GIAO AN TIENG ANH 3 MOI

- Make some questions to check Ss’ comprehension of language - Have the whole class repeat all the phrases to reinforce their pronunciation.. - Ask Ss to say what they think about when t

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The method of learning English

and the book map

A Aim :

- To help Ss grasp at the lesson

- To help Ss learning English easily

- To help Ss know about the book map

B Aids : books, notebooks.

C Procedure :

THE METHOD OF LEARNING ENGLISH

1 At school :

- Listen to the teacher carefully

- Ask the teacher if you don't know anything

- Do actively what the teacher ask ss to do

- Be ready to speak to your partners

- Be helpful to your partners

- Don't make too much noise while you are playing games

- Write the lesson fully

2 At home:

- Learn the lesson combine the books and notebooks

- Learning the vocabulary: Write the vocab until you learn them by heart

- Listen to the stereo and practise speaking correctly

- Apply your knowledge into real situation

- Do more exercises if you can

- Practise translating your lesson into Vietnamese

- Keep writing vocab into your vocab records

- Do homework carefully and fully

- Rewrite what you learned in your notebooks

- Consult many books and other materials

Organize to learn in groups, pairs or have exchanges with classmates

THE BOOK MAP

BOOK 1

Me and My friends Me and My school

Unit 1 Hello (P.6) Unit 6 My school (P.42)

Unit 2 My name is… (P.12) Unit 7 Places in My School (P.48)

Unit 3 How are you ? (P.18) Unit 8 School Things (P.54)

Unit 4 What’s your name ? (P.24) Unit 9 In My Classroom (P.60)

Unit 5 Our friends (P.30) Unit 10 Our Break Time(P.66)

Glossary (P.78)

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English Plan 3 Teacher: Nguyen Tam Thanh

BOOK 2

Me And My Family Me And The World Around Us

Unit 11 My family (P.6) Unit 16 The weather (P.42)

Unit 12 How old are you? (P.12) Unit 17 Outdoor activities (P.48)

Unit 13 My house (P.18) Unit 18 Colours (P.54)

Unit 14 Our room (P.24) Unit 19 Our pets (P.60)

Unit 15 At home (P.30) Unit 20 Our toys (P.66)

Glossary (P.78)

2

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

- Develop speaking skill

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- Get Ss to read all the new words in chorus, in groups, then individual

* Checking vocabulary : Slap the board.

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

- Play the recording and asks Ss to listen to the tape twice

- T asks Ss to listen and repeat in chorus three times

- Let Ss practice the dialogue in pairs

- Gets some pairs to read it aloud

* Presenting new structure:

- T gives a situation to present (using picture)

- T elicits the structures by asking Ss to speak out the model sentence:

Hello I’m Mai

Hi, Mai I’m Nam

3 Practice :

- Have Ss look at the pictures a,b,c,d and introduce four characters: Nam, Mai, Nga, Phong (/Using the puppets)

- T models the dialogue (use a picture)

Nga: Hello, I’m Nga

Phong: Hello, I’m Phong

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

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

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

- Have the class repeat all the phrases

- Have Ss to work in pairs: Nam, Mai, Nga and Phong

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

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

- Make some questions to check Ss’ comprehension of language

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

4 Production :

- Have Ss look at the pictures on page 7 and identify the characters in the pictures

- Point to Picture a, ask Ss to guess what the girls would say to greet each other

A: Hello, I’m Mai.

B: Hi, Mai I’m Nga.

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

- Call on a pair to demonstrate at the front of the class

I’m + name (I’m = I am)

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- By the end of this lesson, students will be able listen to the dialogue and tick

on the pictures about greetings “Hello/ Hi” and self – introducing

- Develop listening, reading and writing skill

B Teaching aids :

- Teacher’s aids: pictures, word cards, extra board, tape, cassette

- Student’s aids: book, notebook, workbook

C Procedures :

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• Warm up : Noughts and crosses

• Listen and repeat

- Have Ss open the book page 8, look at the words hello, hi and notice the letter

coloured differently in both words

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

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

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

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

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

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

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

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

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

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

chant

• Listen and number

- Have Ss look at Pictures a, b, c and d on Page 8

- Elicit the identification of the characters in the pictures and the characters’ words

- Ask Ss to listen to the recording and match the information they hear to the pictures and number the pictures

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

- 2nd: play the recording for Ss to listen and number

- 3rd: play the recording for Ss to check their answers

- Have Ss trade their answers in pairs for correction

- Ask some questions to ensure Ss’ comprehension of the listening text

Transcript:

1 Hello I’m Nam.

2 Hi I’m Phong.

3 Hi I’m Quan.

4 Hello I’m Hoa.

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- By the end of this lesson, Students will be able to say goodbye.

