Giáo án Let's learn english book 1 term 1

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Giáo án Let's learn english book 1 term 1

  1. 1. Theme one: You and me Week: 1. Date of teaching: Thursday, September 8th , 2010. Period: 1st . Unit 1: Hello. Lesson 1: Section A (1, 2, 3). I. Aims: Practice greeting and introducing oneself. II. Objectives: - By the end of this lesson, students will be able to greet and introduce themselves. - Develop speaking skill. III. Teaching methods: - Communicative approach. - Techniques: + Ask and answer (say individually)
  2. 2. + 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: - Greeting: Hi/ Hello. - Personal pronouns: I. - Proper name: Nam, Mai, Li Li, Alan. - Structures: I am + name. (I’m + name.) VI. Procedures:
  3. 3. Time Steps/Activities Work arrangement 1’ 5’ 10’ 10’ 7’ 2’ I. Class organization. II. New lesson. 1. Warm up: Chatting. - Let Ss introduce some information about themselves (maybe in Vietnamese) ands introduces oneself in English. Example: Hello. I’m Duyen. (Hi. I am Duyen). 2. Presentation: - Giving introduction of the text ( set the scene) * Pre- teach: Teaching vocabulary. + I (translate) + Hello/Hi (translate) + am = ’m (translate). - Get Ss to read all the new words in chorus, in groups, then individual. * Checking vocabulary: Slap the board. - T reads the dialogue first and asks Ss to listen to the tape twice. - T asks Ss to repeat in chorus three times. - Let Ss practice the dialogue in pairs - Gets some pairs to read it aloud. * Presenting new structure: - T gives a situation to present (using picture) - T elicits the structures by asking Ss to speak out the model sentence: Hello. I’m Nam. Hi. I’m Mai. I’m + name (I’m = I am) 3. Practice: - T introduces four Ss: Nam, Mai, Li Li, Alan. (Using the puppets). - T models the dialogue (use a picture) with one student: T (Alan): Hello, I’m Alan. S ( Li Li): Hello, I’m Li Li. - Teacher reads aloud the sentences and asks Ss to repeat in chorus. - T asks Ss to work in pairs (play the roles of Nam, Mai, Li Li and Alan. - T move around and gives help if necessary. - T calls on some pairs to say aloud. Others remark. - T gives remark. 4. Production: - Ask Ss to complete the dialogue by using the real/ unreal names and the structures to practice the dialogue. A: Hello, I’m ___________. B: Hi, _____________. I’m __________. - Move around and give Ss help if necessary. - Ss practice in pairs. - Calls on some pairs to the front pretend what they are T-WC T-WC T-WC Chorus, in groups/ individual. T-WC Group work Pair- work Pair- work T-WC Pair- work
  4. 4. Week: 2 Date of teaching: Friday, September 10th , 2010.
  5. 5. Period: 2nd . Unit 1: Hello. Lesson 2: Section A (4, 5, 6, 7) I. Aims: Practice listening and ticking on the pictures about greeting “Hello/Hi” and introducing oneself. 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 introducing oneself. - 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 I Hello Hi VI. Procedures:
  6. 6. Time Steps/Activities Work arrangement 1’ 5’ 10’ 5’ 5’ 7’ 2’ I. Class organization. II. New lesson: 1. Warm up: Noughts and crosses 2. Listen and check: Open prediction - T sets the scene and gives four pictures ( T can use poster) - T asks Ss to discuss the pictures using the questions. Who are they? What are they talking about? - T asks Ss to work in pairs to guess. - T gets feedback form Ss and writes Ss’ ideas on the board. Students’ guess Answer key - T asks Ss to listen the dialogue twice and decide which pictures are mentioned in the tape. - After the second listening, Ss share their ideas with the partners - Calls on some pairs to read it aloud. Others remark. - T asks Ss to listen again and check their prediction ( work in pairs or groups) - T gives feedback - Answer key: 1- b 2- a 3. Say it right: - T asks Ss to observe two letters “h” as in “hi/ hello” and “i” in “ I/ hi” - T reads the words aloud and clearly. - T asks Ss to listen to the tape twice. - T asks Ss to repeat in chorus, in groups then individually. - Distinguish : Hi I Hello Hi - T asks Ss to read exactly. 4. Let’s write: - T asks Ss to read the uncompleted sentences and explains the task. - T gives Ss suggestion. T-WC Group work T-WC Pair- work Pair- work Group work T- whole class Group work Pair- work Individually Pair- work I Li Li Hello Nam am Mai Hi Alan Hi, Mai
  7. 7. Week: 2 Date of teaching: Thursday, September 16th, 2010. Period: 3rd
  8. 8. Unit 1: Hello. Lesson 3: Section B (1, 2, 3) I. Aims: Practice listening and using the greeting “Nice to meet you.” at the first meeting and introducing oneself. II. Objectives: - By the end of this lesson, Students will be able to listen and use the greeting “Nice to meet you” when they meet each other the first meeting and introduce oneself. - 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, word cards. - Students’ aids: book, notebook, workbook. V. Languages focus: - Structures: Nice to meet you. / Nice to meet you too. VI. Procedures:
  9. 9. Time Steps/Activities Work arrangement 1’ 5’ 8’ 8’ 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. Presentation:  B1. Listen and repeat. - Giving introduction of the text ( set the scene) * Pre- teach: Teaching vocabulary. + Nice ( translate) : + (to) meet ( translate) : + Too ( translate) - Get Ss to read all the new words, in groups, then individual. * Checking vocabulary: What and Where - T reads the dialogue first/ plays the tape - T asks Ss to repeat in chorus three times. - Let Ss practice the dialogue in pairs, in groups. - Gets some pairs to speak aloud in front of the class. * Presenting structures - T gives a situation to present the new structures T elicits Ss to pick out the model sentences: 3. Practice:  B3. Listen and number: • Pre- listening: * Pre teaching: - Present new words if necessary. * Open prediction: - T sets the scene and gives three pictures ( T can use poster) - T asks Ss to observe three pictures - T asks Ss to work in pairs to guess. Students’ guess Answer key - T gets feedback from Ss and write Ss’ ideas • While – listening: - T asks Ss to listen to the tape twice. - After the second listening, Ss share their ideas with their partners. - T asks Ss to listen again and check their predictions. ( Work in pairs or groups) T-WC T-WC T-WC ( Chorus in groups, individually.) Pair- work Group work Pair- work T-WC Pair- work Group work Pair- work Nice to meet you. Nice to meet you too.
  10. 10. Week: 2 Date of teaching: Friday, September 17th , 2010. Period: 4th .
  11. 11. Unit 1: Hello. Lesson 4: Section B (4, 5, 6, 7) I. Aims: To understand more about the way to greet and introduce oneself. II. Objectives: - By the end of this lesson, students will be able to understand more about the way to greet and introduce themselves. - 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: Tape, cassette, pictures, poster, word cards, sub- board. - Students’ aids: book, notebook, workbook. V. Languages focus: Revision: - Hello/Hi. I’m + (name) - Nice to meet you. - (Nice to meet you too) VI. Procedures:
  12. 12. Time Steps/Activities Work arrangement 1’ 5’ 7’ 7’ 6’ 7’ 2’ I. Class organization. II. New lesson. 1. Warm up: - T asks some pairs to greet and introduce oneself. S1: Hello. I’m Mai S2: Hi, Mai. I’m Nam S1: Nice to meet you. S2: Nice to meet you too. 2. Read and match: • Pre-reading: - T introduces the topic and gives some guiding. - Asks Ss to predict “What is what”. • While-reading: - 1st reading: Ss read and check their prediction. - 2nd reading: Ss do the task (match the paragraph with a appropriate picture.) - Have Ss compare the answers with a friend. - Feedback and give correct answers: 1- b 2- a • Post-reading: - Do exercise on the sub- board (Exercise 6- page 9/ workbook) 3. Let’s write: • Pre - writing: - T has Ss look at the model and explain the task. - T gives suggestion for writing exercise. • While - writing: Organize the game: Who is right and fast? - T divides the class into groups of four or five. - T reads aloud some sentences. (Example: Nice to meet you. / Hello. I’m Alan. / Hi, Li Li. I’m Nam. - The groups discuss how to write the sentences correctly and write them down. - After finishing the writing, the groups exchange their writing and give remark depending on the model sentences on the board. (T writes the sentences on the board) Which group has more the correct sentences is the winner. Notice: - The first letter of proper name is the capital. - All the letters in a word are connected. - The writing is clear and clean. • Post- writing: - T calls some Ss to read the sentences aloud. - T corrects the writing at the end of lesson and gives remark. - Do exercise on the extra board (Exercise 7 in workbook/ page 10). T-WC Pair- work T-WC Pair- work T- whole class T- whole class T- whole class Group work Individually.
  13. 13. Week: 3 Date of teaching: Friday, September 23rd , 2010. Period: 5th .
