Giao an Tieng Anh 3 Hoc ki II - 2015.goc.doc

Week: 30 Date of pre: 1/4 2015Period: 36th Date of teaching: 2/4/2015

UNIT 11: MY FAMILYLesson 1

I. Aims : introducing family membersII. Objectives :

- By the end of this lesson, students will be able to indentify family members. - 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: computer, flash – cards, pictures, tape, cassette, puppets.- Students’ aids: books, notebooks, workbooks.

V. Languages focus :- Vocabulary: family, father, mother, brother and sister.- Structures: Who’s this? – It’s my father.

Who’s this? – It’s my brother.VI. Procedures :

Time Steps/Activities Workarrangement

3’

11’

13’

I. Warm up : - Let Ss listen to the chant on page 7 (The Student Book)

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

- Ask Ss to identify the characters and what they are doing in the picture on page 6.

- Set the scene “you are going to listen to hear two girls to talk about the man in the picture”.

- Play the recording and asks Ss to listen to the tape twice.- T asks Ss to listen and repeat in chorus two times.- Divide class into 2 groups. Point to the man and ask. Have one

repeat the question, the other repeat the answer.- Then has Ss wrap their parts.- Ask Ss some questions to check their comprehension.- Have whole class repeat all the phrases a few times to reinforce

their pronunciation.

2. Look and say - Have Ss look at the pictures a, b, c and d on P.6.- Ask them to identify the characters in the pictures.

Vocabulary:

Father:

T-WC

T-WC

Whole class, group and individual.

T-WC

1

11’

2’

Mother use flashcards

Sister

Brother - T models the dialogue

Assign a pair to pretend to be family members.Point to P. a and ask Who’s this?- It’s my father. Have Ss repeat the question, then the answer.Ask Ss to practice asking and answering. Repeat the step a few times.

- Ask Ss to practice using the pictures in their books.- 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 7 and identify the characters in the pictures a, b, c.

- Ask Ss to guess the question and answer that need using, then fill in the speech bubbles.

- 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.III. Home- link:

- Encourage Ss to for Unit 11 – Lesson 2.

Group workPair- work

T – whole class

Pair- work

…………………………..Week: 30 Date of pre: 1/4 2015Period: 37th Date of teaching: 2/4/2015


I. Aims : identifying family membersII. Objectives :

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

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

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

IV. Teaching aids :

2

- Teacher’s aids: computer, flash – cards, pictures, tape, cassette, puppets.- Students’ aids: books, notebooks, workbooks.

V. Languages focus :- Vocabulary: family, father, mother, grandather, grandpa, grandmothe, gandma, brother and sister.- Structures: Who’s this? – It’s my father.

Who’s this? – It’s my brother.VI. Procedures :


5’

10’

10’

I. Warm up: Let Ss sing a song for fun.II. New lesson:

1. Listen and repeat - Have Ss open the book page 8, look at the words father and mother

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 th in the word father and er in the word mother- Produce the sound th and er a few times. Ask Ss to say what they

imagine when they hear these sound.- Have Ss repeat these focused words a few times.

Vocabulary:Grandfather/ grandpa/ Grandmother/ grandmaI call him (father)/ I call her (mother).

- Play the recording the second time for Ss to repeat each line of the chant as they point to it in the books. Repeat the step a few times so that Ss can remember the text.

- 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 on Page 8- 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 appropriate 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 listening

text.Answers: 1 – b; 2 – a

3. Read and match.

T – whole class

T – whole class

Whole class, group and

T – whole class

Individually

3

10’

4’

- Ask Ss to identify the characters in the pictures on page 9 and identify the characters in the pictures

- Set the scene: “you are going to read the text to write the missing words in sentences 1, 2, 3 and 4.”

- Explain the use of the titles Mr and Mrs and the meaning of boy, girl, man, woman.

- Ask Ss to read and do the task. Monitor the activity and offer help when necessary

- Have Ss trade the answers in pairs for correction- Call on some Ss to report their answers. Others listen and comment.- Make a few questions to check Ss’ comprehension of the sentences.- Have the whole class chorally read each line of the dialogues to

reinforce their pronunciationAnswers: 1 – man, 2 – Mrs Binh, 3 – Nam, 4 – girl. III. Summary

- Ss have learn how to ask and answer about family members, using:Who’s this? – It’s my father

grandfather grandmother

IV. Home- link : - Ss recite the chant and clap the syllables on page 8 of the Student

Book at home.

Pair- work

T – whole class

Pair – work

T – whole class

T – whole class

……………………………



I. Objectives :- By the end of this lesson, Students will be able to ask and answer about names of family members.- 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, computer, pictures, poster, flash – cards - Students’ aids: book, notebook, workbook.

IV. Languages focus :

4

- Structures: What’s his name? – His name’s Peter. V. Procedures :


5’

10’

8’

12’

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 10; 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 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, d and e on page 10- Elicit the actives in the pictures and their doing. - Tell them to guess and respond to the first character. Then fill the

speech bubbles with the correct phrases prompted by Ss. - Have ss repeat a few times.- T models the dialogue

Assign a pair to pretend to What’s his name ?His name’s …JOHN BROWNRepeat 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.

3. Write.- Get Ss to identify the characters in the pictures on page 65- 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:

3. I like playing hide – and – seek

T – whole class

T – whole class

Whole class

Groupsindividually

T – whole class

Pair work

T – whole class

Individually Pairwork/

Groupwork

5

2’

1’

4. I don’t like chatting. I like doing puzzle

- 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 how to talk about some games and activities at break time, using DO YOU LIKE ……..IV. Home link:

Ss practice singing the rhyme hide – and seek at home.

Whole class

T – whole class


UNIT 12HOW OLD ARE YOU?

Lesson 1I. Objectives :

-By the end of this lesson, Students will be able to ask about ages. -Develop speaking and writing skill.II. Teaching methods :

- Communicative method.- Techniques: + Work in pairs

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

III. Teaching aids :- Teacher’s aids: books, pictures, poster, word cards.- Students’ aids: book, notebook, workbook.IV. Languages focus :

New words: year, old, how, number 1 to 9 - Sentence patterns: How old are you? - I’m nine years old. - Skills: Listening and speaking

V. Procedures:


5’ I. WarmupHave ss to play “ Slap the board” Listen and play

- 2 groups go to the board and

6

year how

seven

nine

10’

8’

12’

- Call on 2 groups go to the board and play- Listens and gives comment1. Pre –talking:- Have Ss look at the picture, identify the characters and the names of the pictures- Have Ss repeat the name of Ss and the sentence patterns 2. While - talking- Have Ss act out and practice with the pictures- Ss practice asking and answering about ages.- Go around and help Ss to practice- Notes: Pronunciation- Call 10 pairs standing and practice- Listen and help Ss to practice fluently3. Post – talking:- Ss practice about the real things.- Listen and give commentS1: How old are you?S2: I’m nine years old.- Have whole class repeat the sentence patterns4. Follow up: Let’s chant- Have Ss discuss chant.? What is he doing?- Presents how to chant- Play the recording one time- Listen and give comment- Have Ss repeat all the words written on the board.III. Summary:IV. Homework- Asks Ss to practice the model sentences more and more- Do the exercises B2, C1,2

play- Others listen and give comment

- Work in pairs

- Listen and repeat- Work in pairs - Listen - Work in pairs- Others listen- Others listen and give comment- Read in chorus one time- Listen and play- Others listen and give comment- Read in chorus



Lesson 2I. Objectives:

-By the end of this lesson, Students will be able to count from 10 to 20-

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


III.Teaching aids:

7

- Teacher’s aids: books, pictures, poster, word cards.Students’ aids: book, notebook, workbook

IV. Language focus: - New words: Review both, how, numbers 1- 10- 20 - Sentence patterns: How about you? - Skills: Listening - Sentence patterns: How old is he?- He’s eight years old - Skills: Reading and singing V. Procedures:


5’

10’

8’

I. Warm up : - Asks Ss to ask and answer some questions about ages. Then have them recite the chant on page 13.- Listens and gives comment* Listening:1. Pre – listening:- Have Ss turn your book to page 14 and asks Ss the name, characters of schools.- Notes: the letters color different in both words how / ten? How to produce the sound of the letter ow / how; e / ten- Produce the sounds of the letters 2. While – listening:- Play the recording one time- Play the recording sentence by sentence 3 times.- Help Ss to clap the syllable- Have Ss chant in groups G1: chantG2: clap the syllables- Go around and help Ss to chant - Call on 2 Ss repeat the stress, intonation- Listen and help Ss to practice3. Post – listening:- Call on 3 groups standing and chant- Listen and give comment- Ss look at the pictures and recall from 1 to 10, identify the characters in the pictures and their ages. - Tell Ss how to listen “listen and complete”- Play the cording one time for Ss listen to information.- Play the cording two times- Have Ss trade their answers- Calls 6 Ss repeat the answers- Replay the recording again for Ss check their answers - Listen and give commentAnswers: 2.nine, 3. seven, 4. eight4. Follow up- Have Ss produce the sound how/ ten, recite the chant in chorus.- Play the recording one time

T – whole class

T – whole class

Whole class, group and

T – whole class

Individually

8

12’

- Play the recording sentence by sentence 3 times- Ask Ss to act out and read- Go around and help Ss to practicePresent the new words and sentence pattern+ A: How old is he? B: He is nine years old- Have Ss practice in groups- Listen and help Ss to practice

3. Post – listening:- Call on 8 pairs or groups act out and practice- Play the recording again for Ss repeat each line in the speech bubbles a few times.* Speaking1. Pre – speaking:- Have Ss look at the pictures a,b,c,d on page 16 identify the characters and talking about the names and ages of these characters.- Call one St to point to picture a, asking How old is Tom? Then have another St answer He’s 9 years old.Notes: the pronunciation (stress, assimilation of sounds and intonation)2. While - speaking- Have Ss repeat the step with some others pairs for pictures a, b, c, d- Go around and help Ss to practice 3. Post – speaking:- Call on 8 pairs to perform and practice- Calls 4 pairs to perform the task at the front of the class - Listen and give comment- Have the class repeat all the questions and answers in this section to reinforce their pronunciation4. Follow up- Have Ss to answer questions about the your family members, writing their ages.- Listen and give commentIV Homework:- Asks Ss to practice the model sentences more and more- Do the exercise

- Prepare for the next parts

Pair- work

T – whole class

Pair – work

T – whole class

T – whole class

Evaluation: Ss did them well.