- Develop speaking and listening skill

- Teacher’s aids: Tape cassette, pictures, poster, word cards

- Students’ aids: book, notebook, workbook

C Procedures :

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I Warm up : Chatting

- T asks Ss to repeat the greeting and introducing oneself

- T sets the scene

II New lesson:

1 Listen and repeat.

- Have Ss to look at the book at page 10

- Elicit the character and have Ss guess what they are saying

- Set the scene: we are going to review phrases saying hello and bye

- Have Ss listen to the recording as they read the lines in the speech bubbles

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

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

- Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation

- Elecit the structures

2 Look and say Look and say.

- Have Ss look at the pictures a, b, c and d on page 10

- Elicit the characters in the pictures and their names Ask Ss to guess and complete the speech bubbles

- T models/ allocates the parts of characters Mai and Nam to Ss

- Ask them to act out the dialogue1 Repeat the step with some other pairs for pictures b, c, d

- Have Ss practice acting out the dialogue in pairs, using the pictures

- Monitor the activity and offer helf Correct pronunciation errors (stress,

assimilation of sounds, Intonation) when necssesary

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

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

- Ss read silently and complete the dialogues

- Ss trade their answers within pairs or groups for corection

- Ask Ss to read the answers aloud to the class The others listen and give comments

Answers:

1 Hi, I’m

2 boy; girl

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

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

III Home- link:

- Consolidate the content of the lesson

- Ask Ss to learn and write new words and structure

- Prepare for Section B: 4, 5, 6, 7

Bye Goodbye.

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- Teacher’s aids: audio, stickers, puppets, flashcards.

C Procedures :

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I Warm up :

- T asks some pairs to greet and introduce oneself

S1: Hello I’m Mai

S2: Hi, Mai I’m Nam

II New lesson.

1 Look, listen and repeat.

- Ask Ss to identify the characters in the picture on page 12 and what they are saying

- Set the scence “you are going to listen to hear Nam and Mai greet each other

- T asks Ss to listen and repeat in chorus two times

- Call on one pair One repeats Mai’s part, the other repeats Nam’s part

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

pronunciation

2 Look and say

- Have Ss look at the pictures a and b

- Ask them to identify the characters in the pictures and what they should say Fill the bubbles and have Ss to repeat the lines a few times

- T models the dialogue

• Assign a pair to pretend to be Mai and tom in picture a

Mai: Hello I’m Mai

Tom: Hello, Mai I’m Tom

• Have one repeat Mai’s part, the other Tom’s part Then have the pair swap their parts

• Repeat the step with a few more pairs

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

- Fill in the speech bubbleswith the correct phrases promted by Ss

A: Hello, I’m Mai.

B: Hi, Mai I’m Nga.

- Have Ss to repeat the sentences in the bubbles a few times before let them practice freely (use the pictures in their books or role – play the exchanges

- Have Ss to work in pairs to practice acting the greeting

- Call on a pair to demonstrate at the front of the class

III Home- link:

- Encourage Ss to for Unit 2- Section 2

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- By the end of this lesson, students will be to greet and say goodbye (review).

- Teacher’s aids: pictures, word cards, audio, puppets, flashcards

- Phonics: Linda Nam

C Procedures :

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I Warm up : Noughts and crosses

II New lesson:

1 Listen and repeat

- Have Ss open the book page 14, look at the words Linda and Nam and notice the

letter coloured differently in both words

- Set the scence: “you are going to learn how to produce the sound of the letter l

in the word Linda and n in the word Nam

- Produce the sound l and n a few times.

