lesson plan grade 3

Listen and chant Play the recording for ss to listen to the chant Play the chant a second time for ss to say the words.. Play the first part of the recording for ss to listen and point t

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PERIOD 1: LESSON ONE (P1,2,3)

I Objectives: after learning this lesson, ss are able to:

- Give common greetings and introduce their names

_Understand short conversations and create short talks

II Language content

1. Vocabulary: Rosy Tim, Billy, Miss Jones, …

2. Structure: Hello My name's ; Goodbye

III Techniques: playing game, group working, role play

IV Teaching aids: a cassette, pictures, textbook, flashcards…

V Time: 40 minutes

VI Procedures

Warm-up

Say Hello and encourage them to repeat Hello in response

Ask some ss to stand up and say hello Encourage ss to response with Hello

SS turn to speak to the ones next to them and say Hello

Point to yourself and say My name's Ask ss What's your name

Say hello, my name's and ask ss to do the same in pairs, greeting with each

other and saying their names

1 Listen, point and repeat

Bring out flashcards and say the names Ask ss to repeat

Give greetings with one character and ask ss to choose characters and give

responses Ex: Hello, Jim My name's…

Ask ss role play the characters in pairs

Play the first part of the recording and ask ss to identify the characters

Call ss to identify the characters in individual

Play the second part and ask ss to listen and repeat

1 Listen and chant

Play the recording for ss to listen to the chant

Play the chant a second time for ss to say the words

Ss say the chant as a class without recording

Divide class in to four groups; in each group choose a st Give each st a

character's name Say the chant with the class Everytime ss hear their

characters' names, they raise their flashcards

2 Listen and read

Use flashcard to present the story Point characters for ss to say their names

Play the recording and ask ss to follow the conversation

Ask ss to find new words if it's needed

Play the recording and ask ss to repeat

Call ss to read the conversation in pairs

Call ss read the conversation again and translate

Help them explain the meaning if it's needed

Ask questions to check comprehension Who's in this class? How old is Billy?

Does Billy study in this class?

Ask ss role play the conversation without textbook

2 Listen and sing

3 Listen and readWhat's your name?

Who's this?

How old are you?

Goodbye

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Starter: Hello!

Period 2: Lesson two(p1,2,3)

-Give common greetings and introduce their names

_Understand short conversations and create short talks

1. Vocabulary: Rosy Tim, Billy, Miss Jones, …

2. Structure: Hello.

My name's

Goodbye

1 Listen to the story and repeat Act

Ask ss to turn to the story on p4, say Let's read the story

again

Play the recording, pause each sentence for ss to repeat

Role play the story with ss as an example

Ask ss to role play the conversation

2 Ask and answer

Ask ss to look at the conversation of two boys

Read the dialogue, pausing for ss to repeat

Remind ss What's your name

Read the dialogue again and ask ss to repeat

Ask ss to read dialoguae in chorus, then call ss to read in

individual

3 Listen and sing your name

Ask ss to look at the illustration

Ask them to describe the picture and to guest the content

Play the song for ss to listen

Play the song again, ss listen and sing along

Ask ss to find the new structure

Divine the class into two and ask them sing along with the

characters in textbook

Starter: Hello!

Period 2: Lesson two (p1,2,3)

2 Ask and answerHello What's your name?

3 Listen and sing your nameHow are you?

I'm fine, thank you

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STARTER Lesson three

I Objectives:

To ask and answer the question How old are you?

To say the days of the week

2 Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten;

2 Structure: How old are you? I'm

3 Skills: speaking, listening

VI Procedures

Warm-up

Use the number flashcards to elicit numbers one to ten Put

the flashcards on the board, in order Point to each one for

ss to say the number in chorus

Take down the flashcards, shuffle them, and hold them up one

at a time for ss to say the number

Give out the flashcards to different ss around the class Ask

the class to count together from one to ten When the ss

hear their number, they hold their flashcard in the air

1.Listen, point and repeat

Ask ss to look at the pictures Explain that each child is one

year older than the next and that all the ss have their ages

written above them

Play the first part of the recording for ss to listen and point to

the pictures as they hear the ages

Play the second part of the recording for ss to repeat

Play the recording all the way through for ss to listen and

then repeat

Point to different people in the pictures and ask

individual ss to say the numbers

1.Listen, point and repeat

one, two, three, four, five, six, seven, eight, nine, ten;

2 Listen and tick

How old are you? / I'm seven

How old are you? / I'm two

And how old are you? / I'm eight

How old are you? / I'm five

How old are you?/I'm six

3.Look at the picture again Point, ask and answer.

How old are you?