Week: 32 Date of pre: 7/4 2015Period: 41 Date of teaching: 14/4/2015



-By the end of this lesson, Students will be able to ask and answer about ages of family members-

II. Teaching methods:

9



III. Teaching aids: - Teacher’s aids: books, pictures, poster, word cards.

Students’ aids: book, notebook, workbookIV. Language focus: - New words: Review - Sentence pattern: How old is he? He is ………………. - Listening and speaking - Sentence patterns: Review - Skills: Writing and play V. Procedures:


5’

10’

10’

I. Warm up:- Have Ss sing “Counting to Twenty” lesson 2, page 15- Listens and gives commentII. New lesson:* Listening1. Pre – listening:- Have Ss turn your book to page 16 and asks Ss to identify the characters in the top picture.2. While – listening:- Play the recording one time- Play the recording sentence by sentence 3 times- Ask Ss to act out and read- Go around and help Ss to practicePresent the new words and sentence pattern+ A: How old is he? B: He is nine years old- Have Ss practice in groups- Listen and help Ss to practice

3. Post – listening:- Call on 8 pairs or groups act out and practice- Play the recording again for Ss repeat each line in the speech bubbles a few times.*Speaking1. Pre – speaking:- Have Ss look at the pictures a,b,c,d on page 16 identify the characters and talking about the names and ages of these characters.- Call one St to point to picture a, asking How old is Tom? Then have another St answer He’s 9 years old.Notes: the pronunciation (stress, assimilation of sounds and intonation)2. While - speaking- Have Ss repeat the step with some others pairs for pictures a, b, c, d- Go around and help Ss to practice

Sing and slap the rhyme

- Look and talk

- Listen- Listen and repeat

Work in groupsSs listen and repeat - Work in pairs Others listen and comment.

- Listen and repeat the pronunciation

- 8 pairs act out, standing and practice- 4 pairs act out, go to the board and practice- Others listen and give comment- Read in chorus

- Look and say

10

12’

2’

3. Post – speaking:- Call on 8 pairs to perform and practice- Calls 4 pairs to perform the task at the front of the class - Listen and give comment- Have the class repeat all the questions and answers in this section to reinforce their pronunciation3. Follow up- Have Ss to answer questions about the your family members, writing their ages.- Listen and give comment- Asks Ss to practice the model sentences more and more- Do the exercise

- Prepare for the next parts. *Writing:1. Pre – writing:- Have Ss look at the picture on page 17 then identify the characters and write sentences using the information provided2. While - writing- Have Ss read individually silently and complete the sentences- Go around and help Ss to do- Have Ss trade their answers in pairs3. Post – writing:- Call on 3 Ss rewrite the sentences on the board.- Calls 3 pairs act out and read the sentences.- Listen and give commentAnswers: 2 – This is Mary. She’s 7 years old 3 – This is Linda. She’s 9 years old 4 – This is Peter. He’s 8 years old- Have whole class read the sentences in chorus to reinforce their pronunciation.4 Follow up: Let’s play “ Listen, point and say”- Asks Ss to discuss the picture; Place the flashcards of numbers 1 – 20 around the classroom.- Ss play the game in groups.- Go around and help Ss help- Call out a word ex: four. Ss poit to the correct flashcard as they hear the word.- Others listen and give comment.- Listen and give commentIII. Homework:- Asks Ss to practice the model sentences more and more- Do the exercise- Prepare for the next parts- Have Ss sing “Counting to Twenty”- Do the exercise E on your workbook- Prepare for the next unit

- Ask and answerSs practice Ss practice asking and answering on pairs Others listen and comment

Ss ask and answer

- Work in pairs

- Silent reading and complete the sentences

- Work in pairs

- 3 Ss rewrite their answers on the board.- 3 pairs act out and read the sentences.- Others listen and give commentSs read aloud - Work in group 2 groups go to the board and play.- Others listen and scores a point.Listen and remember


11


UNIT 13MY HOUSE


By the end of this lesson, Students will be able to identify rooms in the house and practice identify rooms in the house.



III.Teaching aids: - Teacher’s aids: books, pictures, poster, word cards.

Students’ aids: book, notebook, workbook IV. Language focus : - New words: kitchen, bedroom, house, living room, dining room, bath room, garden. - Sentence patterns: This is my house. There is a living room - Skills: Listening and speaking and play

V. Procedures:


5’

15’

I. Warm-up. Ss sing the song Counting to TwentyII. New lesson:* Listening.1. Pre-listening:

* Picture description: (Picture 1)- Ss guess Mai and Nam talk about her house.2. While-listening:- Have Ss listen to the tape first - Let Ss listen and repeat twice.- Present the vocabulary and Sentence patterns.

1. Vocabulary: house:

living room: kitchen: dining room bath room bed room garden:

2. Sentence patterns: This is my house. There is a living room

- Have Ss work in pairs to read 3. Post-listening:- Have the whole class repeat each line of the text to reinforce their

- Ss draw- Look at the picture and describe it.- Listen - Work in pairs- Others listen and comments- 8 pairs standing and practice - others listen

- Ss practice- Others listen and give comment- Read in chorus one time- Listen and repeat- Listen the rhyme- Listen and repeat the slap

12

15’

5’

2’

pronunciation.* Speaking: 1. Pre-talking:

* Picture description: (Pictures a, b, c and d) T: This is my houseS: There is ………..

2: While-talking:- Ask Ss to practice according to the picture in groups.- Call Some pairs to perform the task at the front of the class.3: Post-talking: - Ask Ss practice with friends in the class 4.Follow up- Ask Ss draw a favourite room of their in a house- Ask Ss look at the picture on page 19 and practise talking about these rooms.- Have Ss act out and practice with the pictures- T give an example in picture a T: What’s this? Ss: This is living room- Ask Ss to act out and practice - Have Ss work in pair- Go around and help Ss to practice. Correct pronunciation error(s).- Call 8 pairs standing and practice- Listen and help Ss to practice fluently.

- Ss practice abuot the real things- Listen and give the comment- Have whole class repeat the sentence patterns* Let’s play“Bingo”- Presents the new words: kitchen, house, bedroom, living room, dining room, bath room, garden.- Play the recording one time- Play sentence by sentence 3 times- Goes around and help Ss to play- Play the recording all the way- Listen andgive commentIII .Homework:- Ask Ss to do the exercises A1,2 in the workbook- Prepare for the lesson 3,4- Ss show their drawing- Ask Ss to do the exercise B1 in the workbook- Prepare for the next parts

the rhyme- Others listen andgive comment- Look at the picture and describe it.

- Ss listen and repeat - Ss listen - Ss listen and repeat twice times - work in pairs - Others listen and comment.- Read the chant - Chant in groupsLook and talk - Listen to information- Listen and tick- Work in pairs8 Ss repeat the answersOthers listen

- Listen and check again- Others listen and give comment- Chant in chorus- Listen and remember



UNIT 13

13

MY HOUSELesson 2

I. Objectives:By the end of this lesson, Students will be able to talk about rooms in the house


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

- Teacher’s aids: books, pictures, poster, word cards. Students’ aids: book, notebook, workbook

IV. Language focus: - New words: teddy bear, chair, cat, running, fast, the way, clean, early - Sentence patterns: review

- Skills: Listening - Skills: Reading and singing

V. Procedures:


5’

15’

I. Warm-up. Ss talks about rooms in their own housesII.New lesson:* Listening.1. Pre-listening:

* Picture description: Picture 1on page 20Note: The letter colour different in words Kitchen / bedroom

- How to produce the sound of the letter ch / kitchen, r / bedroom 2. While-listening:- Have Ss listen to the tape first - Let Ss listen sentence by sentence twice times - Have Ss work in pairs to read - Call some Ss to play the role to practice 3. Post-listening:- Have Ss read the chant. Clap the rhythms.- Chant in groups* Listen and number 1. Pre – listening:- Have Ss look at the pictures identify the objects in the pictures.- Tell Ss how to listen “ listen and number”2. While - Listening:- Play the cording one time for Ss listen to information.- Play the cording two times- Have Ss trade their answers- Calls 8 Ss repeat the answers3. Post – listening:

- Ss talks- Look at the picture and describe it.- Ss listen and repeat - Ss listen - Ss listen and repeat twice times

- work in pairs - Others listen and comment.- Read the chant - Chant in groupsLook and talk - Listen to information- Listen and tick- Work in pairs8 Ss repeat the answersOthers listen- Listen and check again- Others listen and give

14

15’

2’

1’

- Replay the recording again for Ss check their answers - Listen and give commentAnswers: 1- b ; 2- c; 3 – d; 4 - a

