giáo án 3 moi 2015 2016 (moi16 17) HK 2 (1) (1)

- Ask P to open the book at P6 and look at the section1 - Run through the picture - Play the tape once, ask P to listen carefully.. Ask the pupil to look the friends and pictures - Play

Trang 1

I Objectives: After the lesson, pupil will be able to ask and answer questions

about family member, using Who’s that? He’s / She’s + family member

II Language focus:

1.Vocabulary: grandfather, grandmother, father, mother, sister, brother

2 Model sentence: Who’s that?

He’s/She’s my _

III Resources: Pupils’ book, recording, flash cards.

B Procedure

- Set the scene

- Ask P to open the book at P6 and look at the section1

- Run through the picture

- Play the tape once, ask P to listen carefully

- Play the tape twice, ask P to listen&repeat (whole class)

- Play the tape third, ask P to listen&repeat (half-half)

- Ask P to read the dialogue ( open pair &close pair )

- Ask one pair for checking

Trang 2

say(10’) asking and answering the

question to identify a family member, using Who’s that?

He’s/She’s + family member

- Point to picture and have pupils repeat the words under it a few times

- Elicit the word to fill the gap

- Write the question and answer

on the board

- Do choral and individual repetition, using the pictures in the book

- Get pupils to practise in pair

He’s/She’s + family member

Pairs work

Pair work

4 Let’s talk(8’) - We are going to practise more

with their friends

- Look at the pictures

- Point to the activities and elicit the words to fill the gaps

- Put the sentences on the board and have pupils repeat them a few times

- Get a pair to give a demonstration of the dialogue before starting the activity

- Work in pairs

- Call a few pairs to act out the dialogue in front of the class

He’s/She’s my

Pairs work

5 Homelink(2’) Practise more with your friends

Remark after the

lesson:

~~~~~~~~~~~~~~~~~~~~

Trang 3

Week:

Period

Lesson 2(1,2,3)

A Overview

I Objectives: By the end of this lesson, pupils will be able to ask and answer

about the age of a family member, using How old is your + family member.?

1 New words: sixty eight, sixty five, forty two, forty one, thirteen, ten

He’s/She’s

III Resources: Pupils’ book, recording.

B Procedure

- Checking attendance

- Checking the previous lesson

Ask SS to sing the “ A Happy family” song

2 Look, listen &

repeat(10’)

- Set the scene

- We are going to practise askingand answering questions about the ages of family members

- Ask pupil to open the book at P8 and look at the section1

- Run through the picture Ask the pupil to look the friends and pictures

- Play the tape once, ask pupil to listen carefully

- Play the tape twice, ask pupil tolisten & repeat (whole class)

- Play the tape third, ask pupil to listen&repeat (half-half)

- Ask pupil to read the dialogue (open pair & close pair )

Whole classGroups workIndividual

How old is your ?

He’s/She’s .

Trang 4

- Check concept: meaning, using, forming, pronunciation

3 Point &

say(10’)

- Run through the pictures and teach the new words

68: sixty-eight 65: sixty-five 42: fourty-two 41: fourty-one 13: thirteen 10: ten

- Model with picture b

Ex: How old is your grandmother? She’s 65

- Ask a good student to do with the second picture & others listen

- Ask SS to work in pairs to practice

- Ask some pairs for checking

Whole class Pairs work Individual

4 Let’s talk(10’) - Set the scene

- Let SS know how to do

- Run through the pictures

- Ask a good student to model

How old is your mother?

She’s 42

- Ask SS to work in pairs to practice - Call some pairs for checking Pairs work Whole class Individual 5 Home link(5’) - Practise more at home Remark after the lesson:

Trang 5

Week:

Period:

Lesson 3(1,2,3)

A Overview

I Objectives: After the lesson pupils will be able to pronounce the sounds of the

letters br and gr in the words brother and grandmother respectively Skill:

listening, reading & speaking skill

1 Phonics: “br”as in brother

“gr” as in grandmother

2 Vocabulary: review

3 Model sentence: review

B Procedure

- Call some groups to front of theclass to sing and perform

Whole class

2 Listen &

repeat (10’)

- Set the scene

- Ask SS to open the book at P10and look at the section 1

- Run through the letters: br and

gr and the sentences:

br brother That’s my brother

gr grandmother My grandmother’s fifty-five years old

- Play the tape once, ask SS to listen carefully

- Play the tape twice, ask SS to listen& repeat(whole class)

- Play the tape third, ask SS to listen& repeat (half-half)

- Ask SS to read the dialogue ( open pair &close pair )

Br brother That’s my brother

Gr grandmother

My grandmother’s fifty-five years old

Whole classHalf half

Open pairsClose pairs

3 Listen &

write(10’)

Pre listening:

- Set the scene

- Run through the sentences

- Let SS know how to doWhile listening:

Key: 1.brother

2 grandfather

Trang 6

- Ask SS to read individually silently and complete the sentences.

- Ask SS to work in pairs for correction

Post listening:

- Call some pairs for checking

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

IndividualPairs work

4 Let’s

chant(10’)

Summary:

- Play the recording all the way through for pupils to listen while they are reading the chant

- Ask each line of the rhyme SS

to listen & repeat

- Divide the class in to three

One group repeat, others do the actions Repeat the step but this time the groups swap their parts

- Call on one group to perform the chant at the front of the class

The rest of the class sing along

- Have the whole class sing the song again to reinforce their pronunciation

- Ask pupils to retell the model sentence

How old is she?

chant

Whole classGroup work

5 Home link(2’) Do exercise E

