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Trang 1Semester 2 – Week 15 Periods 1-2
Objectives: After the lesson, students are able to:
- remember five school words
- practice the school words in the form of a chant
Topic- Key language Resources and Materials Key Activities
of five Many students go
to nursery school or playgroup before they start primary school In British families, often both parents work, and sonursery provides
important child care and
INTRODUCTION
Weather Report: Weather songs or chants (“What’s the weather like today?”- song
downloaded from YouTube)
- Teacher asks three questions:
* What’s the day today?
* What’s the month?
* What’s the weather like today?
Teacher answers each question and asks students to repeat, then writes the date and draws / puts the weather symbol on the board ( You do not need to ask students to repeat fluently because they will answer these questions every English lesson)
sunny
Monday, February 25th, 2012
Warm up and review:
Do it!
- Assign each student a word from the vocabulary you are covering, e.g blue, green,
red, white, black.
- Give instructions, e.g Red, jump! Blue, stamp your feet!
- Students who have that word do the action
Lesson presentation:
Introduce new vocabulary
- Set a meaningful context to introduce new vocabulary (Please look around our classroom What can you see?)
- Give students a chance to look at and speak out (they can speak in Vietnamese)
Trang 2educational opportunitiesfor their students Most nurseries are privately funded which means the parents pay for their students to attend The daily routine usually includes lots of free-play,singing, listening to the stories and other indoor and outdoor activities.
- Use real things and pictures to introduce desk, chair, crayon, pencil, notebook
- Play the recording (track 25) for students to listen and point to the pictures in their Class book (p.16), then listen and repeat after the recording
- Students practice saying the words chorally and individually
Bang!
- Students work in groups
- Give each group a box with many pieces of paper in it Write a word of school thing
on the paper and fold it in half
- Add a few cards that say "BANG!"
- Students take turns picking up a card from the box If they read the word correctly, they get to keep the word If they draw a BANG! Card, they yell BANG! and then return all their cards (except the BANG! card) to the box
DEVELOPMENT
Listen and chant
- Play the recording (track 26) for students to listen and chant.
- Play the chant the second time for students to say the words Demonstrate the actions
for each word: crayon (wave), pencil (hop), notebook (clap), desk (tap desk), chair
(stamp foot)
- Practice the chant with 3 groups Each group chants a line and does the correct action
Introduce the question and answer
- Set a meaningful context to introduce new vocabulary (Let’s play a game Please answer my questions And you will get some candy)
- Show a few school things
- Pick up one and ask What’s this? And then answer It’s ……
- Students continue with … a chair.
- Do the same way with the four others But ask students to give a full answer It’s a crayon.
- Swap the roles of asking and answering
- Practice in pairs with the pictures in the Class book or real things
Bag passing
- Play the recording (track 28) – the ‘ What’s this?’ song.
- Give a student a bag which has many pictures or school things inside and ask them to
Trang 3pass the bag to the student next to him/her and so on with the next student.
- Stop the music suddenly
- Students stop passing The student with a bag will pick up one thing inside and ask
the class What’s this? The class will answer this question.
- Play the music again and continue this game in the same way.
Point and say Stick the stickers
- Have students open their Class book p 16
- Ask students to point to the school things and say the words,
- Say Let’s stick the stickers Take the desk sticker and show it to the class Place the sticker on the picture of the desk and say desk
- Do the same way with the “chair, crayon, pencil, and notebook”.
- Students try to do the task on their own
- Go around the class and check
Blindfold Guess
- Divide the class into groups
- Each group has a representative
- Each representative from each group comes to the board
- Blindfold them and give them an object to feel ( e.g chair).
- The students must guess what the object is
- The winner is the student who gives the correct guessing He/ She gets 1 point for his/her group
CONSOLIDATION
Cut and make 1, PMB p 22
Workbook p 16
Story time: “In the morning”
a Signal for story time.
b Teacher asks students to read aloud 1 sentence that they like best in the story
c Teacher reads 1 page of the book
Trang 4Semester 2 – Week 15 Period 3
Objectives: * Students can:
- Recognize the letter Q and its position in the Alphabet.
- Pronounce letter “Q”, sound /q/, and the words: "queen", “quilt”.
- Understand the meaning of the words: "queen", “quilt”.
- Write letter “Q”
Topic- Key language Resources and Materials Key Activities
Family & Friends
Materials:
- Family & Friends
Starter flashcards …
INTRODUCTION
Weather Report: Weather songs or chants.