I'm

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1 Listen and tick

Tell ss to look at the picture again Point and say

Look, he's six Look, she's eight Then point to the first boy again and ask How oW/she? Tel I the class they are going to hear some of the ss talking about their age - but not all They must tick the ss they hear

Play the recording, pausing after the first dialogue Show

ss the picture of the boy above the number seven in the picture, and show them the tick in the box

Play the rest of the recording, pausing at appropriate intervals for ss to tick the ss whose ages they hear

Play the recording again for ss to complete or check their answers

Check answers by asking ss which ages they heard

3.Look at the picture again Point, ask and answer

Read the question and answer, pausing after each for ss

Ask some of the pairs to stand up and ask and answer questions while the other ss listen

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Starter Lesson four: Song

I Objectives:

To identify different colours

To use different colours in the context of a song

3. Vocabulary: red, yellow, pink, green, purple, orange, blue

sing, rainbow, too

2 Structure:

3 Skills: listening, speaking

VI Procedures

Warm-up

Use flashcards 15-21 to elicit colours Hold up one

flashcard at a time for ss to say the colour When ss

have named the colour correctly, put the card on the

board and write the word below it Repeat with all of

the flashcards

Take the flashcards off the board, leaving the words

Shuffle the cards and give them to seven different ss

Ask the ss to come to the front of the class one at a

time and put their flashcard in the appropriate place

on the board

When the flashcards are all in the correct place,

point to each one in turn for ss to say the word

1 Listen, point and repeat

Ask ss to look at the colours in their Class Books

Play the first part of the recording for ss to listen and

point to the pictures

Play the second part of the recording for ss to

repeat the colours in chorus

Play the recording all the way through for ss to point at

_car: purple and blue-bal: yellow

-teddy bear: brown-kite: green and orange

2 Listen and sing

3 Sing and do

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the colours and then repeat the words.

2 Listen and sing

Ask ss to look at the picture of the rainbow in their

books

Elicit the colours they can see.Tell them that they are

going to sing a song about the colours of a rainbow

Elicit the colours they think they will hear

Play the recording while ss follow the words

Play the recording a second time for ss to sing along

3 Sing and do

Divide the class into groups of seven Give each child a

different coloured pencil or strip of paper in the colours

from the song If your class does not divide exactly into

groups of seven, two ss can have the same colour in

some of the groups

Play the song again while ss sing along When they hear

their colour they hold up their pencil or paper

Play the song one more time ss stand up when they

hear their colour

Alternatively, ss could point to something of that colour

in the room when they hear the word

4 Match

Ask ss to look at the paint pots and the words below

Point to each of the words for ss to read them aloud in

chorus

Ask ss to match the paint pots to the correct colour

words

Go through the answers with the class Call out the

numbers for ss to say the colours

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UNIT 1: What's this!

Lesson one: Words

-To identify common school things

To understand a short story

Vocabulary: pen, rubber, pencil, ruler, book

school things, train, OK, look at

Skills: reading, listening, speaking

Model sentences:

VI Procedures

Activities

Warm-up

Use the school objects to present the vocabulary Hold up

each object in turn and say the words for children to repeat

Reinforce vocabulary using flashcards 22-26 Hold them up

one at a time and ask

Play a memory game Show two cards to the class and then

put them face down on your table Point to each card and

ask Is it a ? Repeat with other pairs of cards

1 Listen, point and repeat.

Ask children to open their Class Books and look at the

pictures of the school things

point to the appropriate picture

Contents

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repeat

Ask ss to give meaning of the words and write them on the

board

Ask ss to check words written on the board

Ask ss to write words down on their notebooks

Ask ss to look at the board, listen and repeat the word in

chorus

Call some ss to read words individually

2 Listen and chant.

Play the chant second time for ss to point to the

correct part of their body Play the chant again for them to say

the words

3 Listen and read

Tell ss that they are going to read a conversation Remind

them that they should listen and read carefully

Ask ss to identify the characters in this conversation

Play the recording for ss to listen and follow the text in their

books with their finger

Play the recording the second time Ask them to underline

new words

Ask ss to write new words on the board It doesn't matter if

their don't know meanings of the words

Elicit ss to meaning of words, then write them on the board

Check the words then ask ss to write words

Ask ss to listen and repeat

Give them some gestures to make them remember the

vocabulary

Point to the words and ask them to read in chorus

Ask ss to read the words individually

Ask ss to look at the conversation

Correct ss' pronunciation if that's needed

Ask some ss to read the poem individually

Check ss' understanding by asking questions.Who are they?

What's the train made of?Who made the train?Are they

Billy's school things?

