ aids: book, notebook, workbook.
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:
Time Steps/Activities Work
arrangement
5’
10’
10’
I. Warm up:
- Let’s Ss sing the song on page 33 for fun.
II. New lesson.
1. Listen and repeat.
- 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
T – whole
class
T – whole
class
Whole class
Groups
individually
T – whole
========================================================================
10’
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
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.
- Have Ss to practice in pairs asking and answering
- Monitor the activity, check the pronunciation (sound,
assimilation of sound and intonation) and offer help
when necessary.
- Call on some pairs to perform the task at the front of the
class. Others observe and comment.
- Have the whole class repeat the question and answer in
chorus to reinforce their pronunciation.
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
correction
- Ask Ss to read the answers aloud to the class. The others
listen and give comments.
Answers:
a. he
b. Is
class
Pair – work
T – whole
class
Individually
Pair – work/
Group work
========================================================================
3’
2’
c. 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.
Whole class
T – whole
class
Week: 8 Date of teaching: Tuesday, October 29th
, 2013
Period: 16th
REVIEW 1
I. 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.
II. Teaching methods:
- Communicative method.
- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.
III. Teaching aids:
- Teacher’s aids: three pieces of white paper with the phonics, the vocabulary and the
sentence patterns written on them; audio and flashcards.
- Students’ aids: book, notebook, workbook.
IV. Language focus:
Me and My friend
Unit 1: Hello
Competences
• Greeting and self –
introducing
• Greeting and self –
introducing
• Saying goodbye.
Sentence patterns
• Hello. I’m Mai.
• Hi, Mai.
• Bye (Goodbye)
Vocabulary
hi, hello,
goodbye/ bye
Phonics
hello
hi
Unit 2: My Name Is……
Competences Sentence patterns Vocabulary Phonics
========================================================================
• Making and responding to
introductions
• Greeting and saying
goodbye (review)
• Spelling simple names
• Hello. I’m Mai.
• Hi, Mai. I’m Mai.
• How do you spell
your name?
• L – I – N – D – A.
How, spell,
name, alphabet
Linda
Nam
Unit 3: How Are You?
Competences
• Saying goodbye (review)
• Greeting
• Greeting (review)
Sentence patterns
• How are you?
- I’m fine, thank you.
And you?
- I’m fine, thanks.
Vocabulary
how, thank,
thanks, fine,
and
Phonics
hello
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
Vocabulary
what, is, your,
this, friend
Phonics
this
Tom
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.
Vocabulary
Yes, no, he,
she, new, that
Phonics
Tony
Yeah
V. Procedures:
Time Steps/ Activities Work
arrangement
5’ 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
T- whole
class
Individually
========================================================================
10’
10’
10’
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:
− 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.
Pair- work
Pair- work
Individually
Pair- work
========================================================================
Week: 9 Date of teaching: Thursday, November 8th
, 2012.
Period: 17th
THE FIRST TEST
I. Aim: Ss do Review in class.
II. Duration: 1 period
III. 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 aloud
1. hi 2. goodbye 3. friend 4. spell 5. name
6. thanks 7. that 8. this 9. how 10. hello
II. Write the missing letters
1. Hello 2. name 3. friend 4. goodbye
========================================================================
III. Listen and tick
Play the recording twice.
1. Girl: Hi, I’m Mai.
Boy: Hello, Mai. I’m Nam.
Girl: Hi, Nam.
4. Girl: That’s my friend
Boy: 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.
Boy: L – I – N – D – A?
5. Girl: Is the boy new?
Boy: No, he isn’t.
Girl: What’s his name?
Boy: Tony.
Girl: How do you spell that?
Boy: T – O – N – Y.
1 - a 2 - b 3 - a 4 - b 5 - b
IV. Read and tick.
1 - a 2 - a 3 - a 4 - b 5 - a
V. Look, read and number.
1 - 4 2 - 2 3 - 1 4 - 3
VI. 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 Linda
C: Hi, Linda.
4. B: Goodbye,
Tom.
C: Bye, Tony.
Week: 9 Date of teaching: Friday, November 9th
, 2012
Period: 18th
UNIT 6
MY SCHOOL
Lesson 1
I. Objectives:
- By the end of this lesson, students will be able to introduce their school.
- Develop speaking skill.
========================================================================
II. Teaching methods:
- Communicative approach.
- Techniques:
+ 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,
puppets.
- Students’ aids: books, notebooks, workbooks.
IV. Languages focus:
 Vocabulary: primary school, it
 Sentence Patterns:
It’s Thang Long Primary School.
V. Procedures:
Time Steps/Activities Work
arrangement
5’
10’
10’
I. Warm up:
- Help Ss listen and sing the rhyme My friends
on page 25.
II. New lesson.
1. Look, listen and repeat.
- Ask Ss to identify the characters in the picture on page
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
they read the lines. Mime the dialogue
- Play the recording for Ss to listen and repeat each line of
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
T – WC
T – WC
Whole class,
group and
individual.
Half – half
class
T – whole
class
========================================================================
10’
3’
2’
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
pronunciation error(s) (street, assimilation of sounds and
intonation) when necessary.
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
Pair- work
T – whole
class
T – whole
class
Pair – work
T – whole
class
T – whole
class
========================================================================
and say its name.
Week: 10 Date of teaching: Thursday, November 15th
, 2012.
Period: 19th
UNIT 6
MY SCHOOL
Lesson 2
I. Objectives:
- 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:
Time Steps/Activities Work
arrangement
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:
1. Listen and repeat
- Have Ss open the book page 44, draw their attention to the
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”
T – whole
class
T – whole
class
========================================================================
10’
- Produce the sound of the letter ch and oo 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.
which school
Which 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.
- Monitor the activity and offer help when necessary/
correct typical pronunciation errors.