4 Follow up- Have Ss chant kitchen / bedroom in part 1 again*Reading:1 Pre – reading:- Have Ss look at the pictures, sentences then elicit the names of the characters in the pictures.- Tell Ss that they are going to read the dialogue and tick the correct pictures2 While - reading- Have Ss read individually and do the text- Go around and help Ss to do- Have Ss trade their answers in pairs- Call on 4 Ss report their answers3 Post – reading:- Call on 8 Ss read the dialogue- Listen and give comment- Have Ss read the sentences in chorus to reinforce their pronunciation- Listen and give commentAnswers: picture b4Follow up: Let’s sing“ The way I clean my house”- Presents the new words: the way, clean and early.- Play the recording one time- Play sentence by sentence 3 times- Goes around and help Ss to play- Play the recording all the way- Listen and help Ss to sing- Have Ss sing in groups- Go around and help Ss to sing- Call on one group sing the song again- Listen and give commentIII. Summary:IV. homework:- Have to practice the sing more and more- Do the exercise D (1) on page 55- Prepare for the next part

comment- Chant in chorus- Listen and rememberWork in pairs- Listen

- Read and match

- Work in pairs- 4 Ss report the answers- Others listen and give comment- 8 Ss read the dialogue again- Whole class read in chorus- Listen and repeat- Listen the rhyme- Listen and repeat the slap the rhyme.- Sing in chorus- Sing in groups, slap the rhyme and do the action- One groups (8 Ss) go to the board and sing- Others listen and give comment- Sing in chorus- Listen


………………………………Week: 34 Date of pre: 22/4 2015Period: 44 Date of teaching: 27/4/2015

15

UNIT 13MY HOUSE


By the end of this lesson, Students will be able to talk about rooms in the house (review).And review the model sentences to talk about rooms in the house then develop skills


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


IV. Language focus: - New words: the way, clean, early

- Sentence patterns: review- Skills: Listening and speaking , writing and let’s chant

V. Procedures:


5’

10

10’

I. Warm up:- Have Ss sing “ The way I clean my house”- Listens and gives commentII. New lesson:* Listening1. Pre – listening:- Have Ss turn your book to page 22 and asks Ss the names of the Ss, the characters, names of the pictures- Using puppets to present the situation2. While – listening:- Play the recording one time

- Play the recording sentence by sentence 3 times.Present the new words and sentence pattern.+ he, she+ There is one bedroom There are two bedroomsHave Ss practice in groupsListen and help Ss to practice3. Post – listening:- Call on 8 pairs or groups act out and practice- Play the recording again for Ss repeat each line in the speech bubbles a few times.

Sing and slap the rhyme

- Listen and answer the T’s

- Listen

- Listen and point to the appropriate line in the book- Listen and repeat

- Listen and repeat

16

10

2’

1’

* Speaking1. Pre – speaking:- Have Ss look at the pictures and identify the characters and the names of friends.- Call on 2 pairs repeat the sentence patternsNotes: the pronunciation2. While - speaking- Have Ss repeat the step with some others pairs for pictures a, b, c, d.- Go around and help Ss to practice3. Post – speaking:- Call on 8 pairs to perform and practice- Calls 4 pairs to perform the task at the front of the class - Listen and give comment- Have the class repeat all the sentence patterns in chorus to reinforce their pronunciation4 Follow up- Have Ss play “reorder the words in the sentences”1. living room/ a / There is.2. bedrooms/ three / There are.- Call on 2 groups (8 Ss) go to the board and play- Listen and give comment*Writing:1 Pre – writing:- Have Ss look at the picture a, b, c and d on page 23 then identify the rooms in order to get the information, and write the missing words in each sentence.2 While - writing- Have Ss read individually silently and complete the sentences.- Go around and help Ss to do- Have Ss trade their answers in pairs3Post – writing:- Call on 3 Ss rewrite the sentences on the board.- Calls 3 pairs act out and read the sentences.- Listen and give commentAnswers: 1 – a bedroom 2 – a bathroom 3 – two bedrooms 4 – two bathrooms- Have whole class read the sentences in chorus to reinforce their pronunciation.4 Follow up: Let’s chant- Put the large piece of paper with the chant froom page 23, teach the new phrases.- Have Ss chant in groups- Go around and help Ss

- Work in groups- 8 pairs act out and practiceOthers listen- Listen and repeat the pronunciationin chorus-Work in pairs- 2 pairs repeat the sentence patterns

- Listen- Work in pairs- 8 pairs act out, standing and practice4 pairs act out, go to the board and practice- Others listen and give comment- Read in chorus

- Listen- 2 groups go to the board and play- Others listen and give comment- ListenSing in chorus

- Work in pairs- Listen- Silent reading and complete the sentences.- Work in pairs- 3 Ss rewrite their answers on the board.- 3 pairs act out and read the sentences.

17

- Call on 6 groups to the frond of the class and chant, 3 groups do actions- Have the whole class say the chant in chorus to reinforce their pronunciationIII.Summary:IV.Homework:- Have to practice the sentences and chant more and more.- Do the exercise D, E on your workbook- Prepare for the next unit

- Others listen and give comment- Read in chorus- Listen

- Ss look


………………………

18

Week: 30 Date of pre: 1/5 2015Period: 45 Date of teaching: 4/5/2015 Class: 3DSchool : Nguyen Chi Thanh Primary SchoolTeacher: Nguyễn Phan Tuệ

UNIT 14OUR ROOM


By the end of this lesson, Students will be able to indentify things in a bedroom.II. Teaching methods:



III. Teaching aids: - Teacher’s aids: books, pictures, poster, word cards.

Students’ aids: book, notebook, workbookIV. Language focus: - New words: ball, above, under, behind, on - Sentence patterns: Where’s it ? It’s …………… - Skills: Listening and speaking - Skills: Talking and playing V. Procedures:

Time Activities Workarrangement

5’

10

I. Warm up:Have ss to play “ Slap the board”

- Call on 2 groups (10 Ss) go to the board and play- Listens and gives commentII. New lesson:* Listening1. Pre – listening:- Have Ss turn your book to page 24 and asks Ss to identify the characters of the picture and what they say.- Using the pictures of the school to present the situation2. While – listening:

- Play game

- Listen and open your book then identify the characters in the pictures

- Listen

- Listen and point to the appropriate line in the book- Listen and repeair

- Listen and take note

19

on

small

small

ball

above

under

behind

10’

10

2’

1’

- Play the recording one time- Play the recording sentence by sentence 3 times.Present the new words and sentence patterns+ ball:+ here:Where’s it ?It’s in your bedroom.- Help Ss to read the new words, model sentences- Ask Ss to act out and read the dialogue- Go around and help Ss to practice3. Post – listening:- Call on 10 pairs act out and practice- Listen and help Ss to practice fluently.*Speaking1. Pre – speaking:- Have Ss look at the pictures and identify the characters.Present the new words+ ball:+ on:+ above:+ under:+ behind:- Asks Ss repeat the sentences patterns

Where is it ?It’s in your bedroom

- Call on 2 pairs repeat the sentence patternsNotes: the pronunciation 2. While – speaking:- Have Ss practice in pairs- Go around and help Ss to practice3. Post – speaking:- Call on 8 pairs to perform the task , standing and practice- Calls 4 pairs to perform the task at the front of the class - Listen and give comment- Have the class repeat all the sentence patterns4 Follow up- Have Ss to play “rub out and remember”+ ball: quả bóng+ on: ở trên+ above: + under: ở dưới+ behind: bên cạnh- Presents how to play- Call Ss go to the board and play- Listen and give comment Home link- Asks Ss to practice more and more with the sentence patterns- Do the exercises A on page 24

- Listen and repeat

- Work in pairs- 10 pairs act out and practice the dialogue- Others listen- Work in pairs- Listen- 2 pairs repeat the sentence patterns- Listen- Work in pairsSs pairwork- 8 pairs act out, standing and practice4 pairs act out, go to the board and practice- Others listen and give comment- Read in chorus

- Listen and play

Others listen and give comment

- ListenOthers listen and give comment

-


20


UNIT 14OUR ROOM

Lesson 2

21

I. Objectives:By the end of this lesson, Students will be able to learn how to describe things in a room.




Students’ aids: book, notebook, workbookIV. Language focus: - New words: bag, floor, mirror, door, desk, review - Sentence patterns: Where’s it ? It’s …………… - Skills: Listening and speaking, reading and playingV. Procedures:


5’

15’

I. Warm up:- Ss sing “The Bedroom in the House”- Listens and gives commentII. New lesson:* Listening:1. Pre – listening:- Have Ss turn your book to page 56 and asks Ss the name , characters of schools.- Notes: the letters color different in words chairs / bed ? How to produce the sound of the letter s / chairs; b / bed- Produce the sounds of the letters 2. While – listening:- Play the recording one time- Play the recording sentence by sentence 3 times.- Help Ss to clap the syllable- Have Ss chant in groups G1: chantG2: clap the syllables- Go around and help Ss to chant - Call on 2 Ss repeat the stress, intonation- Listen and help Ss to practice3. Post – listening:- Call on 3 groups standing and chant- Listen and give comment Listen and tick1. Pre – listening:- Have Ss look at the pictures identify the names of the schools and say the names in English and how to listen.- Tell Ss how to listen “listen and tick”2. While - Listening:

Ss sing Others listen and give comment

- Listen - Listen and remark - Listen and repeat- Clap your hands 3 times- Work in groups - 2 Ss repeat the stress, intonation- 3 groups standing and chant- Others listen and give comment- 2 Ss complete

22

15’

1’

- Play the cording one time for Ss listen to information.- Play the cording two times- Have Ss trade their answers- Calls 8 Ss repeat the answers 3. Post – listening:- Replay the recording again for Ss check their answers - Listen and give commentAnswers:1.a , 2.b4 Follow up- Have Ss chant which / school in part 1 again*Reading:1 Pre – reading:- Have Ss look at the pictures, sentences on page 27 then elicit the names of the characters in the pictures.- Tell Ss that they are going to read and draw things in the room as the text describing.2 While - reading- Have Ss read individually and draw things in the room - Go around and help Ss to do- Have Ss share their drawings in pairs- Call on 4 Ss to show and talk about their drawings. 3 Post – reading:- Call on 8 Ss read the text- Listen and give comment- Have Ss read the text in chorus to reinforce their pronunciation- Listen and give comment4 Follow up: Let’s play“Spot the Differences”- Presents how to play- Asks Ss to play in groups- Goes around and helps Ss to play- Calls 2 groups (12 Ss) go to the board and play.- Listen and give comment- Have Ss talk about the differences between the two pictures in English.- Listen and give comment III. Homework:- Have to practice the sing more and more- Do the exercise - Prepare for the next part

the sentences- Others listen and give comment- Work in pairs- Listen to information- Listen and tick

- Work in pairs Ss read the text again - Whole class read in chorus

- Listen - Play in groups - 2 groups go to the board and play

- Others listen and give comment - talking



UNIT 14OUR ROOM


23

By the end of this lesson, Students will be able to review about many things in the bedroom, using there is/ there are……describe a bedroom.