3. Listen,point and repeat.

pen, rubber, pencil, ruler,

2 Listen and chant3.Listen and readlook at

school thingstrain, canhere you aremy

whatitpleaseyour

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Lesson two: Grammar

I Objectives:

To ask and answer the question What's this?

To write answers to the question What's this?

To act out a story

1 Vocabulary: What's this? It's a

2 Structure: Is this your teddy? Yes, it is / No, it isn't.

3 Skills: speaking, writing

Talk about the previous lesson with ss Point to Story poster 1 and ask ss

what happened in the story Ask Who is in the story? What happened in

the story? Can you remember what school things were in the train? Don't

tell ss the answers at this stage

1 Listen to the story again and repeat Act.

Ask ss to turn to the story of their Class Books Check how many objects

they remembered in the lead-in activity and tick them on the board

Play the recording once through Play again, pausing for ss to repeat

Divide the class into pairs One student is Rosy and the other is Tim

Ask ss to look at the pictures and decide together on the actions for the

story Ss practice acting out the story

Ask some of the pairs to come to the front of the class to act out the story

2 Listen and say.

Contents

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◦Put flashcards 22-26 on the board Below each one, write a gapped

sentence like the ones in the Class Book

Point to each of the flashcards in turn and ask the class: What's this? lt's a

pen, etc

Ask ss which word is missing (It's) Write It's in the gap at the

beginning of the first sentence Invite different ss to come to the front of

the class to do the same with the other sentences

Ask ss to look at the sentences in their Class Books Ask one child to read

the example sentence for the class Ss complete the rest of the sentences

individually

3 Look and say

Write three or four gapped sentences on the board, using classroom objects,

e.g This is a pencil case

Hold up your pencil case and clutch it to yourself to indicate that it is

yours Elicit This is my pencil case

Hold up the pen and give it to a student Elicit This is your pen

Repeat the process with other objects and ss

Ask ss to look at the pictures in their Class Books Ask one student to

read the example sentence for the class Ss complete the rest of the

sentences individually

4 Write.

Ask ss to look again at the story on page 14 of their Class Books Point

out the questions in pictures 2 and 3 Read them aloud for ss to repeat

Ask ss to look at the pictures on page 15 of their books Ask a student to

read the example answer to the class

Ss write answers to the questions, using the phrases in the box

Ask the questions for the class to say the answers in chorus

1 Listen to the story and repeat Act

2 Listen and say.

What's this? It's a pen.What's = What isIt's = It is

3 Look and say.

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Lesson three: Song

I Objectives:

To identify more words of school things

To use school things words in the context of a song

3 Vocabulary: bag, door, window

2 Structure:

3 Skills

VI Procedures

Warm-up

Use flashcards 27-29 to introduce the three new words Hold up

the cards one at a time and say the words for children to repeat

Put the flashcards in different places around the room Call out the

words for children to point to the flashcards

Ask children to look at the pictures Play the first part of the

recording for children to point to the words.Play the second part of

the recording for children to repeat the words

Play the recording all the way through again for children to listen

and point and then repeat

Hold up flashcards 27-29 one at a time and ask individual children

What's this?

2 Listen and sing

Ask children to look at the pictures Point to objects in the

different pictures and ask the class What's this? Elicit It's a

book/bag / door/ window

Teach the verbs open and close Pick up your bag and open it to

elicit open Close it to elicit close Do the same with the door

and, if possible, the window

Ask what the children are doing (/ Thegirlis reading a book 2

The boy is opening a door 3 The boy is opening his bag 4 The

girl is opening or closing a window)

Play the recording for children to listen and point to the pictures

when they hear the three new words Then play it again as they

follow the words in their books

Recite the words of the song with the class, without the music

1.Listen, point and repeat

bag: cái cặpdoor: cửa ra vàowindow: cửa sổ

4 Listen and sing

open: mởclose: đóng

3.Sing and do

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Say each line and ask children to repeat.

Play the recording again for children to sing along

3.Sing and do

Tell ss that they are going to sing the song again but this time they are going to do the actions

Ask ss to look at the pictures and see what the actions should

be for this song

Practise the actions with the class

Play the recording for ss to sing the song and do their actions.Homework: workbook

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Lesson four: Phonics

I Objectives:

