Giao An t ANH LOP 3 MOI

Week1 From 05 to 0982016 PERIODS 1+2 HƯỚNG DẪN HỌC SINH LÀM QUEN SGK TIẾNG ANH LỚP 3 A.Objectives: Ss will be able to know how to learn this book like each part in each lesson. B. Contents: I, Book map: Four themes. Me and my friends. Me and my school. Me and my family. Me and the world around. II, Lessons: There are 20 units in English 3. Each unit has got three lessons. Introduce from unit 1 to unit 20 including competences, sentence patterns, vocabulary, phonics. Lesson 1: 1. Look, listen and repeat: This section presents key vocabulary and structures in comic form to provide ps with reading, listening and oral practice. 2. Point and say: This section provides for the controlled practice of key voc and grammar points. 3. Let’s talk: contains different situations in which ps choose the best English to use. 4. Listen and tick: focus on improving listening skills. 5. Let’s write: help ps use the voc and structures they have learnt to fill the gaps using visual and or textual prompts. 6. Let’s sing chant play: ps practice English. Lesson 2: 1. Look, listen and repeat: 2. Point and say. 3. Let’s talk. 4. Listen and number. 5. Read and complete. 6. Let’s sing write play. Lesson 3: 1. Listen and repeat. 2. Listen and write. 3. Let’s chant. 4. Read and match. 5. Read and write. 6. Project. Introduce some characters in this book: Mr Binh, Mrs Binh, Nam, Hoa. Mr Thanh, Mrs Lan, Mai, Phong. Mrs Brown, Mrs Brown, Peter, Linda. Mr Green, Mrs Green, Tom, Mary. Nga, Quan, Tony, Linh. Miss Hien, Mr Loc.

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Week1 From 05 to 09/8/2016 PERIODS 1+2

HƯỚNG DẪN HỌC SINH LÀM QUEN SGK TIẾNG

There are 20 units in English 3 Each unit has got three lessons

Introduce from unit 1 to unit 20 including competences, sentence patterns, vocabulary, phonics.Lesson 1:

1 Look, listen and repeat: This section presents key vocabulary and structures in comic form to provide ps with reading, listening and oral practice

2 Point and say: This section provides for the controlled practice of key voc and grammar points

3 Let’s talk: contains different situations in which ps choose the best English to use

4 Listen and tick: focus on improving listening skills

5 Let’s write: help ps use the voc and structures they have learnt to fill the gaps using visual and /

or textual prompts

6 Let’s sing/ chant/ play: ps practice English

Lesson 2:

1 Look, listen and repeat:

2 Point and say

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3 Let’s talk.

4 Listen and number

5 Read and complete

6 Let’s sing/ write/ play

Lesson 3:

1 Listen and repeat

2 Listen and write

3 Let’s chant

4 Read and match

5 Read and write

6 Project

Introduce some characters in this book:

- Mr Binh, Mrs Binh, Nam, Hoa

- Mr Thanh, Mrs Lan, Mai, Phong

- Mrs Brown, Mrs Brown, Peter, Linda

- Mr Green, Mrs Green, Tom, Mary

- Nga, Quan, Tony, Linh

- Miss Hien, Mr Loc

Periods 3+ 4

A.Objectives:

By the end of this unit, ps can

- Use the words and phrases related to the topic Introduction

- Greet others and introduce themselves, using Hello/ Hi I’m + (name)

B Language input:

Hello/ Hi I’m……

Nice to meet you

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C.Resources: Student’s book - puppets- DISC A AUDIO-CD.

I Warm- up

Greeting: T greets Ss: Hello I’m Dung

Help Ss reply: Hello, Mrs Dung

Do in few minutes with the whole class

1 Look, listen and repeat

Get Ss to open the book page 6 and look at the picture Help them to identify the teacher and the pupils Tell they are going to look at the dialogue and listen to the dialogues

T turns on the tape – Ss listen and point to the appropriate line in the book

Listen again and repeat (3 times)

T writes the sentences on the board:

a Mai: Hello I’m Mai

Nam: Hi, Mai I’m Nam

b Miss Hien: Hello I’m Miss Hien

Students: Hello, Miss Hien Nice to meet you

Miss Hien: Good morning, boys and girls

Pupils: Good morning Miss Hien

Call some pairs to read the dialogues before class

The whole class read aloud

2 Point and say

Ss look at the pictures page 6 and identify the characters in each picture Ask pupils to identify what part of the day in each picture

Do the task with one pupil as an example

Teacher: Hello I’m Dung

Pupil : Hello, Mrs Dung I’m ……

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Ask pupils to work in pair, one pupil says the greetings and the other responses Repeat the step,but this time ask pupils to swap their roles.