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


IV. Language focus: - New words: nice, tidy, untidy Review - Sentence patterns: It’s nice and tidy - Skills: Listening and speaking .Writing and chant V. Procedures:


5’

15’

10’

I. Warm up:- Have Ss drawing that they did at home- Look and gives commentII. New lesson: *Listening:1. Pre – listening:- Have Ss turn your book to page 28 and asks Ss to indentify the characters, names of the pictures- Using puppets to present the situation2. While – listening:- Play the recording one time- Play the recording sentence by sentence 3 times- Ask Ss to act out and read- Go around and help Ss to practicePresent the new words and sentence pattern+ A: This is my bedroom. B: Oh, it’s nice and tidy.- Have Ss practice in groups- Listen and help Ss to practice3. Post – listening:- Call on 8 pairs or groups act out and practice- Play the recording again for Ss repeat each line in the speech bubbles a few times.

* Speaking1. Pre – speaking:- Have Ss look at the pictures and ask them to talk about the rooms.- Call on 2 pairs repeat the sentence patternsNotes: the pronunciation2. While - speaking

- Ss drawing - Look and talk

- Listen- Listen and repeat- Work in groups- Ss listen and repeat

- Work in pairs - Others listen and comment.- Listen and repeat the pronunciation- 8 pairs act out, standing and practice- 4 pairs act out, go to the board and practice- Others listen and give comment- Read in chorus

- Look and say

24

12’

2’1’

- Have Ss repeat the step with some others pairs for pictures a, b, c and d.- Go around and help Ss to practice3. Post – speaking:- Call on 8 pairs to perform and practice- Calls 4 pairs to perform the task at the front of the class - Listen and give comment- Have the class repeat all the sentence patterns in chorus to reinforce their pronunciation4 Follow up- Have Ss to answer questions about the real things in their bedrooms.- Listen and give commentHave Ss look at the picture on page 29 then identify things in the room and write the missing words in each line of the text.*Writing:1 While - writing- Have Ss read individually silently and complete the text- Go around and help Ss to do- Have Ss trade their answers in pairs2 Post – writing:- Call on 3 Ss rewrite the sentences on the board.- Calls 3 pairs act out and read the sentences.- Listen and give commentAnswers: 1- two 2 – picture 3 – desk 4 – lamp- Have whole class read the text in chorus to reinforce their pronunciation.3 Follow up: Let’s chant - Have Ss read the chant.- Presents how to chant.- T play the tape Ss listen and repeat .Clap the rhythm. - T divide the class in to two. One group repeat each line of the chant. The other clap the rhythm- Call on 2 groups go to the board and chant.- Listen and give comment- Have Ss repeat the chant in chorus to reinforce their pronunciation.III. Summary:IV. Homework:-Have to practice the sentences to ask and answer about the name of a school.-Do the exercise E on your workbook- Prepare for the next unit

- Listen and repeat- Ss practice - Ss practice asking and answering on pairs - Others listen and comment.- Ss ask and answer3 Ss rewrite their answers on the board.- 3 pairs act out and read the sentences.- Others listen and give commentSs read aloud Listen and read the chant. Clap the rhythm.

-Work in pairs- 2 groups go to the board and chant

- Others listen and give comment -Read in chorus


Week: 25 Date of teaching: Thursday, March 7th, 2013Period: 49th

25

UNIT 15AT HOMELesson 1

I. Objectives:By the end of this lesson, Students will be able to indentify family activities at leisure




IV. Language focus: - New words: read, do, cook, sing, skate, jum, run. robot, speak - Sentence patterns: What’s Mai doing? She’s skipping What’s he/ she doing ? He/ she is ……. - Skills: Listening and speaking .Talking and chant V. Procedures:


5’

15’

I. Warm up:- Have Ss recite the chant in Unit 14 on page 29.+ Chant in chorus+ Chant in groups (G1 chant, G2 clap the hands)-Listens and gives commentII. New lesson:* Listening1. Pre – listening:- Have Ss turn your book to page 30 and asks Ss to identify the characters of the picture and what they are doing?- Using a poster and two puppets to set up the situation2. While – listening:- Play the recording one time- Play the recording sentence by sentence 3 times.- Present the new words and sentence patterns+ skip+ do:

What’s Mai doing ?She’s skipping.

- Help Ss to read the new words, model sentences- Ask Ss to act out and read the dialogue- Go around and help Ss to practice3. Post – listening:- Call on 10 pairs act out and practice

.- Ss chant

- Ss chant in group- Listen and open your book then identify the characters in the pictures - Listen and point to the appropriate line in the book- Listen and repeat and take note- Listen and repeat - Work in pairs - Ss chant

26

10’

12’

2’

- Listen and help Ss to practice fluently.* Speaking1. Pre – speaking:- Have Ss look at the pictures and identify the characters.Present the new words+ reading:+ doing:+ cooking:+ singing:+ skating:+ jumping:+ running:- Asks Ss repeat the sentences patterns

What’s he doing ?He’s reading.

- Call on 2 pairs repeat the sentence patternsNotes: the pronunciation 2. While – speaking:- Have Ss practice in pairs- Go around and help Ss to practice3. Post – speaking:- Call on 8 pairs to perform the task , standing and practice- Calls 4 pairs to perform the task at the front of the class - Listen and give comment- Have the class repeat all the sentence patterns4. Follow up- Have Ss to play “rub out and remember”+ read: đọc, do: làm, cook: nấu, sing: hát+ skate: trượt bằng giầy có bánh xe, jump: nhảy cao, run: chạy.- Presents how to play- Call Ss go to the board and play- Listen and give comment*Speaking1 Pre –talking:- Have Ss look at the picture, identify the characters and the names of the pictures- Have Ss repeat the name of Ss and the sentence patterns 2 While - talking- Have Ss act out and practice with the pictures- Give an example in picture a- Asks Ss to act out and practice- Go around and help Ss to practice- Notes: Pronunciation- Call 5 pairs standing and practice- Listen and help Ss to practice fluently3. Post – talking:- Ss practice about the real things.- Listen and give commentS1: What’s ………… ?S2: …… …………….- Have whole class repeat the sentence patterns

- Ss chant in group

- Listen and open your book then identify the characters in the pictures - Listen - Listen and point to the appropriate line in the book- Listen and repeat

- Listen and take note- Listen and repeat - Work in pairs

- 10 pairs act out and practice the dialogue- Others listen - Work in pairs- Listen - 2 pairs repeat the sentence patterns - Listen - Work in pairs Ss pairwork - 8 pairs act out,

27

1’

4 Follow up: Let’s chant - Asks Ss that they are going to chant.- Have Ss read the phrases we are together, we learn how to read, how to write, it is so much fun. which is written on paper - Play the tape again for Ss to listen and repeat each line. Mine the chant.- Have Ss chant in groups - Go around and help Ss chant- Call on 2 groups to the front of the class and chant.- Others listen and give comment.- Have whole class read the sentences in chant again to reinforce their pronunciation- Listen and give comment

III. Homework:- Asks Ss to practice the model sentences more and more- Do the exercises - Prepare for the next part

standing and practice4 pairs act out, go to the board and practice- Others listen and give comment- Read in chorus


Week: 25 Date of teaching: Friday, March 8th, 2013Period: 50th


I. Objectives:By the end of this lesson, Students will be able to describe on-going activities.




Students’ aids: book, notebook, workbookIV. Language focus:

- New words: skipping around, skating along, jumping up high, at home, happy family touching the sky

- Sentence patterns: review- Skills: Listening .Reading and singing

V. Procedures:


10’ I. Warm up:- Have Ss recite the chant on page 31- Chant in chorus- Chant in groups (group1 chant, group2 clap the hand)- Listens and gives comment

- Ss chant- Chant in gpoups - Others listen and give

28

15’

15’

II. New lesson:* Listening1. Pre – listening:- Have Ss turn your book to page 39 and put the large piece of paper with the chant written on it on the board.- Notes: the letters colour different in words sky / skipping ? How to produce the sound of the letters sk / skipping; ng / skipping- Produce the sounds of the letters 2. While – listening:- Play the recording one time- Play the recording sentence by sentence 3 times.- Help Ss to clap the syllable- Have Ss chant in groups G1: chantG2: clap the syllables- Go around and help Ss to chant - Call on 2 Ss repeat the stress, intonation- Listen and help Ss to practice3. Post – listening:- Call on 3 groups standing and chant- Listen and give comment Listen and number1. Pre – listening:- Have Ss look at the pictures identify the objects in the pictures.- Tell Ss how to listen “listen and number”2. While - Listening:- Play the cording one time for Ss listen to information.- Play the cording two times- Have Ss trade their answers- Calls 8 Ss repeat the answers3. Post – listening:- Replay the recording again for Ss check their answers - Listen and give commentAnswers: 1- c ; 2- d; 3 – a; 4 - b4. Follow up- Have Ss chant sky / skipping in part 1 again*Reading: 1. Pre – reading:- Have Ss indentify Characters a, b, c, dand the objects below.- Tell Ss read the text and match the things needed for their activities.2. While - reading- Have Ss read individually and do the task.- Go around and help Ss to do- Have Ss trade their answers in pairs for correct.- Call on 4 Ss to perform the task.