Warm up and review:
- Teacher and Ss greet each other
- Teacher checks attendance
- Ss stand up and they pretend they are kernels of popcorn and that the pot is getting hotter
- Teacher says the number 1 to 10, the “popcorn” begins to pop, Ss have to say again and jump up when they hear the number
- Ss have to jump to the highest position when they hear the number 10 and jump to thelowest position when they hear the number 1
- Teacher can invite another student to say the number
Teacher asks Ss to guess “What’s the story?”
Teacher points to the queen in the picture and asks Ss “Who is she?” “Do you like her?”
Teacher says: Today, we will learn a new letter Can you guess what letter it is?
Trang 5as individual.
Free-practice
* Game:
- Teacher gives instructions:
+ Teacher asks Ss to make 6 lines
+ Teacher plays the CD and point to a line
The first pointed line repeats very softly
The second pointed line repeats a little louder
- Teacher puts class into 6 groups, each group has a flag
- Teacher sticks on the board 4 pictures of quilts, oranges, pens and hats
- Teacher points to a picture, one by one, and asks: “What are they?” and Ss answer: “They are……”
- Then teacher turn the card to the other side so that Ss cannot see the picture
- Teacher changes the position of the hidden pictures randomly Then points to apicture and asks: “What are they?” and the fastest group waving the flag can answer and get mark if they are right
- Teacher let Ss to move pictures and ask, then group wave the flag to answer
CONSOLIDATION
Teacher invites one student, lets him/her move around the classroom, point to a picture of things they learnt and ask the rest of the class: “What are they?” – They are
Homework: Workbook (page 46)
Trang 6Semester 2 – Week 15 Period 4
Objectives: * Students can:
- Recognize the letter R and its position in the Alphabet.
- Pronounce letter “R”, sound /r/, and the words "river", “rainbow”.
- Understand the meaning of the words "river", “rainbow”
- Write letter “R”
Topic- Key language Resources and Materials Key Activities
Family & Friends
Materials:
- Family & Friends
Starter flashcards …
INTRODUCTION
Weather Report: Weather songs or chants.
Warm up and review:
- Teacher and Ss greet each other
- Teacher checks attendance
- Teacher says number 1 – 4 randomly and Ss respond by doing actions
1 - twist their bodies half way around then back, feet remaining in same place
on the floor
2 - children turn around
3 - pulling their ears
4 - jump in the air
Lesson presentation:
Lead-in: - Teacher reviews the commands used in everyday lessons.
DEVELOPMENT
Set-the-scene:
Teacher draws pictures of “river” and “rainbow” on the board
Teacher asks Ss to guess “What’s are they?”
Ss answer what the pictures are
Teacher says: Today, we will learn a new letter Can you guess what letter?
Presentation:
Teacher lets Ss recognize letter 'R', sound /r/, the meaning of the word "river" and “rainbow” by turning on CD player and asks Ss to listen three times Teacher uses pictures to help Ss understand the meaning of words
Practice:
Teacher lets Ss practice the new language items in the whole class, in groups, and in individuals
Free-practice
Trang 7* Game: Choose the correct words
- Teacher writes words Ss have already learnt on small pieces of paper and put them in 4 boxes
- Teacher divides the class into 4 groups
- Each group has to come and sort out the words starting with letter R
*Game:
- Put Ss into pairs
- Teacher gives each pair a set of cards (Teacher can draw pictures)
- The first student who picks up one card asks the other “What’s this?” or
“What are they?” The other answers and then changes roles
CONSOLIDATION
- Teacher reviews words and sentence pattern that Ss have learnt by using flashcards
- Teacher sums up the mark
- Teacher reminds Ss to do their homework (if possible)
- Teacher lets Ss sing a song
Story time: “In the morning”
a Signal for story time.
b Teacher asks students to read aloud 1 sentence that they like best in the story
c Teacher reads 1 page of the book
Homework: Workbook (page 46)
Trang 8Semester 2 – Week 16 Periods 1-2
Objectives: After the lesson, students are able to:
- recognize the upper- and lower - case forms of the letters e, f and associate them with the sounds /e/, / f/.
- pronounce the sounds /e/, /f/.
Topic- Key language Resources and Materials Key Activities
- Fly swatters for groups
Weather Report: Weather songs or chants (“What’s the weather like today?”-
song downloaded from YouTube)
- Teacher asks three questions:
* What’s the day today?
* What’s the month?
* What’s the weather like today?
Warm up and review:
Listen, point and say.
- Students make a big circle.
- Place the flashcards of sounds and pictures around the room ( /æ/, /b/, /k/, /d/, apple,
Annie, boy, bat, car, cat, dog, duck).
- Play the chant from Lesson 3, 5 of unit 1 (tracks 19, 23)
- Students point to the correct flashcard or picture when they hear the word
Lesson presentation:
Introduce sounds and letter Ee, Ff, /e/, /f/.