- Teach the new phrases How do you spell + name? – Then show them how to

spell Nam and Linda and some other names

2 Listen and tick.

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 14

- Identify the characters and guess what they are saying

- Set the scence: “you are going to listen to the recording, match the information

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

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

3 Read and match.

- Ask Ss to identify the characters in the pictures on page 15

- Set the scence: “ you are going to read the dialoguesto get the information in

order to match the pictures to the appropriate dialogues.”

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- By the end of this lesson, Students will be able to spell simple names.

- Develop speaking and listening skill

C Procedures :

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I Warm up: Chatting

- T asks Ss to repeat the greeting and introducing oneself

- T sets the scene

II New lesson:

- Have Ss to look at the book at page 16; identify the characters in the picture and what they are doing

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

alphabet.”

- Use a poster to set up the situation

- Have Ss listen to the recording as they read the lines in the speech bubbles

- Play the recording again for Ss to repeat the dialogue two times

- Divide the class into two groups Allocate the line of Nam and Tom to Ss of each group

- Have one group repeat Nam’s part and the other Tom’s part

- Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation

2 Look and say

- Elicit the characters in the pictures and their names

- Set the scence “ we are going to practice spelling names”

- Ask Ss to guess and complete the speech bubbles

• Assign a pair to pretend to be the characters in the pictures

• Ask the pair to act out the question and answer about spelling Repeat the step but have the pair swap their parts

• Continue the activities with sonme pairs

- Ask Ss to practice asking and answering

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

- Ss read silently and complete the sentences

- Monitor the activity and offer help when necessary

- Ask some Ss to read their answers aloud to the class The others listen and give comments

Answers:

1 Mai; Tony.

2 L – I – N – D – A.

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

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

4 Summary

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- By the end of this lesson, students will be able to saying goodbye (review)

- Develop writing, reading skill

- Teacher’s aids: audio, stickers, puppets, flashcards

C Procedures :

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- Answers: Lan, Phong, Tony, Nam, Linda

- Ask Ss work in pairs: S1: Hello I’m Nam

S2: Hi, Nam I’m Tom

II New lesson.

- Set the scence “you are going to review some phrases of greeting and learn some

more.” (use two puppets to present the situation)

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

- T asks Ss to listen and repeat in chorus two times

- Hold up the specific character puppets in the air / point to each character and tell the whole class to say the appropriate linein the dialouge

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

Note:

• Children do not tend to ask each other How are you? (That is something adults do to

each other and to children, but not child to child)

• Thanks is an informal expression of thank you.

2 Look and say

- Have Ss look at the pictures a and b on page 18

- Ask them to identify the characters in the pictures, recall the greeting phrases

- Point to Picture a, ask Ss to guess what each character should say Fill the speech bubbles with correct phrases prompted by the Ss and have Ss to repeat the lines a few times

• Assign a pair to pretend to be Tom and Mrs Lan in picture a

Mrs Lan: How are you, Tom?

Tom: I’m fine, thank you And you?

Mrs Lan: Fine, thanks

• Have one repeat Mrs Lan’s part, the other Tom’s part Then have the pair swap their parts

• Repeat the step with a few more pairs

- Ask Ss to act the dialouge using picture a and b

3 Talk

- Recall the titles Mr., Mrs., Miss

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- By the end of this lesson, students will be to greet.

C Procedures :

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I Warm up: Let’s Ss chant ( L2 – 4)

- Play the recording

II New lesson:

- Have Ss open the book page 14, look at the words Linda and Nam and notice the

letter coloured differently in both words

- Set the scence: “you are going to learn how to produce the sound of the letter l in

the word hello and a in the word thanks

- Produce the sound l and n a few times.

- Teach the new phrases How do you spell + name? – Then show them how to spell

Nam and Linda and some other names

Hello thanksHello, Mr Loc

How are you?

Hello, Tony

I’m fine, thanks

How are you?

I’m fine, thank you

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

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 20

- Identify the characters and their relationship

- Set the scence: “you are going to listen to the recording, match the information

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

Transcrip

1 Nam: Hello, Mr Loc How are you?

Mr Loc: I’m fine, thank you And you, Nam?

Nam: I’m fine Thank you, Mr Loc.