~~~~~~~~~~~~~~~~~~~~

Trang 7

Week:

Period:

Lesson 1(1,2,3)

A Overview

I Objectives: After the lesson, pupil will be able to describe a house, using

There’s a + house facility

1.Vocabulary: living room, kitchen, bathroom, bedroom, dining room, garden

2 Model sentence: There’s a

B Procedure

Ask SS to chant “ How old is he?”

Whole class

2 Look, listen &

repeat(10’)

- Set the scene

There’s a garden

- Point to picture and have pupilsrepeat the words under it a few

There’s a It’s very nice!

Trang 8

on the board

Pair work

with their friends

- Work in pairs

There’s a Wow! It’s !

Pairs work

Remark after the

lesson:

~~~~~~~~~~~~~~~~~~~~

Trang 9

I Objectives: By the end of this lesson, pupils will be able to ask and answer

questions about things in the house, using Is there a + house facility?

1 New words: pond, gate, yard, fence

Yes, there is / No, there isn’t

B Procedure

Ask pupils to sing the “ The way

I clean my house” song

2 Look, listen &

repeat(10’)

- Set the scene

- We are going to practise askingand answering questions about house facilities

- Run through the picture Ask the pupil to look the pictures

Yes, there is

No, there isn’t

How old is your ?

He’s/She’s .

Trang 10

3 Point &

say(10’)

Pond: cái ao Gate: cổng Yard: sân Fence: hàng rào

- Model with picture a

Ex: Is there a pond?

Yes, there is - Ask a good student to do with the second picture & others listen - Ask SS to work in pairs to practice - Ask some pairs for checking Whole class Pairs work Individual 4 Let’s talk(10’) - Set the scene - Let SS know how to do - Run through the pictures - Ask a good student to model Is there a pond?

Yes, there is./ No, there isn’t - Ask SS to work in pairs to practice - Call some pairs for checking Pairs work Whole class Individual 5 Home link(5’) - Practise more at home Remark after the lesson:

~~~~~~~~~~~~~~~~~~~~

Trang 11

letters ch and th in the words kitchen and bathroom respectively Skill: listening,

reading & speaking skill

1 Phonics: “ch”as in kitchen

“th” as in bathroom

B Procedure

- Set the scene

- Run through the letters: br and

gr and the sentences:

ch kitchen This is the kitchen

th bathroom Is there a bathroom?

