giáo án Tiếng Anh tuần 4

- Write the lyrics of the chant on the board - Without music, use the phonics cards and step students to sing the chant with ball.. Do the same with bed and bee.[r]

Week 4

Date of planning: 24/9/2016

Period: 13 th

UNIT 2: I’M FROM JAPAN

Lesson 3: 4 Read and complete - 5 Let’s write - 6 Project.

Class Date of planning Absent

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

+ Read and write a short paragraph about themselves

II Language focus:

Revision of sentence patterns and vocabulary

- Divide the class into two groups, each group saylng one verse of the

chant

What nationality are you?

I’m Vietnamese

Work in group

2 Read and

complete(10’)

- Tell pupils that they are going toread the text and complete thetable

- Give pupils a few seconds tolook at the picture Point to thechildren in the picture and ask:

Who's in the picture? Where arethey? Where’s he/she from?

What’s his/her nationality?

- Tell pupils that the text will tellthem more about the children

They will know which cities theyare from

- Set a time limit for pupils to dothe task independently Walkaround monitoring and offeringhelp

- Get pupils to swap their answers

Keys:

Tony: Sydney Australia Australian 'Llnda: London England EnglishTom: New York America American

T-Whole class

Work individuallyWork in pairs

and correct them before checking

as a class Do a choral repetition

of the text if there is enough time

- Set a time limit for pupils to dothe task independently Remindpupils to give genuine facts aboutthemselves

- Get pupils to swap their writingand call one or two to read aloudtheir work

- If time allows, ask pupils torole-play the dialogue in pairs

Work individually

Work inpairs/groups

4 Project

(10’)

- Tell the class about the project

Pupils should select a country andmake a name card for themselves

They should also draw a smallflag of the country Prepareresources like scissors, cards,rulers, pens and crayons

- Ask pupils to look at the samplename card in their books, and tellthem to draw a rectangular box of9cm {width} x 5cm (height) on acard Have them copy down thetext onto the box and completethe details before drawing the flagand trimming the card

- Have a display of all the namecards and select a few pupils topresent theirs orally beforeremoving all the cards to keep inpupils’ portfolios

- You may also select the threebest cards and award the pupilswith small prizes (e.g stickers orpencils).That way, pupils will bemore motivated to do the project

Work individually

Work inpairs/groups

- Do tasks in Workbook Unit 2

Individual

Unit 2: LETTER B – Part 2, 3

I Aim and Objectives

By the end of the lesson, students will be able to:

- to practise the letter Bb /bi:/ and its sound/ b / and the corresponding words

II Languge focus

Review vocabulary : bee, bed, ball

III Reourcess : Pupil’s book, CD, phonics cards

IV.Proceduce

I Warm up: ( 5’)

Slap the board

B, b, bee, bed, ball

Play game

II New lesson( 25’).

1 Listen and point Colour

Read the commands with preceding “Look

& a” (10’)

- Have students look at their books and listen to

the words: Look! A ball! Look! A bed! Look!

A bee!

- Use gestures (hand actions) to help Students

to understand the meanings of commands

- Ask students repeat by using the phonics

cards of ball, bed, bee combining with gestures

- Say: a ball Ask students to point to the

corresponding items in the picture Repeat with

the rest of the items in random order

Listen

Listen and repeat

- Ask students to look at the missing puzzle

pieces and draw lines to match them to the

pictures Go around the classroom, asking

students to name the items they are matching

Activity: Pass the phonics card Game (5’)

- Using the phonics cards of Bb, ball, bed, bee

- Line up the students into 2 teams

- Give the first student of each team a phonics

card and say “Go”

- The students say the corresponding words and

pass the phonics card over their head to the

students behind them

- Next, those students repeat the word and pass

the phonics card between their legs to the

students behind them

- Continue to pass the phonics card over their

heads and between their legs to the last students

- Whichever team hands their phonics card

back to you and says the word correctly will get

2 Chant and show! (10’)

- Write the lyrics of the chant on the board

- Without music, use the phonics cards and step

students to sing the chant with ball Do the

same with bed and bee.

- With music, the whole class sings the whole

chant Do the chant again using gestures for

- Ask students write down: Bb, ball, bed, bee

into their notebook

Draw lines to match

Listen

Play game

Read the words of chant

sings the chant

UNIT 2: WHAT’S YOUR NAME?

Lesson 3: 4 Read and match - 5 Read and match - 6 Project

Class Date of teaching Absent of student

Objective Ss will be able to review asking, answering and spelling about

name they’ve learntLanguage focus + Hello, I’m _

+ What’s your name? My name’s _

+ How do you spell your name ?