2 Tom: Hi, Mary How are you?

Mary: Hi, Tom I’m fine, thanks.

Answers: 1 – b: 2 – a.

- Ask Ss to identify the characters in the pictures on page 21 and identify the

characters in the pictures

- Set the scence: “ you are going to read the dialogues to match each of them with

the right picture ”

- Ask Ss to read the dialogues and do the task (match the sentence with a

appropriate picture.)

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- Teacher’s aids: pictures, word cards, audio, puppets, flashcards.

C Procedures :

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I Warm up

Let’s Ss chant in two groups Which is more correct is the winner

II New lesson

- Have Ss to look at the book at page 22; identify the characters in the picture

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

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

2 Look and say

- Elicit the characters in the pictures and their names

- Tell them to guess and respond to the first character Then fill the speech bubbles with the correct phrases prompted by Ss

- Have ss repeat a few times

• Assign a pair to pretend to be Linda and Miss Hien to act out the dialogue

• Repeat the step but have the pair swap their parts

- Have the whole class repeat all the phrases

- Ask Ss to practice in pairs

3 Write.

- Get Ss to identify the characters in the pictures on page 23

- Ask them to talk about the situation in each picture

- Tell Ss that they are going to read and get information to write the missing words in task in the dialogue, using those from the frame on the top of the page

- Ask some Ss to read their answers aloud to the class The others listen and give

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

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

pronunciation

III Summary

- Ss have learnt to ask and answer about names and to spell simple names, using How

do you spell your name?

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I Warm up :

- Help Ss listen and sing the song How are you on page 23

II New lesson

- Set the scence “you are going to learn how to ask and answer about names (Use 2 character puppets to present the situation)

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

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

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

2 Look and say

- Ask them to identify the characters in the pictures and repeat each name a few times

- Point to P.a and ask Ss what the character should say to respond to the question

What’s your name?

- Fill the bubble on the left edge of the page with the phrase prompted by Ss and have

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

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

- Ask Ss to practice asking and answering in pairs

- Monitor the activity and offer help Correct pronunciation error(s) ( street,

assimilation of sounds and intonation) when necessary

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

comment

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

3 Talk

- Point to Picture a, ask Ss to pretend to be Hoa, ask them what they should say to

respond to the question What’s your name?

- Fill in the speech bubble with the answer promted by Ss

A: What’s your name?

B: My name’s Hoa.

- Repeat the step swith other pictures

- Have Ss to repeat the lines in the bubbles a few times before letting them practice freely (use the names of the characters in their books or their own names

- Have Ss to work in pairs to practice

- Call on some volunteers to perform the task at the front of the class

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

III Summary

- Ss have learnt to ask and answer aboutnames, using What’s your name? and My

name’s + name

IV Home- link:

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

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- Teacher’s aids: pictures, word cards, extra board, tape, cassette.

C Procedures :

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I Warm up :

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

- Ss sing the song on page 23 of their books

II New lesson:

- Have Ss open the book page 26, draw their attention to the letters coloured diferrently in the words this and Tom

- Set the scene: “We are going tolearn how to produce the sound of letters th in the word

this and that of the letter T in the word Tom”

- Produce the sound of the letter th and t a few times

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

- Have Ss repeat the focused sounds a few times

- Show the poster of the chant

- Play the chant again Have Ss repeat each line and point to each line of the chant

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

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

- Set the scence: “you are going to listen to the recording and match the information they

hear to the correct picture and tick the box in the correct picture

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

pictures in their books

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

Transcrip

1 Girl: Hi, Nam This is Peter.

Boy: Peter? How do you spell that?

Girl: Peter P – E – T – E – R.

Answers: 1 – b: 2 – a.

- Ask Ss to identify the characters in the pictures on page 27

- Set the scence: “ you are going to read the text and use the information to match each of

them with the right picture ”

- Identify the characters in the pictures and detail in each picture to find out the

differrences between these two pictures

- Ask Ss to read the text individually and do the task

2 Boy: Hi, Linda This is Mai.

Girl: Mai? How do you spell that? Boy: Mai M – A – I.

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- Teacher’s aids: Tape cassette, pictures, poster, word cards.