3. Post – reading:- Call on 8 Ss read the text- Listen and give comment- Have Ss read the text in chorus to reinforce their pronunciation- Listen and give comment

comment- Listen - Listen and remark - Listen and repeat- Clap your hands 3 times- Work in groups - 2 Ss repeat the stress, intonation- 3 groups standing and chant- Others listen and give commenLook and talk - Listen to informatio

- Listen and tick- Work in pairs8 Ss repeat the answersOthers listen - Read and match

- Work in pairs - Work in pairs- 4 Ss to show and talk - Others observe and give comment - 8 Ss read the text again - Whole class read in chorus

29

1

* Answer: 1.d 2.c 3.b 4.a4. Follow up: Let’s sing“I Love My Mummy”- Play the recording one time- Play the song sentence by sentence (give actions)- Have Ss point to the corresponding words while they are repeating.- Have Ss sing in groups 6- Go around and help Ss singing- Call on 3 groups to the front of the class and sing, 3 groups do actions(sentence by sentence)- Call on one group to the front of the class sing. Others clap the rhythm.- Have whole class sing again to reinforce their pronunciation- Listen and give comment

III. Homework:- Have to practice the sing more and more- Do the exercise - Prepare for the next parts

- Listen - Ss listen and repeat

Week: 26 Date of teaching: Thursday, March 14th, 2013.Period: 51th


I. Objectives:By the end of this lesson, Students will be able to ask and answer about family activities in progress.


+ Work in groups, discuss. + Ask and answer


Students’ aids: book, notebook, workbookIV. Language focus:

30

- New words: review - Sentence patterns: What are they doing? - Skills: Listening and speaking Writing and playing - Sentence patterns: What are they doing? V. Procedures:


5’

10’

10’

I. Warm up:- Have Ss sing “I Love My Mummy”- Listen and gives commentII. New lesson:* Listening:1. Pre – listening:- Have Ss turn your book to page 34 and asks Ss to indentify the characters, names of the pictures2. While – listening:- Play the recording a second time- Play the recording sentence by sentence 3 times- Ask Ss to act out and read- Go around and help Ss to practicePresent the new words and sentence pattern+ A: What are they doing? B: They are……………- Have Ss practice in groups- Listen and help Ss to practice

3. Post – listening:- Call on 8 pairs or groups act out and practice- Play the recording again for Ss repeat each line in the speech bubbles a few times.

* Speaking1. Pre – speaking:- Have Ss look at the pictures and tell Ss they are going to practise asking and answering about what the people in these pictures are doing.- Call on 2 pairs repeat the sentence patternsNotes: the pronunciation2. While - speaking- Have Ss repeat the step with some others pairs for pictures b, c and d.- Go around and help Ss to practice3. Post – speaking:- Call on 8 pairs to perform and practice- Calls 4 pairs to perform the task at the front of the class - Listen and give comment- Have the class repeat all the sentence patterns in chorus to reinforce their pronunciation4 Follow up- Have Ss to ask and answer the questions use V-ing.

- Ss sing- Look and talk - Listen- Listen and repeat

- Work in groups- Ss listen and repeat

- Work in pairs - Others listen and comment.- Listen and repeat the pronunciation

- 8 pairs act out, standing and practice- 4 pairs act out, go to the board and practice- Others listen and give comment- Read in chorus- Look and say - Listen and repeat

- Ss practice - Ss practice asking and answering on pairs

- Others listen and comment.3 Ss rewrite

31

12’

2’1’

- Listen and give comment*Writing:1. Pre – writing:- Have Ss look at the picture on page 35 then identify the characters what they are doing and write the missing words in the sentences provided.2. While - writing- Have Ss read individually silently and complete the sentences.- Go around and help Ss to do- Have Ss trade their answers within pairs for correction.3. Post – writing:- Call on 3 Ss rewrite the sentences on the board.- Calls 3 pairs act out and read the sentences.- Listen and give commentAnswers: 1- Linda is skipping 2 – Tom is skating 3 – Mai and her brother are reading- Have whole class read the sentences in chorus to reinforce their pronunciation.4. Follow up: Let’s play “Mime and Guess”- Presents how to play- Asks Ss to play in groups- Goes around and help Ss to play- Calls 2 groups ( 12 Ss ) go to the board and play.- Listen and give commentIII. Summary: main points IV. Homework:- Have to practice the sentences to ask and answer about the name of a school.- Do the exercise E on your workbook- Prepare for the next parts.

their answers on the board.- 3 pairs act out and read the sentences.- Others listen and give comment

Ss read aloud

- Listen - Play in groups - 2 groups go to the board and play- Others listen and give comment

Listen and remember


Week: 26 Date of teaching: Friday, March 15th, 2013Period: 52th

REVIEW 3 - A

I. Objectives:By the end of this lesson, Students will be able to perform their abilities to listen, speak and write related to the topics they have learnt from units 11- 15 using the phonics, the vocabulary and the sentence patterns.



III.Teaching aids:

32


IV. Language focus: - New words: review - Sentence patterns: review - Skills: Listening and speaking V. Procedures:


5’

8

8’

8’

8’

I . Warm up:- Sing a song II. New lesson:1. Unit 11: My Family- Vocabulary:Family, father, mother, grandmother, grandfather, brother, sister, grandpa, grandma, who.- Phonics: father, mother- Sentence patterns: + who is this? – It’s my father+ What’s his name? – His name’s Peter2. Unit 12: How Old Are You?- Vocabulary:Year, old, how, both, numbers 1 - 20- Phonics: how, ten- Sentence patterns: + How old are you? I’m nine years old+ How old is he? He’s eight years old.3. Unit 13: My House- Vocabulary:House, living room, kitchen, dining room, bathroom, bedroom, garden.- Phonics: kitchen, bedroom- Sentence patterns: + This is my house+ There is a living room+ There are two bedroom4.Unit 14: Our Room- Vocabulary:Table, bed, desk, picture, ball, lamp, large, tidy, untidy, nice, on, above, under, behind, near.- Phonics: chairs, bed- Sentence patterns:

Sing Ss playing a game: pass the word- Identifying family members- Asking who someone is- Asking and answering about names of family members

Ss playing a game: slap the board- Asking and answering about ages- Counting 1 - 20- Asking and answering about ages of family members.Ss playing a game: crossword puzzle.- Identifying rooms in the house- Talking about rooms in the house (singular)- Talking about rooms in the house (plural)- Identifying things in the

33

8’

1’

+ Where is it? It’s in your bedroom+ Where are the chairs? They’re behind the desk+ It’s nice and tidy.5. Unit 15: At Home- Vocabulary:Robot, children, read, do, cook, sing, skate, jump, run.- Phonics: sky, skipping- Sentence patterns: + What’s Mai doing? She’s skipping+ What are they doing? They are reading.III. Homework:Prepare the review 3

room- Specifying location of things in the room- Describing a bedroom- Identifying family activities at leisure- Describing on-going activities- Asking


Week: 27 Date of teaching: Thursday, March 21st, 2013.Period: 53th

REVIEW 3- B

I. Objectives: By the end of the lesson Students will be able to do review 3 in class




IV. Language focus: - New words: review - Sentence patterns: review - Skills: Listening and speakingV. Procedures:


5’

24’

I Warm up:- Sing a song II. New lesson:1. Complete each word. Say it aloudKey:

- Sing - Ss look at the

picture to speak as required. Then complete

34

1’

1. mother 2. brother3. chairs 4. mirrors5. room 6. ruler7. kitchen 8. chair9. skip 10. sky

2. Write the missing letters.Key:1. seven 2. house3. computer 4. kitchen5. skipping

3. Listen and tick.Play the recording twiceKey:1.b 2.a 3.b 4.a

4. Read and tick Key 1.b 2.a 3b 4.a

5. Look, read and completeKey 1. is 2. are3. on 4. lamp5. picture

6. Look and talk 1. a) This is my fatherb) This is my brotherc) This is my mother2. a) a) The children are skatingb) The mother is cookingc) The father is reading (a book)

III Homework:Prepare the review

each word. Say it aloud

- Ss look at the picture to speak as required. Then call on some volunteers to speak aloud.

- Ss look at the picture to speak as required. Ss answer.

- Ss look at the picture to speak as required. Ss work in groups

- Ss look at the picture to speak as required.

- Ss read the sentences and number

- Then call on some volunteers to speak aloud

- Ss look at the picture to speak as required

- Ss work in groups

- Then call on some volunteers to speak aloud


Week: 27 Date of teaching: Friday, March 22nd, 2013

35

Period: 54th THE THIRD TEST

A. Test

I. Complete each word.

1. fa_ _ er 2. kit_ _ en 3. _ _ y 4. chair_ 5. grand_ _ther II. Match the pictures to the sentences .

A. B. C. D.

E.

0. It’s nice and tidy. 1. It’s my sister 2. He’s seven years old. 3. There is a living room. 4. He’s reading.

0 – B 1 - 2 - 3 - 4 -

III. Reorder the words. Example: 0. is/ This/ house/ my/. → This is my house. 1. are/ two/ There/ bedrooms/.

………………………………………………..2. in/ It/ your/ dining room/ is/.

……………………………………………….3. is/ She/ skipping/.

……………………………………………….4. is/ he/ old/ How/?

………………………………………………..IV. Circle the correct answer.