To recognize the upper- and lower-case forms of the letters a, b, c, and d and associate

them with their corresponding sounds

To pronounce the sounds /se/, /b/, /k/, and /d/ on their own and at the beginning of

words

To learn the names of the letters a, b, c, and d

5 Vocabulary: apple, bird, cat, dog, here, like

2 Skills: listening

3 Structure:

VI Procedures

Activities Warm up

Put words in correct columns

Give ss some words and ask them to put the words starting

with letter A in column A, letter B in column B and so on It

doesn't matter if ss don't know the words' meaning

Ask s which letters from the alphabet they have already learnt

(a, b, c, d) Ask them to name any words they know that begin

with these sounds

Point to each letter on the board in turn and say the letter

name and then the sound for both upper- and lower-case

letters for ss to repeat

Say the sounds again for ss to draw the upper-case letters in

the air Say the sounds several times for ss to draw the

lower-case letters Make sure ss understand that there are two forms

of each letter, which make the same sound

Elicit the words on the phonics cards Say the letter names,

sounds, and then the words for the pupils to repeat

Write the corresponding words apple, bird, cat, dog next to

the letters on the board Circle the first letter of each word

Contents

1 Point to a color and a toy Say the words.Aa: apple

Bb: birdCc: catDd: dog

2 Listen and chant

4 Read and circle the sounds a, b, c, d at the start

of the words

The cat likes (b)irds

The (d)og likes (a)pples

Here'sthe (c)atwith the (b) ird

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Point to the words and say the beginning sound (not the whole

word) for ss to repeat

Hold up phonics cards 1 -4, one at a time Say the words for

ss to repeat Hold up the cards in a different order and repeat

Ask ss to look at the letters in their Class Books

Play the first part of the recording for ss to listen and point to

the letters

Play the second part of the recording for ss to repeat the letter

names, sounds, and words in chorus Play the recording as

often as necessary

Play the recording all the way through for ss to point to the

words and repeat them

2.Listen and chant

Ask each group of ss to choose one of four letters Remind

them to prepare a thing that its word starting with A, B, C or

D

Play the recording again for ss to raise things they prepare as

they hear the words

Play the recording again, stopping the CD after each line for

ss to repeat Repeat, as ss follow the chant in their books

3.Listen to the sound and connect:

Elicit the three images in the activity (dog, cat, and bird) Ask

What has the dog got Tell ss they can find out the answer by

listening Explain that they are going to hear different sounds

and words from the lesson They have to follow the sounds in

the maze and draw a line to connect the letters to find out

what the dog has got - a bird or a cat

Play the beginning of the recording and follow the blue

answer line with your pencil to demonstrate

Play the recording for ss to listen and link the letters

Play it again for ss to check their answers Repeat

Ask What has the dog got?.To check the answers, ask ss to

look at their mazes and call out the letters they heard in turn

as you write them on the board

4 Read and circle the sounds a, b, c, d at the start of the words

Ask ss to look at the pictures Ask What does the cat like?

What does the dog like?

Read the text for ss to follow in their books Write the first

line on the board

Ask ss to look at the circled c at the beginning of cat Draw a

circle around the c on cat on the board Elicit the next sound

to circle (/b/) Ask them to find and circle other examples of a,

b, c, or d at the beginning of words in their books

ss find and circle the starting letters for the rest of the chant

As they are working, write the rest of the chant on the board

Ask ss to write their answer on the board

Here's the(d)og with the (a)pple

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UNIT 1: What's this?

Lesson five: Skills time!

I Objectives:

Reading: read and understand descriptions of objects; recognize specific words

4. Vocabulary:school bag, pencil case, see

5. Skills: listening, writing, speaking

Structure: This is my

VI Procedures

Warm-up

Put pictures into correct columns

School things: pen, pencil case, pencil, bag, eraser

Colors: purple, green, pink, blue

Point to a color and a toy Say the words

Ask ss to look at the pictures and find four school things

Go through the activity with the class Point to each object and

ask What's this? What colour is it?

Listen and read

Explain to ss that you are going to play a recording They should

listen and follow the words in their books carefully It doesn't matter if

they don't understand all the words

Play the recording for ss to listen and follow the text in their books

with their finger

Play the recording a second time Ask ss to underline new words

Ask ss to write new words on the board It doesn't matter if their don't

know meanings of the words

Give them some gestures to make them remember the vocabulary

Ask ss to read individually

Ask ss to look at part 2 in textbook

Unit 2: Playtime!

Lesson five: Skills time!

6 Point to a color and a toy Say the words

Pen: blue and pinkPencil case: greenBag: purpleEraser: blue

4. Read and listen to a poemfavorite: yêu thích

school bag: cặp đi họcpencil case: hộp bútlook at: nhìn

can: có thểsee: nhìn 3.Read again and write

1 pencil (X) 2 pen (/) 3 book(X)

4 ruler (X) 5 door(X) 6 rubber (/)

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Play the recording, pause each sentence for ss to repeat.

Check ss' understanding by asking questions:

What's the girl's name? Is there a ruler/rubber/ball in the bag? Is

the pencil case black? Has Chi got three pens?