- Call on a group to recite the chant. The others clap the
rhythm
- 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 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.
- 1st
:Play the recording all the way through for Ss to listen
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
listening text.
Transcript
1. A: This is my school
B: Which one?
Whole class
Group work
T – whole
class
Individually
Pair- work
========================================================================
10’
3’
2’
A: That one. Thang Long Primary School.
B: Thang Long?
A: Yes. Thang Long Primary.
2. A: This is my school
B: 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
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
and comment.
- Have the whole class chorally read each line of the
dialogues to reinforce their pronunciation
Answers: 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 school
IV. Home- link:
- Recite the rhyme This is the way we way to go to school
on page 45 at home.
T – whole
class
Individually
Pair – work
T – whole
class
T – whole
class
Week: 10 Date of teaching: Friday, November 16th
, 2012
Period: 20th
UNIT 6
MY SCHOOL
Lesson 3
I. Objectives:
========================================================================
- By the end of this lesson, Students will be able to ask and answer about the name of a
school.
- Develop speaking and listening skill.
II. Teaching methods:
- Communicative method.
- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.
III. Teaching aids:
- Teacher’s aids: audio CD, pictures, poster, flashcards.
- Students’ aids: book, notebook, workbook.
VI. Language focus:
 Vocabulary: primary school, it, which, one
 Sentence Patterns:
• What school is it? – Park Primary School.
IV. Procedures:
Time Steps/Activities Work
arrangement
5’
10’
10’
I. Warm up:
- Let’s Ss sing the song on page 45 for fun.
II. New lesson.
1. Listen and repeat.
- 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
T – whole
class
T – whole
class
Whole class
Groups
individually
T – whole
class
========================================================================
10’
3’
2’
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.
- Have Ss to practice in pairs asking and answering
- Monitor the activity, check the pronunciation (sound,
assimilation of sound and intonation) and offer help
when necessary.
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.
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
correction
- Ask Ss to read the answers aloud to the class. The others
listen and give comments.
Answers:
a. Which
b. one
c. school
- Have the whole class read each line of the dialogue
chorally to reinforce their pronunciation.
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.
Pair – work
T – whole
class
Individually
Pair – work/
Group work
Whole class
T – whole
class
Week: 11 Date of teaching: Thursday, November 22nd
, 2012
Period: 21st
========================================================================
UNIT 7
PLACES IN MY SCHOOL
Lesson 1
I. Objectives:
- By the end of this lesson, students will be able to name some specific school rooms.
- Develop speaking skill.
II. Teaching methods:
- Communicative approach.
- Techniques:
+ 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,
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:
Time Steps/Activities Work
arrangement
5’
10’
I. Warm up:
- Greet Ss and have them reply.
- Have Ss sing the song This is the way we go to school.
II. New lesson.
1. Look, listen and repeat.
- Ask Ss to identify the characters in the picture on page
48 and what they are saying.
- Set the scene “You are going to hear Tom and Mai talk
about Tom’s classroom.”
- 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 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.
T – WC
T – WC
Whole class,
group and
individual.
Half – half
class
========================================================================
10’
10’
3’
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.
- 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.
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
front of the class. The rest of the class observe
T – whole
class
Pair- work
T – whole
class
T – whole
class
Pair – work
========================================================================
2’
and comment
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.
T – whole
class
T – whole
class
Week: 11 Date of teaching: Friday, November 23rd
, 2012
Period: 22nd
UNIT 7
PLACES IN MY SCHOOL
Lesson 2
I. Objectives:
- By the end of this lesson, students will be able to describe school room.
- 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:
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:
Time Steps/Activities Work
arrangement
5’
10’
I. Warm up:
- Greet Ss and have them reply.
- Have Ss sing the song This is the way we go to school.
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
T – whole
class
========================================================================
10’
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
sounds.
- Play the recording for Ss to listen as they read the chant
on the poster of the chant. Clap the syllables.
Small big
Look. Look.
A big book.
Look. Look.
A small book.
Big, small.
Big, small.
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/
correct typical pronunciation errors.
- Call on a group to recite the chant. The others clap the
rhythm
- 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 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.
- 1st
:Play the recording all the way through for Ss to listen
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.
T – whole
class
Whole class
Group work
T – whole
class
Individually
========================================================================
10’
3’
2’
- 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. 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?
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
and comment.
- Have the whole class chorally read each line of the
dialogues to reinforce their pronunciation
Answers: 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
Pair- work
T – whole
class
Individually
Pair – work
T – whole
class
T – whole
class
========================================================================
that of letter b in big
IV. Home- link:
- Ss practice singing the rhyme on Page 51..
Week: 12 Date of teaching: Thursday, November 29th
, 2012
Period: 23rd
UNIT 7
PLACES IN MY SCHOOL
Lesson 3
I. Objectives:
- By the end of this lesson, Students will be able to ask and answer about school
rooms.
- Develop speaking and listening skill.
II. Teaching methods:
- Communicative method.
- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.
III. Teaching aids:
- Teacher’s aids: audio CD, pictures, poster, flashcards.
- Students’ aids: book, notebook, workbook.
VI. Language focus:
 Vocabulary: new, short, long
 Sentence Patterns:
• Is this new? – Yes, it is./ No, it isn’t.
IV. Procedures:
Time Steps/Activities Work
arrangement
5’
10’
I. Warm up:
- Let’s Ss sing the song Small and Big on page 51 for fun.
II. New lesson.
1. Listen and repeat.
- Have Ss to look at the book at page. Elicit a discussion
about the picture and the dialogue.
- Explain the unfamiliar vocabulary new, big.
T – whole
class
T – whole
class
========================================================================
10’
10’
- 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.
• 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.
- Have Ss to practice in pairs asking and answering
- Monitor the activity, check the pronunciation (sound,
assimilation of sound and intonation) and offer help
when necessary.