0. We are ________ home now. A. in B. at 1. What is he ________ ? A. doing B. do 2. There ________ a chair in the living room. A. is B. are 3. How old are you, Lan? - I’m ________ years old. A. friend B. ten 4. There is a bed in the ________ . A. bathroom B. bedroom

B. Answer I. Complete each word.

1. Father

36

2. Kitchen 3. Sky4. Chairs5. Grandfather

II. Match the pictures to the sentences .

0 – B 1 - C 2 - A 3 - E 4 - D

III. Reorder the words. 1. There are two bedrooms.2. It is in your dining room.3. She is skipping.4. How old is he?

IV. Circle the correct answer. 1. A2. A3. B4. B

Week: 28 Date of teaching: Thursday, March 28th, 2013 Period: 55th

UNIT 16THE WEATHER


By the end of this lesson, Students will be able to identify the wearther II. Teaching methods :




IV. Language focus : Vocabulary: weather, sunny,windy, rainy, cloudy Sentence Patterns:

- What’s the weather like?It’s sunny.

37

V. Procedures:

Time Steps/ActivitiesWork

arrangement5’

10’

10’

I. Warm up : - Help Ss listen and sing the song I love My Mummy on

page 33.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 hear Linda and Mai talk about the

weather. - Explain the new language What’s the weather like? – It’s sunny.- Ss to listen as they read the lines. Mime the dialogue- Ss to listen and repeat each line of the text - Allocate the parts of Linda and Mai. Have one group repeat Linda’s

part and the other Mai’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 page42 and identify the

weather icons in the pictures.- Introduce some new words:

Rainy: Cloudy Use flashcards windy

- Point to P.a and ask Ss What’s the weather like? And fill the bubble with the phrase prompted by Ss then have Ss repeat the question and answer a few times before going on with other pictures

- Have Ss repeat all the questions and answers a few times.- Ask Ss to practise asking and answering, using the pictures in their

books - Monitor the activity and offer help. Correct pronunciation error(s)

(street, assimilation of sounds and intonation) when necessary.- Call on some pairs to demonstrate at the front of the class. Others

observe and comment.3. Talk

- Have Ss look at the pictures on page 43 and identify the weaqthe icons in each picture.

- Set the scene: “You are going to talk about the weather in the pictures.”

- Have Ss guess and say the lines in the bubbles a few times before letting them practice/ role play freely.

T – WC

T – WC

Whole class, group and individual.

Half – half class

T – whole class

Pair- work

T – whole class

T – whole class

38

10

3’

2’

- 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

- Ss have learnt to identify the weather, using What’s the weather like?- It’s sunny. IV. Home- link:

- Encourage Ss to listen and try to recite The weather song on P. 43 at home.

Pair – work

T – whole class

T – whole class

Week: 28 Date of teaching: Friday, March 29th, 2013.Period: 56th

UNIT 16THE WEATHER


- By the end of this lesson, students will be able to describe the weather- 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: weather hot Vocabulary: cold, hot, fine, sunny, windy, rainy, cloudy Sentence Patterns:

- What’s the weather like?It’s sunny.

V. Procedures :

39


arrangement

5’

10’

10’

10’

I. Warm up : - Greet Ss and have them reply. - Ss sing the song The weather song for fun. 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 weather and hot- Set the scene: “We are going to learn how to produce the sound of

letters ea in the word weather and that of the letter o in the word hot”

- Produce the sound of the letter ea and o a few times and ask Ss to say what they think about when they hear the sounds.

- Ss listen as they read the chant on the poster of the chant. Clap the rhythm.

- Ss listen and repeat each line several times.- 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 at the words in

focus.2. Listen and number

- Have Ss look at Pictures a, b, c and d on Page 44 and talk about the weather 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 put the correct number in the box of the appropriate picture..


- 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. Answers:

3. Read and match. - Ask Ss to identify the weather icons in the pictures on page 45 - Set the scene: “you are going to read Today’s weather forecast 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 text individually and do the task.

T-WC

T – whole class

Whole class

Group work

T – whole class

Individually

Pair- work

T – whole

40

1. d 2. b 3. a 4. c

3’

2’

- 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 pronunciationAnswers:

III. Summary. - Ss have learnt how to describe the weather, using the structures:

What’s the weather like? – It’s sunny.- Produce the sound of the letter ea in the word weather and that of

the letter o in the word hot”IV. Home- link :

- Ss recite the chant on page 44 and describe the current weather in their home place.

class

Individually

Pair – work

T – whole class

T – whole class

Week: 29 Date of teaching: Thursday, April 4th, 2013. Period: 57th

UNIT 16THE WEATHER


By the end of this lesson, Students will be able to ask and answer about the wearther II. Teaching methods :



- Teacher’s aids: books, pictures, poster, word cards, recording . Students’ aids: book, notebook, workbook

IV. Language focus : Vocabulary: weather, sunny,windy, rainy, cloudy, hot, cold, fine Sentence Patterns:

- What’s the weather like in Hanoi today?It’s rainy.

V. Procedures:

41

1. d 2. a 3. b, c


arrangement5’

10’

10’

10’

I. Warm up : - Let’s Ss recite the chant on page 44 – lesson 2.II. New lesson .

1. Listen and repeat.- Have Ss to look at the book at page 46 and identify the photo and

the weather icons.- Recall the question and the answer related to the weather- Set the scene: “we are going to hear two speakers talk about the

weather in Hanoi”- 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 repeats the question and the

other repeat the answer.- 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 identify the weather icons and photos on page 46. - Set the scene: “we are going to practice asking and answering

about the current weather in P. a, b, c and d.- Have Ss say the names of the cities aloud. - T models the dialogue

Call on one pair of Ss to the front of the class. Have one point to P. a and ask What’s the weather like in Hai Phong today? And the other answer It’s sunnyRepeat the step with the other pictures

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


Others observe and comment.- Have the whole class repeat the question and answer in chorus to

reinforce their pronunciation.3. Write.

- Get Ss to look at the grid and the weather icons on page 47.- Set the scene: “We are going to going to march each weather

icon to the appropriate city name and write the correct word in the frame containing the icon”

- Ss read silently and complete the sentences.- Ss trade their answers within pairs or groups for correction- Ask Ss to give answer by making the sentences with the

information in the grid: It’s rainy in Hai Phong today. The others listen and give comments.Answers:

2. Hue – cloudy 3. Da Nang – windy 4. Ho Chi Minh - sunny

III. Summary

T – whole class

T – whole class

Whole class

Groupsindividually

T – whole class

Pair – work

T – whole class

Individually Pair – work/ Group work

Whole class

42

3’

2’

- Ss have learnt how to ask and answer about the current weather in a specific location, using What’s the weather like in (Ha Noi) today? – It’s rainy.

IV. Home - link- Ss recite the chant on page 47 and say the current weather in their

hometown.T – whole class

Week: 29 Date of teaching: Friday, April 5th, 2013. Period: 58th

UNIT 17OUTDOOR ACTIVITIES


By the end of this lesson, Students will be able to identify outdoor activities. II. Teaching methods :


+ Work in groups, discuss. + Ask and answer.III. Teaching aids : books, recording, poster, flash cards.IV. Language focus :

Vocabulary: flying kites, cycling, playing football, playing badminton, playing with paper boats. Sentence Patterns:

- What are they doing?They’re playing with paper boats.

V. Procedures:


arrangement5’

10’

I. Warm up : - Help Ss listen and sing The weather song in unit 16 on

page 43.II. New lesson .


they are saying.- Set the scene “You are going to hear Mai and Hoa say what Phong

and Nam are doing”. - Ss to listen as they read the lines. Mime the dialogue- Ss to listen and repeat each line of the text - Divide the class into two groups. Have one group repeat Hoa’s part

Whole class

Whole class

IndividualHalf – half class

43

10’

10

3’

2’

and the other Mai’s part.- Have whole class repeat each line 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 48 and identify the characters in the pictures and what they are doing.

- Set the scene: “You are going to practice talking about these activities”

- Introduce some new words: cycling Playing badminton Use flashcards Playing kites Playing football

- Point to P.a and ask Ss What are they doing?, have Ss repeat the question and answer They are cycling a few times before going on with other pictures





- Have Ss look at the pictures on page 49 and identify the activities in each picture.

- Set the scene: “You are going to practice talking about these activities.”

- Ask Ss to guess the question and answer that need using, then fill in the speech bubbles.

- 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

- 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

- Ss have learnt how to identify on-going outdoor activities, using What are they doing? They’re playing badminton.IV. Home- link:

- Encourage Ss to search for more words and phrases related to outdoor activities at home

Whole class

Whole class

Whole classindividualPair- work

Whole class

Whole class

Pair – work

Group work

Whole class

Whole class

Whole class

44

Week: 30 Date of teaching: Thursday, April 11th, 2013Period: 59th



By the end of this lesson, Students will be able to ask and answer about outdoor activities. II. Teaching methods :



III. Teaching aids : books, recording, poster, flash cards.IV. Language focus :

Vocabulary: review Sentence Patterns: review

V. Procedures:


arrangement

5’

10’

10’

I. Warm up : - Greet Ss and have them reply. - Ss sing the song The weather song for fun. II. New lesson:


colored differently in the words boat and door- Set the scene: “We are going to learn how to produce the sound of

letters oa in the word boat and that of the letter d in the word door”- Produce the sound of the letter oa and d a few times and ask Ss to

say what they think about when they hear the sounds.- Ss listen as they read the chant on the poster of the chant. Clap the

rhythm.- Ss listen and repeat each line several times.- Have Ss practice reciting and clapping the chant in groups.- Monitor the activity and offer help when necessary/ correct typical




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


T-WC

T – whole class

Whole class

Group work

T – whole class

45

10’

3’

2’


text. Answers:

3. Read and tick .- Ask Ss to identify the weather icons in the pictures on page 51. - Set the scene: “you are going to read the text in order to match the

information to either P.a or P.b”- Explain the situation and ask a few questions to check Ss’

comprehension of the text.- 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.- Have the whole class chorally read each line of the text to reinforce

their pronunciationAnswers: Picture bIII. Summary.