- Use the pictures and letter cards to introduce the letter Ee, Ff in the upper- and case
lower Use the word cards egg, elephant to introduce sound /e/ and fish, farm for /f/.
- Students practice pronouncing the sounds and letters chorally and individually
Listen and chant
- Show a large picture of Ellie the elephant holding an egg
- Point to the egg and say egg
- Do the same with the elephant.
- Ask students to repeat egg and elephant.
- Say The elephant has got an egg Students repeat.
- Point to yourself and say your name Then point to the elephant and say Ellie Ellie
the elephant Students repeat
Trang 9- Do the same with fish, farm, a fish at the farm on page 20.
- Play the recording CD 1(tracks 30, 34).
- Students practice chanting to improve their pronunciation skills
- Students can point to the pictures in their Class book while chanting
DEVELOPMENT
Swat the fly.
- Students work in groups Each group has a fly swatter
- Place flashcards of letters, sounds on the board
- Call out one sound or letter
- Students compete to swat the correct flashcard and say it loudly
- The winner gets 1 point for his/her group
Stick Then circle the beginning “ e” sound and say.
- Ask students to open their Class book (p 18)
- Ask them to work individually to choose the sticker at the back of their Class book and stick them on the suitable places in the picture part 3
- Then ask them to circle the sounds /k/ and compare their work with the partner while saying aloud the sounds
CONSOLIDATION
Photocopy worksheet.
Join the letter Ee Help Ellie find the egg (Class book p 18)
Stick and say ( Class book p 20)
Workbook p.12 & 14
Story time: “In the morning”
a Signal for story time.
b Teacher asks students to read aloud 1 sentence that they like best in the story
c Teacher reads 1 page of the book
Trang 10Ee Ff
a b c d e f g h i j k l m
n o p q r s t u v w x y z
e c f c d e f a e c a f
Trang 11f d i e f c e e a d f b
Semester 2 – Week 16 Period 3
Objectives: * Students can:
- Recognize the letter “S” in the alphabet
- Pronounce letter “S”, sound /s/, and the words: "sofa", “sock”.
- Understand the meaning of the words: "sofa", “sock”
- Write letter “S”
Topic- Key language Resources and Materials Key Activities
Family & Friends
Materials:
- Family & Friends
Starter flashcards …
INTRODUCTION
Warm up and review:
- Teacher and Ss greet each other
- Teacher checks attendance
- Teacher lets Ss stand up
- Teacher calls out some letters such as “A, F, O, T…” and Ss uses their bodies to makethe shape of a letter Teacher can demonstrate if Ss find it difficult
Lesson presentation:
Lead-in: - Teacher reviews the commands used in everyday lessons
DEVELOPMENT
Set-the-scene:
Teacher puts the pictures of some “furniture” on the board
Teacher asks Ss to guess “What are they?”
Teacher points to “The sofa” in the picture and ask Ss “What’s this?”
Teacher says ‘Today, we will learn the English letter Can you guess what letter
Trang 12+ Teacher has some letters in these words “two, three, sofa, sock” Teacher divides Ss into three groups and gives three Ss these letters.
+ The first student of each group runs to the board, sticks the first letter on it Then, the second student runs and sticks the second letter to make words The game continues until the group completes the words “two, three, sofa, sock”
- Then teacher helps Ss to understand the meaning of the sentence “How many sofas are there?” “There are two sofas.”
Finally, Ss practice the sentence pattern in pairs One Ss asks “How many sofasare there?” and other answers “There are three sofas.” Or “How many socks are there?”- “There are two socks.”
Practice using Student's Book
- Teacher asks Ss to open their Ss' books
- Teacher lets Ss listen to the words and point to the words in their books
- Teacher asks Ss to read the words without listening to the CD player
- Teacher guides Ss how to glue the stickers on their books
Practice using - Workbook Exercise
- Teacher asks Ss to open their Ss' books
- Teacher guides their Ss how to do the exercise
CONSOLIDATION
- Teacher reviews words and sentence pattern that Ss have learnt by using flashcards
- Teacher sums up the mark
- Teacher reminds Ss to do their homework (if possible)
- Teacher lets Ss sing a song
Homework: Workbook (page 52)
Trang 13Semester 2 – Week 16 Period 4
Objectives: * Students can:
- Recognize the letter “T” in the alphabet
- Pronounce letter “T”, sound /t/, and the words: “towel”, "turtle".
- Understand the meaning of the words: “towel”, "turtle".