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
listen and give comments.
Answers:
a. school; big
b. music room; small
- Have the whole class read each line of the dialogue
Whole class
Groups
individually
T – whole
class
Pair – work
T – whole
class
Individually
Pair – work/
Group work
Whole class
========================================================================
3’
2’
chorally to reinforce their pronunciation.
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.
T – whole
class
Week: 12 Date of teaching: Friday, November 30th
, 2012
Period: 24th
UNIT 8
SCHOOL THINGS
Lesson 1
I. Objectives:
- By the end of this lesson, students will be able to name some specific school things.
- Develop speaking skill.
II. Teaching methods:
- Communicative approach.
- Techniques:
+ 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,
puppets.
- Students’ aids: books, notebooks, workbooks.
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’
I. Warm up:
- Greet Ss and have them reply.
- Have Ss sing the song This is the way we go to school.
T – WC
========================================================================
10’
10’
II. New lesson.
1. Look, listen and repeat.
- Ask Ss to identify the characters in the picture on page 54
and what they are saying.
- 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 lines. Mime the dialogue
- Play the recording for Ss to listen and repeat each line of
the dialogue. Correct pronunciation error(s) when
necessary.
- 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.
- 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 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
T – WC
Whole class,
group
Half – half
class
Pair - work
T – whole
class
Pair- work
========================================================================
10’
3’
2’
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
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
Pair – work
T – whole
class
T – whole
class
Week: 13 Date of teaching: Thursday, December 6th
, 2012
Period: 25th
UNIT 8
SCHOOL THINGS
Lesson 2
I. Objectives:
- By the end of this lesson, students will be able to describe school things.
- 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:
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:
Time Steps/Activities Work
arrangement
5’
10’
I. Warm up:
- Greet Ss and have them reply.
- Have Ss sing the song This is the way we go to school.
II. New lesson:
1. Listen and repeat
- Have Ss open the book page 56, draw their attention to the
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
sounds.
- Play the recording for Ss to listen as they read the chant
on the poster of the chant. Clap the syllables.
pens pencils
Pens and pencils
Books and bags
Rulers and rubbers
They’re school things.
They’re all new
For 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.
- Repeat the step but this time have Ss swap their parts.
- Have Ss practice reciting and clapping the chant in groups.
T – whole
class
T – whole
class
Whole class
Group work
========================================================================
10’
10’
- Ask Ss to practice in group of 6
- Monitor the activity and offer help when necessary/
correct typical pronunciation errors.
- Call on a group to recite the chant. The others clap the
rhythm
- 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 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
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
listening text.
Transcript
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 - b
3. 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.”
- Ask a few questions to check Ss’ comprehension of the
T – whole
class
Individually
Pair- work
T – whole
class
========================================================================
3’
2’
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
and comment.
- Have the whole class chorally read each line of the
dialogues to reinforce their pronunciation
Answers: 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
T – whole
class
Week: 13 Date of teaching: Friday, December 7th
, 2012
Period: 26th
UNIT 8
SCHOOL THINGS
Lesson 3
I. Objectives:
- By the end of this lesson, Students will be able to ask and answer about specific
school things.
- Develop speaking and listening skill.
II. Teaching methods:
- Communicative method.
- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.
III. Teaching aids:
- Teacher’s aids: audio CD, pictures, poster, flashcards.
- Students’ aids: book, notebook, workbook.
VI. Language focus:
 Vocabulary: rubber, ruler, pencil sharpener, pencil case, backpack, school bag.
 Sentence Patterns:
• What are these/ those? – They’re ruler.
IV. Procedures:
Time Steps/Activities Work
========================================================================
arrangement
5’
10’
10’
I. Warm up:
- Let’s Ss sing the song My School Things for fun.
II. New lesson.
1. Listen and repeat.
- 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
round but have the groups swap their parts.
- Anticipated sound problems: these those
- 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 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,
assimilation of sound and intonation) and offer help
when necessary.
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.
T – whole
class
T – whole
class
Whole class
Groups
individually
T – whole
class
Pair – work
T – whole
class
========================================================================
10’
3’
2’
- 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
listen and give comments.
Answers:
a. this/ book.
b. that/ rubber
c. these/ pens
d. those/ rulers
- Have the whole class read each line of the dialogue
chorally to reinforce their pronunciation.
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.
Individually
Pair – work/
Group work
Whole class
T – whole
class
Week: 14 Date of teaching: Thursday, December 13th
, 2012
Period: 27th
UNIT 9
IN MY CLASSROOM
Lesson 1
I. Objectives:
- 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:
+ 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,
puppets.
- Students’ aids: books, notebooks, workbooks.
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:
Time Steps/Activities Work
arrangement
5’
10’
I. Warm up:
- Greet Ss and have them reply.
- Let’s Ss sing a song for fun.
II. New lesson.
1. Look, listen and repeat.
- Ask Ss to identify the characters in the picture on page 54
and what they are saying.
- Set the scene “You are going to hear Miss Hien and the
Ss in her class say.” Explain when to use Good morning.
- 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 dialogue. Correct pronunciation error(s) when
necessary.
- 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
T – WC
T – WC
Whole class,
group
Half – half
class
Pair - work
========================================================================
10’
10’
3’
2’
- 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.
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
front of the class. The rest of the class observe and
comment
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.