- Play the tape once, ask pupils

to listen carefully

- Play the tape twice, ask pupils

to listen& repeat(whole class)

- Play the tape third, ask pupils

to listen& repeat (half-half)

- Ask pupils to read the dialogue ( open pair &close pair )

ch kitchen This is the kitchen

th bathroom

Is there a bathroom?

Trang 12

- Run through the sentences.

- Let pupils know how to doWhile listening:

- Ask pupils to read individually silently and complete the

sentences

- Ask pupils to work in pairs for correction

Post listening:

large

2 Is there a kitchen?

4 Let’s

chant(10’)

Summary:

- Ask each line of the rhyme

pupils to listen & repeat

Is there a garden? chant

~~~~~~~~~~~~~~~~~~~~

Trang 13

about loctions, using Where’s the + noun(singular)?

1.Vocabulary: poster, bed, chair, picture, coat, ball

2 Model sentence: Where’s the ? – It’s here/there

B Procedure

Ask pupil to play “ Bingo” aboutthe words they’ve learnt

Whole class

2 Look, listen &

repeat(10’)

- Set the scene

It’s here/ there

- Point to picture and have pupils

Whole class

Where’s my book?

It’s here/ there.

Trang 14

repeat the words under it a few times

on the board

Pairs work

Pair work

with their friends

- Work in pairs

Where’s the ?

It’s here/ there

Pairs work

Remark after the

lesson:

~~~~~~~~~~~~~~~~~~~~

Trang 15

I Objectives: By the end of this lesson, SS will be able to ask and answer

questions about location, using Where are the + noun (plural)?

1 New words: near, under, on, behind

They’re

B Procedure

Ask pupils to sing the “ The poster and the ball” song

2 Look, listen &

repeat(10’)

- Set the scene

- We are going to practise askingand answering questions about things in the room

They’re under

my bed

Where are my posters?

They’re under my bed.

Trang 16

3 Point &

say(10’)

near under on behind

Ex: Where are the chairs?

They are near the table - Ask a good student to do with the second picture & others listen - Ask pupils to work in pairs to practice - Ask some pairs for checking Whole class Pairs work Individual 4 Let’s talk(10’) - Set the scene - Let SS know how to do - Run through the pictures - Ask a good student to model Where _?

It’s / They are - Ask SS to work in pairs to practice - Call some pairs for checking Pairs work Whole class Individual 5 Home link(5’) - Practise more at home Remark after the lesson:

~~~~~~~~~~~~~~~~~~~~

Trang 17

letters ch and wh in the words chair and where respectively Skill: listening,

reading & speaking skill

1 Phonics: “ch”as in chair

“wh” as in where

B Procedure

vocabulary learnt

Whole class

2 Listen &

repeat (10’)

- Set the scene

- Run through the letters: ch and

wh and the sentences:

ch chair It’s inder the chair

wh where Where’s the ball?

to listen carefully

ch chair It’s inder the chair

wh where Where’s the ball?

3 Listen &

write(10’)

Pre listening:

- Set the scene

- Ask pupils to read individually

Key: 1 Where’s

2 chair

Individual

Trang 18

silently and complete the sentences.

Post listening:

Pairs work

4 Let’s

chant(10’)

Summary:

Where’s the book? chant

~~~~~~~~~~~~~~~~~~~~

Trang 19

about things in a room, using Are there any + thing( lural) + location?

1.Vocabulary: poster, bed, chair, picture, coat, ball

2 Model sentence: Are there any chair in the room? – Yes, there are

B Procedure

Ask pupil to sing the song The poster and the ball

Whole class

2 Look, listen &

repeat(10’)

- Set the scene

Yes, there are

Whole class

Pairs work

Are there any chairs in the room?

Yes, there are.

It’s here/ there.

Trang 20

say(10’) asking and answering the

question about things in a room

- Point to picture and have pupils repeat the words under it a few times

on the board

Pairs work

Pair work

with their friends

- Work in pairs

Are there any _?