- Write letter “T”
Topic- Key language Resources and Materials Key Activities
Family & Friends
Materials:
- Family & Friends
Starter flashcards …
INTRODUCTION
Warm up and review:
- Teacher and Ss greet each other
- Teacher checks attendance
- Ss stand in a marked line in the centre of the classroom This line is called 'Fish and Chips' A marked line on the left is called 'Fish' One on the right is called 'Chips'
- T then calls “fish” or “chips” When either fish, chips or fish and chips is called out,
Ss run and stand on that line The activity can be used for individuals, pairs, groups or whole class
Lesson presentation:
Lead-in: - Teacher reviews the commands used in everyday lessons
DEVELOPMENT
Set-the-scene:
Teacher draws some pictures of “towel, turtle, toy, teacher” on the board
Teacher asks Ss to guess “What are they?”
Teacher points “The towel” in the picture and asks Ss “What’s this?”
Teacher says ‘Today, we will learn the English letter Can you guess what letter
Trang 14- Teacher writes some words such as “towel, turtle, table, tiger, two …” into
small pieces of paper
- Have Ss stand in 3 to 5 lines
- Teacher gives the student in the front one piece of paper When teacher says
GO! the student whispers the word on the paper to the next student and
continues to the final Ss
- The final student will run to the board and write down the word.
- The group has most correct words will win the game.
* Game:
- Teacher gives instructions:
+ Teacher has different pieces of paper, divides Ss into three groups and gives them pieces of paper with the questions like “How many towels/turtle are there?”
+ Each group has 30 seconds to finish their work
+ Next, let the first group run to the other group and ask the questions based on the paper The other group answers the questions according to the numbers “two,three, four, five”
Practice using Student's Book
- Teacher asks Ss to open their Ss' books
- Teacher lets Ss listen to the words and point to the words in their books
- Teacher asks Ss to read the words without listening to the CD player
- Teacher guides Ss how to glue the stickers on their books
Practice using - Workbook Exercise
- Teacher asks Ss to open their Ss' books
- Teacher guides their Ss how to do the exercise
CONSOLIDATION
- Teacher reviews words and sentence pattern that Ss have learnt
- Teacher sums up the mark
- Teacher reminds Ss to do their homework (if possible)
Story time: “In the morning”
a Signal for story time.
b Teacher asks students to read aloud 1 sentence that they like best in the story
c Teacher reads 1 page of the book
Homework: Workbook (page 54)
Trang 15Semester 2 – Week 17 Periods 1-2
Objectives: Students are able to:
- follow the left-to-right sequence of English
- improve their listening skills by listening to a short story
- revise and consolidate language introduced in the unit
Topic- Key language Resources and Materials Key Activities
Weather Report: Weather songs or chants (“What’s the weather like today?”- song
downloaded from YouTube)
- Teacher asks three questions:
* What’s the day today?
* What’s the month?
* What’s the weather like today?
Warm up and review:
Listen and sing
- Display the school things flashcards in different places around the room
- Play the recording track 28 Students move around, sing along and point to the correctflashcards
- Play the recording again Students sing along and hold up or point to the correct things as they sing the words
Blind Toss
- Have students sit down in a circle
- Place a large piece of paper on the floor with numbers and a flashcard on each number
- Each student takes turns getting blindfolded and tossing a beanbag so as to hit a number She/ He must call out that word the same number of times as the number
indicates For example: 4-dog, then "Dog, Dog, Dog, Dog!” and the student gets the
equal points (4)
- At the end, the student with the most points wins!
Lesson presentation:
Trang 16 Introduce a short story
- Set a meaningful context for the story (Today is Sunday And tomorrow is Monday
So Rosy and Tim have to prepare for going to school Let’s guess What do they prepare?)
- Give students a chance to think and guess.
- Ask students to look at the four pictures and identify the characters
- Say Oh, Oh! They have notebooks, and pencils But what happen to the pencils?.
- Play the recording track 35 Students listen and point to the pictures and then point to the characters the second time Remind students that stories in English go from left to right
DEVELOPMENT
Role-play
- Play the recording once all the way through
- Divide the class into groups of three (Rosy, Tim, Billy)
- Play the recording again Demonstrate some actions for the story
- Students practice acting the story Teacher moves around and help them if necessary
- Finally invite some groups to come to the front to play the roles in the story
Story actions
* Picture 1: Rosy and Tim are drawing and coloring in their books Billy is
pointing to Jim
* Picture 2: Rosy is showing Billy a notebook Billy is pointing to it.
* Picture 3: Rosy and Tim looked puzzled when Rosy’s pencils case goes missing Rosy looks in her bag and Tim Looks under the table.
* Picture 4: Rosy and Tim are laughing Billy is waving his arms to show them his train.
Reorder the story
- Students work in groups
- Give each group a set of four pictures in the story
- Ask students to work in groups to reorder the story then they use glue to stick them onthe A4 – sized paper
- Finally the students act out the story in groups
CONSOLIDATION