IV. Home- link:
T – whole
class
Pair- work
T – whole
class
Pair – work
T – whole
class
T – whole
class
========================================================================
Giáo án Tiếng Anh Lớp 3 Học kì 1 - English 3 Plans For Teacher
Giáo án Tiếng Anh Lớp 3 Học kì 1 - English 3 Plans For Teacher
Giáo án Tiếng Anh Lớp 3 Học kì 1 - English 3 Plans For Teacher
Giáo án Tiếng Anh Lớp 3 Học kì 1 - English 3 Plans For Teacher
Giáo án Tiếng Anh Lớp 3 Học kì 1 - English 3 Plans For Teacher
Giáo án Tiếng Anh Lớp 3 Học kì 1 - English 3 Plans For Teacher
Giáo án Tiếng Anh Lớp 3 Học kì 1 - English 3 Plans For Teacher
Giáo án Tiếng Anh Lớp 3 Học kì 1 - English 3 Plans For Teacher
Giáo án Tiếng Anh Lớp 3 Học kì 1 - English 3 Plans For Teacher
Giáo án Tiếng Anh Lớp 3 Học kì 1 - English 3 Plans For Teacher
Giáo án Tiếng Anh Lớp 3 Học kì 1 - English 3 Plans For Teacher
Giáo án Tiếng Anh Lớp 3 Học kì 1 - English 3 Plans For Teacher
Giáo án Tiếng Anh Lớp 3 Học kì 1 - English 3 Plans For Teacher
Giáo án Tiếng Anh Lớp 3 Học kì 1 - English 3 Plans For Teacher
Giáo án Tiếng Anh Lớp 3 Học kì 1 - English 3 Plans For Teacher
Giáo án Tiếng Anh Lớp 3 Học kì 1 - English 3 Plans For Teacher
Giáo án Tiếng Anh Lớp 3 Học kì 1 - English 3 Plans For Teacher

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Giáo án Tiếng Anh Lớp 3 Học kì 1 - English 3 Plans For Teacher

  • 1. ME AND MY FRIENDS Week: 1. Date of teaching: Thursday, September 9th , 2013. Period: 1st . UNIT 1: HELLO Lesson 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. ========================================================================
  • 2. 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 Work arrangement 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. T-WC T-WC T-WC Whole class, group and individual. T-WC ========================================================================
  • 3. 10’ 10 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 Group work Pair- work T – whole class T – whole class Pair- work T – whole class ======================================================================== I’m + name (I’m = I am)
  • 4. 4’ 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 Pair – work T – whole class Week: 1 Date of teaching: Friday, September 10th , 2013. Period: 2nd . UNIT 1: HELLO Lesson 2 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: Time Steps/Activities Work arrangement ========================================================================
  • 5. 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 while they are looking the pictures in their books T-WC T-WC T-WC Whole class, group and individual. T-WC Group work Pair- work ======================================================================== I Nga Hello Nam am Mai Hi Phong Hi, Mai
  • 6. 10’ 5’ - 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 pronunciation Answers: 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. T – whole class T – whole class Pair- work T – whole class Week: 2 Date of teaching: Thursday, September 16th , 2013. Period: 3rd UNIT 1: HELLO ========================================================================
  • 7. Lesson 3 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: Time Steps/Activities Work arrangement 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 pronunciation. T – whole class T – whole class T – whole class Whole class Groups individually ========================================================================
  • 8. 10’ 10’ 4’ - 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’m b. 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. Group work Pair - work T – whole class Individually Pair - work/ Group work Whole class T-WC Week: 2 Date of teaching: Friday, September 17th , 2013. ========================================================================
  • 9. Period: 4th . UNIT 2 MY 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: Time Steps/Activities Work arrangement 5’ 10’ I. Warm up: - T asks some pairs to greet and introduce oneself. S1: Hello. I’m Mai S2: Hi, Mai. I’m Nam II. 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. 2. Look and say T-WC Pair- work T – whole class T T-WC ========================================================================
  • 10. 12’ 10’ 3’ - 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. - 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. 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/ 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: - Encourage Ss to for Unit 2- Section 2 Pair- work T- whole class T- whole class T- whole class Group work Individually. Group work T- whole class Week: 3 Date of teaching: Thursday, September 23rd , 2013. ========================================================================
  • 11. Period: 5th UNIT 2 MY NAME IS … 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 Nam VI. Procedures: Time Steps/Activities Work arrangement 1’ 5’ 10’ 1. Warm up: Noughts and crosses T-WC ======================================================================== I Nga Hello Nam am Goodbye Hi Bye Mai
  • 12. 10’ 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 books Linda Nam I’m Linda. How do you spell Linda? L – I – N – D – A. I’m Nam. How do you spell Nam? N – A – M. - 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. 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 T-WC T-WC Whole class, group and individual. T-WC Group work Pair- work ========================================================================
  • 13. 10’ 4’ - 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 pronunciation Answers: 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 T – whole class T – whole class Pair- work Individually T – whole class ========================================================================
  • 14. letter n in Nam. - Sing The ABC Song on page at home. Week: 3 Date of teaching: Friday, September 24th , 2013. Period: 6th UNIT 2 MY NAME IS … 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 + Work in groups, discuss. + Ask and answer. 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: Time Steps/Activities Work arrangement 1’ 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. T – whole class T – whole class ========================================================================
  • 15. 10’ - 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, assimilation of sound and intonation) and offer help when necessary. - Call on some pairs to perform the task at the front of the class. Others observe and comment. - Have the whole class repeat the question and answer in chorus to reinforce their pronunciation. 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. Whole class Groups individually Group work Pair - work Pair - work/ Group work ========================================================================
  • 16. 4’ - 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. - Have the whole class read each line of the dialogues chorally to reinforce their pronunciation. 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. Individually T – whole class T – whole class Week: 4 Date of teaching: Thursday, October 30th , 2013. Period: 7th . UNIT 3 HOW 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: ========================================================================
  • 17. - How are you? I’m fine, thank you. And you? I’m fine, thanks. V. Procedures: Time Steps/Activities Work arrangement 5’ 10’ I. Warm up: - Have Ss to find out the names of the Ss. L A N A B C D E A V D E F M U F B X P L R L T G C Z H M W I S H D T O N Y N Q I E Y N O P D P J F H G I J A O K U X Y Z N A M L V 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. T-WC Pair- work T – whole class T T-WC Pair- work T- whole class T- whole class ========================================================================