  14. 14. Unit Two: Thank You Lesson 1: Section A (1, 2, 3). I. Aims: Practice asking and answering about how someone is and thank. II. Objectives: − By the end of the lesson, Sts will be able to ask and answer about how someone is and thank. − Develop writing, reading skills. III. Teaching methods: − Communicative method. − Techniques: + Ask and answer + Work in pairs and individually. + Work in groups, discuss. IV. Teaching aids: − Teacher’s aids: extra- board, pictures, word cards, a ball, a wall chart and textbook. − Students’ aids: book, notebook, workbook. V. Languages focus: How are you? – I’m fine, thank you. VI. Procedures:
  15. 15. Time Steps/Activities Work arrangement 5’ 12’ 10’ 10’ I. Warmer Game: Apple Pass St 1: Hi. I’m ________. St 2: Hello, ______. I’m________. St 1: Nice to meet you, ______. St 2: Nice to meet you, too. II. Presentation - Set the scene: “I’ll instruct you how to ask and answer about the health”. - Ask Ss to look at the picture, discuss in pairs by answering the questions. a. What can you see in the picture? b. What are they? - Ask Ss to look at the books and listen for the first time. - Play the tape again twice and ask Ss to repeat in chorus (sentence by sentence –pay attention to the intonation of the sentence). - Have Ss work in pairs. - Call some pairs to speak aloud - Check Ss’ understanding. a. What sentence does Mai use to ask Nam’s health? b. What sentence does Nam use to answer Mai’s question? - Elicit the model sentences: How are you? - I’m fine. Thank you. - Fine. Thanks. III. Practice - Ask Ss to look at the pictures and read aloud the opened- sentences in A2- page 19. - Ask Ss to use the cues to practice asking and answering about the health. - Model the first and ask Ss to repeat. - Ss work in groups of 4 or 5, take turn ask and answer about the health. - Move around and give help if necessary. - Have 2 Ss from each group speak out their work, the others listen and comment. Ex1: St.1: How are you, Li Li? St.2: I’m fine, thank you. Ex2: St. 1: How are you, Alan. St. 2: Fine, thanks. IV. Further practice - Ask Ss to complete the dialogue by using the real/ unreal names and the structures to practice the dialogue. A: Hello, ______. How __________? B: Hi, ______. I’m ____, _________. T- WC T- WC Group work T -WC Pair- work T- WC Pair- work Group work T- WC
  16. 16. Week: 3 Date of teaching: Friday, September 24th , 2010. Period: 6th . Unit Two: Thank You Lesson 2: (A4, 5, 6, 7) I. Aims: Further practice on asking how someone is; listening and pronounce letters /ee /, /l /, /ea /. II. Objectives: By the end of the lesson, Ss will be able to ask how someone is and pronounce letters /ee /, /l /, /ea / exactly III. Teaching methods: - Communicative method. - Techniques: + Work in pairs and individually. + Work in groups, discuss IV. Teaching aids: - Teacher’s aids: Extra- board, pictures, word cards, a chart. - Students’ aids: book, notebook, workbook. V. Language focus: How are you? – I’m fine, thank you. VI. Procedures:
  17. 17. Time Steps/Activities Work arrangement 5’ 5’ 8’ 7’ 7 ’ I. Class organization. + Game: Asks Ss to play the “Apple Pass” game in groups. Ex: St.1: Hi, ____. How are you? St.2: Hello, ____. I’m fine, thank you. And how are you? St.1: Fine, thanks. II. New lesson: 1. Warm up: Slap the board. 2. Listen and check: Open prediction - T sets the scene and gives four pictures ( T can use poster) - T asks Ss to discuss the pictures using the questions. Who are they? What are they talking about? - T asks Ss to work in pairs to guess. - T gets feedback form Ss and writes Ss’ ideas on the board. Students’ guess Answer key - T asks Ss to listen the dialogue twice and decide which pictures are mentioned in the tape. - After the second listening, Ss share their ideas with the partners - Calls on some pairs to read it aloud. Others remark. - T asks Ss to listen again and check their prediction ( work in pairs or groups) - T gives feedback - Answer key: 1- b 2- a 3. Say it right: - T asks Ss to observe two letters “ee” as in “see/ meet”, “l” as in “Li Li/ Alan” and “ea” as in “read” - T reads the words aloud and clearly. - T asks Ss to listen to the tape twice. - T asks Ss to repeat in chorus, in groups then individually. - Distinguish pairs of lettes in the difference colors. see Li Li see meet Alan read - T asks Ss to read exactly. 4. Let’s write: T- whole class Group work T-WC Group work Pair- work T- whole class Individual- work T- whole class Pair- work T- whole class meet Hello Nice Thank you Thanks fine
  18. 18. Week: 4 Date of teaching: Thursday, September 30th , 2010. Period: 7th .
  19. 19. Unit Two: Thank You Lesson 3: Section B (1, 2, 3) I. Aims: Sts can say and respond to good bye. Listen and understand good bye. II. Objectives: By the end of this lesson, Ss will be able to say goodbye III. Teaching methods: - Communicative method. - Techniques: + Ask and answer + Work in pairs and individually. + Work in groups, discuss IV. Teaching aids: − Teacher’s aids: Extra- board, pictures, word cards, a chart. − Students’ aids: book, notebook, workbook teacher’s book. V. Language focus: Good bye, _______. / Bye. See you lat VI. Procedures:
  20. 20. Time Steps/Activities Work arrangement 5’ 12’ 10’ 10’ 1. Warmer: Game: “Ball Pass” Ex: St.1: Hi, ____. How are you? St.2: Hello, ____. I’m fine, thank you. And you? St.1: Fine, thanks. 2. Presentation - Set the scene: “I’ll instruct you how to say goodbye to your friends” - Ask Ss to look at the picture, discuss in pairs by answering the questions. a. What can you see in the picture? b. What are they? - Ask Ss to look at the books and listen for the first time. - Play the tape again twice and ask Ss to repeat in chorus (sentence by sentence). - Explain: “And you?” = “How are you?” - Have Ss work in pairs. - Call some pairs to speak aloud - Check Ss’ understanding. a. What sentences does Mai talk when they are on bus? b. What sentences does Mai say when getting off the bus and Nam respond? - Elicit the model sentences: - Goodbye, Nam. - Bye. See you later. 3. Practice - Ask Ss to look at the pictures and read aloud the opened- sentences in B2- page 22. - Ask Ss to use the cues to practice saying goodbye. A: __________________. B: _____. See you later. - Model the first and ask Ss to repeat. - Ss work in groups of 4 or 5, practice saying goodbye. - Move around and give help if necessary. - Have 2 Ss from each group speak out their work, the others listen and comment. - Asks Ss to works in pairs and then fill in the table. 4. Further practice: (Section B3) - Encourage Ss look at the pictures and discuss the situation using these questions: a. Who are they? b. What are they talking? c. What do Ss have to do? - Play the tape twice and ask Ss to listen and number the pictures in correct order. - Call some Ss to give answers. Others listen and give remark. Answers: a- 2 b- 1 c- 3 - Play the tape again. Ss listen and check the answers. Whole class T- whole class Pair- work T- whole class Pair- work Group-work T-whole class Individually
  21. 21. Week: 4 Date of teaching: Thursday, October 1st, 2010. Period: 8th .
  22. 22. Unit Two: Thank You Lesson 4: Section B (4, 5, 6, 7) I. Aims: Further practice on greeting and saying good bye through reading. Learn the English alphabet. II. Objective: - By the end of this lesson, Ss will be able to say goodbye III. Teaching methods: - Communicative method. - Techniques: + Ask and answer + Work in pairs and individually. + Work in groups, discuss IV. Teaching aids: - Teacher’s aids: Extra- board, pictures, word cards, a chart. - Students’ aids: book, notebook, workbook teacher’s book. V. Language focus: How are you? – I’m fine, thank you./ Good bye. – Bye. See you later. VI. Procedures:
  23. 23. Time Steps/Activities Work arrangement 5’ 10’ 8’ 9’ 1. Warmer: Game: Ask Ss to play the “Apple Pass” game in group. Ex: St1: Good bye, _______. St2: Bye. See you later 2. Presentation:  Vocabulary: -Checking vocabulary: Slap the board. 3. Read and match • Pre-reading: - T introduces the topic and gives some guiding. - Asks Ss to predict “What is what”. • While-reading: - 1st reading: Ss read and check their prediction. - 2nd reading: Ss do the task (match the paragraph with the appropriate picture.) - Have Ss compare the answers with a friend. - Feedback and give correct answers: 1- b 2- a • Post-reading: - Do exercise on the sub- board (Exercise 6- workbook) 4. Let’s write: - T has Ss look at the model and explain the task. - T gives suggestion for writing exercise. - Ss discuss to find out the appropriate words filling in the blanks. a) A: How______________? b) A: Good bye. B: I’m fine,___________. B:_____________. Organize the game: Who is right and fast? − T divides the class into groups of four or five. − T reads aloud some sentences. − The groups discuss how to write the sentences correctly and write them down. − After finishing the writing, the groups exchange their writing and give remark depending on the model sentences on the board. (T writes the sentences on the board) Which group has more the correct sentences is the winner. Notice: - The first letter of proper name is the capital. - All the letters in a word are connected. T- whole class T- whole class Pair- work T- whole class Pair- work T- whole class Group work meet Englis h See you later thank you Goodbye thanks Hello
  24. 24. Week: 5. Date of teaching: Thursday, October 7th , 2010. Period: 9th .
  25. 25. Unit Three: Our Names Lesson 1: Section A (1, 2, 3) I. Aims: Practice asking and answering about the names. II. Objective: - By the end of this lesson, Ss will be able to ask and answer the names. III. Teaching methods: - Communicative method. - Techniques: + Ask and answer + Work in pairs and individually. + Work in groups, discuss IV. Teaching aids: - Teacher’s aids: Extra- board, pictures, word cards, a chart. - Students’ aids: book, notebook, workbook teacher’s book. V. Language focus: - What’s your name? - My name’s_________. VI. Procedures:
  26. 26. Time Steps/Activities Work arrangement 5’ 12’ 7’ 1. Warm- up: Game: Ask Ss to play the "Ball pass” game in groups. Ex: St1: Hi, ____. How are you? St2: Hello, ____. I’m fine, thank you. And how are you? St1: Fine, thanks. 2. Presentation:  Vocabulary: (pictures, gestures) name(n): your: my: is: − Checking vocabulary: What and Where.  Presentation dialogue:(SA.1) − Set the scene: “Mai and Peter are asking and answering about name". - Ask Ss to look at the picture, discuss in pairs by answering the questions. c. What can you see in the picture? d. What are they? - Ask Ss to look at the books and listen for the first time. - Play the tape again twice and ask Ss to repeat in chorus (sentence by sentence –pay attention to the intonation of the sentence). - Have Ss work in pairs. - Call some pairs to speak aloud - Check Ss’ understanding. c. What sentence does Mai use to ask Nam’s health? d. What sentence does Nam use to answer Mai’s question? - Elicit the model sentences: A: What’s your name? B: My name’s + name. 3. Practice - Ask Ss to look at the pictures and read aloud the opened- sentences in A2- page 27. - Ask Ss to use the cues to practice asking and answering about the health. - Model the first and ask Ss to repeat. - Ss work in groups of 4 or 5, take turn ask and answer about the health. - Move around and give help if necessary. - Have 2 Ss from each group speak out their work, the others listen and comment. Ex1: St.1: What's your name? St.2: My name's Peter/ Linda 4. Further practice T- whole class T- whole class T- whole class Pair- work T- whole class Pair- work Group work T- whole class Group work.