Call on some pairs to act out in front of the class

Teacher corrects if necessary

3 Let’s talk

Ss look at the pictures page 7 and identify the characters in each picture Ask pupils to identify what part of the day in each picture

Hello I’m Nam

Hello, Nam I’m Quan

Ask pupils to work in pair, one pupil says the greetings and the other responses Repeat the step,but this time ask pupils to swap their roles

Call on some pairs to act out in front of the class

Play the recording, Ss look at and point to the pictures

Listen again and number (2 times)

Have Ss trade their answers in pairs

Read out the answers to the class Provide explanations when necessary

Post-listening:

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Play the recording again Ss listen and remember what they are saying.

Call on some volunteers to say again the sentence in the pictures

Key: 2- b 2- a

5 Let’s write:

Tell ps that they are going to fill the gaps with I’m and hello Give ps a few seconds to read the text in silence Check comprehension and give feedback Elicit the words filling the gaps Remind ps to write the initial letter of the word at the beginning of each sentence in capital letters

6.Let’s sing:

Tell ps that they are going to sing the Hello song Teach the song

Read the lyrics and check comprehension Play the recording all the way through

Have ps do choral and individual repetition of the song after line When they are familiar with the tune, ask a group of three to the front of the class Each of them sings Hello I’m + (name) twice Then the class sings Nice to meet you twice, waving their hands to the three singers Have the class sing the song again to reinforce learning

II Follow up

Ask pupils to work in pairs to practice greeting and responding to greetings according to each part of the day

T monitors and helps

Check

III Homelink

Learn by heart vocabulary

Ps prepare to say Hi + ( his/ her name), and then say goodbye to them

………

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- Greet others and introduce themselves, using How are you? And I’m fine, thanks Andyou?

- Say goodbye, using Goodbye/ Bye

B Language focus:

Vocabulary: fine/ goodbye/ bye

Sentence patterns: How are you?

I’m fine, thank you

C.Resources: Student’s book - puppets- DISC A AUDIO-CD.

I Warm- up

Ask pupils to come to the front to greet the class and say their names The class responds by saying Hi+ ( his/ her name), and then say goodbye to them Get the class to sing the Hello song

1.look, listen and repeat

Get Ss to open the book page 8, tell the class that they are going to practice saying and

responding to Hello/ Hi+ (name) and How are you?

Check understanding Elicit the names of the characters in the first picture and explain what they say Have ps repeat the language a few times Repeat the procedure with the second

picture

Do choral and individual repetition, pointing to the characters speaking

Play the recording for ps to listen and say along

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Some pairs read before the class, the others listen and remark.

2 Point and say

Ss look at the pictures page 8 and tell ps that they are going to practice saying How are you? And replying with Fine, thanks/ thank you

Draw ps’ attention to the pictures Point to each character and elicit his/ her name

Point to the first picture and elicit the word to fill the gaps Put the sentence on the board

Divide the class into two groups to do choral and individual repetition Repeat the procedure with the second picture

Get ps to work in pairs Check the class

3 Let’s talk.

Get Ss to open the book page 8, identify the characters

Tell Ss they are going to practice with their friends, using their own names

Write the sentences on the board and do choral

A: How are you, Phuong?

B: Fine, thank you And you?

A: Fine, thanks Get ps to work in pairs Call a few pairs to act out the dialogue in front of the class

4 Listen and number.

Ask pupils to open their books on page 9 Tell pupils that they are going to listen and number the correct boxes

Show ps how to number the boxes Do the first question as an example to make the task clear.Ask ps to say the differences between two pairs of the pictures

Play the recording three times for ps to listen, do the task and check their answers Tell ps not toworry if they cannot understand every word, and that they should pay attention to the order and tick the correct picture

Get ps to swap and check their answers before checking as a class

Key: 1-d 2- c 3- b 4- a

5 Read and complete.

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Tell ps that they are going to read and fill the gaps Guide them how to fill the gaps Give ps time to do the task Call some ps to read their answers and check.

Key: 1- Goodbye 2- Bye 3- Fine 4- thank you

6 Let’s write.

Guide ps to write by looking at the picture on page 9 and fill the blanks

Set the time and ask ps to write themselves Call some ps to write on the board and correct Key: 1- How 2- Fine, thanks

A Objectives: Ss will be able to give the answer to pronounce the sounds of the letters b and h

in the words bye and hello respectively

- Vocabulary: bye/ hello

- Sentence patterns: How are you?

I’m fine, thank you

C Resources: Student’s book - puppets- DISC A AUDIO-CD.

I Warm- up

Ask pupils to ask and answer using How are you? Give feedback

1 Listen and repeat.

Tell ps that they are going to practice saying the letters, words and sentences in the book Put the phonics letters b and h on the board and say them a few times Ask ps to repeat after the

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teacher Prompt ps to say the words and sentences, paying attention to the target phonics letters.