  • 18. 12’ 10’ 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, assimilation of sound and intonation) and offer help when necessary. - Call on some pairs to perform the task at the front of the class. Others observe and comment. - Have the whole class repeat all the phrases to reinforce their pronunciation. 3. Talk - Have Ss look at the pictures on page 19 and identify the 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 Ss A: How are you? B: I’m fine, thank you. And you? A: Fine, thanks. T- whole class Group work T – whole class Pair – work T- whole class Group work ========================================================================
  • 19. 3’ - 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/ 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: - Encourage Ss to prepare for Unit 3 - Lesson 2. Pair – work T – whole class Week: 4 Date of teaching: Friday, October, 1st , 2013. Period: 8th UNIT 3 HOW 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: - How are you? I’m fine, thank you. And you? I’m fine, thanks. ========================================================================
  • 21. ======================================================================== Time Steps/Activities Work arrangement 5’ 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 - 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. 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.. - 1st :Play the recording all the way through for Ss to listen while they are looking the pictures in their books - 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 T – whole class T – whole class T – whole class Whole class, group and T – whole class Individually Pair- work
  • 22. Week: 5 Date of teaching: Monday, October 7th , 2013. Period: 9th UNIT 3 HOW ARE YOU? Lesson 3 I. 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 + Work in groups, discuss. + Ask and answer. 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: - How are you? I’m fine, thank you. And you? I’m fine, thanks. V. Procedures: Time Steps/Activities Work ========================================================================
  • 23. arrangement 5’ 10’ 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. - 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, assimilation of sound and intonation) and offer help when necessary. - Call on some pairs to perform the task at the front of the class. Others observe and comment. - Have the whole class repeat the question and answer in chorus to reinforce their pronunciation. T – whole class T – whole class Whole class T – whole class Pair – work ========================================================================
  • 24. 10’ 3’ 2’ 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 correction - Ask some Ss to read their answers aloud to the class. The others listen and give comments. Answers: a. Hi b. How c. thank d. thanks - Make some questions to ensure Ss’ comprehension of the writing text. - Have the whole class read each line of the dialogues chorally to reinforce their pronunciation. 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. T – whole class Individually Pair – work T – whole class T – whole class Week: 5 Date of teaching: Tuesday, October 8th , 2013 Period: 10th UNIT 4 WHAT’ S YOUR NAME? Lesson 1 ========================================================================
  • 25. 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. III. Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets. - Students’ aids: books, notebooks, workbooks. IV. Languages focus:  Vocabulary: what, my, your, this, friend  Sentence Patterns: - What’s your name? My name’s Linda. V. Procedures: Time Steps/Activities Work arrangement 5’ 10’ I. Warm up: - Help Ss listen and sing the song How are you on page 23 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 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) T – WC T – WC Whole class, group and individual. ========================================================================
  • 26. 10’ 10 - 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 - 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. - Make some questions to check Ss’ comprehension of language - Have the whole class repeat all the questions to reinforce their pronunciation. 3. Talk - Have Ss look at the pictures on page 25 and identify the 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 Ss A: 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. T – whole class Group work Pair- work T – whole class T – whole class Pair- work ========================================================================
  • 27. 5’ - 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. T – whole class T – whole class Week: 6 Date of teaching: Monday, October 14th , 2013. Period: 11th UNIT 4 WHAT’ S YOUR NAME? Lesson 2 I. Objectives: - 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? ========================================================================
  • 28. My name’s Linda. • This is Linda. V. Procedures: Time Steps/Activities Work arrangement 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 on page 23 of their books. II. New lesson: 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. T-WC T – whole class Whole class Group work ========================================================================
  • 29. 10’ 10’ - 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.. - 1st :Play the recording all the way through for Ss to listen 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 listening text. Transcript 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 pronunciation Answers: 1 – b; 2 – a T – whole class Individually Pair- work T – whole class Individually Pair – work T – whole class ========================================================================
  • 30. 3’ 2’ 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. 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 + Work in groups, discuss. + Ask and answer. 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 arrangement 5’ 10’ I. Warm up: - Ss recite the rhyme What is your name? on page 25. II. New lesson. 1. Listen and repeat. T – whole class ========================================================================
  • 31. 10’ - 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. - 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, assimilation of sound and intonation) and offer help when necessary. - Call on some pairs to perform the task at the front of the class. Others observe and comment. - Have the whole class repeat the question and answer in chorus to reinforce their pronunciation. 3. Write. T – whole class Whole class Groups individually T – whole class Pair – work T – whole class ========================================================================
  • 32. 10’ 3’ 2’ - 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 listen and give comments. Answers: a. This b. What c. spell - 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 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? Individually Pair - work/ Group work Whole class T – whole class Week: 7 Date of teaching: Monday, October 21st , 2013 Period: 13th UNIT 5 OUR FRIENDS Lesson 1 I. Objectives: - By the end of this lesson, students will be able to identify someone. - Develop speaking skill. II. Teaching methods: - Communicative approach. - Techniques: + 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, puppets. - Students’ aids: books, notebooks, workbooks. IV. Languages focus: ========================================================================
  • 33.  Vocabulary: yes, no, he, she, new, that  Sentence Patterns: - Who’s that? It’s + name. V. Procedures: Time Steps/Activities Work arrangement 5’ 10’ 10’ I. Warm up: - Help Ss listen and sing the song What is your name? on page 25. 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 T – WC T – WC Whole class, group and individual. Half – half class T – whole class Pair- work ========================================================================