  27. 27. Week: 5 Date of teaching: Friday, October 8th , 2010. Period: 10th
  28. 28. Unit Three: Our Names Lesson 2: Section A (4, 5, 6, 7) I. Aims: Learn the English alphabet, listen and understand the letters. Ss can pronounce the letters /er/, /n/, /t/ exactly. II. Objective: - By the end o this lesson, Ss will be able to ask and answer the names and sing the English Alphabet song. - Develop speaking skill. III. Teaching methods: - Communicative method. - Techniques: + Ask and answer + Work in pairs and individually. + Work in groups, discuss. IV. Teaching aids: - Teacher’s aids: extra- board, pictures, word cards, a ball, a wall chart and textbook. - Students’ aids: book, notebook, workbook. V. Language focus: What’s your name? - My name’s _______. 26 English letters. VI. Procedures:
  29. 29. Time Steps/Activities Work arrangement 5’ 5’ 10’ 8’ 9’ 1. Warm- up - Teach Ss sing a song. - Ss listen to the tape and sing along the English Alphabet song. A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z. 2. Vocabulary: (pictures) - Present the 26 English letters. - Checking vocabulary: Slap the board. 3. Listen and check: Open prediction - T sets the scene and gives four pictures ( T can use poster) - T asks Ss to discuss the pictures using the questions. Who are they? What are they talking about? - T asks Ss to work in pairs to guess. - T gets feedback form Ss and writes Ss’ ideas on the board. Students’ guess Answer key - T asks Ss to listen the dialogue twice and decide which pictures are mentioned in the tape. - After the second listening, Ss share their ideas with the partners - Calls on some pairs to read it aloud. Others remark. - T asks Ss to listen again and check their prediction ( work in pairs or groups) - T gives feedback - Answer key: 1- a, k. 2- b, c 3- p, t 4- l, m 5- s, x 6- i, y 6. Say it right: - T asks Ss to observe two letters “er” as in “later/ Peter”, “n” as in “name/ Nam” and “t” as in “meet/ repeat” - T reads the words aloud and clearly. - T asks Ss to listen to the tape twice. - T asks Ss to repeat in chorus, in groups then individually. - Distinguish pairs of letters in the difference colors. later name meet Peter Nam repeat - T asks Ss to read exactly. 7. Let’s write: - T asks Ss to read the uncompleted sentences and T- whole class T- whole class Pair- work T- whole class Individual- work Pair- work T- whole class T- whole class Chorus/ pair work Pair- work
  30. 30. Week: 6 Period: 11th. Date of teaching: Thursday, October 14th , 2010.
  31. 31. Unit Three: Our Names Lesson 3: Section B (1, 2, 3). I. Aims: Sts can ask, answer and spell names, listen and understand spelling names. II. Objective: − By the end of this lesson, Ss will be able to ask and answer the names and spell their names using the English alphabet. III. Teaching methods: − Communicative method. − Techniques: + Ask and answer + Work in pairs and individually. + Work in groups, discuss IV. Language focus:  Review: What's your name? My name's + (name).  Structure: My name's Linda. That's L- I - N - D - A. V. Teaching aids: pictures, a wall chart and textbook. − Teacher’s aids: Extra- board, pictures, tape, cassette player, word cards, a chart. − Students’ aids: book, notebook, workbook teacher’s book. VI. Procedures:
  32. 32. Time Steps/Activities Work arrangemen t 5’ 12’ 7’ 1. Warmer: Ask Ss to play the ”Apple Pass” A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z. Ss take turns saying the 26 English letters. 2. Presentation ♦ Vocabulary ♦ Checking vocabulary. Slap the board. ♦ Presentation dialogue (B.1): - Set the scene: “I’ll instruct you how to spell your names”. - Ask Ss to look at the picture, discuss in pairs by answering the questions. a. What can you see in the picture? b. What are they? - Ask Ss to look at the books and listen for the first time. - Play the tape again twice and ask Ss to repeat in chorus (sentence by sentence). - Have Ss work in pairs. - Call some pairs to speak aloud - Check Ss’ understanding. a. What sentences does Nam ask? b. What sentences does Linda say when respond to Nam’s question? - Elicit the model sentences: - What’s your name? - My name’s Linda. That’s L- I- N- D- A. 6. Practice - Ask Ss to look at the pictures and read aloud the opened- sentences in B2- page 31. - Ask Ss to use the cues to practice asking, answering and spelling the name.. A: What’s your name? B: My name’s _______. That’s __________. - Model the first and ask Ss to repeat. - Ss work in groups of 4 or 5, practice asking, answering and spelling the name. - Move around and give help if necessary. - Have 2 Ss from each group speak out their work, the T- whole class T-whole class T- whole class Pairwork T- whole class T- whole class Group work name English Nice to meet you thank you Goodbye Hi Hello
  33. 33. Week: 6 Date of teaching: Friday, October 15th , 2010. Period: 12th. Unit Three: Our Names Lesson 4: Section B (4, 5, 6, 7) I. Aims: Further practice on telling and spelling names through reading. Sts learn to sing the Alphabet Song. II. Objective: − By the end of this lesson, Ss will be able to ask and answer the names and spell their names using the English alphabet. III. Teaching methods: − Communicative method. − Techniques: + Ask and answer + Work in pairs and individually. + Work in groups, discuss IV. Language focus:  Review: What's your name? My name's + (name).  Structure: My name's Linda. That's L- I - N - D - A. V. Teaching aids: pictures, a wallchart and textbook. − Teacher’s aids: Extra- board, pictures, word cards, a chart. − Students’ aids: book, notebook, workbook teacher’s book. VI. Procedures:
  34. 34. Tim e Steps/Activities Work arrangement 5’ 10’ 8’ 1. Warm up: − Ask Ss to complete “ the English Alphabet Song” A, B, C, ___, E, F, G, H, ___, J, K, L, ___, N, O, P, Q, ___, S, T, ___, V, W and X, Y, Z. 2. Read and match • Pre-reading: - T introduces the topic and gives some guiding. - Asks Ss to predict “What is what”. • While-reading: - 1st reading: Ss read and check their prediction. - 2nd reading: Ss do the task (match the paragraph with the appropriate picture.) - Have Ss compare the answers with a friend. - Feedback and give correct answers: 1- b 2- a • Post-reading: - Do exercise on the sub- board (Exercise 7- workbook, page 22) - Suggested answer: a- 2 b- 1 c- 4 d- 3 3. Let’s write: - T has Ss look at the model and explain the task. - T gives suggestion for writing exercise. - Ss discuss to find out the appropriate words filling in the blanks. A: What’s ________________? B: My name’s _______. That’s ___________. Organize the game: Who is right and fast? - T divides the class into groups of four or five. - T reads aloud some sentences. - The groups discuss how to write the sentences correctly and write them down. - After finishing the writing, the groups exchange their writing and give remark depending on the model sentences on the board. (T writes the sentences on the board) Which group has more the correct sentences is the winner. Notice: - The first letter of proper name is the capital. - All the letters in a word are connected. - The writing is clear and clean. - T calls some Ss to read the sentences aloud. - T corrects the writing at the end of lesson and gives remark. - Do exercise on the extra board (Exercise 8 in workbook page 23). T- whole class T- whole class Pair- work T- whole class Pairwork Group work T- whole class
  35. 35. Week: 7 Date of teaching: Thursday, October 22nd , 2010. Period: 13th. REVISION FROM UNIT ONE TO UNIT THREE I. Objectives: − By the end of this lesson, Ss will be able to remind all the words, structures that they’ve learned in three units from unit 1 to unit 3. − Review: 1. Greeting. 2. Introducing someone’s name. 3. Asking and answering about the health. 4. Saying goodbye and responding. 5. Asking and answering about someone’s name. 6. Spelling the names. 7. Reading the English Alphabet. II. Language focus: 1. Phonics: Hi I Hello Hi see Li Li see meet Alan read later name meet Peter Nam repeat 2. Vocabulary: − Greeting: Hello/ Hi. − Personal pronoun: I, you − “To be”: is, are − Pronoun: my, your − Adjectives: fine, nice − Verb: see, meet − Question words: how, what. − Proper names: Nam, Mai, Alan, Li Li, Linda, Peter 3. Structures: WE SAY Hello / Hi I’m Mai. That’s M- A- I.