Do choral repetition of the words and sentences until ps feel confident

2 Listen and write

Ss look at the pictures page 10 and tell them that they are going to practice doing a dictation Give ps a few seconds to read the text in silence before starting the dictation

Let ps do the task individual Call two ps to write on the board and correct

Key: 1- Bye, Nam 2- Hello, Mai

3 Let’ chant.

Ss look and read The Hello Song page 10

Tell them that they are going to sing the chant

Play the recording- Ss listen and read the chant

Call on a group of 6, perform the chant

Group work: Ss work in groups – T monitors and helps

Some groups sing before the class

The whole class sings in chorus to reinforce the pronunciation

4 Read and match.

Tell ps that they are going to read all the sentences on the left and pair them with those on the right by drawing a line between them Give a few seconds for ps to read the text in silence Use the first pairs of sentences as an example to make the task clear Get ps to work in pairs

Give ps time to do the matching Get ps to swap and correct their answer before checking as theclass

Do choral and individual repetition of the sentences

Key: 2-a 3- b 4- c

5 Read and write.

Tell ps that they are going to read and fill the gaps with the appropriate words Give ps a few seconds to read the text in silence Check comprehension and give feedback

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Give ps time to do the task.

Get ps to swap and correct their answers before checking as a class Write the correct answers

on the board for ps to copy down into their notebooks

Key: 1- Hello/ Hi 2- I’m 3- Nice 4- How 5- Fine/ I’m fine

6 Project:

Tell ps that they are going to make their name cards and present them to the class Check

understanding Get ps to prepare necessary school things to carry out the project ( paper, pens, coloured pencils, scissors, glue,…)

Give ps time to do the project in class Get ps to work in groups

Call several individuals to the front of the class to present their cards, using their name cards and saying Hello I’m + (name)

Have ps stick their cards on the walls of the class

Have the class sing the Hello song and say Hello chant to the end of the class

II Follow up

Pupils use the structure How are you? to ask their friend

Monitor and help

III.Home link Do excites in workbook

………

Week 3 From19 to23/ 9/ 2016 UNIT 2: WHAT’S YOUR NAME? LESSON 1

Period 9+10.

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A Objectives:

By the end of this unit, pupils can

- Use the words and phrases related to the topic Name

- Ask and respond the question What’s your name?

Vocabulary: name, my, your, what

Sentence patterns: What’s your name? – My name’s…………

C Resources: Student’s book - puppets- DISC A AUDIO-CD.

I Warm- up

Pupils sing the chant on page 11

1 Look, listen and repeat.

- Set the scene:

Get Ss to open the book page 12 and ask: “¦Who’s this? What are they doing? ”

T concludes: We are going to hear the dialogues between Peter and Nam, Linda and Mai.Use two puppets to present the situation

Ask pupils to listen and point to the appropriate line in the book

a, -Peter: Hi My name’s Peter?

- Nam: Hello, Peter My name’s Nam

b, - Linda: What’s your name?

- Mai: My name’s Mai

T: call some pairs to read the dialogues before class

Have Ss repeat the meaning, the usage, the form of the sentences

T concludes and Ss write again

A: What’s your name?

B: I’m + tên mình

2 Point and say.

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Ss look at the pictures page 12 and identify the characters( Pa: Peter and Phong Ps: Linda and Quan)

Ss read the phrases and tell “what are they doing?”

Ask pupils to practicing and answering the question What’s your name?, I’m …

Model: Call on a pair to act out as Peter and Phong then exchange the role

Do the same with Linda and Quan

Pair work: Ss work in pairs – T monitors and helps

Some pairs do before the class

Check:-If we want to know someone’s name, how will we ask?

And if we reply how will we say?

Note: Ask : What’s = What is

3 Let’s talk My name’s = My name is

Ss look at the pictures page 12 and identify the characters in each picture

Nam: What’s your name?

Quan: My name’s Quan

Ask pupils to work in pair, using the names of the characters in the pictures - Call on some pairs to act out in front of the class

4 Listen and tick

Ss look at the pictures page 13 and identify the characters, the characters’ words, guess what they will say

Give the task: We are going to listen the recording and tick the correct answers

Play the recording again Ss listen and remember what they are saying

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Key: 1- a 2- b

5 Look and write:

Tell pupils that they are going to fill the gaps Give pupils a few seconds to read the text in silence Give a few seconds for pupils to read the texts in silence Check

comprehension and give feedback

Elicit the words filling the gaps Remind pupils to write the initial letter of the word at the beginning of each sentence in capital letters

Get pupils to swap and check their answers before asking different pairs to read the dialogues aloud Write the correct answers on the board for pupils to copy down into their notebooks.Key: 1- My name’s 2- Mai, My name’s

6.Let’s sing:

Tell pupils that they are going to sing The Alphabet song Teach the song

Have pupils do choral and individual repetition of the song after line When they are familiar with the tune, ask a group of three to the front of the class Each of them sing the song and do actions ( e.g using a finger to trace the letters)

Get groups of pupils to sit face to face and practice singing and doing the action

Call groups of six to the front of the class to sing When they come to the letter Z, the class will join and sing the last two lines together

Repeat the same procedure once or twice until pupils can sing from their memory

Have the class sing the song again to reinforce learning

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Week 3 From 19 to23/9/2016 UNIT 2 WHAT’S YOUR NAME? LESSON 2

Periods 11 + 12

A.Objectives:

Spell a name and ask how to spell a name using How do you spell your name?