C Procedures :

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I Warm up :

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

II New lesson

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

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

alphabet letters”

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

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

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

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

2 Look and say.

- Elicit the characters in the pictures and spell the name in each picture Recall sentence

patterns “How do you spell your name?”

• Assign a pair to pretend to be Mary Point to P.a and ask How do you spell

your name?

• Have Ss repeat the answer M – A – R – Y

• Tell them to repeat the question and the answer

• Repeat the step with the other names

- Have Ss to practice in pairs asking and answering

- Monitor the activity, check the pronunciation ( sound, assimilation of sound and

intonation) and offer help when necessary

- 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 29

- Set the scene: “We are going to choose the right word from the frame to complete the

missing words.”

- Ask Ss to read the answers aloud to the class The others listen and give comments.Answers:

1 this

2 What

3 spell

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

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

pronunciation

III Summary

- Ss have learnt how to spell someone’s name, using How do you spell your name? and

say the alphabet letters.

IV Homelink

- Practice singing the rhyme What is your name?

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- By the end of this lesson, students will be able to idetify someone

- Develop speaking skill

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I.Warm up:

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

II.New lesson.

1.Listen and repeat.

- Have Ss to look at the book at page 30 and identify the characters

- Tell them that they are going to hear Mai and Phong talk about Tony

- Explain the new language and the use of this and that.

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

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

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

2.Look and say.

- Ask them to identify the characters in the pictures Point to picture a Ask Who’s

that ? Wait for them to answer.

- Have Ss repeat the question and the anwer

- Have Ss to practice in pairs asking and answering

3 Talk.

- Have Ss look at the pictures on page 31 and identify the characters in the

pictures

- Point to Picture a, ask Ss Who’s that?

- Fill in the speech bubble with the answer promted by Ss

A: Who’s that?

B: That’s Nam.

- Repeat the step swith other pictures

- Have Ss to repeat the lines in the bubbles a few times before letting them practice freely (use the names of the characters in their books or their own names

- Have Ss to work in pairs to practice

- Call on some volunteers to perform the task at the front of the class

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

4 Let’s chant:

- Put the piece of paper with the chant page 31 written on it on the board Tell Ss they are going to chant Aks Ss to talt about the characters and the language Review

the pronunciation of this, that, Tom and Tony Play the recording all the way through

for Ss to listen as they read Clap the syllables

- Ss listen and repeat each line of the chant

- Play the recording again for pupils to listen and repeat each line of the chant, clapping the syllables Correct typical pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary

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- Teacher’s aids: pictures, word cards, extra board, tape, cassette.

C Procedures:

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I.Warm up:

- Pupils recite the chant of Lesson 1 on Page 31 of the Student Book

II New lesson:

- Whole class Books open Turn to Page 32 Have pupils look at the words Tony and yeah: and draw their attention to the letters coloured differently in both words

Tell them they are going to learn how to produce the sound of the letter t in the word

Tony and that of the letter y in the word yeah Produce the sounds t and yeah few

times Ask pupils to say what they think about when they hear these sounds Play the recording for pupils to listen as they read the chant on the board or in their books Clap the rhythm

-Groupwork Pupils practise reciting and clapping the chant in groups Monitor the activity and offer help Correct typical pronunciation error(s) (stress, assimilation

of sounds, intonation) when necessary

-Call on a group of six to recite the chant The rest of the class clap the rhythm -Ask some questions about the chant to ensure pupils' comprehension of the chant -Have the whole class recite the chant to reinforce their pronunciation

2.Listen and tick.

-Have pupils look at each pair of the pictures on Page 32 of the Student Book Ask them to identify the characters in the pictures Tell them that they are going to listen

to the recording, match the information they hear to the pictures and tick the box in the correct picture Draw pupils' attention to the pointing hands

-Play the recording all the way through for pupils to listen as they look closely at the pictures in their books

-Play the recording again for pupils to listen and tick the correct pictures

-Replay the recording for pupils to check their answers

-Have pupils trade their answers in pairs or groups for correction

-Ask some questions to ensure pupils' comprehension of the recording

Transcript

1

A: Hi, Mai Who’s this?

B: It’t Nga

A: Is Nga your friend?

