Giáo án Tiếng Anh mới năm học 2014 - 2015

- Ask Ss to read the example and elicit their prompts to complete the text in the speech bubbles - Write the questions and answer on the board and get Ss to repeat the lines a few times

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- Develop speaking skill.

II Teaching methods :

- Communicative approach

- Techniques:

+ Ask and answer (say individually)

+ Work in pairs/ groups

+ Discuss

III Teaching aids :

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

- Students’ aids: books, notebooks, workbooks

IV Languages focus :

- Vocabulary: summer, camp, different, country( countries), Malaysia – Kuala Lumpur , Thailand – Bangkok, the USA – New York, Indonesia - Jakarta

- Structures:

A: Where’s he from?

B: He’s from Malaysia

A: Where in Malaysia is he from?

I Warm up : Clap the board.

Let Ss play the game with the characters in character gallery T – whole

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10’

on P.2

II New lesson

1 Look, listen and repeat.

- Have Ss to look at the book at page 6 and get Ss to

identify the familiar characters and the new ones

- Have Ss guess what is happening in each picture

- Set the scene: These children are at a summer camp in

Vietnam.(elicit the word “summer camp”)

- Use the world map to show where each country or city is

(Malaysia, Thailand, Bangkok and Kuala Lumpur)

- Write the new words on the board and get Ss to read a

few times

- 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 groups to take turns to say the lines

from Zack and Lawan

- Play the recording again for the whole class to repeat

each line in the speech bubbles to reinforce their

pronunciation

2 Point, ask and answer.

- Have Ss look at the pictures a, b, c and d on page 6

- Set the context: These children come from many

countries.

• Point to P a and say: This is Zack He’s from

Kuala Lumpur, Malaysia – Have Ss repeat: Zack, Malaysia, Kuala Lumpur.

• Repeat the step with other pictures

- Ask Ss to read the example and elicit their prompts to

complete the text in the speech bubbles

- Write the questions and answer on the board and get Ss

to repeat the lines a few times in turn

- Model the task

• Point to Zack and ask: Where’s he from?

• Class: He’s from Malaysia

class

T – Whole class

Group/ pair work

T – Whole class

Trang 3

4’

• T: Where in Malaysia is he from?

• Class: Kuala Lumpur.

- Ask them to act out the dialogue Repeat the step with some other pairs for pictures b, c, d.( Focus on

pronunciation and fluency)

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

- Monitor the activity and offer help Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary

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

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

3 Listen and tick.

- Get Ss to look at the pictures on page 7 and tell them the purpose of the listening

- Elicit the information of these pictures

- Do the first example with Ss

- Play the recording twice: once for listening all the way through and once for them to doing the task

- Play it again for Ss to check their answer

- Ss trade their answers within pairs or groups for correction

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

- Make some questions to check Ss’ comprehension

III Summary and Home- link :

- Consolidate the content of the lesson

- Ask Ss search for the cities and flags of related countries

in the unit on the world map or in the internet

Group workPair- work

T – whole class

Individually

Pair- work

T – whole class

Week: 1 Date of teaching: Friday, September 13 th , 2013.

Period: 2 nd

UNIT 1:

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- Develop listening, speaking and reading skills.

- Communicative method

- Techniques: + Work in pairs

+ Work in groups, discuss

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

- Students’ aids: book, notebook, workbook

* Phonics: Vietnamese Indonesian

I Warm up : Country bingo

Let Ss play the game with the grid and a list of countries

II New lesson

1 Listen and repeat/ Group and say it aloud.

a Listen and repeat.