Vocabulary: spell, how, alphabet

Sentence patterns: How do you spell your name?

1.Look, listen and repeat

Get Ss to open the book page 14 Draw ps’ attention to the first picture and elicit the names of the characters and what they say Give feedback

Get ps to repeat the text in bubbles a few times

a Nam: What’s your name?

Linda: My name’s Linda

b Nam: How do you spell your name?

Linda: L-I-N-D-A

Some pairs read before the class, the others listen and remark

2 Point and say

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Ss look at the pictures page 14 part 2 and tell ps that they are going to practice spelling names Draw ps’ attention to the pictures Elicit the names of the characters and what one says Fill the bubbles.

Write question and answer on the board

Nam: How do you spell your name?

Linda: L- I- N- D- A How do you spell your name?

Nam: N- A- M

Point to each character and elicit his/ her name

3 Let’s talk.

Get Ss to open the book page 14, identify the characters

Tell Ss they are going to practice more with their friends Draw ps’ attention to the picture and elicit the characters’ names and the words to fill the gaps Write on the board and have the class repeat the questions and answers a few times

Peter: What’s your name?

Hoa: My name’s Hoa

Peter: How do you spell your name?

Hoa: H- O- A

Get ps to work in pairs Call a few pairs to act out the dialogue in front of the class Then ask ps

to practice using their real names Call some more ps to present their task in front of the class Give feedback

Ask pupils to open their books on page 15 Tell pupils that they are going to listen and numberthe correct boxes Draw pupils’ attention to the pictures Point to each picture and elicit the characters’ names and what they might say

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Play the recording three times for ps to listen, do the task and check their answers Tell ps not

to worry if they cannot understand every word, and that they should pay attention to the order and tick the correct picture

Key: 1-c 2- b 3- d 4- a

Tell ps that they are going to read all sentences on the left and pair them with those on the right

by drawing a line between them Draw pupils’ attention to the pictures and give them a few seconds to read the text in silence Check comprehension and give feedback Get ps to work in pairs Give ps time to do the task

Divide the class into two groups and get them to read aloud each character’s line respectively

Key: 1- c 2- b 3- a

6 Let’s write. Guide ps to write by looking at the picture on page 15 and fill the blanks Set the time and ask ps to write themselves Call some ps to write on the board and correct II Follow up Ask ps to say How do you spell your name? And respond with their real names III Homelink

Ask pupils to ask and answer the question How do you spell your name? And write dictation, learn the alphabet ………

………

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Week 4 From 26 to30/ 9/ 2016 UNIT 2 WHAT’S YOUR NAME? LESSON 3

period 13 + 14 A.

Objectives: By the end of this unit ps can

Pronounce the sounds of the letters m and p in the words Mai and Peter respectively.

Phonics: m in Mai and p in Peter

Sentence patterns: What’s your name? - My name’s…

How do you spell your name? …

C Resources: Student’s book - puppets- disc.

I Warm- up

Ask pupils to ask and answer using How do you spell your name? Give feedback

m Mai My name’s Mai

p Peter Hello, Peter

-Tell ps that they are going to practice saying the letters, words and sentences in the book Put the phonics letters b and h on the board and say them a few times Ask ps to repeat after the teacher Prompt ps to say the words and sentences, paying attention to the target phonics letters

Key: 1- Peter 2- Mai

3 Let’ chant.

Ss look and read What’s your name? chant on page 16

Play the recording- Ss listen and read the chant

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Listen again and repeat (2 times).

Tell ps that they are going to read all the sentences on the left and pair them with those on the right by drawing a line between them Give a few seconds for ps to read the text in silence Use the first pairs of sentences as an example to make the task clear Get ps to work in pairs

Give ps time to do the matching Get ps to swap and correct their answer before checking as a the class

Call a few pairs to read the dialogues

Key: 1- b 2-d 3- a 4- c

Tell ps that they are going to read and fill the gaps with the appropriate words Give ps a few seconds to read the text in silence Check comprehension and give feedback

Give ps time to do the task

Key: 1- My 2- Hi 3- How 4- What’s 5- name’s

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Have the class sing the alphabet song and say the What’s your name? chant to the end the class.

Introduce someone to others using: This is………

They can practice speaking, listening and writing related to them

Vocabulary: this, names of the characters they learnt

Sentence patterns: This is Tony

C Resources: Student’s book - puppets- disc.

I Warm- up

Pupils sing the chant on page 16: What’s your name?