  • 34. 10 3’ 2’ 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. - Make some questions to check Ss’ comprehension of language - Have the whole class repeat all the questions to reinforce their pronunciation. 3. Talk - Have Ss look at the pictures on page 31 and identify the characters in the pictures. - Point to a specific character in Picture a and ask Who’s that? - Fill in the speech bubble with the answer prompted by Ss A: 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. T – whole class T – whole class Pair – work T – whole class T – whole class Week: 7 Date of teaching: Tuesday, October 22nd , 2013 Period: 14th UNIT 5 OUR FRIENDS Lesson 2 I. Objectives: - By the end of this lesson, students will be able to greet and respond to greet(review) ========================================================================
  • 35. - 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: 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: Time Steps/Activities Work arrangement 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. T-WC T – whole class Whole class ========================================================================
  • 36. 10’ Tony yeah Is 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. - Call on a group to recite the chant. The others clap the rhythm - 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 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.. - 1st :Play the recording all the way through for Ss to listen 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 listening text. Transcript 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? Group work T – whole class Individually Pair- work ========================================================================
  • 37. 10’ 3’ 2’ 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 - 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 pronunciation Answers: 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. T – whole class Individually Pair – work T – whole class T – whole class Week: 8 Date of teaching: Monday, October 28th , 2013 Period: 15th UNIT 5 OUR FRIENDS Lesson 3 I. Objectives: - By the end of this lesson, Students will be able to ask and answer about someone’s name (review) - Develop speaking and listening skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. ========================================================================
  • 38. + Ask and answer. 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: Time Steps/Activities Work arrangement 5’ 10’ 10’ I. Warm up: - Let’s Ss sing the song on page 33 for fun. II. New lesson. 1. Listen and repeat. - 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 T – whole class T – whole class Whole class Groups individually T – whole ========================================================================
  • 39. 10’ 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 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. - Have Ss to practice in pairs asking and answering - Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary. - Call on some pairs to perform the task at the front of the class. Others observe and comment. - Have the whole class repeat the question and answer in chorus to reinforce their pronunciation. 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 correction - Ask Ss to read the answers aloud to the class. The others listen and give comments. Answers: a. he b. Is class Pair – work T – whole class Individually Pair – work/ Group work ========================================================================
  • 40. 3’ 2’ c. 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. Whole class T – whole class Week: 8 Date of teaching: Tuesday, October 29th , 2013 Period: 16th REVIEW 1 I. 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. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III. Teaching aids: - Teacher’s aids: three pieces of white paper with the phonics, the vocabulary and the sentence patterns written on them; audio and flashcards. - Students’ aids: book, notebook, workbook. IV. Language focus: Me and My friend Unit 1: Hello Competences • Greeting and self – introducing • Greeting and self – introducing • Saying goodbye. Sentence patterns • Hello. I’m Mai. • Hi, Mai. • Bye (Goodbye) Vocabulary hi, hello, goodbye/ bye Phonics hello hi Unit 2: My Name Is…… Competences Sentence patterns Vocabulary Phonics ========================================================================
  • 41. • Making and responding to introductions • Greeting and saying goodbye (review) • Spelling simple names • Hello. I’m Mai. • Hi, Mai. I’m Mai. • How do you spell your name? • L – I – N – D – A. How, spell, name, alphabet Linda Nam Unit 3: How Are You? Competences • Saying goodbye (review) • Greeting • Greeting (review) Sentence patterns • How are you? - I’m fine, thank you. And you? - I’m fine, thanks. Vocabulary how, thank, thanks, fine, and Phonics hello 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 Vocabulary what, is, your, this, friend Phonics this Tom 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. Vocabulary Yes, no, he, she, new, that Phonics Tony Yeah V. Procedures: Time Steps/ Activities Work arrangement 5’ 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 T- whole class Individually ========================================================================
  • 42. 10’ 10’ 10’ 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: − 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. Pair- work Pair- work Individually Pair- work ========================================================================
  • 43. Week: 9 Date of teaching: Thursday, November 8th , 2012. Period: 17th THE FIRST TEST I. Aim: Ss do Review in class. II. Duration: 1 period III. 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 aloud 1. hi 2. goodbye 3. friend 4. spell 5. name 6. thanks 7. that 8. this 9. how 10. hello II. Write the missing letters 1. Hello 2. name 3. friend 4. goodbye ========================================================================
  • 44. III. Listen and tick Play the recording twice. 1. Girl: Hi, I’m Mai. Boy: Hello, Mai. I’m Nam. Girl: Hi, Nam. 4. Girl: That’s my friend Boy: 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. Boy: L – I – N – D – A? 5. Girl: Is the boy new? Boy: No, he isn’t. Girl: What’s his name? Boy: Tony. Girl: How do you spell that? Boy: T – O – N – Y. 1 - a 2 - b 3 - a 4 - b 5 - b IV. Read and tick. 1 - a 2 - a 3 - a 4 - b 5 - a V. Look, read and number. 1 - 4 2 - 2 3 - 1 4 - 3 VI. 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 Linda C: Hi, Linda. 4. B: Goodbye, Tom. C: Bye, Tony. Week: 9 Date of teaching: Friday, November 9th , 2012 Period: 18th UNIT 6 MY SCHOOL Lesson 1 I. Objectives: - By the end of this lesson, students will be able to introduce their school. - Develop speaking skill. ========================================================================
  • 45. II. Teaching methods: - Communicative approach. - Techniques: + 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, puppets. - Students’ aids: books, notebooks, workbooks. IV. Languages focus:  Vocabulary: primary school, it  Sentence Patterns: It’s Thang Long Primary School. V. Procedures: Time Steps/Activities Work arrangement 5’ 10’ 10’ I. Warm up: - Help Ss listen and sing the rhyme My friends on page 25. II. New lesson. 1. Look, listen and repeat. - Ask Ss to identify the characters in the picture on page 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 they read the lines. Mime the dialogue - Play the recording for Ss to listen and repeat each line of 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 T – WC T – WC Whole class, group and individual. Half – half class T – whole class ========================================================================
  • 46. 10’ 3’ 2’ 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 pronunciation error(s) (street, assimilation of sounds and intonation) when necessary. 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 Pair- work T – whole class T – whole class Pair – work T – whole class T – whole class ========================================================================