- Have Ss open the book page 8, draw their attention to the letters colored differently in the words Vietnam ese and Indonesian

- Set the scene: “We are going to learn how to produce

the sound of letters ese in the word Vietnamese and that

of the letter ian in the word Indonesian”

- Produce the sound of the letter ese and ian a few times

- Get Ss to repeat the words a few times

T – whole class

T – Whole class

IndividuallyPair – work

Trang 5

10’

- Encourage Ss to recall the names of countries (Unit 2 –

Tieng Anh 4) which have the end of ese and ian

b Group and say it aloud

- Ask Ss to look at the chart and the word box

- Check if they understand the activity and the meaning of

the focused words

- Say each word and get Ss to repeat a few times

- Set the time and let Ss do the task

- Ss check their answer in pairs

- Call some Ss to report their answers to the class

- Have the whole class read in chorus all the words in

each column

2 Listen and read together.

- Have Ss look at Picture a and b on Page 8 and set the

context

- Pre-teach the new vocabulary (write new words on the

board and get Ss to repeat them a few times)

- Have Ss repeat each line in the dialogues (clap once for

the words with “ese” and clap twice for the words with

ian

- Model and get Ss to clap in the same way then repeat

each line of the dialogues

- Play the recording twice: once for Ss to listen all the way

through and once for them to clap at the focused words

- Device the class into four groups to take turns to repeat

the lines from Mai, Akio, Azmi and Zack

3 Listen and number.

T – whole class

IndividuallyGroup

T – whole class

Using pictures or translating

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3’

- Ask Ss to look at Picture a, b, c and d on page 9

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

and number the picture”

- Elicit the content from Ss:

What’s it?

P.a: a robotic cat – Doraemon.

P.b: the Petronas Twin Towers in Malaysia.

P.c: 3 Indonesian masks.

P.d: a Chinese lantern.

- Pre-teach the key words: (Write the words on the board

Ss repeat a few times)

- Play it again for Ss to check their answers

- Have Ss trade their answers in pairs for correction

- Call some to report their answer to the class

Answer: 1 – c 2 – d 3 – b 4 – a

- Ask Ss select a favourite flag, draw and colour it at home for a class display in the next lesson

T – whole class

Individually

Pair- work

T – whole class

Week: 2 Date of teaching: Thursday, September 19 th , 2013

Period: 3 rd

UNIT 1

A SUMMER CAMP

Lesson 3

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I Objectives :

- By the end of this lesson, Students will be able to:

• Ask and answer about someone’s nationality

• Read an information text on a summer camp and write an e-mail

- Develop speaking and listening skill

+ Ask and answer

- Teacher’s aids: audio CD, pictures, poster, flashcards

IV Language focus :

 Vocabulary: stage, nationality

 Sentence Patterns: What’s his/ her nationality?

II New lesson

- Have Ss to look at the book at page 10

- Set the context: This is a cultural activity at the summer

camp.

• Ask Ss to look at the P a and ask (Who are

they?, Who are these children talking about?, What’ s the name of the boy on the stage?, What’s his nationality?)

• Repeat the step with P.b

- Pre-teach: stage, nationality(Write the words on the

board and ask Ss to repeat a few times)

T – whole class

Whole class

Trang 8

10’

- Play the recording all the way through for Ss to listen

the dialogue

- Play the recording again for Ss to repeat each line of the

dialogue a few times

- Divide the class into groups to take turns to say the

questions and answers in each line

- Draw a chart of the country and nationality related to

this section on the board and get Ss to repeat each name

a few times

- Set the scene: These children are at the summer camp

They’re from different countries Now you practice

asking and answering questions about their

nationalities.

complete the speech bubbles (write the question and

answer on the board and ask Ss to repeat a few times)

- T models:

• Point to Pa and ask What’s his nationality Ss:

He’s Malaysian

• Repeat the step with picture b, c and d

- Have Ss to practice in pairs pointing, asking and

answering

- Monitor the activity, check the pronunciation (sound,

assimilation of sound and intonation) and offer help

when necessary

- Call on some pairs to perform the task at the front of the

class Others observe and comment

- Have the whole class repeat the question and answer in

chorus to reinforce their pronunciation

3 Read and do the tasks (Choose one of 3 or 4)

a Tick T (True) or F (False)

- Ask Ss to look at the picture on P.11

- Set the context:

• Can you guess what you are going to read about?

• Where is it?

Individually

Groups

T – whole class

Pair – work

T – whole class

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5’

• What are the children doing?