Option activity:

Hang Chi's presentation with some gaps on the board Ask ss to listen

to the tape and fill in the blanks

4 Read again and write x or v

Ask ss to look at the list of objects Explain that they are going to read the text again and tick the objects that appear in the text and cross those that don't

Play the recording again as ss follow in their books Stop after And this is my pencil Say Pencil? Yes or no? (Yes)

Show ss the tick on the line next to the word pencil

Explain that if Emma doesn't have the object, they should draw a cross

Go through the answers with the class; write the names of the objects

on the board and invite

individual ss tocome to the front of the class and draw a tick or a cross next to them

Name other objects for ss to tell you whether they appear in the text or not, e.g Window (No)/Pencil case (Yes)

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UNIT 1: What's this?

Lesson six

Listening: identify objects; listen for specific information

Speaking: ask and answer What's this?

Writing: identify and count words in a sentence; write about school things

2 Vocabulary: vocabulary and structures seen previously

2 Skills: Listening: match people to their favourite things

Speaking: ask and answer questions about favourite things

Writing: identify words with sentences; write about favourite toys

3 Structure: My favorite toy/ color/ animal/ number

What's your favorite toy/ color/ animal

VI Procedures

Activities Warm-up

Ask ss what they can remember from the reading text in

the previous lesson Encourage them to name as many

objects from Emma's bag as they can

Focus attention on the pictures on page 1 3 Point to

different objects in turn and ask Is it a pencil /door/rubber/

bag /book?

1 Listen and match

Explain to ss that they are going to hear a recording in

which one of the objects from each pair will be mentioned

They have to tick the object they hear

Make sure ss are aware that they don't need to

understand every word they hear in order to do the

exercise Encourage them to listen for words they do

know

Contents

; Listen and match

1 ruler 2 rubber 3 pen 4 bag

; Ask and answer about you What's this?

_ It's a pen

3.Write about you

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Play the recording, pause after the first item, and tell

ss to look at the example answer Continue the

recording as ss point to the pictures as they hear the

words

Play the recording a second time, pausing at

appropriate intervals for ss to tick the objects

Play the recording a final time for ss to complete or

checktheiranswers

Go through the answers with the class Ask What's

number 1/2/3/4? for ss to say the objects in chorus

2 Ask and answer about you

Ask ss to look at the picture of the two girls Point to the ruler and ask What's this? Ask What are they talking about?

Call a child to the front to demonstrate the dialogue Hold up

a ruler and ask What's r/i/s?The child answers It's a ruler Change the ruler for a book and repeat the dialogue

Ask the ss to repeat chorally, emphasizing correct intonation

in the questions and answers Check that the words are flowing together, without unnecessary pauses

Ask ss to take out all of the objects they can name from their bags and put them on their desks Allow ss time to take turns

to ask and answer questions about each other's school things.Move around the class as they are working to check intonation

Point to some of the objects you can see and ask different ss What's this?

3 Write about you.

Read aloud the model sentences in textbook, pause for ss to repeat

Ask them to introduce their school things with their friends

by using the model sentences

Fill in the square in the box

UNIT 2: Playtime! Lesson one: Words

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-To identify common toys

4 Vocabulary: doll, ball, teddy, puzzle, car

Let's, put on, point to, now, that's right

Model sentences:

VI Procedures

Warm-up

Use flashcards 30-34 to elicit the vocabulary for this

lesson Hold them up one at a time and ask What's

this? Model any words that ss don't know

Give flashcards 30-34 to five different ss Ask them to

stand up, one at a time They show their card for the

class to shout out the word

Ask ss to open their Class Books and look at the

pictures of the different possessions

Play the firs part of the recording for ss to listen and

repeat

Ask ss to give meaning of the words and write them on

the board

Ask ss to look at the board, listen and repeat the word in

chorus

2 Listen and chant

correct part of their body Play the chant again for them

to say the words

7 Listen and read

Tell ss that they are going to read a conversation

4 Listen,point and repeat.

doll: búp bêball: quả bóngteddy bear: gấu bôngcar: xe hơi

2 Listen and chant

3 Listen and readwhere: ở đâu

no, it isn't: không, không phảihere: ở đây

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Remind them that they should listen and read carefully.

Play the recording for ss to listen and follow the text in

their books with their finger

Play the recording the second time Ask them to

underline new words

Ask ss to write new words on the board It doesn't matter

if their don't know meanings of the words

Elicit ss to meaning of words, then write them on the

board

vocabulary

Check ss' understanding by asking questions

Who are they? What is lost? Where's the teddy? Who

finds the teddy?

Homework: Workbook page 14

UNIT 2: PLAYTIME!