  • 47. and say its name. Week: 10 Date of teaching: Thursday, November 15th , 2012. Period: 19th UNIT 6 MY SCHOOL Lesson 2 I. Objectives: - 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: Time Steps/Activities Work arrangement 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: 1. Listen and repeat - Have Ss open the book page 44, draw their attention to the 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” T – whole class T – whole class ========================================================================
  • 48. 10’ - Produce the sound of the letter ch and oo 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. which school Which 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. - Monitor the activity and offer help when necessary/ correct typical pronunciation errors. - Call on a group to recite the chant. The others clap the rhythm - 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 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. - 1st :Play the recording all the way through for Ss to listen 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 listening text. Transcript 1. A: This is my school B: Which one? Whole class Group work T – whole class Individually Pair- work ========================================================================
  • 49. 10’ 3’ 2’ A: That one. Thang Long Primary School. B: Thang Long? A: Yes. Thang Long Primary. 2. A: This is my school B: 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 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 and comment. - Have the whole class chorally read each line of the dialogues to reinforce their pronunciation Answers: 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 school IV. Home- link: - Recite the rhyme This is the way we way to go to school on page 45 at home. T – whole class Individually Pair – work T – whole class T – whole class Week: 10 Date of teaching: Friday, November 16th , 2012 Period: 20th UNIT 6 MY SCHOOL Lesson 3 I. Objectives: ========================================================================
  • 50. - By the end of this lesson, Students will be able to ask and answer about the name of a school. - Develop speaking and listening skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III. Teaching aids: - Teacher’s aids: audio CD, pictures, poster, flashcards. - Students’ aids: book, notebook, workbook. VI. Language focus:  Vocabulary: primary school, it, which, one  Sentence Patterns: • What school is it? – Park Primary School. IV. Procedures: Time Steps/Activities Work arrangement 5’ 10’ 10’ I. Warm up: - Let’s Ss sing the song on page 45 for fun. II. New lesson. 1. Listen and repeat. - 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 T – whole class T – whole class Whole class Groups individually T – whole class ========================================================================
  • 51. 10’ 3’ 2’ 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. - Have Ss to practice in pairs asking and answering - Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary. 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. 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 correction - Ask Ss to read the answers aloud to the class. The others listen and give comments. Answers: a. Which b. one c. school - Have the whole class read each line of the dialogue chorally to reinforce their pronunciation. 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. Pair – work T – whole class Individually Pair – work/ Group work Whole class T – whole class Week: 11 Date of teaching: Thursday, November 22nd , 2012 Period: 21st ========================================================================
  • 52. UNIT 7 PLACES IN MY SCHOOL Lesson 1 I. Objectives: - By the end of this lesson, students will be able to name some specific school rooms. - Develop speaking skill. II. Teaching methods: - Communicative approach. - Techniques: + 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, 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: Time Steps/Activities Work arrangement 5’ 10’ I. Warm up: - Greet Ss and have them reply. - Have Ss sing the song This is the way we go to school. II. New lesson. 1. Look, listen and repeat. - Ask Ss to identify the characters in the picture on page 48 and what they are saying. - Set the scene “You are going to hear Tom and Mai talk about Tom’s classroom.” - 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 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. T – WC T – WC Whole class, group and individual. Half – half class ========================================================================
  • 53. 10’ 10’ 3’ 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. - 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. 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 front of the class. The rest of the class observe T – whole class Pair- work T – whole class T – whole class Pair – work ========================================================================
  • 54. 2’ and comment 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. T – whole class T – whole class Week: 11 Date of teaching: Friday, November 23rd , 2012 Period: 22nd UNIT 7 PLACES IN MY SCHOOL Lesson 2 I. Objectives: - By the end of this lesson, students will be able to describe school room. - 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: 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: Time Steps/Activities Work arrangement 5’ 10’ I. Warm up: - Greet Ss and have them reply. - Have Ss sing the song This is the way we go to school. 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 T – whole class ========================================================================
  • 55. 10’ 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 sounds. - Play the recording for Ss to listen as they read the chant on the poster of the chant. Clap the syllables. Small big Look. Look. A big book. Look. Look. A small book. Big, small. Big, small. 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/ correct typical pronunciation errors. - Call on a group to recite the chant. The others clap the rhythm - 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 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. - 1st :Play the recording all the way through for Ss to listen 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. T – whole class Whole class Group work T – whole class Individually ========================================================================
  • 56. 10’ 3’ 2’ - 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. 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? 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 and comment. - Have the whole class chorally read each line of the dialogues to reinforce their pronunciation Answers: 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 Pair- work T – whole class Individually Pair – work T – whole class T – whole class ========================================================================
  • 57. that of letter b in big IV. Home- link: - Ss practice singing the rhyme on Page 51.. Week: 12 Date of teaching: Thursday, November 29th , 2012 Period: 23rd UNIT 7 PLACES IN MY SCHOOL Lesson 3 I. Objectives: - By the end of this lesson, Students will be able to ask and answer about school rooms. - Develop speaking and listening skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III. Teaching aids: - Teacher’s aids: audio CD, pictures, poster, flashcards. - Students’ aids: book, notebook, workbook. VI. Language focus:  Vocabulary: new, short, long  Sentence Patterns: • Is this new? – Yes, it is./ No, it isn’t. IV. Procedures: Time Steps/Activities Work arrangement 5’ 10’ I. Warm up: - Let’s Ss sing the song Small and Big on page 51 for fun. II. New lesson. 1. Listen and repeat. - Have Ss to look at the book at page. Elicit a discussion about the picture and the dialogue. - Explain the unfamiliar vocabulary new, big. T – whole class T – whole class ========================================================================