- Elicit and recall any vocabulary that Ss will need to

understand the text(Write the words on the board and

Ss repeat a few times)

- Play the recording, pause at times to check Ss’

comprehension

- Check if Ss understand the task Do the first for example

- Give Ss sufficient time to do the task and move around

to monitor the activity

- Have Ss to check their answers in pairs before call some

Ss to report the answer to the class

b For the better Ss)

- Ask Ss to brainstorm the s; ate different kinds of food

and drink; ect.

- Encourage Ss to talk about one thing they liked doing

and one thing that they did not like

- Set time and get Ss to work in pairs Monitor the

- Get Ss to look at the example e - mail and have a brief

discussion with the class about the picture and the task

- Point to the model text and elicit Ss’ answer: Who wrote

the e-mail?; Who will receive it?;

- Read the passage and check Ss’ comprehension: Where

was the summer camp? What did the campers do at the

camp? …

- Get Ss to read the model e-mail and read the guide

- Let Ss do the task Move around the class to monitor the

activity

- Get a few Ss to read aloud their e-mail to the class

- Have a class display of Ss’ work

III Summary and Homelink.

- Ss have learnt

Individually Pair – work/ Group work

Whole class

T – whole class

Pair work

T – whole class

Individually

Whole class

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• To ask and answer about someone’s nationality,

using What’s his/ her nationality? – He’s/ She’s

Indonesian.

• To read about the summer camp and write an mail to a friend

e Encourage Ss to play the City/ Country Bingo and sing

along the song Jenny and Harry at home.

T – whole class

Week: 2 Date of teaching: Friday, September 20 th , 2013

- Develop speaking skill

- Techniques:

+ Discuss

- Vocabulary: same area, street, floor, building

- Structures:

A: Where do you live?

B: I live at 52 Ba Trieu Street

o I live on the second floor of Ha Noi Tower

V Procedures :

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Time Steps/Activities Work

arrangement

6’

10’

I Warm up : Number Bingo.

Let Ss play the game with numbers 21 – 50

II New lesson

- Have Ss to look at the book at page 6 and get Ss to identify the

characters in each picture

- Have Ss guess what is happening in each picture: Who is

this?; What’s his/her name?; Where are they?;

- Pre-teach the vocabulary(Write the words on the board and

ask Ss to repeat a few times)

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

bubbles two times

- Divide the class into groups to take turns to say the lines of

Mai and Tony

- Set the context: We are going to ask and answering about the

addresses.

- Ask Ss to pretend to be Mai and Tony Read the line in speech

bubbles and elicit Ss’ prompts to complete the lines

- Write the questions and answers on the board and get Ss to

repeat a few times

- Pre-teach the vocabulary:

T – Whole class

Pair work

Group

T – Whole class

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4’

- model the task

• Point to P a and ask: Where do you live? –Ss: I live in

the 2 nd floor of Ha Noi Tower.

- Have Ss to take turns to point to the pictures , ask and answer

about addresses

- Monitor the activity and offer help Correct pronunciation

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

- Have the whole class repeat all the phrases in chorus to

reinforce their pronunciation

3 Listen and match.

- Get Ss to look at the pictures on page 7 and tell them the

purpose of the listening

- Elicit the information of these pictures Have Ss to repeat the

characters’ names

- Have Ss repeat the numbers: 38, 52, 26, 73

- Play the recording twice: once for listening all the way

through and once for them to doing the task

- Ask Ss to report the answers aloud to the class The others

listen and give comments

- In this lesson, Ss have learnt to ask and answer questions

about where one lives, using Where do you live? – I live at/ on

_.

- Encourage Ss to draw his/ her house and writes the address

under the picture for the class display in the next lesson

Pair- work

T – whole class

Individually

Pair- work

T – whole class

Week: 3 Date of teaching: Thursday, September 26 th , 2013.

Trang 13

pictures in the order they hear

- Develop listening, speaking and reading skills

* Phonics: flat block

I Warm up : Students’ display

Let Ss display their drawings on the board Then ask and

answer questions related to the addresses

II New lesson

- Listen and repeat/ Listen, complete and say aloud.