Yes, _

No,

Pairs work

Remark after the

lesson:

~~~~~~~~~~~~~~~~~~~~

Trang 21

questions about the quantity of things in a room, using How many + thing(plural) +are there?

1 New words: fans, mirrors, doors, windows

There are eight

B Procedure

Play a game of Bingo, using vocabulary learnt

2 Look, listen &

repeat(10’)

- Set the scene

Let’s count them One, two, three, … Thereare eight

b, And how many cups are there?

There are six

Trang 22

- Check concept: meaning, using,forming, pronunciation

Ex: How many fans are there?

There are two

- Ask pupils to work in pairs to practice

Whole classPairs workIndividual

- Let SS know how to do We aregoing to practise more with their friends

- Give a few seconds for pupils

to look at the pictures and elicit the name of each room and the number of things in the room

- Point to the beds in the first picture and prompt pupils to say the words to fill the gaps

How many chairs are there?

There are four

Pairs workWhole classIndividual

How many chairs are there?

There are eight.

Trang 23

letters a and u in the words fan and cup respectively Skill: listening, reading &

speaking skill

1 Phonics: “a”as in fan

“u” as in cup

B Procedure

vocabulary learnt

Whole class

2 Listen &

repeat (10’)

- Set the scene

- Run through the letters: ch and

wh and the sentences:

a fan Ther’s a fan on the wall

u cup There’s a cup on the table

to listen carefully

a fan Ther’s a fan on the wall

u cup There’s

a cup on the table

3 Listen &

write(10’)

Pre listening:

- Set the scene

- Let pupils know how to do

Key: 1 Where’sthe cup?

2 Where’s the fan?

Trang 24

- Call some pairs for checking.

4 Let’s

chant(10’)

Summary:

How many desk? chant

~~~~~~~~~~~~~~~~~~~~

Trang 25

about toys, using Do you have + word for toys?

1.Vocabulary: a doll, a car, a robot, a puzzle

2 Model sentence: Do you have a teddy bear? – Yes, I do

B Procedure

Ask pupil to read the chant How many desks?

Whole class

2 Look, listen &

repeat(10’)

- Set the scene

Trang 26

question using Do you have a + word for toys?

- Point to picture and have pupilsrepeat the words under it a few times

on the board

Pairs work

Pair work

with their friends

- Work in pairs

Do you have a……?

Yes, _

No,

Pairs work

Remark after the

lesson:

~~~~~~~~~~~~~~~~~~~~

Trang 27

questions about toys, using Does he/she have + word for toys?

1 New words: a yo yo, a ship, a plane, a kite

Yes, he does

B Procedure

Play a game of Bingo, using vocabulary learnt

2 Look, listen &

repeat(10’)

- Set the scene

Yes, he does

Does your mother have a car?

Trang 28

- Check concept: meaning, using,forming, pronunciation

Ex: Does she have ?

Yes, she does / No, she doesn’t

- Ask pupils to work in pairs to practice

Whole classPairs workIndividual

- Let SS know how to do We aregoing to practise more with their friends using our own names

- Give a few seconds for pupils

to look at the pictures and elicit the name of each room and the number of things in the room

- Point to the beds in the first picture and prompt pupils to say the words to fill the gaps

How many chairs are there?

There are four

Pairs workWhole classIndividual

5 Home link(5’) - Practise more at home

Remark after the

Trang 29

letters pl and sh in the words plane and ship respectively Skill: listening, reading

& speaking skill

1 Phonics: “pl”as in plane

“sh” as in ship

B Procedure

vocabulary learnt

Whole class

2 Listen &

repeat (10’)

- Set the scene

- Run through the letters: pl and

sh and the sentences:

pl plane She has a plane

sh ship Do you have a ship?

to listen carefully

pl plane She has a plane

sh ship

Do you have a ship?

3 Listen &

write(10’)

Pre listening:

- Set the scene

Key: 1 Linda has a ship

2 My brother doesn’t have a plane

Trang 30

- Ask pupils to read individually silently and complete the

sentences

Post listening:

4 Let’s

chant(10’)

Summary:

Do you have a doll? chant

~~~~~~~~~~~~~~~~~~~~

Định dạng
Số trang	61
Dung lượng	424,5 KB