  • 58. 10’ 10’ - 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. • 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. - Have Ss to practice in pairs asking and answering - Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary. 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 listen and give comments. Answers: a. school; big b. music room; small - Have the whole class read each line of the dialogue Whole class Groups individually T – whole class Pair – work T – whole class Individually Pair – work/ Group work Whole class ========================================================================
  • 59. 3’ 2’ chorally to reinforce their pronunciation. 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. T – whole class Week: 12 Date of teaching: Friday, November 30th , 2012 Period: 24th UNIT 8 SCHOOL THINGS Lesson 1 I. Objectives: - By the end of this lesson, students will be able to name some specific school things. - Develop speaking skill. II. Teaching methods: - Communicative approach. - Techniques: + 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, puppets. - Students’ aids: books, notebooks, workbooks. 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’ I. Warm up: - Greet Ss and have them reply. - Have Ss sing the song This is the way we go to school. T – WC ========================================================================
  • 60. 10’ 10’ II. New lesson. 1. Look, listen and repeat. - Ask Ss to identify the characters in the picture on page 54 and what they are saying. - 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 lines. Mime the dialogue - Play the recording for Ss to listen and repeat each line of the dialogue. Correct pronunciation error(s) when necessary. - 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. - 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 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 T – WC Whole class, group Half – half class Pair - work T – whole class Pair- work ========================================================================
  • 61. 10’ 3’ 2’ 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 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 Pair – work T – whole class T – whole class Week: 13 Date of teaching: Thursday, December 6th , 2012 Period: 25th UNIT 8 SCHOOL THINGS Lesson 2 I. Objectives: - By the end of this lesson, students will be able to describe school things. - Develop listening, reading and writing skill. II. Teaching methods: - Communicative method. ========================================================================
  • 62. - Techniques: + Work in pairs and individually + Ask and answer. + Work in groups, discuss. III. Teaching aids: 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: Time Steps/Activities Work arrangement 5’ 10’ I. Warm up: - Greet Ss and have them reply. - Have Ss sing the song This is the way we go to school. II. New lesson: 1. Listen and repeat - Have Ss open the book page 56, draw their attention to the 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 sounds. - Play the recording for Ss to listen as they read the chant on the poster of the chant. Clap the syllables. pens pencils Pens and pencils Books and bags Rulers and rubbers They’re school things. They’re all new For 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. - Repeat the step but this time have Ss swap their parts. - Have Ss practice reciting and clapping the chant in groups. T – whole class T – whole class Whole class Group work ========================================================================
  • 63. 10’ 10’ - Ask Ss to practice in group of 6 - Monitor the activity and offer help when necessary/ correct typical pronunciation errors. - Call on a group to recite the chant. The others clap the rhythm - 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 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 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 listening text. Transcript 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 - b 3. 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.” - Ask a few questions to check Ss’ comprehension of the T – whole class Individually Pair- work T – whole class ========================================================================
  • 64. 3’ 2’ 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 and comment. - Have the whole class chorally read each line of the dialogues to reinforce their pronunciation Answers: 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 T – whole class Week: 13 Date of teaching: Friday, December 7th , 2012 Period: 26th UNIT 8 SCHOOL THINGS Lesson 3 I. Objectives: - By the end of this lesson, Students will be able to ask and answer about specific school things. - Develop speaking and listening skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III. Teaching aids: - Teacher’s aids: audio CD, pictures, poster, flashcards. - Students’ aids: book, notebook, workbook. VI. Language focus:  Vocabulary: rubber, ruler, pencil sharpener, pencil case, backpack, school bag.  Sentence Patterns: • What are these/ those? – They’re ruler. IV. Procedures: Time Steps/Activities Work ========================================================================
  • 65. arrangement 5’ 10’ 10’ I. Warm up: - Let’s Ss sing the song My School Things for fun. II. New lesson. 1. Listen and repeat. - 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 round but have the groups swap their parts. - Anticipated sound problems: these those - 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 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, assimilation of sound and intonation) and offer help when necessary. 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. T – whole class T – whole class Whole class Groups individually T – whole class Pair – work T – whole class ========================================================================
  • 66. 10’ 3’ 2’ - 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 listen and give comments. Answers: a. this/ book. b. that/ rubber c. these/ pens d. those/ rulers - Have the whole class read each line of the dialogue chorally to reinforce their pronunciation. 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. Individually Pair – work/ Group work Whole class T – whole class Week: 14 Date of teaching: Thursday, December 13th , 2012 Period: 27th UNIT 9 IN MY CLASSROOM Lesson 1 I. Objectives: - By the end of this lesson, students will be able to perform some specific classroom instructions. ========================================================================
  • 67. - Develop speaking skill. II. Teaching methods: - Communicative approach. - Techniques: + 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, puppets. - Students’ aids: books, notebooks, workbooks. 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: Time Steps/Activities Work arrangement 5’ 10’ I. Warm up: - Greet Ss and have them reply. - Let’s Ss sing a song for fun. II. New lesson. 1. Look, listen and repeat. - Ask Ss to identify the characters in the picture on page 54 and what they are saying. - Set the scene “You are going to hear Miss Hien and the Ss in her class say.” Explain when to use Good morning. - 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 dialogue. Correct pronunciation error(s) when necessary. - 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 T – WC T – WC Whole class, group Half – half class Pair - work ========================================================================
  • 68. 10’ 10’ 3’ 2’ - 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. 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 front of the class. The rest of the class observe and comment 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. IV. Home- link: T – whole class Pair- work T – whole class Pair – work T – whole class T – whole class ========================================================================