1 Look, listen and repeat.

Set the scene:

Get Ss to open the book page 18 and introduce new character “Tony’ Ask ps to look at two pictures page 18 part 1 Then ask ps to guess sth about the pictures: Who, what, where…

Use two puppets to present the situation

T turns on the tape – Ss listen and point to the appropriate line in the book

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a, This is Tony.

Hello, Tony

b, And this is Linda

Hi, Linda Nice to meet you

T: call some pairs to read the dialogues before class

Have Ss repeat the meaning of the sentences

Ss look at the pictures page 18 and identify the characters( Linda, Peter, Tony, Quan)

Ss read the phrases and tell “what are they doing?”

Ask pupils to say:

A: This is…………

B: Hello,………… Nice to meet you

Model: Call on a pair to act out as Linda and Peter then exchange the roles

Do the same with Tony and Quan

Pair work: Ss work in pairs – T monitors and helps

Some pairs do before the class

Check:-If we want to know introduce someone name, how will we say?

And if we reply how will we say?

Note: say: This is………….

Hello,……… Nice to meet you.

3 Let’s talk My name’s = My name is

Ss look at the pictures page 18 and identify the characters in each picture

Nam: This is Linda

Ps: Hello, Linda Nice to meet you

Ask pupils to work in pairs, using the names of the characters in the pictures - Call on some pairs to act out in front of the class

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Ss look at the pictures page 19 and identify the characters, the characters’ words, guess what they will say

Give the task: We are going to listen the recording and tick the correct answers

Play the recording again Ss listen and remember what they are saying

Key: 1-a 2-b

Tell ps that they are going to look at the pictures and fill the gaps Give a few seconds for ps to look at the pictures and read the text in silence Check comprehension and give feedback Elicit the words to fill the gaps Remind ps to write the initial letters of the word at the beginning of each sentence in capital letters

Get ps to swap and check their answers before calling two open pairs to read aloud the dialogue.Write the correct answers on the board for ps to copy down into their notebooks

Key: 1- This is; Hello, Nam 2- This is; Hello, phong

6.Let’s sing:

Tell ps that they are going to sing “How are you?” song Teach the song

Have ps do choral and individual repetition of the song after line When they are familiar with the tune, ask a group of three to the front of the class Each of them sing the song and do actions( e.g using a finger to trace the letters)

Get groups of ps to sit face to face and practice singing and doing the action

Call groups of six to the front of the class to sing When they come to the letter Z, the class will join and sing the last two lines together

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Repeat the same procedure once or twice until ps can sing from their memory.

Group 1: Hello, Peter How are you?

Group 2: I’m fine, thank you How are you?

Group 1: Thank you, Peter I’m fine too

All group: Let’s go to school together

Group 1: How are you Nam, Quan and Mai?

Group 2: Thank you, Miss Hien We’re fine

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Week 5 From 3 to7/10/2016 UNIT 3 THIS IS TONY LESSON 2

Periods 17+ 18

A.Objectives:

Ask and answer the questions about someone using Is this/ Is that + (name)?

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Vocabulary: this/ that, yes, no

Sentence patterns: Is this/ that Tony?+ Yes, it is./ No, it isn’t

1.Look, listen and repeat.

Tell ps that they are going to ask and answer questions about someone Give ps a few seconds

to look at the pictures and read the text Point to the first picture and elicit what each character says Give feedback and have ps repeat the text a few times Repeat the procedure with the second picture

a A:Is that Tony?

B:Yes, it is

b A: Is that Quan?

B: No, it isn’t It’s Phong

2 Point and say

Ss look at the pictures page 20 part 2 and tell ps that they are going to practice asking and answering questions about someone, using Is that+ (name)? Draw ps’ attention to the pictures Elicit the names of the characters and what one says

Point to each character and elicit his/ her name

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Divide the class into two groups to do choral and individual repetition Repeat the procedure with the second picture.

3 Let’s talk.

Get Ss to open the book page 20 , identify the characters

Tell Ss they are going to practice more with their friends Draw ps’ attention to the picture and elicit the characters’ names and the words to fill the gaps Write on the board and have the class repeat the questions and answers a few times

Is that………?

Yes, it is No, it is not

Get ps to work in pairs Call a few pairs to act out the dialogue in front of the class Then ask ps

to practice using their real names Call some more ps to present their task in front of the class Give feedback

Ask pupils to open their books on page 21 Tell pupils that they are going to listen and number the correct boxes Draw pupils’ attention to the pictures Point to each picture and elicit the characters’ names and what they might say

Play the recording three times for ps to listen, do the task and check their answers Tell ps not

to worry if they cannot understand every word, and that they should pay attention to the order and tick the correct picture

Key: 1-c 2- b 3- a 4- d

Tell ps that they are going to look at the pictures, and read and answer the questions Draw pupils’ attention to the pictures and give them a few seconds to read the text in silence Check comprehension and give feedback Get ps to work in pairs Give ps time to do the task

Get ps to swap and check their answers before checking as a class Write the correct answers

on the board for pupils to copy down into their notebooks

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Call a few pairs to read the dialogues aloud.