- Have Ss open the book page 8, draw their attention to

the letters colored differently in the words flat and block

the sound of letters fl in the word flat and that of the letter bl in the word bl ock”

- Produce the sound of the letter fl and bl a few times

T – whole class

T – Whole class

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10’

- Encourage Ss to recall the names of countries (Unit 2 –

Tieng Anh 4) which have the end of ese and ian

b Listen, complete and say aloud.

- Ask Ss to look at the book at P.15

the focused words

- Get Ss to guess all the complete words and do the first

example

each column

- Listen and read together.

- Have Ss look at Picture a and b on Page 15 and ask them

to identify the characters and the focused words

- Set the context:Nga and her friends live in the same

blocks of flats They live on different floors.

• top

• fourth

• third

• ground floor

- Ask Ss to guess what the passage is about

- Read the passage, stop at times to check Ss’

comprehension

- Have Ss repeat each line in the passage (clap once for

the words with “fl” and clap twice for the words with

“bl”

T – whole class

IndividuallyGroup

T – whole class

Trang 15

3’

- Listen and number.

- Set the scene: “You are going to listen to the recording

and number the pictures”

Where does this girl/ boy live?

- Write the addresses (location words and number) on the board and get Ss to repeat them a few times

- Play the recording twice: once for Ss to listen all the way through, once for them to do the task

Answer: 1 – b 2 – d 3 – a 4 – e 5 – c

- Ss make sentences with the words from the crossword puzzle for the class display in the next lesson

T – whole class

Individually

Pair- work

T – whole class

Week: 3 Date of teaching: Friday, September 27 th , 2013

• Ask and answer about a friend’s house

• Read a description of a house

• Write about a friend’s house

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+ Ask and answer

 Vocabulary: great, cottage, yard, pond, roof, balcony, large, comfortable, fence, violet,

 Sentence Patterns: What’s your house like?

It’s a big house It’s got a green gate.

II New lesson

- Have Ss to look at the book at page 17, read the context sentence above the pictures and identify the characters

in the pictures

- Set the context:

• Ask Ss to look at the P a and ask (What are Mai

doing?, Who’s asking her?

• Repeat the step with P b:What colour is Mai’s

house? Is it small/ big?

- Pre-teach: great, what… like? (Write the words on the

board and ask Ss to repeat a few times)

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

- Play the recording again for Ss to repeat each line of the dialogue a few times

- Divide the class into groups to take turns to say the questions and answers in each line

T – whole class

Whole class

Individually

Groups

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10’

- Draw Ss’ attention to the picture next to the example in

this section

- Set the scene: imagine this is your house We’re going

to ask and answer about your house.

- Pre-teach the new vocabulary:

- Get Ss to repeat the prompt under each picture a few

time and make sure they understand them

- T models the task:

• Point to Pa and ask What’s your house like? Ss:

It’s a large cottage It’s got a large pond

answering

when necessary

3 Read and tick the right picture (Choose one

of 3 or 4)

- Ask Ss to look at the picture on P.11 and read the title

and instruction

- Set the context: you are going to read the passage and

tick the right picture

T – whole class

Pair – work

T – whole class

Using pictures or drawing/

gestures

Trang 18

5’

understand the text: comfortable, fence, violet, go fishing

(Write the words on the board and Ss repeat a few times)

- Play the recording, pause at times to check Ss’

comprehension

- Check if Ss understand the task Do the first for example

- Give Ss sufficient time to do the task and move around to

monitor the activity

4 Write about your friend’s house. (Choose one

of 3 or 4)

- Get Ss to look at the passage and have a brief discussion

with the class about the picture and the task

- Tell them the writing purpose: they are going to read the

description of one’s friend’s house and choose the appropriate words from the box to complete the passage.

- Set the time and let Ss do the task Move around the class

- Get a few Ss to read aloud their writing to the class

III Summary and Home-link.

- Encourage Ss to finish their drawing for the class display in the next lesson

Whole class

T – whole class

Individually

Whole class

T – whole class

Week: 5 Date of teaching: Thursday, October 10 th , 2013

Trang 19

+ Ask and answer

 Vocabulary: review

 Sentence Patterns: What did you do at the party?

o We played hide – and - seek.