- Ss have learnt how to describe the weather, using the structures: What’s the weather like? – It’s sunny.

- Produce the sound of the letter ea in the word weather and that of the letter o in the word hot”IV. Home- link :

- Ss recite the chant on page 44 and describe the current weather in their home place.

Individually

Pair- work

T – whole class

Individually

Pair – work

T – whole class

T – whole class




By the end of this lesson, Students will be able to describe on-going activities.II. Teaching methods :



46

1. b 2. a

III. Teaching aids : - Teacher’s aids: books, pictures, poster, word cards, recording.

Students’ aids: book, notebook, workbookIV. Language focus :

Vocabulary: review Sentence Patterns:

- What are they playing?They are playing football.

V. Procedures:


arrangement5’

10’

10’

I. Warm up : - Let’s Ss recite the rhyme on page 51 – lesson 2.II. New lesson .

1. Listen and repeat.- Have Ss to look at the book at page 52 guess what Hoa is doing.- Set the scene: “we are going to Mai and Hoa say what Phong and

Nam are doing ”- 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 the question and the



2. Look and say. - Have Ss identify the activities in the picture on page 52. - Set the scene: “we are going to practice asking and answering

about the on-going activities”- T models the dialogue

Point to two children playing badminton and ask What are they playing?Ss repeat the question and answer They are playing badminton Repeat the step with the other pictures Call on one pair of Ss to the front of the class. Have one point to P. a and ask. And the other answerRepeat the step but swap Ss’ parts





- Get Ss to look at the pictures and identify what the characters are doing on page 47.

Whole class

Whole class

Individually

Groups

Whole class

Whole class

Individually

Pair – work

Whole class

47

10’

3’

2’

- Set the scene: “We are going to going to get information and to complete the sentences 1, 2, 3, 4”

- Ss read silently and complete the sentences.- Ss trade their answers within pairs or groups for correction- Ask Ss to give answer. The others listen and give comments.

Answers:1. running2. cycling3. flying kikes4. playing football

III. Summary - Ss have learnt how how to talk about outdoor activities, using What

are they doing? They’re playing football IV. Home - link

- Ss draw some of their favourite outdoor activities and colour them

Whole class

Individually

Pair work

Group work

Whole class

Whole class


UNIT 18COLOURS


By the end of this lesson, Students will be able to identify colours. II. Teaching methods :




Vocabulary: colour, rose, red, orange, yellow, green, blue, pink Sentence Patterns:

- What colour is it?

48

It’s redV. Procedures:


arrangement5’

10’

10’

10

I. Warm up : - Help Ss listen and sing The weather song in unit 16 on page 43.II. New lesson .


they are doing.- Set the scene “You are going to hear Mai and Nam talking as they

play a blindfold game”. - Play the recording all the way through for Ss to listen and mine the

dialogue. - Play the second time for Ss to repeat each line and point to the

appropriate line in their books.- Call on one group of four to the front of the class. Have 2 of them

repeat Mai and Nam’s parts - Repeat the step but swap Ss parts. - Have whole class repeat each line of the dialogue in chorus to


- Have Ss look at the pictures a, b, c, d,e and f on page 54 and identify the colours in the pictures and what they are doing.

- Set the scene- Introduce some new words:

red orange yellow Use flashcards green blue pink

- Point to P.a and ask Ss What colour is it?, have Ss repeat the question and answer It’s red a few times before going on with other pictures





- Have Ss look at the stars on page 55 and identify the colours. - Set the scene: “You are going to practice talking about the colours

of the these stars.”- Ask Ss to guess the question and answer that need using, then fill

in the speech bubbles.- 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 –

Whole class

Whole class


Whole class

Whole class

Whole class

Individually

Pair- work

Whole class

Whole class

49

3’

2’

play the exchanges- 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

- Ss have learnt how to identify the colours, using What’s colour is it? It’s red.IV. Home- link:

- Encourage Ss to recite the Colour song on page 55 at home

Pair – work

Group work

Whole class

Whole class

Whole class

Week: 31 Date of teaching: Thursday, April 19th, 2012.Period: 61st

UNIT 18COLOURS


By the end of this lesson, Students will be able to express their likes.II. Teaching methods :





V. Procedures:


arrangement

5’

10’

I. Warm up : - Greet Ss and have them reply. - Ss sing the Colour song for fun. II. New lesson:


Whole class

50

10’

10’

colored differently in the words like and blue- Set the scene: “We are going to learn how to produce the sound of

letters l in the word like and that of the letter bl in the word blue”- Produce the sound of the letter l and bl a few times and ask Ss to




focus.2. Listen and tick


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



text. Answers:

3. Read and complete .- Ask Ss to

identify the colours in the pictures on page 57. - Set the scene: “you are going to read the dialogue in order to get the

information to complete the missing words”- Explain the situation and ask a few questions to check Ss’

comprehension of the text.- 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


their pronunciationAnswers:

1. blue 2. Nam 3. like

III. Summary. - Ss have learnt how to express their likes, using the verb like in

different forms; produce the sound of the letter l in like and that of the letters bl in blue IV. Home- link :

Whole class

Individually

Group work

Whole class

Whole class

Individually

Pair – work

Whole class

Whole class

Individually

Pair work

Whole class

51

1. red 2. yellow 3. green 4. pink

3’

2’

- Ss recite the chant on page 57

Whole class

Whole class

Week: 31 Date of teaching: Friday, April 20th, 2012. Period: 62nd

UNIT 18COLOURS


By the end of this lesson, Students will be able to ask and answer about colours.II. Teaching methods :



III. Teaching aids : - Teacher’s aids: books, pictures, poster, word cards, recording.

Students’ aids: book, notebook, workbookIV. Language focus :

Vocabulary: review Sentence Patterns:

What colours are they?They are blue.

V. Procedures:


arrangement5’

10’

I. Warm up : - Let’s Ss recite the rhyme on page 57 – lesson 2.II. New lesson .

1. Listen and repeat.- Have Ss to look at the book at page 58 and identify the characters.- Recall the colour words that they’ve learnt in L2- Set the scene: “we are going to hear Linda and Nam talk about

the colour of the flowers in the drawing”- 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 the question and the



Whole class

Whole class

Individually

Groups

Whole class

52

10’

10’

3’

2’

2. Look and say. V. Have Ss identify the colours of these fruits violet, brown, yellow

and green in the pictures a, b, c and d on page 58. VI. Get Ss point to each picture as they repeat the colour words in

turn.- T models the dialogue(use two puppets to present the question and

the answer)Point to two children playing badminton and ask What colours are they?Ss repeat the question and answer They’re violet.Repeat the step with the other pictures Call on one pair of Ss to the front of the class. Have one point to P. a and ask. And the other answerRepeat the step but swap Ss’ parts





VII. Get Ss to look at the pictures and identify the colours to get the information are doing on page 59.

VIII. Set the scene: “We are going to going to get information and to complete the sentences 1, 2, 3, 4”

IX. Ss read silently and complete the sentences.X. Ss trade their answers within pairs or groups for correctionXI. Ask Ss to give answer. The others listen and give comments.

Answers:1. yellow2. green3. red4. brown

III. Summary - Ss have learnt how how to talk ask and answer about colour, using

What colours are? They’re green/ yellow…. IV. Home - link

- Ss sing the song Colours on Page 55 at home

Whole class

Individually

Pair – work

Whole class

Whole class

Individually

Pair work

Group work

Whole class

Whole class

53

Week: 32 Date of teaching: Thursday, April 26th, 2012. Period: 63rd

UNIT 19OUR PETS


By the end of this lesson, Students will be able to express possession. II. Teaching methods :




Vocabulary: cat, dog, tortoise, rabbit, goldfish, parrot. Sentence Patterns:

- What colour is it?It’s red

V. Procedures:


arrangement5’

10’

10’

I. Warm up : - Help Ss listen and sing The colour song in unit 17 on page 55.II. New lesson .

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

page 60 and what they are doing.- Set the scene “You are going to identify the pets”. - Introduce some new words:

dog cat tortoise use flashcards rabbit goldfish parrot

- Play the recording all the way through for Ss to listen and mine the dialogue.

- Play the second time for Ss to repeat each line and point to the appropriate line in their books.

- Call on one group of four to the front of the class. Have 2 of them repeat Mai and Quan’s parts

- Repeat the step but swap Ss parts. - Have whole class repeat each line of the dialogue in chorus to


- Have Ss look at the pictures a, b, c, d,e and f on page 60 and identify the colours in the pictures and what they are doing.

Whole class

Whole class


Whole class

Whole class

Whole class

Individually

54

10

3’

2’

- Set the scene Review the words

- Point to P.a and say I’ ve got a tortoise have Ss repeat a few times before going on with other pictures

- Have Ss repeat all the questions and answers a few times.- Ask Ss to practise asking and answering, using the pictures in

their books - Monitor the activity and offer help. Correct pronunciation

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

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

3. Talk- Have Ss look at the stars on page 61 and identify the colours. - Set the scene: “You are going to practice talking about the pets

you have.”- Ask Ss to guess the words that need using, then fill in the speech

bubbles.- 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





- Ss have learnt how to identify the pets using I’ve got a cat/ Ihaven’t got a dogIV. Home- link:

- Encourage Ss to talk about their pets.

Pair- work

Whole class

Whole class

Pair – work

Group work

Whole class

Whole class

Whole class

Week: 32 Date of teaching: Friday, April 27th, 2012.Period: 64th

UNIT 19OUR PETS


By the end of this lesson, Students will be able to ask and answer about pets.II. Teaching methods :


55




V. Procedures:


arrangement

5’

10’

10’

I. Warm up : - Greet Ss and have them reply. - Ss sing the Colour song for fun. II. New lesson:


colored differently in the words cat and dog- Set the scene: “We are going to learn how to produce the sound of

letters c in the word cat and that of the letter g in the word dog”- Produce the sound of the letter c and g a few times and ask Ss to say

what they think about when they hear the sounds.- Ss listen as they read the chant on the poster of the chant. Clap the




- Have Ss look at Pictures a, b, c and d on Page 62 and identify the characters and their pets in this section.