I Objectives: To ask and answer questions with my and your

To write answers to the question Is this your

To act out a story

1 Vocabulary: my/ your

2 Structure: Is this your teddy? Yes, it is / No, it isn't.

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VI Procedures

Warm-up

Play slap the board

Each group choose a student to play game There some pictures

illustrating words' meaning The players slap the illustration as they

hear the host say the words

Ask ss to turn to the story on page 14 of their Class Books Check how

many objects they remembered in the lead-in activity and tick them on

the board

Play the recording once through Play again, pausing for ss to repeat

Divide the class into pairs One student is Rosy and the other is Tim

Ask ss to look at the pictures and decide together on the actions for the

story Ss practice acting out the story

Ask some of the pairs to come to the front of the class to act out the

story

2 Look and say.

1. Look at the pictures and ask what's happening in each one

Copy the sentences and questions from the Class Book onto the

board, leaving spaces where the toy words are

2. Put different flashcards in the spaces to ask questions with

the same pattern, e.g This is my doll Is this your ball?

Ss repeat the new sentences chorally

Ask individual ss to come to the front and substitute a flashcard to

make a new sentence

Ask ss to look at the pictures in their Class Books Say the sentences

in pictures 1 and 2 for ss to repeat after you Then say the questions

and answers in pictures 3 and 4 for ss to repeat

3 Write

Write three or four gapped sentences on the board, using classroom

objects, e.g This is pencil case

Hold up your pencil case and clutch it to yourself to indicate that

it is yours Elicit This is my pencil case

Hold up the pen and give it to a student Elicit This is your pen

Repeat the process with other objects and ss

6. Listen to the story and repeat Act

7. Listen and say

This is my bag

This is your doll

Is this your teddy bear? No, it isn't

Is this your teddy bear? Yes, it is

8. Look and say

This is your doll

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Ask ss to look at the pictures in their Class Books Ask one student to

read the example sentence for the class

ss complete the rest of the sentences individually

4 Write

Ask ss to look again at the story on page 14 of their Class Books

Point out the questions in pictures 2 and 3 Read them aloud for ss to

repeat

Ask ss to look at the pictures on page 15 of their books Ask a student

to read the example answer to the class

Ss write answers to the questions, using the phrases in the box

Ask the questions for the class to say the answers in chorus

Lesson three: Song

I Objectives:

To identify more words fort oys

To use toy words in the context of a song

2 Vocabulary: kite, bike, train

2 Structure:

3 Skills

VI Procedures

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Warm-up

Guess words

Each group of class elects a student to join in the game This

student chooses a word randomly T writes the words on the

board The players do not look at the board They look at their

friends' gesture and guess the word

1 Listen, point and repeat

Use flashcards 35-37 to introduce the three new words Hold

them up one at a time and say the words for ss to repeat

Put the flashcards in different places around the room Say the

words for ss to point to the correct flashcard and repeat

Ask ss to look at the pictures Play the first part of the

recording for ss to point to the words

Play the second part of the recording for ss to repeat the

words

Play the recording all the way through again for ss to listen

and point and then repeat

Ask individual ss to say the words for the class

Hold up flashcards 35-37 one at a time and ask individual ss

What's this?

Optional activity

Play a miming game with the class Mime the action of riding

a bike for ss to shout out the word bike

Ask a student to stand up He / she mimes an activity using an

object from this lesson or the first lesson of the unit Show

him / her a flashcard if necessary Other ss guess what the

object is

2 Listen and chant

Ask ss to look at the pictures for the song and see whether they

can guess what the song is about (toys) Point to the toys on the

page one at a time and ask different ss What's this?

Play the recording for ss to listen and point to the pictures when

they hear the three new words Listen again and ask them to

follow the words in their books

Play the recording again for ss to sing along

3 Sing and do.

Ask ss to look at the pictures to see what the actions should be

5 Listen, point and repeatkite: con diều

bike: xe đạptrain: xe lửa

6 Listen and chant

7 Sing and dotoy: đồ chơibig: to, lớnlove: yêu

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for this song.