B: Yes, she is

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

someone's name (Review)

B Teaching aids:

- Teacher’s aids: pictures, word cards, audio, flashcards

C Procedures:

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32

I.Warm up

Pupils sing the song on Page 33, Lesson 2

II.New lesson.

1.Listen and repeat.

-Whole class Books open Turn to Page 34 of the Student Book Ask pupils to identify the characters in the picture Tell them that they are going to hear Tony and

Tom ask and answer about Linda, using Is he/she + name? Explain the situation

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

-Play the recording again for pupils to repeat each line of the dialogue

-Divide the class-into two Have one group repeat Tony's part and the other Peter's Repeat the step, but this time have the groups swap their parts

-Ask a few questions to check pupils' comprehension of the language

-Play the recording again for the whole class to repeat each line of the dialogue

to reinforce their pronunciation

2.Look and say

-Have pupils look at the speech bubbles on Page 34 Ask pupils to guess and say the lines in the bubbles Then tell pupils that they are going to practise asking and answering, using these sentence patterns Have pupils repeat each line in the bubbles

a few times Have pupils to identify the characters in Pictures a, b, c and d

-Model: Point to Picture a Explain the situation Ask pupils what Mai should say to ask about the girl in front of her, and what Nam should answer Fill the bubbles with the phrases prompted by the pupils Repeat the step with the other pictures Then have pupils repeat all the phrases a few times

-Pairwork Pupils practise asking and answering, using the pictures in their books Monitor the activity and offer help Correct typical pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary

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

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

3.Write.

-Have pupils turn their books to Page 35 Get them to identify the characters in the pictures Ask them to talk about the dialogue Tell pupils that they are going

to read and get the information to complete the missing word(s) in the dialogue

-Pupils read individually and do the task

-Pairwork or groupwork Pupils trade their answers in pairs or groups for correction

-Ask some pupils to read their work aloud to the class Have the rest of the class listen and give comments

-Have the whole class repeat each line of the dialogue to reinforce their pronunciation

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+ Ask and answer (say individually)

+ Work in pairs/ groups

+ Discuss

C.Teaching aids:

- Teacher’s aids: student’s and teacher’s book

- Students’ aids: books, notebooks

D Procedure (Parts I - V)

• Have pupils turn to Page 36 in the Student Book

• Pupils work individually to complete Parts 1- V Then have them trade their work for correction

• Call on some volunteers to read their answers Elicit comments from the rest of the class

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• Correct pupils' work on Parts I-V

I Complete each word Say it aloud

Key

1 hi 2 goodbye 3 friend 4 Spell 5 name

6 thanks 7 that 8 this 9 How 10 hello

II Write the Inissing letters

Key

1 HellQ 2 name 3 friend 4 Goodbye

III Listen and tick

Play the recording twice

Transcript

1 Girl: Hi, I'm Mai

Boy: Hello, Mai I'm Nom

Girl: Hi, Nom

2 Boy: What5 your name?

Girl: My name's Mary

Boy: Your name's Mary?

Girl: Yes My name's Mary

3 Girl 7: This is my friend Shes Linda

Boy: Hi, Linda How do you spell your name?

Girl 2: L-I-N-O-A

Boy: L-I-N-O-A?

Girl 2: Yeah Tnat's my name

4 Girl: Tiiars my friend

Boy: What5 his name?

Girl: Tony

Boy: How do you spell Tony?

Girl: T-O-N-Y

5 Girl: Is the boy new?

Boy: No, he isn't

Girl: What5 his name?

VI Look and talk

(Notes: This section should be done separately if there is enough time or it could be

integrated into the process of teaching each unit) Procedure

- Ask pupils to look at each picture to speak as required

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- Have pupils work in pairs or in groups Remind pupils to use the sentence patterns provided in Units 1 - 5

- Call on some volunteers to speak aloud Elicit comments from the rest of the class

- Correct pupils' answers when necessary

Suggested answers

1 B: Hello I'm Nam

2 B: Hello I'm Linda

3 B: Hi, Phong.l'm Linda

C: Hi, Linda

4 B: Goodbye, Tom

C: Bye, Tony

* Homework.