  36. 36. WE SAY WE RESPOND Nice to meet you. Nice to meet you too. Goodbye. See you later./ Bye. WE ASK WE ANSWER How are you? I’m fine, thank you. What’s your name? My name’s Alan. III. Teaching aids: − Teacher’s: sub- board, tape, cassette, word cards, chart. − Students’: book, notebook, workbook. IV. Procedures: Time Steps/ Activities Work arrangement 5’ 10’ 10’ 10’ 1. Warm up: Let Ss sing the song that they like. 2. Review:  Phonics: − Hang the sub- board and ask Ss to read the words in silence. − Play the tape twice. Ss listen and repeat the words in chorus. − Have Ss to practice in pairs. − Call some Ss to read the words aloud in front of the class. T corrects if the Ss make mistake.  Vocabulary: − Hang the sub- board and ask Ss to read the words in pairs. − Call on some Ss to read aloud. Others listen and comment. − Encourage Ss to: a. Talking the meaning of the words. b. Making the sentences using the words. e.g: When’s your birthday? It’s in May  Structures: − Hang the sub- board. − Ask Ss to read the structures in table 1 and discuss in pairs to talk about the meaning of the sentences. − Ss ask and respond/ answer the questions in table 2 and 3. Others listen and comment. 3. Home link: − Encourage Ss to prepare well for the test. T- whole class Individually Pair- work Pair- work Individually Pair- work
  37. 37. Week: 7 Date of teaching: Friday, October 24th , 2010. Period: 14th . SELF- CHECK ONE I. Objectives: By the end of this lesson, Ss will be able to apply all words, structures in doing the exercises. II. Procedure: Ss do the self- check one (work book- page 34+ 35+ 36) in 40 minutes. III. Suggested answers: 1. Check the words you hear. 1. Hi 2. fine 3. meet 4. your 5. later 2. Listen and number. 1. What’s your name? 2. My name’s Alan. 3. Nice to meet you. 4. How are you? 5. I’m fine. 3. Complete the sentences. 1. My name’s Peter. 2. How are you? 3. Nice to meet you. 4. Thank you. 5. Goodbye. 4. Write the name in the blank. Alan, Nam, Li Li, Peter, Mai. 5. Select and tick the letter A, B or C. 1. B 2. A 3. C 4. A 5. C 6. Write the answers. 1. My name’s + student’s name. 2. I’m fine, thank you. / Fine, thanks. Week: 8 Date of teaching: Thursday, October 28th + 29th , 2010. Period: 15th + 16th THE FIRST ENGLISH TEST
  38. 38. A. Testing paper. I. Circle the odd one out: II. Number the sentences: III. Complete the sentences 1. _ello, Alan. 2. W_at’s _ _ur name? 3. H_w a_e _ou? 4. I am _ _ne. Tha_ _ you. 5. S_ _ you l_ _er. IV. Select and tick the letter A, B or C. 1. Hi. I am Mai. A. I am fine. Thank you B. Goodbye. C. Hello. I am Thu 2. What is your name? A. My name is Nga B. Nice to meet you C. See you later. 3. How are you? A. Fine, thanks B. See you later. C. My name is Alan 4. Nice to mee you. A. I am Lan. B. Nice to meet you too. C. See you later. 5. Goodbye. 1. A. hello B. How C. hi 2. A. thanks B. thank you C. I 3. A. are B. Mai C. am 4. A. How B. What C. you 5. A. thanks B. goodbye C. bye a. Nice to meet you. b. Nice to meet you, Linda. c. 1 Good morning, Miss Lien. d. Miss Lien, this is Linda. She is my friend. e. Good morning, Nam.
  39. 39. A. See you later B. Nice to meet you. C. Hi. I am Nam. V. Complete the dialogue: 1. A: Hi, Linda. (1)________ are you? B: I’m fine, (2)_____ you. And you? A: (3)_______, thanks 2. A: What’s your (4)______? B: My name’s Quan. That’s Q- U- A- N. And what’s your name? A: (5)________ name’s Thuy. B. Checking the test. I. Circle the odd one out. 1. B 2. C 3. B 4. C 5. A II. Number the sentences. 1. Good morning, Miss Lien. 2. Good morning, Nam. 3. Miss Lien, this is Linda. She is my friend. 4. Nice to meet you, Linda. 5. Nice to meet you. III. Complete the sentences. 1. Hello, Alan. 2. What’s your name? 3. How are you? 4. I’m fine, thank you. 5. See you later. IV. Select and tick the letter. 1. C 2. A 3. A 4. B 5. A V. Complete the dialogue. 1. A: Hi, Linda. (1)__How_ are you? B: I’m fine, (2) __thank_ you. And you? A: (3) _Fine__, thanks 2. A: What’s your (4) __name_? B: My name’s Quan. That’s Q- U- A- N. And what’s your name? A: (5) __My__ name’s Thuy
  40. 40. Week: 9 Date of teaching: Thursday, November 4th , 2010. Period: 17th . Unit Four: My CLASSROOM Lesson 1: Section A (1, 2, 3). I. Aims: Introducing the other. II. Objectives: By the end of the lesson, SS will be able to introduce the other. III. Language focus: She’s _________. She’s _______________. He’s __________. He’s _______________. IV. Teaching aids: - Teacher’s: tape, cassette, puppets, word cards, poster, extra- board, pictures. - Students’: book, notebook, work book. V. Procedures:
  41. 41. Tim e Steps/Activities Work arrangement 5’ 12’ 10’ 10’ 1. Warmer Game: Ss play the “ Sorting” game in group. - T shows 6 names on the board, sts sort them into 2 columns. Answers: She He Mai Nam Li Li Alan Linda Peter 2. Presentation  Vocabulary: (pictures) She: cô ấy  He: cậu ấy friend(n): bạn bè Who?: Ai vậy? • Checking vocabulary: Slap the board.  Presentation dialogue:(SA.1) - Encourage Ss to talk about the picture by answering the questions. 1. Who are they? 2. Where are they? 3. What are they talking about? - Ask Ss to look at the books and listen for the first time. - Play the tape again twice and ask Ss to repeat in chorus (sentence by sentence –pay attention to the intonation of the sentence). - Have Ss work in pairs. - Call some pairs to speak aloud - Elicit the model sentences: A: What’s your name? B: My name’s + name. 1. Practice - Ask Ss to look at the pictures and read aloud the opened- sentences in A2- page 39. - Ask Ss to use the cues to practice introducing the others. - Model the first and ask Ss to repeat. - Ss work in groups of 4 or 5, take turn in practice. - Move around and give help if necessary. - Have some Ss to speak out, the others listen and comment. Ex1: St.1: She’s Li Li. She’s my friend. St.2: He’s Alan. He’s my friend. 2. Further practice - Ask Ss to complete the dialogue by using the real/ unreal names and the structures to practice the dialogue. She’s ____________. She’s ____________. He’s _____________. He’s ____________.  Notice Ss face to face when practicing. - Move around and give Ss help if necessary. T- whole class T- whole class Pair- work T- whole class Pair- work Group work T- whole class Group wok
  42. 42. Week: 9 Date of teaching: Friday, November 5th , 2010. Period: 18th . Unit Four: My Friends Lesson 2: Section A (4, 5, 6, 7). I. Aims: Further practice on naming objects and talking about the locations of objects through listening. I. Objectives: By the end of the lesson, SS will be able to practice naming objects and talking about the locations of objects. II. Language focus:
  43. 43. This/ That is ________. These /Those are _________. III. Teaching aids: - pictures, a ball, a chart and textbook. IV. Teaching steps: Time Steps/Activities Work arrangement
  44. 44. 5’ 12’ 8’ 5’ 1. Warmer Game: Sts play the “Apple Pass” game in group. St1: He’s Phong. He’s my friend. St2: Hi, Phong. She’s Lan. She’s my friend. St3: Hello, Lan. He’s Minh. He’s my friend. St4: She’s Hoa. She’s my friend. 2. Listen and check: - T sets the scene and gives four pictures ( T can use poster) - T asks Ss to discuss the pictures using the questions. Who are they? What are they talking about? - T asks Ss to work in pairs to guess. - T gets feedback form Ss and writes Ss’ ideas on the board. Students’ guess Answer key - T asks Ss to listen the dialogue twice and decide which pictures are mentioned in the tape. - After the second listening, Ss share their ideas with the partners - Calls on some pairs to read it aloud. Others remark. - T asks Ss to listen again and check their prediction (work in pairs or groups) - T gives feedback - Answer key: 1- a 2- b - Tape script: 1. Hi, Alan. This is Linda. She’s my friend. 2. Li Li: Hello. My name’s Li Li. Alan: Hi, Li Li. I’m Alan. Nice to meet you. 3. Say it right: - T asks Ss to observe two letters “e” as in “ hello/ he/ she”, “i” as in “ my/ nice” - T reads the words aloud and clearly. - T asks Ss to listen to the tape twice. - T asks Ss to repeat in chorus, in groups then individually. - Distinguish pairs of letters in the difference colors. hello he my friend she nice - T asks Ss to read exactly. - Have Ss do the exercise 3 (workbook – page 28) Answers:  He is Peter. T- whole class T- whole class Pair- work T- whole class Individual- work Group work T-whole class T – whole class Pair – work
  45. 45. Week: 10 Date of teaching: Thursday, November 11th , 2010. Period: 19th . UNIT FOUR: MY FRIENDS. Lesson 3: Section B (1, 2, 3). I. Aims: listening and expressing classroom commands. II. Objectives: By the end of the lesson, SS will be able to expressing some classroom commands. III. Teaching methods: − Communicative method. − Techniques: + Ask and answer + Work in pairs and individually. + Work in groups, discuss IV. Language focus: Sit down, please. / Stand up, please. V. Teaching aids: - Teacher’s: picture, tape, cassette, poster, word- cards,. - Students’: book, notebook, workbook. VI. Procedures: Time Step/ activities. Work arrangement. 5’ 12’ 10’ 1. Warm- up: Game: Ask Ss to play the “Hangman” game. - Ask Ss to guess words “classroom”. 2. Presentation (B.1): - Set the scene: “I’ll instruct you how to greet each other in the morning/ afternoon/ evening” - Ask Ss to close the books and listen for the first time. - Play the tape again twice and ask Ss to repeat in chorus (sentence by sentence). - Have Ss work in pairs practicing the dialogue. - Call some pairs to speak aloud - Check Ss’ understanding. a. What sentences do students say? b. What sentences does teacher say? - Elicit the model sentences: - Sit down, please. 3. Practice - Ask Ss to look at the pictures and read aloud the opened- sentences in B2- page 43. T – whole Class Pair – work T – whole class