Practise the actions with the class

Play the recording for ss to sing the song and do the actions

Song actions

kite - arms in the air, holding a string bike - move

hands in a pedaling motion train - use an arm to

show a train moving along a track

To learn the names of letters e, f, g, and h

3 Vocabulary: egg, fig, goat, hat

2 Skills: listening

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VI Procedures

Activities

Warm up

Put words in correct columns

Give ss some words and ask them to put the words

starting with letter E in column E, letter F in column F

and so on It doesn't matter if ss don't know the words'

meaning

E: egg, eight, ears

F: fig, five, fine, fish

G: goat, green, goal

H: hat, hands, happy

Presentation:

Ask s which letters from the alphabet they have already

learnt (a, b, c, d) Ask them to name any words they

know that begin with these sounds

Contents

Introduce that E, F, G, H are the next letters in the

alphabet ss are going to learn today

Ask ss to look at the letters in their Class Books

point to the letters

Play the second part of the recording for ss to repeat the

letter names, sounds, and words in chorus

Write Ee, Ff, Gg, and Hh on the board Point to each one

in turn and say the letter name and then the sound for

both upper- and lower-case letters for ss to repeat

Say the sounds again for ss to draw the upper-case letters

in the air Say the sounds several times for ss to draw the

lower-case letters

Elicit the words on the phonics cards Say the letter

names, sounds, and then the words for ss to repeat

Write the corresponding words egg, fig, goat, hat next to

the words on the board Circle the first letter of each

word Point to the words and say the beginning sound

(not the whole word) for ss to repeat

Hold up phonics cards 5-8, one at a time Say the words

for ss to repeat Hold up the cards in a different order and

repeat

2.Listen and chant

Ask each group of ss to choose one of four letters

Remind them to prepare a thing that its word

9 Listen and chant

3 Listen to the sounds and connect the letters_ (e)gg, (y)ellow, (h)at

_ (g)oat, (h)as, (f)ig_ (g)oat, (f)ig

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Play the recording again for ss to raise things they

prepare as they hear the words

Play the recording again, stopping the CD after

each line for ss to repeat Repeat, as ss follow the

chant in their books

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5 Listen to the sound and connect:

Elicit the three images (goat, fig, and hat)

Ask What has the goat got? Tell ss they can

find out by listening

Ask ss if they remember the maze from the

phonics lesson in the previous unit If

necessary, explain that you are going to play a

recording of different sounds and words from

the lesson They have to connect the sounds

and words in the maze to find out what the

goat has got -a fig or a hat

Play the recording for ss to listen and link the

letters

Play the recording again for ss to check their

answers Repeat

Ask What has the goat got? (a fig) To check

the answers, ask ss to look at their mazes and

call out the letters they heard in turn as you

write them on the board

UNIT 2: PLAYTIME! Lesson five: Skills time!

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_ identify more words for toys

5 Vocabulary: kite, bike, train

2 Structures: What's your favorite toy/color? -My favorite toy/color is / I

like / It's

3 Skills:

Each pair of ss play come to the board One of them draw

pieces of paper which content words, then make gestures

The other ss guess the words

1 Point to a color and a toy Say the words

Ask ss to to look at the picture Elicit that the boy has

written a poem about his favorite toy and color

Point to the name at the bottom of the poem and establish

that the poem was written by Nam

Ask ss to find toys and color in the picture and write

them on the board Ask ss to give comments about their

friends' answers

Correct the answers then ask ss to write them in

notebook

2 Read and listen to the poem.

Tell ss that they are going to read a poem Remind them

that they should listen and read carefully

Play the recording for ss to listen and follow the text in

their books with their finger

Play the recording the second time Ask them to

underline new words

Ask ss to write new words on the board It doesn't matter

if their don't know meanings of the words

Elicit ss to meaning of words, then write them on the

board

vocabulary

UNIT 2: PLAYTIME! Lesson five: Skills time!

favorite: yêu thích

of : của all: tất cảmay: có thểlike: thíchtoo: cũng 3

My favorite toy is a ball

My favorite color is blue

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Point to the words and ask them to read in chorus.

Ask ss to read individually

Ask ss to look at part 2 in textbook

Option activity:

Hang Nam's poem with some gaps on the board Ask ss

to listen to the tape and fill in the blanks

Check ss' understanding by asking questions:

Who's the author of this poem?

Does Nam like train?

What's Nam favorite color?

12 Read again and write

Explain the text in part 3

Ask ss to listen to T and repeat

Ask ss to read again the poem and fill in the blanks

Call a student to write her/his answer on the board

Ask ss to give comments about their friends' answers

Ask ss to present their favorite things by using the model

sentences

Lesson six

-Read and understand a story or specific details

4 Vocabulary: vocabulary and structures seen previously

2 Skills: Listening: match people to their favourite things

Speaking: ask and answer questions about favourite things

Writing: identify words with sentences; write about favourite toys

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VI Procedures

Activities Warm-up

Ask ss what they can remember from the reading

Text in the previous lesson Ask What's Tom's favourite toy/

colour/ animal? Allow ss to look back at page 18 to check

their answers

Ask ss to remember the question Nam uses to ask leaners

about his favorite things

1 Listen and match

Play the recording, pausing after item 1 to explain the

example answer l

•Explain that they should listen again and draw a line

connecting the child with his/her favourite toy and colour

•Play the recording again for ss draw the lines

•Play the recording a third time for ss to check their

answers Go through the answers with the class

Contents UNIT 2: PLAYTIME!