- Revision the lessons from unit 1 to 5

- Do all exercises again

- Prepare Written Test

By the end of this lesson, students will be able to review the phonics, the

vocabulary and the sentence patterns from Units 1- 5

B.Teaching methods:

- Communicative approach

- Techniques:

+ Ask and answer (say individually)

+ Work in pairs/ groups

+ Discuss

C.Teaching aids:

- Teacher’s aids: student’s and teacher’s book

- Students’ aids: books, notebooks

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• Greeting and

self-introducing

• Hello I'm Mai hi, hello, hello

• Greeting and

• Saying goodbye

Unit 2 My Name Is …

Competences Sentence Patterns Vocabulary Phonics

• Making and responding to • Hello I'm Mai how, spell, Linda

• Greeting and saying

• Spelling simple names

Unit 3 How Are You?

• Saying goodbye (Review) • How are you? how, thank, hello

• Greeting -I'm fine, thank you And

• Greeting (Review) -I'm fine, thanks

Unit 4 What's Your Name?

• Asking and answering

someone's name - My name's Linda this, friend Tom

• Introducing others • This is Linda

• Spelling someone's name • How do you spell your name?

Unit 5 Our Friends

• Identifying someone • Who is that? yes, no, he, she Tony

• Greeting and responding

greeting (Review) • Is that Tony?

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• Asking and answering

about - Yes, he is.! No, he isn't

someone's name (Review) • Is he/she ?

- Yes, he/she is.! No, he/she isn't

I Phonics

Whole class Put the piece of paper with the phonics written on the board and play the recording Pupils follow the recording and read aloud Draw pupils' attention

to the sounds that are difficult to pronounce such as this,tiianks, year,

Pairwork Pupils practise reading the words aloud Have some pairs

demonstrate Correct their pronunciation when necessary

Call on some pairs to demonstrate at the front of the class Have the rest of the class observe and give comments

II Vocabulary

Whole class Put the vocabulary sheet of paper on the board Pupils recall the meanings of the words by reading aloud or playing a game (Name Cards, Stand up When You Hear, Physical Line-up, ) using flashcards

Pair/Groupwork Pupils say the words aloud again Encourage them to group the words into categories: words to indicate greeting, names, friends, such as hello, hi; bye, goodbye; this, that

Have pupils make sentences with some of the words they have learnt

III Sentence patterns

Whole class Put the sheet of paper which contains the sentence patterns on the board

Pupils repeat the patterns aloud as they follow the text on the board

Pair/Groupwork Pupils make short dialogues with the sentence patterns Have some pairs act out their dialoques at the front of the class The rest of the class listen and comment

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1.Khoanh tròn từ khác nhóm

1 Hello how what

2 you fine I

3 are you am

4 this that Tony

5 thanks good bye bye

2 Viết thành câu hoàn chỉnh

1.fine /thank/ I/ you/ am

5 are / How / you /?

3 Hoàn thành bài hội thoại

1 A: Hi, Linda … are you? 2 A:What’s your…….?

B: I’m fine…… you, and you? B: My name’s Quan.That’s Q U A NA: …., thanks

4 Viết câu trả lời

1.What is your name?

1.What’ your name? a.I’m fine,thank you

3.Hi.I’m Minh c My name is Linda

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Educating the students to take care of their studying.

II Language content

Phonic, vocabulary and grammar in the test

III Teaching method

Individual work, teacher - whole class

IV Teaching aids

Students' written test

V Procedure

1 Correcting the test (30ms)

- Asks ss to give their written tests before the class

- Correct mistakes they've made in the written tests.( T asks ss to explain about difficult vocabulary and structures)

2 Viết thành câu hoàn chỉnh

1 I am fine, thank you

2 How do you spell your name ?

3.My name is Alan

4 I am Mai

5 How are you ?

3 Hoàn thành bài hồi thoại

2 A: Hi, Linda How are you? 2 A:What’s your name ?

B: I’m fine Thank you, and you? B: My name’s Quan.That’s Q U A NA: Fine, thanks

4 Viết câu trả lời

1.My name is (Hoa)

2.I’m fine Thank you

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B Teaching aids:

- Teacher’s aids: audio, stickers, puppets,

C Procedures:

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