  46. 46. 10’ 3’ - Ask Ss to use the cues to practice the commands. - Sit down, please. - Stand up, please. - Model the first and ask Ss to repeat. - Ss work in groups of 4 or 5, practice. - Move around and give help if necessary. - Have some Ss from each group speak out their work, the others listen and comment. - Asks Ss to works in pairs and do the exercise 5 (workbook- page 29) 1. c: He’s Peter. Sit down, Peter. 2. b: She’s Linda. Stand up, Linda. 3. a: She’s Li Li. Sit down, Li Li. 4. Further practice: (Section B3) - Encourage Ss look at the pictures and discuss the situation using these questions: a. Who are they? b. What are they doing? c. What do Ss have to do? - Play the tape twice and ask Ss to listen and number the pictures in correct order. - Call some Ss to give answers. Others listen and give remark. Answers: a- 2 b- 3 c- 1 - Play the tape again. Ss listen and check the answers. Tape script: 1. Sit down, Alan. 2. Sit down, Peter. 3. Stand up, Linda. - Ss do the exercise 6 (workbook/ page 29). Suggested answers: 1. Good morning, Miss Chi. 2. Good morning, Nam. 3. Miss Chi, this is Li Li. She’s my friend. 4. Nice to meet you, Li Li. 5. Nice to meet you too. 5. Consolidation: - Consolidate the content of the lesson. 6. Home- link: - Encourage Ss to remember the structure. - Be ready for section B 4, 5, 6, 7. Group work Pair – work Individual Pair – work T – whole class
  47. 47. Week: 10. Date of teaching: Friday, November 12th , 2010. Period: 20th . UNIT FOUR: MY FRIENDS. Lesson 4: Section B (4, 5, 6, 7) I. Aims: Further practice on expressing classroom commands. II. Objectives: By the end of the lesson, SS will be able to expressing some classroom commands. III. Language focus: Sit down, please. / Stand up, please. IV. Teaching aids: - Teacher’s: picture, tape, cassette, poster, word- cards,. - Students’: book, notebook, workbook. V. Procedures: Time Steps/Activities Work arrangemen t
  48. 48. 7’ 12’ 10’ 1. Warm up: Game: Crossword Puzzle (SB6) Complete the crossword puzzle 1 2 3 4 5 6 2. Read and match • Pre-reading: - T introduces the topic and gives some guiding. - Asks Ss to predict “What is what”. • While-reading: - 1st reading: Ss read and check their prediction. - 2nd reading: Ss do the task (match the paragraph with the appropriate picture.) - Have Ss compare the answers with a friend. - Feedback and give correct answers: 1- c 2- a 3- b • Post-reading: - Do exercise on the sub- board (Exercise 7- workbook, page 30) - Suggested answer: 1. My 2. What’s 3. name’s 4. friend 5. Hi/ Hello. 6. Hello/ Hi 3. Let’s write: - T has Ss look at the model and explain the task. - T gives suggestion for writing exercise. Ss discuss to find out the appropriate words to write about their friend. She’s _____________. She’s ____________. He’s ______________. He’s ____________. - Ss write the sentences into the notebooks. - After finishing the writing, the groups exchange their writing and give remark depending on the model sentences on the board. (T writes the sentences on the board) Which group has more the correct sentences is the winner. Notice: - All the letters in a word are connected. - The writing is clear and clean. T – whole class T – whole class Pair – work T – whole class Group work
  49. 49. 10’ 1’ - T calls some Ss to read the sentences aloud. - T corrects the writing at the end of lesson and gives remark. - Do exercise on the extra board (Exercise 8 in workbook page 30). Suggested answer: 1. She is Mai. 2. He is my friend. 3. My friend is Li Li./ Li Li is my friend. 4. Linda is my friend too. 4. Summary - Ask Ss to recall all in summary (use sub- board to give summary) - Ss review the structures to introduce the other and express the classroom commands. We say We write She’s Mai He’s Nam she’s = she is She’s my friend. He’s my friend too he’s = he is Sit down, please. Stand up, please. 5. Home- link: − Encourage Ss to prepare for next lesson (Unit five: My school.) Individual T – whole class T – whole class Week: 11 Date of teaching: Thursday, November 18th , 2010. Period: 21st . Unit FIVE: My school Lesson 1: Section A (1, 2, 3). I. Aims: Sts can introduce their school and class II. Objectives: By the end of the lesson, SS will be able to introduce their school and class. III. Teaching methods: − Communicative method. − Techniques: + Ask and answer + Work in pairs and individually. + Work in groups, discuss IV. Language focus: This is my________. V. Teaching aids:
  50. 50. - Teacher’s: tape, cassette, puppets, word cards, poster, extra- board, pictures. - Students’: book, notebook, work book. VI. Procedures:
  51. 51. Tim e Steps/Activities Work arrangement 5’ 12’ 10’ 10’ 1. Warmer Game: Sts play the “Shark’s Attack” game. Ask Ss to guess the word ”school” 2. Presentation  Presentation dialogue:(SA.1) - Encourage Ss to talk about the picture by answering the questions. 1. Who are they? 2. Where are they? 3. What are they talking about? - Ask Ss to look at the books and listen for the first time. - Play the tape again twice and ask Ss to repeat in chorus (sentence by sentence –pay attention to the intonation of the sentence). - Have Ss work in pairs. - Call some pairs to speak aloud - Elicit the model sentences: This is my school / classroom / school library.  Vocabulary: (pictures) This: school(n): school library(n): classroom(n): • Checking vocabulary: Matching Games. 3. Practice - Ask Ss to look at the pictures and read aloud the opened- sentences in A2- page 47. - Ask Ss to use the cues to practice introducing the others. - Model the first and ask Ss to repeat. - Ss work in groups of 4 or 5, take turn in practice. - Move around and give help if necessary. - Have some Ss to speak out, the others listen and comment. Ex1: This is my school. This is my classroom. This is my school library. - Ask Ss to do the exercise 1 (workbook – page 32) Answers: 1. friend 2. it 3. school 4. how. 4. Further practice - Ask Ss to complete the dialogue by using the real/ unreal T- whole class T- whole class Pair- work T- whole class Group work T- whole class
  52. 52. Week: 11 Date of teaching: Friday, November 19th , 2010. Period: 22nd .
  53. 53. Unit FIVE: My school. Lesson 2: Section A (4, 5, 6, 7). I. Aims: Further practice on introduce school through listening. Sts can pronounce/oo, m, ea, ee/ letters. II. Objectives: By the end of the lesson, SS will be able to introducing school through listening. Sts can pronounce/oo, m, ea, ee/ letters. III. Language focus: This is my ________. IV. Teaching aids: − Teacher’s aids: Extra- board, pictures, tape, cassette player, word cards, a chart. − Students’ aids: book, notebook, workbook teacher’s book. V. Procedures:
  54. 54. Time Steps/Activities Work arrangement 5’ 12’ 8’ 1. Warmer Game: Sts play the “Change Game” game in group. St1: This is my school. St2: This is my school. This is my classroom and this is my school library. St3: This is my school. This is my classroom and this is my school library. St4: This is my school. This is my classroom and this is my school library... 2. Listen and check: - T sets the scene and gives four pictures ( T can use poster) - T asks Ss to discuss the pictures using the questions. Who are they? Where are they? What are they doing? - T asks Ss to work in pairs to guess. - T gets feedback form Ss and writes Ss’ ideas on the board. Students’ guess Answer key - T asks Ss to listen the dialogue twice and decide which pictures are mentioned in the tape. - After the second listening, Ss share their ideas with the partners - Calls on some pairs to read it aloud. Others remark. - T asks Ss to listen again and check their prediction (work in pairs or groups) - T gives feedback - Answer key: 1- b 2- b - Tape script: 1. Hi, my name’s Nam.I’m from Thang Long School. This is my classroom. 2. Look. This is Alan. And this is Li Li. They’re from my school. They’re my friends. 3. Say it right: - T asks Ss to observe two letters “oo” as in “ school / classroom”, “m” as in “ my/ Mai”, “ee/ ea” as in “ please/ meet” - T reads the words aloud and clearly. - T asks Ss to listen to the tape twice. - T asks Ss to repeat in chorus, in groups then individually. - Distinguish pairs of letters in the difference colors. school my please classroom Mai meet T- whole class Group work Pair- work T- whole class Individual- work Group work T-whole class T – whole class
  55. 55. Week: 12 Date of teaching: Thursday, November 25th , 2010. Period: 23rd .
  56. 56. UNIT FIVE: MY SCHOOL. Lesson 3: Section B (1, 2, 3). I. Aims: Sts can ask and answer about name of their school. Describe the size of their school. II. Objectives: By the end of the lesson, SS will be able to ask and answer about name of their school. Describe the size of their school. III. Language focus: What’s its name? - It’s _______ School. It’s big/ small. IV. Teaching aids: - Teacher’s: picture, tape, cassette, poster, word- cards. - Students’: book, notebook, workbook. V. Procedures:
  57. 57. Time Step/ activities. Work arrangement. 5’ 10’ 10’ 10’ 1. Warm- up: Game: Ask Ss to play the “Jumbled words “ game in group. a. shocol → school b. ilrrbay → library c. lcssaoorm → classroom 2. Presentation (B.1): - Set the scene: “I’ll instruct you how to introduce the school’s name and the size of their school.” - Ask Ss to close the books and listen for the first time. - Play the tape again twice and ask Ss to repeat in chorus (sentence by sentence). - Have Ss work in pairs practicing the dialogue. - Call some pairs to speak aloud - Check Ss’ understanding. a. What sentences does Nam talk about his school? b. What sentence does Alan talk about Nam’s school? - Elicit the model sentences: 3. Practice - Ask Ss to look at the pictures and read aloud the opened- sentences in B2- page 51. Ask Ss to use the cues to practice introduce the school. - Model the first and ask Ss to repeat. - Ss work in groups of 4 or 5, practice. - Move around and give help if necessary. - Have some Ss from each group speak out their work, the others listen and comment. - Asks Ss to works in pairs and do the exercise 6 (workbook- page 36) 1. My. 2. school 3. name 4. big 4. Further practice: (Section B3) Group work T – whole class Pair – work T – whole class Group work Pair – work Pair – work This is __________. It’s ___________ School. It’s _________. This is my school. It’s Thang Long School. It’s big.
  58. 58. Week: 12 Date of teaching: Friday, November 26th , 2010. Period: 24h .