Ss sing along the song Happy birthday.

II New lesson

- Have Ss to look at the book at page 20, get Ss to look at

the pictures and set the context: Nam went to Tony’s

birthday Now his sister Hoa is sking him what they did

- Ask Ss to open the book on page 24 Draw Ss’ attention

T – whole class

Whole class

Individually

Groups

Trang 20

to the picture next to the example in this section

- Set the scene: Imagine you are Nam You went to a

birthday party with these children.

times and make sure they understand them

• Point to Pa and ask What did you do at the party?

Ss: We danced

answering

when necessary

3 Read and answer (Choose one of 3 or 4)

and instruction

- Set the context: You’ve got two invitation cards: one

from Lan Huong and one from Peter Brown Look at the

invitation cards and find the answers to these

questions(point to the questions)

- Read each line on the invitation cards, pausing at times to

check Ss’ comprehension, using the questions provided

understand the text: cordially, invited, celebration,

celebrating (Write the words on the board and Ss repeat

a few times)

- Read the cards again and get Ss to repeat each line a few

times

T – whole class

Pair – work

T – whole class

Whole class

Trang 21

5’

- Ss take turns to ask and answer the questions

- Call some pairs to report the answer to the class

4 Write an invitation card. (Choose one of 3 or 4)

- Set the context: You are going to write your birthday

invitation card Read each line Do you understand what

it say? What should you write?

- Call on a few Ss and elecit their prompts to fill in the card Write a model on the board Read each line and get

Ss to repeat a few times

- Encourage Ss to practice singing their own version of

the song Happy Birthday at home.

T – whole class

Individually

Whole class

T – whole class

Week: 5 Date of teaching: Friday, October 11 th , 2013

Period: 10 th

UNIT 4 MAI’S DAY

Lesson 1

I Objectives :

- By the end of this lesson, students will be able to ask and answer questions about someone’s daily activities

- Techniques:

+ Discuss

Trang 22

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

- Vocabulary: have got classes, do morning exercise, have PE in the gym

- Structures:

A: What does she often do in the morning?

B: She’s got classes at school.

I Warm up : Simon says

Let Ss play the game with the word phrase: put up your hands, put

down your hands, clap your hands, stand up, sit down, open your

book, close your book….

II New lesson

- Have Ss to look at the book on page 27 and get Ss to look at

the title of the unit and the picture

- Elicit their answers to identify the people in each picture: Who

is this?/ Who’s this boy/ girl?

- Recall the familiar vocabulary and pre-teach the

vocabulary(Write the words on the board and ask Ss to repeat

a few times)

• have got classes

• has got classes

- Set the context: Linda’s asking Phong what Mai, his sister,

often does in the morning He said that Mai has got classes at school Now listen to Mai talking about what she often does in the morning/ afternoon/ evening.

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

speech bubbles

bubbles two times

T – whole class

T – Whole class

Pair work

Group

Trang 23

10’

Mai and Tony

- Set the context: You are asking your partner about these

characters’ daily activities from P.a to P.e.

- Ask Ss to Read the line in speech bubbles and elicit Ss’

prompts to complete the lines

repeat a few times

- Recall the familiar vocabulary and pre-teach the vocabulary:

• gym

• morning exercise

- Model the task

• Point to P a and ask: What does she often do in the

morning? –Ss: She’s got classes at school.

- Have Ss to take turns to point to the pictures, ask and answer

about addresses

errors (stress, assimilation of sounds, intonation) when

necessary

purpose of the listening: You are going to hear Mary, an

Australian girl, talking about her daily activities You should

read each sentence in your book, listen and tick the

appropriate picture for what Mary does.

- Have Ss to read each sentence and guess the picture to tick

T – Whole class

Pair- work

T – whole class

Individually

Trang 24

about someone’s daily activities, using What does he/she often

do in the morning? - He/ She ………

- Encourage Ss to make a list of their daily activities for the

class display

Pair- work

T – whole class

Week: 6 Date of teaching: Thursday, October 17 th , 2013.