Key: 1 Yes, it is 2 No, it isn’t 3Yes, it is 4 No, it isn’t

6 Let’s play.

Tell pupils that they are going to play Line- up game Explain to pupils how to play the game and check understanding Get two groups to demonstrate the game

Start the game and put the scores and the correct sentences on the board

At the end of the game, have the class say congratulation! To the winning group and read the sentences on the board

Objectives:

By the end of this unit pupils can

Pronounce the sounds of the letters t and y in the words Tony and yes respectively.

Phonics: t in Tony and y in yes

Sentence patterns: Is that Linda?- Yes, it is./ No, it isn’t

C Resources:

Student’s book - puppets- CD/ tape- Cassette player

I Warm- up

Ask pupils to ask and answer using How do you spell your name? Give feedback

t Tony Is that Tony?

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y yes Yes, it is.

Tell ps that they are going to practice saying the letters, words and sentences in the book Put the phonics letters b and h on the board and say them a few times Ask ps to repeat after the teacher Prompt ps to say the words and sentences, paying attention to the target phonics letters

Key: 1- Tony 2- Yes

3 Let’ chant.

Ss look and read Is that Nam? chant on page 22

Play the recording Ss listen and read the chant

Tell ps that they are going to read and complete the sentences Give a few seconds for ps to readthe text in silence Use the first sentences as an example to make the task clear Get ps to work

in pairs

Give ps time to do fill the gaps Get ps to swap and correct their answer before checking as a the class

Key: 1- This 2-Hello 3- that 4- isn’t

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5 Look,read and write.

Tell ps that they are going to look at the pictures, read and fill the gaps with the appropriate words Give ps a few seconds to read the text in silence Check comprehension and give

feedback

Give ps time to do the task

Key: 1- Mai 2- Nam 3- Phong 4- Linda 5- Peter

6.Project:

Tell pupils that they are going to choose a friend and draw a picture of him/ her Check

understanding Get ps to prepare the necessary school things to carry out the project ( paper, pen, coloured pencils,…)

Give pupils time to do the project

Call several individuals to the front of the class to present their drawing

Have the class sing the How are you? song to the end the class

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Week 6 From 6/ to10/ 10/ 2014 UNIT 4: HOW OLD ARE YOU? LESSON 1

Periods 21+ 22.

A.Objectives:

Ask and answer questions about someone, using Who’s that? – It’s……

- Vocabulary: who, Mr Loc, Mary…

- Sentence patterns: Who’s that? – It’s………

C Resources: Student’s book - puppets- CD/ tape- Cassette player

I Warm- up

Pupils sing the chant “ Is that Nam?

Tell pupils that they are going to learn how to ask and answer questions about someone using Who’s that? It’s… ……….Point to the first picture and elicit the names of characters and explain what they say

Have pupils repeat the text in the bubbles a few times Repeat the procedure with the second picture

Do choral and individual repetition

Play the recording for pupils to listen and say along

a Mai: Who’s that? b Linda: Who’s that?

Nam: It’s Tony Nam: It’s Mr Loc

Tell pupils that they are going to practice asking and answering questions using Who’s that? Point to each character and elicit his/ her name Point to the first picture and elicit the words to fill the gaps Write the question and answer on the board Repeat the procedure with the other pictures

Example: Who’s that? – It’s Mr Loc

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Note: Who’s = Who is

3 Let’s talk

Tell pupils that they are going to practice more with their friends Point to each character to elicit his/ her name and the words to fill the gaps Put the question and answer on the board Have pupils repeat them a few times

Get pupils to work in pairs to act out the dialogue

A: Who is that?

B: It is Mr Loc

Call a few pairs to do the dialogue in front of the class Correct the pronunciation, if necessary.Note: show pupils the difference between this and that

Tell pupils that they are going to listen and tick the correct boxes under the pictures Give a fewseconds for pupils to look at the pictures Check understanding by elicit the names of the

characters

Play the recording three times for pupils to listen, do the task and check their answers

Get pupils to swap and check their answers before checking as a class

Key: 1-b 2-a

Tell pupils that they are going to read and complete the sentences Give a few seconds for pupils to look at the pictures and read the text in silence Check comprehension by elicit the names of the characters and the words to fill the gaps Remind pupils to write the initial letters

of the word at the beginning of each sentence in capital letters

Give pupils time to do the task Go around to offer help, if necessary

Get pupils to swap and check their answers before calling two open pairs to read aloud the dialogue Write the correct answers on the board for ps to copy down into their notebooks

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Call different pairs to read the dialogues aloud.