  59. 59. UNIT FIVE: MY SCHOOL. Lesson 4: Section B (4, 5, 6, 7) I. Aims: Further practice on introducing school through reading. II. Objectives: By the end of the lesson, SS will be able to introducing school through reading. III. Language focus: This is my school. It’s _______ school. It’s big/ small. IV. Teaching aids: - Teacher’s: picture, tape, cassette, poster, word- cards,. - Students’: book, notebook, workbook. V. Procedures:
  60. 60. Time Steps/Activities Work arrangemen t 7’ 10’ 8’ 7’ 1. Warm up: Game : Crossword Puzzle (SB6) 2. Read and match • Pre-reading: - T introduces the topic and gives some guiding. • While-reading: - 1st reading: Ss read and check their prediction. - 2nd reading: Ss do the task (match the paragraph with the appropriate picture.) - Have Ss compare the answers with a friend. - Feedback and give correct answers: 1- c 2- a 3- b • Post-reading: - Do exercise 8 on the sub- board (workbook, page 37) - Suggested answers: 1- d 2- c 3- b 4- a. 3. Let’s write: - T has Ss look at the model and explain the task. - T gives suggestion for writing exercise. Ss discuss to find out the appropriate words to write about their school. This is my school. It’s + name of school. It’s + big / small. - Ss write the sentences into the notebooks. - After finishing the writing, the groups exchange their Whole class T – whole class Pair- work T – whole class Individual Pair- work M Y S C H O O L
  61. 61. Week: 13 Date of teaching: Thursday, December 2nd , 2010. Period: 25th .
  62. 62. Unit six: my classroom. Lesson 1: Section A (1, 2, 3). I. Aims: Ss practice naming and identifying school objects. II. Objectives: By the end of the lesson, SS will be able to name and identify the school objects. III. Language focus: a. Vocabulary: book, pen, ruler, eraser b. Structures: Is your book big? Yes, it is. No, it isn’t. IV. Teaching aids: - Teacher’s: tape, cassette, puppets, word cards, poster, extra- board, pictures. - Students’: book, notebook, work book. V. Procedures: Tim e Steps/Activities Work arrangement
  63. 63. 5’ 12’ 10’ 1. Warmer Game: Sts play the “Shark’s Attack” game. Ask Ss to guess the word “School objects” 2. Presentation  Presentation dialogue:(SA.1) - Encourage Ss to talk about the picture by answering the questions. 1. Who are they? 2. Where are they? 3. What are they talking about? - Ask Ss to look at the books and listen for the first time. - Play the tape again twice and ask Ss to repeat in chorus (sentence by sentence –pay attention to the intonation of the sentence). - Have Ss work in pairs. - Call some pairs to speak aloud - Elicit the model sentences: Is it big? - Yes, it is.  Vocabulary: (pictures) book: pen: ruler: eraser: • Checking vocabulary: Matching Games. 3. Practice - Ask Ss to look at the pictures and read aloud the opened- sentences in A2- page 54. - Ask Ss to use the cues to practice introducing the others. - Model the first and ask Ss to repeat. - Ss work in groups of 4 or 5, take turn in practice. - Move around and give help if necessary. - Have some Ss to speak out, the others listen and comment. Ex1: Is your book big? Yes, it is. No, it isn’t. - Ask Ss do the exercise 1 (workbook – page 39) Answers: i. name ii. it’s iii. that iv. ruler T- whole class T- whole class Pair- work T- whole class Pair- work Group work T- whole class Group work
  64. 64. Week: 13 Date of teaching: Friday, December 3rd , 2010. Period: 26th . Unit six: my classroom. Lesson 2: Section A (4, 5, 6, 7). I. Aims: Further practice on introduce school objects through listening. Sts can pronounce exactly /l, b, th/ letters. II. Objectives: By the end of the lesson, SS will be able to name and identify the school objects. III. Language focus: a. Phonics: school big this small book that  Structures: Is your book big? Yes, it is. No, it isn’t. IV. Teaching aids: − Teacher’s aids: Extra- board, pictures, tape, cassette player, word cards, a chart. − Students’ aids: book, notebook, workbook teacher’s book. V. Procedures:
  65. 65. Time Steps/Activities Work arrangement 5’ 12’ 8’ 7’ 1. Warmer - Ss sing a song. 2. Listen and check: - T sets the scene and gives four pictures ( T can use poster) - T asks Ss to discuss the pictures using the questions. o Who are they? o Where are they? o What are they doing? - T asks Ss to work in pairs to guess. - T gets feedback form Ss and writes Ss’ ideas on the board. Students’ guess Answer key - T asks Ss to listen the dialogue twice and decide which pictures are mentioned in the tape. - After the second listening, Ss share their ideas with the partners - Calls on some pairs to read it aloud. Others remark. - T asks Ss to listen again and check their prediction (work in pairs or groups) - T gives feedback - Answer key: 1- b 2- b - Tape script: 1. A: Look. This is my pen. B: Is it big? A: No, it isn’t. 2. A: Look. This is my ruler. B: Is it big? A: Yes, it is 3. Say it right: - T asks Ss to observe two letters /l/ as in “ school / small”, /b/ as in “ big / book”, /δ/as in “ this / that” - T reads the words aloud and clearly. - T asks Ss to listen to the tape twice. - T asks Ss to repeat in chorus, in groups then individually. - Distinguish pairs of letters in the difference colors. school big this small book that - T asks Ss to read exactly. 4. Let’s write: - T asks Ss to read the uncompleted sentences and explains the task. - T gives Ss suggestion. - Asks Ss to do pair- work or groups. - T monitors and helps them write. After finishing the task, Ss share their writing with the partners. T- whole class Group work Pair- work T- whole class Individual- work Group work T-whole class Pair – work T – whole class Pair – work
  66. 66. Week: 14 Date of teaching: Thursday, December 9th , 2010. Period: 27th
  67. 67. Unit six: my classroom. Lesson 3: Section B (1, 2, 3). I. Aims: Students practice expressing the classroom commands and permission. II. Objectives: By the end of the lesson, SS will be able to express classroom commands and permissions. III. Teaching methods: IV. Language focus: Open your book, please. Close your book, please. May I go out? Sure. V. Teaching aids: - Teacher’s: picture, tape, cassette, poster, word- cards. - Students’: book, notebook, workbook. VI. Procedures:
  68. 68. Time Step/ activities. Work arrangement. 5’ 12’ 10’ 1. Warm- up: Game: Draw the correct objects in the spaces and say. This is my _____________. It is ____________. 2. PresentationPresentation (B.1): - Set the scene: “I’ll instruct you how to express classroom commands and permission” - Ask Ss to close the books and listen for the first time. - Play the tape again twice and ask Ss to repeat in chorus (sentence by sentence). - Have Ss work in pairs practicing the dialogue. - Call some pairs to speak aloud - Check Ss’ understanding. a. What sentences does teacher to Ss? b. What sentence does student talk to teacher and teacher’s respond? - Elicit the model sentences: 3. Practice - Ask Ss to look at the pictures and read aloud the opened- sentences in B2- page 59. - Ask Ss to use the cues to practice expressing the classroom commands ad permission. - Model the first and ask Ss to repeat. - Ss work in groups of 4 or 5, practice. - Move around and give help if necessary. - Have some Ss from each group speak out their work, T – whole class T – whole class Pair – work T – whole class Group – work 4. A big pen 2. A small book1. A big book 3. A small pen Sit ___________, please. Open ____________, please. Close ____________, please. May I _____________? Open your book, please. Close your book, please. May I go out? - Sure.
  69. 69. Week: 14 Date of teaching: Friday, December 10th , 2010. Period: 28h .
  70. 70. Unit six: my classroom. Lesson 4: Section B (4, 5, 6, 7) I. Aims: Further practice expressing the classroom commands and permission. II. Objectives: By the end of the lesson, SS will be able to express classroom commands and permissions. III. Teaching methods: − Communicative method. − Techniques: + Ask and answer + Work in pairs and individually. + Work in groups, discuss IV. Language focus: Open your book, please. Close your book, please. May I go out? Sure. V. Teaching aids: - Teacher’s: picture, poster, word- cards,. - Students’: book, notebook, workbook. VI. Procedures:
  71. 71. Tim e Steps/Activities Work arrangement 8’ 10’ 10’ 1. Warm up: Game : Crossword Puzzle (SB6) 2. Read and match • Pre-reading: - T introduces the topic and gives some guiding. - Asks Ss to predict. a. Who are they? b. What are they talking? • While-reading: - Ask Ss to read the passage. o 1st reading: Ss read and check their prediction. o 2nd reading: Ss do the task (match the paragraph with the appropriate picture.) - Have Ss compare the answers with a friend. - Feedback and give correct answers: 1- c 2- a 3- b • Post-reading: - Ask some Ss read the passage aloud. The others listen and comment. - Do exercise 8 on the sub- board ( workbook – page 43) - Suggested answers: 1- c 2- b 3- a 3. Let’s write: - T has Ss look at the model and explain the task. - T gives suggestion for writing exercise. Ss discuss to find out the appropriate words to write about T - Whole class T – whole class Pair- work T – whole class Pair – work Individual Group work T – whole class B I G O R S M A L L
  72. 72. Week: 15 Date of teaching: Thursday, December 16th , 2010. Period: 29th .
  73. 73. SELF- CHECK TWO I. Objectives: By the end of this lesson, Ss will be able to apply all words, structures that they learned in the second theme in doing the exercises. II. Procedure: Ss do the self- check one (Student book- page 62 + 63 + 64) in 40 minutes. Exercise 1: Check the words you hear. Exercise 2: Listen and check. Exercise 3: Complete the sentences Exercise 4: Write the missing words.
  74. 74. This is my ____________. This is ______________. This is my ____________. That is my ____________. This is my _____________.