- Set the scene: “you are going to listen to the recording and match the information they hear to number the picture”.



text. Answers:

3. Read and match .- Ask Ss to

identify the pets in the pictures on page 63 - Set the scene: “you are going to read the text in order to get the

information to match the names with the appropriate pets”

Whole class

Whole class

Individually

Group work

Whole class

Whole class

Individually

Pair – work

Whole class

56

1. b 2. a 3. d 4. c

10’

3’

2’

- Explain the situation and ask a few questions to check Ss’ comprehension of the text.

- 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


their pronunciationAnswers:

1. c 2. a 3. d 4. b

III. Summary. - Ss have learnt how to express possession, using the verb have got/

haven’t got; produce the sound of the letter c in cat and that of the letters g in dog IV. Home- link :

- Ss sing the rhyme Three Little Kittens Jumping on the Bed at home

Whole class

Individually

Pair work

Whole class

Whole class

Whole class

Week: 33 Date of teaching: Thursday, May 3rd, 2012 Period: 65th

UNIT 19OUR PETS


By the end of this lesson, Students will be able to ask and answer about quantities of pets.II. Teaching methods :



- Teacher’s aids: books, pictures, poster, word cards, recording. Students’ aids: book, notebook, workbook

IV. Language focus : Vocabulary: review Sentence Patterns:

Nam has got two dogs How many tortoises have you got?

- I’ve got three tortoisesV. Procedures:

57


arrangement5’

10’

10’

10’

I. Warm up :- Let’s Ss sing the rhyme Three Little Kittens Jumping on the Bed

on page 63 – lesson 2.II. New lesson .

1. Listen and repeat.- Have Ss to look at the book at page 64 and identify the characters

and the pets that they are talking about.- Set the scene: “we are going to practice talking about the number

of pets in these pictures”- 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 the question and the



2. Look and say. - Have Ss look at Pictures a, b, c and d on Page 65 and identify the

pets and the quantity of pets in these pictures. - Set the scene: “you are going to practice talking about the

number of pets”.- T models the dialogue(use two puppets to present the question and

the answer)Point to two children playing badminton and ask How many cats have you got?Ss repeat the question and answer I have four catsRepeat the step with the other picturesCall on one pair of Ss to the front of the class. Have one point to P. a and ask. And the other answerRepeat the step but swap Ss’ parts





XII. Get Ss to look at the pictures on page 65 and identify the characters and the pets to get the information

XIII. Set the scene: “We are going to get information and to complete the sentences 1, 2, 3, 4”

XIV. Ss read silently and complete the sentences.XV. Ss trade their answers within pairs or groups for correctionXVI. Ask Ss to give answer. The others listen and give comments.

Answers:1. two cats

Whole class

Whole class

Individually

Groups

Whole class

Whole class

Individually

Pair – work

Whole class

Whole class

58

3’

2’

2. two dogs3. three birds

III. Summary - Ss have learnt how how to talk ask and answer about the number of

pets, using How many (dogs) have you got? I’ve got (three dogs)IV. Home - link

- Ss search for the types of pets in their neighbourhood

Individually

Pair work

Group work

Whole class

Whole class

Week: 33 Date of teaching: Friday, May 4th, 2012Period: 66th

UNIT 20OUR TOYS


By the end of this lesson, Students will be able to talk about quantities of toys. II. Teaching methods :- Communicative method.- Techniques: + Work in pairs


III. Teaching aids : books, recording, poster, flash cards.IV. Language focus : Vocabulary: doll, robot, ball, ship, car, yo-yo, new. Sentence Patterns:

She/ He’s got a new doll.V. Procedures:


arrangement5’

10’

I. Warm up : - Let’s Ss sing the rhyme Three Little Kittens Jumping on the Bed

on page 63 – lesson 2.II. New lesson .

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

page 66 and what they are doing.- Set the scene “You are going to hear Nam and Mai talk about the

toys that Nam and his sister have got”.

Whole class

Whole class

59

10’

10

3’

- Introduce some new words: robot doll use flashcards balls ships

- Review the structures I’ve got/ She’s got - Play the recording all the way through for Ss to listen and mine

the dialogue. - Play the second time for Ss to repeat each line and point to the

appropriate line in their books.- Call on one group of four to the front of the class. Have 2 of them

repeat Nam and Mai’s parts - Repeat the step but swap Ss parts. - Have whole class repeat each line of the dialogue in chorus to


- Have Ss look at the pictures a, b, c and d on page 66 and identify the characters and toys in the pictures and what they are doing.

- Set the scene: “you are going to practice talking about the number of toys in the pictures”

- Point to P.a and ask Who’s that? – It’s Nam;What are these? – They’re balls; Count the ball – There are five balls. Nam has got five balls. He’s got five balls

- Have Ss repeat a few times before going on with other pictures- Have Ss repeat all the sentences a few times.- Ask Ss to practise asking and answering, using the pictures in

their books - Monitor the activity and offer help. Correct pronunciation

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

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

3. Talk- Have Ss look at the pictures on page 67 and identify the

character and number of toys- Set the scene: “You are going to practice talking more about the

number of toys you have.”- Ask Ss to guess the words that need using and fill in the speech

bubbles.- 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






Whole class

Whole class

Whole class

Individually

Pair- work

Whole class

Whole class

Pair – work

Group work

Whole class

Whole class

60

2’

- Ss have learnt how to talk about the quantities of toys, using the structures with have got IV. Home- link:

- Encourage Ss to sing the rhyme Linda’s got s Little dollWhole class

Week: 34 Date of teaching: Thursday, May 10th, 2012Period: 67th

UNIT 20OUR TOYS


By the end of this lesson, Students will be able to describe toys, using colour adjectives.II. Teaching methods :




Vocabulary: review the words of toys and colours Sentence Patterns: review

V. Procedures:


arrangement

5’

10’

I. Warm up : - Greet Ss and have them reply. - Ss sing the rhyme Linda’s got s Little doll for fun. II. New lesson:


colored differently in the words four and five- Set the scene: “We are going to learn how to produce the sound of

letters f in the word four and that of the letters ve in the word five”- Produce the sound of the letter f and ve a few times and ask Ss to





- Have Ss look at the grid and identify the characters and the toys on Page 62 and

Whole class

Whole class

Individually

Group work

Whole class

61

10’

10’

3’

2’

- Set the scene: “you are going to listen to the recording and match each toy to the correct owner and tick the correct frame



text. Answers:

3. Read and tick .- Ask Ss to identify

the pets in the pictures on page 69, ask them to identify the toys.

- Draw Ss’ attention to the number and colour of the toys. - Set the scene: “you are going to read the text in order to match the

information to the appropriate picture and tick the box in the correct picture”

- Explain the situation and ask a few questions to check Ss’ comprehension of the text.

- 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


their pronunciationAnswers: Picture a

III. Summary. - Ss have learnt how to describe toys, using the adjectives they’ve

learnt, produce the sound of the letter f in four and that of the letters ve in five IV. Home- link :

- Ss write one or two sentences describing their favourite toys at home

Whole class

Individually

Pair – work

Whole class

Whole class

Individually

Pair work

Whole class

Whole class

Whole class

Week: 34 Date of teaching: Friday, May 11th, 2012 Period: 68th

UNIT 20OUR TOYS

62

1. Peter: a red robot

2. Linda: two blue dolls

3. Tom: three purple balls

4. Mary: an orange doll


By the end of this lesson, Students will be able to specify the location of toysII. Teaching methods :



- Teacher’s aids: books, pictures, poster, word cards, recording. Students’ aids: book, notebook, workbook

IV. Language focus : Vocabulary: review Sentence Patterns:

Where are your robots?- They’ve over there, on the chair.

V. Procedures:


arrangement5’

10’

10’

I. Warm up :- Let’s Ss play Kim’s game with the real objects in their classroom.II. New lesson .

1. Listen and repeat.- Have Ss to look at the book at page 70 and identify the characters

and where the toys are.- Set the scene: “we are going to hear Quan and Nam talk about

where Nam’s toys are.”- Give the meaning of

* here* there* great

- 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 the question and the



2. Look and say. - Have Ss look at the picture on Page 70 and identify the toys and

their location in the picture. - Set the scene: “you are going to practice talking about location of

toys”.- T models the dialogue(use two puppets to present the question and

the answer)Point to the doll in the picture and ask What’s this?- It’s my doll. Ask Where is your doll?- It’s on the bed.

Whole class

Whole class

Individually

Groups

Whole class

Whole class

Individually

63

10’

3’

2’

Ss repeat the question and answer Repeat the step with the other picturesCall on one pair of Ss to the front of the class. Have one ask the other answerRepeat the step but swap Ss’ parts





- Get Ss to look at the pictures on page 71 and talk about the things in the picture- Recall the preposition in, on and under.- Set the scene: “You are going to specify the location of the things in

these pictures and to complete the sentences 1, 2, 3, 4”- Ss read silently and complete the sentences.- Ss trade their answers within pairs or groups for correction- Ask Ss to give answer. The others listen and give comments.

Answers:1. there2. under3. on4. in

III. Summary - Ss have learnt how how to talk ask and answer about the number of

pets, using How many (dogs) have you got? I’ve got (three dogs)IV. Home - link

- Ss search for the types of pets in their neighbourhood

Pair – work

Whole class

Whole class

Individually

Pair work

Group work

Whole class

Whole class

64

Giao an Tieng Anh 3 Hoc ki II - 2015.goc.doc

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