Key: 1- Who’s 2- Who’s that

6.Let’s write:

Tell pupils that they are going to look at the pictures and fill the gaps Give a few seconds for pupils to look at the pictures and read the sentences in silence Check comprehension and elicit the words to fill the gaps

Get pupils to swap and check their answers before writing the correct answers on the board for pupils to copy down into their notebooks

Call different pairs to read their answers aloud

Key: 2- It is Mary 3- It is Peter 4- It is Linda

Ask and answer the questions about someone’s age, using How old are you? I’m…………

Vocabulary: how old, year, one, two, three, four, five, six, seven, eight, nine, ten

Sentence patterns: How old are you? – I’m……… years old

C.Resources:

Student’s book - puppets- CD/ tape- Cassette player- Cards of English names

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D Procedures:

I Warm- up

Ask pupils to ask and answer about some pupils in the class using: Who’s that? – It’s……… and give feedback

II New lesson.

Tell ps that they are going to ask and answer questions about ages Give ps a few seconds to look at the pictures and read the text Point to the first picture and elicit what each character says Give feedback and have pupils repeat the text a few times Repeat the procedure with the second picture

a.A: How old are you? b.A: How old are you?

B: I’m eight years old B: I’m eight years old too

2 Point and say

Ss look at the pictures page 26 part 2 and tell pupils that they are going to practice asking and answering questions about someone’s age, using How old are you? – I’m……… years old Draw pupils’ attention to the pictures Elicit the names of the characters and what one says

T: How old are you, Tom?

Tom: I’m nine years old

Have pupils repeat them a few times

Teach pupils new words

How old: bao nhiêu tuổi

Year: năm, tuổi

one- ten

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Point to each character and elicit his/ her name.

Get pupils to work in pairs Check the class

3 Let’s talk.

Tell Ss that they are going to practice more with their friends Draw pupils’ attention to the picture and elicit the characters’ names and the words to fill the gaps Write on the board and have the class repeat the questions and answers a few times

A: How old are you?

B: I’m…… years old

Get pupils to work in pairs Call a few pairs to act out the dialogue in front of the class Then ask pupils to practice using their real names Call some more pupils to present their task in front

of the class Give feedback

4 Listen and write.

Ask pupils to open their books on page 27 Tell pupils that they are going to listen and fill the gaps in the sentences Give a few seconds for pupils to look at the pictures and read the text Ask pupils to guess the age of each character and check as they listen to the recording Do the first question as an example

Play the recording three times for pupils to listen, do the task and check their answers Tell pupils not to worry if they cannot understand every word, and that they should pay attention to the order and fill the gaps

Key: 1-six 2- seven 3- eight 4- ten

5 Read and tick.

Tell pupils that they are going to read and tick the correct boxes Draw pupils’ attention to the pictures and give them a few seconds to read the text in silence Check comprehension by elicit the name and age of each character Do the first question as an example Get pupils to work in pairs Give pupils time to do the task

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Get pupils to swap and check their answers before checking as a class.

Divide the class into four groups and get them to take turns to read aloud each character’s lines Key: 1- 6 2- 8 3- 10 4- 10

6 Let’s sing.

Tell pupils that they are going to sing “Let’s count from one to ten” song Teach the song

Have pupils do choral and individual repetition of the song after line When they are familiar with the tune, ask a group of three to the front of the class

Call groups of six to the front of the class to sing

Repeat the same procedure once or twice until pupils can sing from their memory

III Follow up

Ask pupils to count from one to ten and repeat question to ask about someone’s age and a pupil answers

A: How old are you?

B: I’m nine years old

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Week 7 From 17 to21/10/ 2016 UNIT 4 HOW OLD ARE YOU? LESSON 3

period 25 +26 A.Objectives:

By the end of this unit pupils can

Pronounce the sounds of the letters f and s in the words five and six respectively B Language focus:

Phonics: f in five and s in six

Sentence patterns: I’m five years old I’m six years old

II New lesson.

f fine I’m fine years old

s six I’m six years old

Tell pupils that they are going to practice saying the letters, words and sentences in the book

Put the phonics letters f and s on the board and say them a few times Ask pupils to repeat after

the teacher Prompt pupils to say the words and sentences, paying attention to the target phonicsletters Do choral repetition of the words and sentences until pupils feel confident

Ss look at the pictures page 28 and tell them that they are going to practice doing a dictation Give pupils a few seconds to read the text in silence before starting the dictation

Let pupils do the task individual while playing the recording Call two pupils to write on the board and correct

Key: 1- five 2- six

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3 Let’ chant.