- By the end of this lesson, Students will be able to pronounce correctly the sound of the

letter “oo” as in afternoon and that of the letter “br” as in brush; listen and number

the pictures in the order they hear

 Phonics: afternoon brush

V Procedures :

arrangement

5’

I Warm up : Students’ display

Let Ss display their home-link writing Then ask and answer T – whole

Trang 25

7’

10’

questions related to the items on the list

II New lesson

1 Listen and repeat/ Group and say aloud

- Have Ss open the book page 29, draw their attention to

the letters colored differently in the words aftern oo n and

brush

the sound of letters oo in the word aftern oo n and that of

the letter br in the word brush”

- Produce the sound of the letter oo and br a few times

- Ask Ss to look at the book at P.29 Get Ss to look at the

chart and the word box

the focused words

example

each column

- Set the context:

• brush

• remember

• bedtime

class

T – Whole class

T – whole class

Trang 26

3’

comprehension

the words with “oo” and clap twice for the words with

- Set the scene: “You are going to listen to an interview of

four pupils at Rose Primary School The interviewer wants to know about their daily activities and number the pictures”

What can you see in P.a/ b/ c/ d?

- Recall the key words to understand the text, write on the board and get Ss to repeat them a few times

- Play the recording twice: once for Ss to listen all the way through, once for them to do the task

Answer: 1 – d 2 – a 3 – c 4 – b

- Ss select and copy one picture from the crossword puzzle and colour it for the class display in the next lesson

IndividuallyGroup

T – whole class

Individually

Pair- work

T – whole class

Period: 12 th

UNIT 4

Trang 27

MAI’ S DAY

Lesson 3

I Objectives :

• Ask and answer questions about past activities

• Read a comprehension text on a girl’s Sunday and write a diary

+ Ask and answer

 Vocabulary: surfed the Internet, school project

 Sentence Patterns: What did you do last night?

I surfed the Internet for my school project.

I Warm up : Slap the board

Ss play the game with the pictures that they prepared at home

II New lesson

- Have Ss to look at the book at page 31, read the context sentence above the pictures

- Set the context: Hoa and Nam are having breakfast with

their family They look sleepy.

• Point to Hoa in the P a and ask (Who is she?/

How does she look like?Why?

T – whole class

Trang 28

• Repeat the step with P b:Point to Nam and elicit Ss’ answer

- Pre-teach: (Write the words on the board and ask Ss to

repeat a few times)

• surfed the Internet

• school project

the dialogue

- Draw Ss’ attention to the picture next to the example in

this section

- Set the context: Last night this boy surfed the Internet

for his school project.

- Ask Ss to read the example and imagine they are the boy

, then elicit their prompts to complete the speech

bubbles (write the question and answer on the board and

ask Ss to repeat a few times)

time and make sure they understand them

• Point to Pa and ask What did you do last night?

Ss: I went to the cinema

answering

when necessary

Whole class

Individually

Groups

T – whole class

Pair – work

T – whole class

Trang 29

10’

3 Read and complete (Choose one of 3 or 4)

and instruction

fill in the blank Read the title of the passage and look at

the picture Can you guess what you are going to read

- Read the passage, pausing at times to check Ss

comprehension and ask for their prompts to complete the

passage

4 Write your diary about what you did yesterday. (Choose one of 3 or 4)

with the class about the picture and the task Draw Ss’

attention to the writing frame and get them to read the

instruction and the lines in the diary

- Tell them the writing purpose: You are going to write

your diary about what you did the day before You should

remember what you did in the morning/ afternoon/

evening to write down

- Elicit Ss’ answers, then do the first example with the

whole class Let the called S do the rest lines and other

repeat each line a few times

T – whole class

Whole class

T – whole class

Whole class

Individually

T – whole

Trang 30

5’ - Consolidate the content of the lesson.

- Encourage Ss to copy the song lyrics and replace the activities in the original lyrics with their own version for the class display

VII Teaching methods :

+ Ask and answer

VIII Teaching aids :

IX Language focus :

 Vocabulary: review

 Sentence Patterns: What did you do at the party?

o We played hide – and - seek.