Lesson six

2 Ask and answer about you.

Draw attention to the questions in the Class Book.Read

the first question aloud for ss to repeat Begin to

read the answer,but stop before say the toy and

hold up a flashcard Let ss finish the answer by

saying the name of the toy on the card

Read the second question Begin to say the answer

but stop and hold up a colour flashcard for ss to

complete the sentence

Ask ss to work in pairs They take turns to ask and

answer the questions in their books, choosing their own

favourite toys and colours

Ask ss to present their answer.Ask What's your favourite

toy?

3 Write about you

Read aloud the model sentences in textbook, pause for ss

to repeat

Ask them to share their favourite things with their friends

by using the model sentences

13 Listen and match

14 Ask and answer about you

What's your favorite toy/ animal/ color?_ It's

_My favorite toy/ animal/ color is

3.Write about youMy favorite toy is a ball

UNIT 3: This is my nose!

Lesson one: Words

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-To identify different parts of the body

4 Vocabulary: arms, nose, face, legs, ears

Extra: Let's, put on, point to, now, that's right

VI Procedures

Warm-up

Tell ss that in this lesson, they will be learning the

Names of some parts of the body

Point to your arms, ears, nose, face, legs to elicit the

vocabulary Point to them one at a time and

Ask What's this? Follow up using flashcards 38-42

Ask ss to point to their parts of the body and say the

Word

Ask ss to open their Class Books and look at the

pictures of the different parts of the body

Play the firs part of the recording for ss to listen and

repeat

Ask ss to give meaning of the words and write them on the board

Ask ss to look at the board, listen and repeat the word in chorus

3 Listen and chant.

correct part of their body Play the chant again for them to say the words

; Listen and read

Tell ss that they are going to read a conversation Remind them that they

should listen and read carefully

Play the recording for ss to listen and follow the text in their books with

their finger

Play the recording the second time Ask them to underline new words

Ask ss to write new words on the board It doesn't matter if their don't

1 Listen,point and repeat.

arms: cánh taynose: mũiface: khuôn mặtlegs: chân

5 Listen and chant

6 Listen and readsunscreen: kem chống nắngput on: mặc vào, bôi

now: bây giờright: phải, đúng vậytoo: cũng

3.Read again and write

My favorite toy is a ball

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know meanings of the words.

Give them some gestures to make them remember the vocabulary

Check ss' understanding by asking questions

UNIT 3: This is my nose!

I Objectives:

To say sentences with this and these

To complete sentences with this and these

To recognize the difference between singular and plural forms of nouns

To act out a story

1 Vocabulary:

2 Structure: This is my nose These are my arms.

VI Procedures

Trang 33

Warm-up

Play I say I say

SS response " Say what say what" as they hear "I say i say"

Say aloud parts of the bodies Ss point to their parts of bodies If a

student makes mistake, he/she has to stand in 10s

Hold up Story poster 3 Ask ss what happened in the story

Prompt if necessary with questions, e.g What does Rosy put

on her arms? (sunscreen)

Ss check if they remembered correctly by looking at the poster

Play the recording once Play again, pausing for ss to repeat

Divide the class into pairs One student is Rosy and the other is

Tim

Ask ss to look at the pictures and decide together on the actions

for the story Ss practice acting out the story

Ask some of the pairs to come to the front of the class to act out

the story

2 Listen and say.

1. Look at the pictures and ask ss what they can see in

each one in turn

Copy the sentences from the Class Book onto the board Read

them out loud, pointing to your arms and nose to reinforce

meaning.The class repeats chorally

Rub out the body words in the sentences Put different flashcards

in the spaces to elicit sentences with the same pattern, e.g This is

my face These are my legs ss repeat the new sentences chorally

Write This is next to the single nouns and These are next to the

plural nouns

Ask individual ss to come to the front and substitute a flashcard to

make a new sentence

Write some single nouns on one side of the board and plural

nouns on the other side (e.g pen, pens) Ask ss to tell you the

difference between the two sides of the board

Optional activity Chant the sentences from Exercise 3 with the

class When ss say This is they clap their hands once When they

say These are they clap their hands twice

3 Look, say, and circle

10. Listen to the story and repeat Act

11. Listen and say

One armTwo armsThese are my arms

This is my nose

12. Look, say and circle

1 legs2 arms 3 leg 4 arm

13. Write:

These are my legs

These are my arms

This is my face

This is my nose

These are my ears

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