Tell pupils that they are going to say the How are you? chant Teach the chant How are you? Give a few seconds for pupils to read the chant Check comprehension

Play the recording Ss listen and repeat sentence by sentence

Divide the class into two groups: one group chants the questions and the other chants the

answers

Get groups of pupils to sit face to face and practice chanting and doing the actions Go around

to offer help, if necessary

Call two groups to the front of the class to chant and do actions The rest of the class claps along to the rhythm

Tell pupils that they are going to read all the sentences on the left and pair them with those on the right by drawing a line between them Give a few seconds for pupils to read the text in silence Use the first sentences as an example to make the task clear

Give pupils time to do the task Get pupils to swap and correct their answer before checking as

a the class

Key: 1- c 2-a 3- b

Tell pupils that they are going to look at the pictures, read and fill the gaps with the appropriate words Give pupils a few seconds to read the text in silence Check comprehension and give feedback

Give pupils time to do the task

Get pupils to swap and correct their answers before checking as a class Write the correct

answers on the board for pupils to copy down into their notebooks

Key: 1- How old, I’m 2- How old, I’m, years old

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Tell pupils that they are going to interview four classmates to get their names and ages Check understanding Have a group of four pupils do a demonstration in front of the class before starting the activity

Give pupils time to do the project

Call several individuals to the front of the class to report their work

Have the class say the How old are you? chant and sing the Let’s count from one to ten song to the end the class

Introduce a friend, using This is my friend +( name)

Vocabulary: my, friend

Sentence patterns: This is my friend Mary

B.Resources:

Student’s book - puppets- CD/ tape- Cassette player

D.Procedure:

I Warm- up

Pupils say: This is + (name)

II New lesson.

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Tell pupils that they are going to introduce their friends saying This is my friend + (names) Point to the first picture and elicit the names of characters and explain what they say

Have pupils repeat the text in the bubbles a few times Repeat the procedure with the second picture

Do choral and individual repetition

a Linda: This is Mai b Linda: Mai, this is my friend Mary

Mary: Hello, Mai Mai: Hello, Mary Nice to meet you

Tell pupils that they are going to practice saying and responding to This is my friend + (name) Point to the pictures and ask pupils to fill the gaps Write all the sentences on the board and have pupils repeat each sentence

Example: Linda: Mai, this is my friend Peter

Peter: Hi, Mai

Mai: Hello, Peter Nice to meet you

Note: Remind pupils to link the words This is… When speaking.

3 Let’s talk

Tell pupils that they are going to practice more with their friends Point to each character to elicit the name and what he/ she say Ask pupils to fill the gaps Put the sentences on the board Have pupils repeat them a few times

Get pupils to work in pairs to act out the dialogue

Have pupils work in groups of three to do the dialogue, using the names of characters or their own names Go around to offer help

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Call a few groups to do the dialogues in front of the class Correct the pronunciation, if

necessary

Tell pupils that they are going to listen and tick the correct boxes under the pictures Give a fewseconds for pupils to look at the pictures Check understanding by elicit the names of the

characters and what is happening in each picture

Play the recording three times for pupils to listen, do the task and check their answers

Key: 1-b 2-a

5 Look and write.

Tell pupils that they are going to read and fill the gaps Give a few seconds for pupils to look at the pictures and read the text in silence Check comprehension by elicit the names of the

characters and the words to fill the gaps Remind pupils to write the initial letters of the word at the beginning of each sentence in capital letters

Get pupils to swap and check their answers before calling two open pairs to read aloud the dialogue Write the correct answers on the board for pupils to copy down into their notebooks.Call different pairs to read the dialogues aloud

Key: 1- This is, Hello 2- my friend, Hello

6 Let’s sing

Tell pupils that they are going to sing the “ The more we are together” song Teach the song Give a few seconds for pupils to look at the pictures and read the sentences in silence Check comprehension and elicit the new words

Explain some new words: the more, together, happier

Play recording for pupils to listen and sing sentence by sentence one or two times

Get groups of pupils to sit face to face and practice singing and doing actions

Call some volunteers to sing in class and give feedback

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Have the whole class to sing the song again.

Ask and answer about a friend, using Are they your friends?

Vocabulary: they, friend

Sentence patterns: Are they your friends?- Yes, they are./ No, they aren’t

C.Resources:

Student’s book - puppets- CD/ tape- Cassette player- Cards of English names

D Procedures:

I Warm- up

Ask pupils to sing the song on page 31 “The more we are together”

II New lesson.

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Tell pupils that they are going to ask and answer the question Are they your friends? Give pupils a few seconds to look at the pictures and read the text Point to the first picture and elicit the names of the two boys and what the other children say Give feedback and have pupils repeat the text a few times Repeat the procedure with the second picture

a.A: That’s Peter And that’s Tony b.A: Are they your friends:

B: Are they your friends? B: No, they aren’t

A: Yes, they are

2 Point and say

Tell pupils that they are going to practice asking and answering question Are they your friends? Point to the first picture and elicit the words to fill the gaps

Write questions and answers on the board

A: Are they your friends?

B: Yes, they are / No, they aren’t

Have pupils repeat them a few times

Teach pupils new words

they: họ

friend: bạn

Divide the class into two groups to do choral and individual repetition

3 Let’s talk.

Tell pupils that they are going to practice more with their friends Draw pupils’ attention to the picture and elicit the characters’ names and the words to fill the gaps Write on the board and have the class repeat the questions and answers a few times

A: Are they your friends?

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