Trang 31

10’

Ss sing along the song Happy birthday.

V New lesson

- Have Ss to look at the book at page 20, get Ss to look at

the pictures and set the context: Nam went to Tony’s

birthday Now his sister Hoa is sking him what they did

at the party.

- Read each exchange, stop at times to check Ss’

comprehension

- Make sure that Ss can understand the situation and

language in each picture

the dialogue

- Ask Ss to open the book on page 24 Draw Ss’ attention

to the picture next to the example in this section

- Set the scene: Imagine you are Nam You went to a

birthday party with these children.

times and make sure they understand them

• Point to Pa and ask What did you do at the party?

Ss: We danced

answering

when necessary

class

T – whole class

Whole class

Individually

Groups

T – whole class

Pair – work

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10’

5’

7 Read and answer (Choose one of 3 or 4)

and instruction

- Set the context: You’ve got two invitation cards: one

from Lan Huong and one from Peter Brown Look at the

invitation cards and find the answers to these

questions(point to the questions)

- Read each line on the invitation cards, pausing at times to

check Ss’ comprehension, using the questions provided

understand the text: cordially, invited, celebration,

celebrating (Write the words on the board and Ss repeat

a few times)

- Read the cards again and get Ss to repeat each line a few

times

- Ss take turns to ask and answer the questions

- Call some pairs to report the answer to the class

8 Write an invitation card. (Choose one of 3 or 4)

- Set the context: You are going to write your birthday

invitation card Read each line Do you understand what

it say? What should you write?

- Call on a few Ss and elecit their prompts to fill in the

card Write a model on the board Read each line and get

Ss to repeat a few times

VI Summary and Home-link.

- Encourage Ss to practice singing their own version of

the song Happy Birthday at home.

T – whole class

Whole class

T – whole class

Individually

Whole class

T – whole class

Trang 33

Period: 10 th

UNIT 4 MAI’S DAY

Lesson 1

VI Objectives :

- By the end of this lesson, students will be able to ask and answer questions about someone’s daily activities

- Techniques:

+ Discuss

IX Languages focus :

- Vocabulary: have got classes, do morning exercise, have PE in the gym

- Structures:

A: What does she often do in the morning?

B: She’s got classes at school.

X Procedures :

arrangement

6’

I Warm up : Simon says

Let Ss play the game with the word phrase: put up your hands, put

down your hands, clap your hands, stand up, sit down, open your

book, close your book….

II New lesson

T – whole class

Trang 34

10’

- Have Ss to look at the book on page 27 and get Ss to look at

the title of the unit and the picture

- Elicit their answers to identify the people in each picture: Who

is this?/ Who’s this boy/ girl?

- Recall the familiar vocabulary and pre-teach the

vocabulary(Write the words on the board and ask Ss to repeat

a few times)

• have got classes

• has got classes

- Set the context: Linda’s asking Phong what Mai, his sister,

often does in the morning He said that Mai has got classes at

school Now listen to Mai talking about what she often does in

the morning/ afternoon/ evening.

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

speech bubbles

bubbles two times

Mai and Tony

- Set the context: You are asking your partner about these

characters’ daily activities from P.a to P.e.

- Ask Ss to Read the line in speech bubbles and elicit Ss’

prompts to complete the lines

repeat a few times

- Recall the familiar vocabulary and pre-teach the vocabulary:

• gym

• morning exercise

- Model the task

• Point to P a and ask: What does she often do in the

morning? –Ss: She’s got classes at school.

- Have Ss to take turns to point to the pictures, ask and answer

T – Whole class

Pair work

Group

T – Whole class

Pair- work

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4’

about addresses

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

purpose of the listening: You are going to hear Mary, an

Australian girl, talking about her daily activities You should read each sentence in your book, listen and tick the

appropriate picture for what Mary does.

- Have Ss to read each sentence and guess the picture to tick

about someone’s daily activities, using What does he/she often

do in the morning? - He/ She ………

- Encourage Ss to make a list of their daily activities for the

class display

T – whole class

Individually

Pair- work

T – whole class

Week: 6 Date of teaching: Thursday, October 17 th , 2013.