  75. 75. Exercise 5: Select and tick the letter A, B, C. 1. ___________ is my friend. A. my. B. He C. It 2. She’s my friend ___________. A. that B. thanks C. too 3. What’s __________ name? A. it B. is C. its 4. _____________down, please. A. Sit B. Stand C. Open 5. _________, it isn’t. A. Yes B. No C. It Exercise 6: Write the answers. A: This is my school. B: What’s it name? A: (1) _________________. B: Is it big? A: (2) _____, ________. III. Suggested answers: Exercise 1: Check the words you hear. (5 marks) 1. he 2. nice 3. school 4. big 5. small Exercise 2: Listen and check. (5 marks) 1. She’s Mai. 2. This is my school. 3. May I come in? 4. Open your book, please. 5. It isn’t small. Exercise 3: Complete the sentences (5 marks)
  76. 76. 1. She’s Mai. 2. He is my friend. 3. This is my school library. 4. Is it big? 5. No, it isn’t. It is small. Exercise 4: Write the words in the blanks. (5 marks) 1. This is my book. 2. This is Linda. 3. This is my classroom. 4. That is my school. 5. This is my school library. Exercise 5: Select and tick the letter A, B, C. (5 marks) 1. B 2. C 3. C 4. A 5. B Exercise 6: Write the answers. (5 marks) 1. It’s + name of school + Primary School. 2. Yes, it is. / No, it isn’t Week: 15 Date of teaching: Friday, December 17th , 2010. Period: 30th. REVIEW FROM UNIT FOUR TO UNIT SIX. I. Objectives: − By the end of this lesson, Ss will be able to remind all the words, structures that they’ve learned in three units from unit 4 to unit 6. − Review: 1. Introducing others. 2. Expressing classroom commands. 3. Asking the name of school. 4. Naming and identifying school objects. 5. Describing school objects. 6. Expressing classroom commands and permission. II. Language focus: 1. Phonics: hello he my friend she nice school my please classroom Mai meet school big this small book that 2. Vocabulary:
  77. 77. − Greeting: Good morning. − Personal pronoun: he, she, it − Possessive adjectives: its − Nouns: friend, school, library, classroom, book, bag, pen, ruler, eraser − Adjectives: big, small. − Verb “to be”: is − Verbs: open, close, stand (up), sit (down), go (out), come (in) − Adverb: not − Idiom: please. − “Chi dinh” pronouns: this, that 3. Structures: WE SAY She’s Mai. She’s my friend. Sit down, please. This is my school. It’s big. May I go out?
  78. 78. WE ASK WE ANSWER What’s its name? It’s Quang Trung School. Is it big? Yes, it is. / No, it isn’t. III. Teaching aids: − Teacher’s: sub- board, tape, cassette, word cards, chart. − Students’: book, notebook, workbook. IV. Procedures: Week: 16 Date of teaching: Thursday/ Friday, December 23rd + 24th , 2010. Period: 31st + 32nd . THE SECOND ENGLISH TEST Time Steps/ Activities Work arrangement 5’ 10’ 10’ 12’ 3’ 1. Warm up: − Let Ss sing the song that they like for fun. 2. Review:  Phonics: − Hang the sub- board and ask Ss to read the words in silence. − Play the tape twice. Ss listen and repeat the words in chorus. − Have Ss to practice in pairs. − Call some Ss to read the words aloud in front of the class. T corrects if the Ss make mistake.  Vocabulary: − Hang the sub- board and ask Ss to read the words in pairs. − Call on some Ss to read aloud. Others listen and comment. − Encourage Ss to: c. Talking the meaning of the words. d. Making the sentences using the words. E.g:  Structures: − Hang the sub- board. − Ask Ss to read the structures in table 1 and discuss in pairs to talk about the meaning of the sentences. − Ss ask and respond/ answer the questions in table 2 and 3. Others listen and comment. 3. Home link: − Encourage Ss to prepare well for the test. T- whole class Individually Pair- work Pair- work Individually Pair- work
  79. 79. A. Testing paper. I. Circle the odd one out (Khoanh tròn một từ khác loại). 1. friend classroom library 2. hello how what 3. she he my 4. I you are 5. big small its 6. book pen that 7. stand school sit 8. this that how II. Match ( Nối câu ở cột A cho phù hợp với câu ở cột B) A B Answer 1. What’s your name? a. Hello 1 - ………. 2. Hi b. Bye. See you later. 2 - ……… 3. Goodbye. c. My name’s Peter. 3 - ……… 4. He is …….. d. my friend 4 - ……… 5. This is …….. e. big 5 - ………. 6. It’s ……….. f. my school 6 - ………. 7. What’s its name? g. No, it isn’t. It’s small. 7 - ………. 8. Is your school big? h. It’s Thang long school. 8 - ………. III. Reorder the words to make sentences. (Xếp từ thành câu) 1. classroom/ is/ my/ This. 2. is/ Who/ she ? Ž…………………………………. Ž……………………………… 3. my/ He/ is/ friend. 4. Hello/ name/ is/ my/ Hoa. Ž…………………………………. Ž……………………………… IV. Reorder the letters to make words. (Xếp chữ thành từ) 1. O O L H S C…………………… 5. A N H S T K …………………… 2. A M E N …………………… 6. E E A S L P …………………… 3. I S H T …………………… 7. L A L M S …………………… 4. DNRIEF ……………………. 8. O K O B …………………… V. Answer the questions. (Trả lời các câu hỏi sau) 1. What is your name? Ž……………………………………………………………………………… 2. How are you? Ž ……………………………………………………………………………… 3. Is this your pen? Ž……………………………………………………………………………… 4. Is your school big? Ž……………………………………………………………………………… B. Suggested answer: I. Circle the odd one out (Khoanh tròn một từ khác loại). (2 marks)
  80. 80. 1. friend 2. hello 3. my 4. are 5. its 6. that 7. school 8. how II. Match ( Nối câu ở cột A cho phù hợp với câu ở cột B) (2 marks) Answer 1 - c 5 - f. 2 - a 6 - e 3 - b 7 - h 4 - d 8 - g III. Reorder the words to make sentences. (Xếp từ thành câu) (2 marks) 1. This is my classroom. 2. Who is she? 3. He is my friend. 4. Hello. My name is Hoa. IV. Reorder the letters to make words. (Sắp xếp các chữ cái thành từ có nghĩa) (2 marks) 1. SCHOOL 5. THANKS 2. NAME 6. PLEASE 3. THIS 7. SMALL 4. FRIEND 8. BOOK V. Answer the question ns. (Trả lời các câu hỏi sau) (2 marks) 1. What is your name? Ž My name is + name of student. 2. How are you? Ž I’m fine, thank you. / Fine, thanks. 3. Is this your pen? Ž Yes, it is. / no, it isn’t. 4. Is your school big? Ž Yes, it is. / no, it isn’t. Week: 17 Date of teaching: Thursday, December 23rd , 2010. Period: 33rd + 34th . Friday, December 24th , 2010. REVISION I. Objectives:
  81. 81. By the end of these lessons, students will be able to understand more and apply what they’ve learnt to do some exercises. II. Procedures: Exercise 1: Circle the odd one out. 1. A. hi B. nice C. hello 2. A. fine B. meet C. read 3. A. how B. what C. see 4. A. David B. I C. you 5. A. bye B. goodbye C. later 6. A. how B. fine C. nice 7. A. thanks B. thank you C. hi 8. A. hello B. are C. hi 9. A. he B. she C. nice 10. A. what B. my C. who 11. A. hello B. oh C. good morning 12. A. stand up B. friend C. sit down 13. A. book B. new C. pen 14. A. eraser B. small C. big 15. A. ruler B. pencil C. my 16. A. library B. fine C. classroom 17. A. open B. close C. please. Exercise 2: Fill in the blank to complete the sentences. 1. Hell_. I am Lan. 2. N_ce to mee_ you to_. 3. Ho_ a_e you? 4. Fi_e, than_s. 5. G_odbye. Se_ you la_ter. 6. What’_ y_ur n_ane? 7. Stand _p, please. 8. Sit d_wn, please. 9. Op_n your book, please. 10._lose your book, please. 11.May I c_me in? 12.Is your school _ig? 13.This is my cl_ssroom. 14. He is my friend. 15.My library is sm_ll. Exercise 3: Circle the best answer. 1. Hello. My name is Minh.  Fine, thanks.  Hi, Minh. I’m Lan.  Bye. See you later. 2. Hi. How are you, Nam? i. Hi. My name is Nam. ii. Hello. I’m fine, thank you. iii. What’s your name? 3. What’s your name?
  82. 82.  Goodbye.  I’m fine, thanks.  My name’s Lan. 4. Bye. 1. Hi. 2. Hello. 3. Bye. 5. How are you? 1. Fine, thanks. And you? 2. Oh, bye. 3. I’m Li Li. Exercise 4: Read and match. 1. What’s your name? A. I’m fine, thank you. 2. How are you? B. Bye. See you later. 3. Hello. My name is Mai. C. My name is Mai. 4. Nice to meet you. D. Hi. I’m Minh. 5. Goodbye, Lan E. Nice to meet you, too. 6. Is this your school? F. It’s Ngo Si Lien School. 7. May I go out? G. What’s his name? 8. This is my library. H. Yes, it is. It’s Kim Giang School. 9. He is my friend. I. No, it isn’t. It small. 10 . What’s its name? J. No, it isn’t my pen. 11 . Sit down, Linda. K. Thank you, miss Chi. 12 . Is your school big? L. Oh, your library is big. 13 . Is this your pen? M . Sure. Exercise 5: circle the best word to fill in the sentences. 1. Good morning. Sit ____________, please. A. down B. up C. too 2. May I come in? ____________. A. Thanks. B. Bye. C. Sure. 3. This is my _________ school. It’s big. A. library B. new C. small 4. This is my friend. His _________ is Alan. A. nice B. name C. fine 5. Is your book big? _____, it isn’t. A. Yes. B. No. C. Sure. 6. My classroom is ______ big. It’s small. A. no B. not C. too 7. How’s are you? – I’m fine, _________.