Trang 36

- By the end of this lesson, Students will be able to pronounce correctly the sound of the

letter “oo” as in afternoon and that of the letter “br” as in brush; listen and number

the pictures in the order they hear

IX Languages focus :

 Phonics: afternoon brush

IV Warm up : Students’ display

Let Ss display their home-link writing Then ask and answer

questions related to the items on the list

V New lesson

1 Listen and repeat/ Group and say aloud

- Have Ss open the book page 29, draw their attention to the letters colored differently in the words aftern oo n and brush

the sound of letters oo in the word aftern oo n and that of the letter br in the word brush”

- Produce the sound of the letter oo and br a few times

- Ask Ss to look at the book at P.29 Get Ss to look at the chart and the word box

- Check if they understand the activity and the meaning of the focused words

T – whole class

T – Whole class

T – whole class

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10’

example

each column

- Set the context:

• brush

• remember

• bedtime

comprehension

the words with “oo” and clap twice for the words with

“br”

- Set the scene: “You are going to listen to an interview of

four pupils at Rose Primary School The interviewer

wants to know about their daily activities and number

the pictures”

What can you see in P.a/ b/ c/ d?

T – whole class

IndividuallyGroup

T – whole class

Individually

Trang 38

- Play it again for Ss to check their answers.

Answer: 1 – d 2 – a 3 – c 4 – b

VI Summary and Home- link :

- Ss select and copy one picture from the crossword puzzle and colour it for the class display in the next lesson

Pair- work

T – whole class

Period: 12 th

UNIT 4 MAI’ S DAY

Lesson 3

VI Objectives :

• Ask and answer questions about past activities

• Read a comprehension text on a girl’s Sunday and write a diary

+ Ask and answer

IX Language focus :

 Vocabulary: surfed the Internet, school project

Trang 39

 Sentence Patterns: What did you do last night?

I surfed the Internet for my school project.

IV Warm up : Slap the board

Ss play the game with the pictures that they prepared at home

V New lesson

- Have Ss to look at the book at page 31, read the context sentence above the pictures

- Set the context: Hoa and Nam are having breakfast with

their family They look sleepy.

• Point to Hoa in the P a and ask (Who is she?/

How does she look like?Why?

• Repeat the step with P b:Point to Nam and elicit Ss’ answer

- Pre-teach: (Write the words on the board and ask Ss to

repeat a few times): surfed the Internet, school project

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

- Play the recording again for Ss to repeat each line of the dialogue a few times

- Divide the class into groups to take turns to say the questions and answers in each line

- Draw Ss’ attention to the picture next to the example in this section

- Set the context: Last night this boy surfed the Internet

for his school project.

- Ask Ss to read the example and imagine they are the boy , then elicit their prompts to complete the speech

bubbles (write the question and answer on the board and ask Ss to repeat a few times)

- Get Ss to repeat the prompt under each picture a few time and make sure they understand them

• Point to Pa and ask What did you do last night?

Ss: I went to the cinema

T – whole class

Whole class

Individually

Groups

T – whole class

Trang 40

10’

answering

when necessary

7 Read and complete (Choose one of 3 or 4)

and instruction

fill in the blank Read the title of the passage and look at

the picture Can you guess what you are going to read

about?

- Go through the words on the box and make sure Ss

understand them

- Recall some words: go out, take a bus

- Read t he passage, pausing at times to check Ss

comprehension and ask for their prompts to complete the

passage

8 Write your diary about what you did yesterday. (Choose one of 3 or 4)

with the class about the picture and the task Draw Ss’

attention to the writing frame and get them to read the

instruction and the lines in the diary

- Tell them the writing purpose: You are going to write

your diary about what you did the day before You should

remember what you did in the morning/ afternoon/

evening to write down

- Elicit Ss’ answers, then do the first example with the

whole class Let the called S do the rest lines and other

repeat each line a few times

Pair – work

T – whole class

Whole class

T – whole class

Whole classIndividually

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