  83. 83. A. thanks B. you C. please 8. _______ is Linda. She’s my friend. A. Her B. His C. That 9. May I ______ out? A. go B. open C. close 10.Who’s _________? – it’s my friend, Nam. A. that B. his C. her Exercise 6: reorder the words to make sentences. 1. Am/ I/ Mai. 2. You/ nice/ meet/ to. 3. Too/ meet/ nice/ to/ you 4. You/ thank/ fine/ am/ i. 5. You/ are/ How/ ? 6. Later/ you/ see/ bye. 7. Name/ is/ what/ your? 8. Alan/ is/ name/ my. 9. Is/ that/ Nam. 10.Friend/ he/ is/ my. 11.Down/ please/ sit. 12.Linda/ friend/ my/ too/ is. 13.My/ school/ is/ this. 14.What/ name/ is its? 15.Classroom/ is/ my/ big. III. Suggested answers. Exercise 1: Circle the odd one out. 1. B. nice 2. A. fine 3. C. see 4. A. David 5. C. later 6. A. how 7. C. hi 8. B. are 9. C. nice 10.B. my 11.B. oh 12.B. friend 13.B. new 14.A. eraser 15.C. my 16.B. fine 17.C. please. Exercise 2: Fill in the blank to complete the sentences. 1. Hello. I am Lan. 2. Nice to meet you too. 3. How are you? 4. Fine, thanks. 5. Goodbye. See you later. 6. What’s your name? 7. Stand up, please. 8. Sit down, please. 9. Open your book, please. 10.Close your book, please. 11.May I come in? 12.Is your school big? 13.This is my classroom. 14. He is my friend. 15.My library is small. Exercise 3: Circle the best answer. 1. B 2. B 3. B 4. C 5. A Exercise 4: Read and match. 1. C 2. A 3. D 4. E
  84. 84. 5. B 6. H 7. M 8. L 9. G 10.F 11.K 12.I 13.J Exercise 5: circle the best word to fill in the sentences. 1. A 2. C 3. B 4. B 5. B 6. B 7. A 8. C 9. A 10.A Exercise 6: reorder the words to make sentences. 1. I am Mai. 2. Nice to meet you. 3. Nice to meet you too. 4. I am fine, thank you. 5. How are you? 6. Bye. See you later. 7. What is your name? 8. My name is Alan. 9. That is Nam. 10.He is my friend. 11.Sit down, please. 12.Linda is my friend too. 13.This is my school. 14.What is its name? 15.My classroom is big.
  85. 85. Week: 18. Date of teaching: Thursday, January 6th , 2011. Period: 35th +36th . Friday, January 7th , 2011. THE FIRST FINAL TEST AND CHECKING THE TEST (PGD ra đề) Theme three: my family Week: 19 Date of teaching: Thursday, January 13th , 2011. Period: 37th . Unit Seven: My Day Lesson 1: Section A (1, 2, 3) I. Aims: Sts can tell about the time. II. Objectives: By the end of the lesson, Ss will be able to tell about the time. III. Language focus: What time is it? – It’s_________. IV. Teaching aids: pictures, a clock, a wall chart, a ball, and textbook. V. Teaching steps: Stages/ Time Steps/Activities Work arrangement Warmer (5’) Presentation (12’) + Counting numbers (1 to 30). - Ask Ss to count numbers from 1 to 30. 1. Vocabulary:(pictures) What time…?: Breakfast(n): - Checking vocabulary: ROR. 2. Presentation dialogue:(A.1) + Set the scene: Nam and his mother are asking and answering about time. - Model the dialogue. Ask Ss to practice in pairs. - Call two pairs to practice in front of class. + Model sentences: Elicit the exchange from the Ss by asking Ss. T: How do Nam and his mother ask and answer about time? St: What time is it, Mum? - It’s six o’clock. + Present the structure: T-whole class T-whole class Pair- work T-whole class Pair- work ========================================================================
  86. 86. Practice (7’) Further practice (8’) Consolidation Homework (3’) + Picture cue drill A.2: - Give Ss cues and ask them to practice in pairs (open-closed pairs). Ex: St.1: What time is it? St.2: It’s nine o’clock. a, nine fifteen. b, nine twenty-five. c. nine thirty + Group work: Ask Ss to ask and answer about the present time in groups. St1: What time is it? St2: It’s_________. What time is it? St3: It’s_________. What time is it? St4: It’s_________. What time is it? ..... + Ask Ss to play the “Apple Pass” game in groups. St1: What time is it? St2: It’s _________.What time is it? St3: It’s_________. What time is it? St4: It’s _________. What time is it? ..... + Recall the vocabulary and the structure. - Ask Ss to learn the new words and the structure by heart. And do exe.1, 2,3/ work book. Group work T-whole class Week: 19 Date of teaching: Friday, January 13th , 2011. Period: 38th . Unit Seven: My Day Lesson 2: Section A (4, 5, 6, 7) I. Aims: Further practice on telling time through listening. Sts can pronounce / y, i, br / letters. ======================================================================== A: What time is it? B: It’s + time.
  87. 87. II. Objectives: By the end of the lesson, Ss will be able to practice on telling time through listening. Sts can pronounce / y, i, br / letters. III. Language focus: What time is it? – It’s_________. IV. Teaching aids: pictures, a clock, a chart, and textbook. V. Teaching steps: Stages/ Time Steps/Activities Work arrangement Warmer (5’) Pre-listening (12’) While- listening (7’) Post-listening (10’) +Game: Ask Ss to play the “Hang man ” game. - Ask Ss to play the game with words” breakfast, time”. 1. Vocabulary:(words) Checking vocabulary: Slap the board. (twenty-five, fifty, thirty, fifteen, four, seven, eight, ) 2. Ordering prediction A.4: - Ask Ss to look at A.4 discuss in pairs and guess the pictures. 1____ 2____ 3. Listen and check A.4: + Set the scene: - You’re going to hear two conversations about time. Listen and check the pictures. Answers: 1-b 2-a 4. Listen and practice A.5: - Ask Ss to listen and repeat. Then each st practice pronouncing the words. thirty five breakfast twenty fifteen brother 5. Writing A.6: Ask Ss to complete the exchange. Then read it aloud. A: What time___________? B: It’s ________________. 6. Play “ What and Where ” game. T-whole class T-whole class Pair- work T-whole class Individual- work T-whole class ========================================================================
  88. 88. Consolidation Homework (3’) - Ask Ss to play the game. + Recall the vocabulary and the structure. - Ask Ss to learn the numbers and the structure by heart and do exe.4,5,6/ workbook. T-whole class Week: 20 Date of teaching: Thursday, January 20th , 2011. Period: 39th . Unit Seven: My Day Lesson 1: Section B (1, 2, 3) I. Aims: Sts can talk about daily routine. Sts listen and understand every activities. II. Objective: By the end of the lesson, Ss will be able to talk about daily routine. Sts listen and understand every activities. III. Language focus: I _________ at __________. IV. Teaching aids: pictures, a clock, a wall chart and textbook. V. Teaching steps: Stages/ Time Steps/Activities Work arrangement Warmer (5’) Presentation (12’) + Listen and check B.3: Ask Ss to listen and number the pictures from 1-3. Answers: 1-c, 2-a, 3-b. 1. Vocabulary: (pictures) go to school(v): T-whole class T-whole class ======================================================================== five seven thirty eight fifteen nn nine sixtwent y
  89. 89. Practice (8’) Further practice (7’) Consolidation Homework get up(v): have breakfast(v): go to bed(v): watch T.V(v): - Checking vocabulary: Slap the board. 2. Presentation dialogue (B.1): + Set the scene: Linda and Nam are talking about their daily routine. - Model the dialogue. Ask Ss to practice in pair. - Call two pairs to practice in front of class. + Model sentences: Elicit the exchange from the Ss by asking Ss. T: How do Linda and Nam talk about their daily routine? St: I go to school at eight o’clock. + Present the structure: - Picture cue drill B.2: - Give Ss cues and ask them to practice in pairs (open - closed pairs). Ex: I get up at six o’clock. a. have breakfast/ six thirty b. go to school/ seven o’clock c. go to bed/ ten thirty d. watch T.V/ eight o’clock + Group work: Ask Ss to talk about their daily routine in groups. St1: I get up at________. What about you? St2: I get up at________. What about you? ... St1: I go to school at_____. What about you? St2: I go to school at________. What about you? ... + Recall the new words and the structure. - Ask Ss to learn the words and the structure by Group work Pair- work T-whole class Pair- work Group work T-whole class ======================================================================== I + V + at + time.
  90. 90. (3’) heart, and do exe.7, 8, 9/ workbook. Week: 20 Date of teaching: Friday, January 21st , 2011. Period: 40th . Unit Seven: My Day Lesson 4: Section B (4, 5, 6, 7) I. Aims: Further practice on describing daily routine through reading and writing. II. Objectives : By the end of the lesson, Ss will be able to practice on describing daily routine through reading and writing. III. Language focus: S + V + at + time. IV. Teaching aids: pictures, a clock, a chart and textbook. V. Teaching steps: Stage/ Time Steps/Activities Work arrangement Warmer (5’) Pre-reading (10’) While- reading (9’) +Game: Sts play the ” Slap the board” game in group. -T tell the time in English, sts take turns slapping the board. 1.Vocabulary: (matching) -Ask sts to match the verbs to their appropriate forms. Get up has breakfast Have breakfast watches TV Go to school goes to bed Watch TV goes to school Go to bed gets up - T explains the verbs forms. 2. T/F statements prediction B.4: - Ask Ss to discuss and guess T/F statements in pairs. a. Mai gets up at six thirty in the morning. b. She watches TV at seven fifteen in the T-whole class T-whole class Pair- work T- whole class ======================================================================== 2:00 6:30 7:30 1:25
  91. 91. Post-reading (8’) Consolidation Homework (3’) morning. 3. Read and check B.4: +Set the scene: -You’re going to read a passage about Mai, first read and check your guesses. Answers: a. T b. F 4. Comprehension questions: - Sts read the passage again and complete the sentences in pairs. Answers: a. Mai gets up at 6 o’clock in the morning. b. She has breakfast at 6.30. c. She goes to school at 7 o’clock. d. She watches TV at 7.15 in the evening. e. She goes to bed at 10.30. 5. Practice reading aloud. Sts practice reading aloud the sentences. 6. Writing B.5: Ask Ss to write about their daily activities. Then read it aloud. Every day, I get up at________. Then I have breakfast at_____. I go to school at______. I watch TV at_________. I go to bed at_________. + Recall the vocabulary. - Ask Ss to practice reading the text aloud, and do exe.10, 11, 12/ workbook. Pair- work Individual- work T-whole class ========================================================================

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