Resources Tape, textbook, flashcards, pictures

- Comment and correct the mistakes

- Give feedback

Whole class

Groups individual

- My name’s…

Groups

Individual

4.Project (10’) - Asks Ss work in group of 5.

- Each member in group have to interview to know their names by using the following sentence patterns:

+ What’s your name?

- My name’s ………

- Give Ss 5 minutes to do the task.

- Go around and monitors

- Call on some Ss to show their result

Unit 2: LETTER B - Part 4, 5

I Aim and Objectives

By the end of the lesson, students will be able to:

- to practise the letter Bb /bi:/ and its sound /b / and the corresponding words

- to learn an extra b word

II Languge focus

- Vocabulary : bee, bed, ball

III Reourcess : Pupil’s book, CD, phonics cards

Teacher’s activities Student’s activities

I Warm-up (5’)

- Greet students

- Show the phonics cards, ask students to do

corresponding actions then say the sound of the

letter and words

- Have students sing the chant in lesson 1, keep

the rhythm by clapping their hands or snapping

their fingers

II New Lesson

1 Listen And Read Along (8’)

- Encourage the students to point to the picture

of the word that the teacher says

- Play the CD Have the students listen to the

story once

- Play the CD again The students listen and

point to the pictures of the key words when they

hear them in the story

- Read the story The students follow their

books

- Teacher reads the printed words then let the

students look at the pictures and say the words

- Ask students work in pairs One reads while

the other checks, then they change roles Or one

reads the printed words while the other looks at

the pictures and says the words

Activity: Say the Sight Words (5’)

- Point to and say the sight words: b, for, and

- Have students repeat

- Have some students read them aloud

Activity: Chinese Whispers Game (5’)

- Divide the class into 2 or 4 teams with the

same numbers of students in each team

- The first student of each team runs to the

teacher (at the same time); teacher whispers a

word/words to them

- The first student whispers the word/words to

the student sitting next to or behind him/her and

so on

- The last students say the word/words aloud

2 Song (7’)

sing the chant

Point to the pictureListen to the story once

Listen and point to the pictures

of the key words

Say the sight wordsRepeat

Read them aloud

- Put the ant, apple and alligator phonics cards

up on the board

- Point to the ant and say: “B for bee” The

students repeat

- Follow the same procedure and present the

rest of the song

- Play the CD The students listen and sing

along

- Play the CD again The pupils sing and do

corresponding actions

III Production (5’)

Activity: Which One Is Missing?

- Put the phonics cards face up on the

table/stick them on the board

- Give the students a minute to look at the

cards

- Have students close their eyes and then you

take away one cards

- Tell the students to open their eyes and name

the missing cards

IV Home-link (5’)

Repeat

Listen and sing along

sing and do corresponding actions

Listenlook at the cards

UNIT 3: WHAT DAY IS IT TODAY?

Lesson 1: 1 Look, listen and repeat - 2 Point and say.

Class Date of planning Absent

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

+ Use the words and phrases related to the topic Days of the week

+ Ask and answer questions about where the days of the week, using: What day is

it today? It’s …

II Language focus:

- Vocabulary: today, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday,

Sunday.

- Sentence pattern: What day is it today? - It / Today is

- Skills: speaking and listening

- Point to it and say Today is + (name of the day), and write the day on the board In order to give pupils an idea of days, use a calendar, point to each day and tellpupils that they go to school on Mondays Tuesdays Wednesdays,Thursdays and Fridays, and that they study English on Mondays and Wednesdays, for example

Whole classIndividuals

- Ss look at the picture a, b, c, d and ask the questions:

+ Who are they?

+ Where are they?

+ Who’s the teacher?

+ What are they talking about?

- Play the recoding a few time for

Ss to listen, point and repeat

- Play the recording again for Ss tolisten and say along

They are Miss Hien and class

They’re in the classroom

Miss Hien is the teacher

…

Whole class

Groups / Pairs

Whole classIndividuals

3 Point and

say (20’)

- T asks Ss to look at the pictures

to understand how the language is used in different contexts

- Ss point to the first picture and ask - answer the questions to elicit the formal greeting used

+ Who are they?

+ Where are they?

- Tell Ss that they are going topractice asking and answeringquestions about days of the week,

using What day is it today? It’s

…

New words:

today, Monday, Tuesday,

Wednesday, Thursday, Friday, Saturday, Sunday.

Structure:

What day is it today?

Whole class

Groups / Pairs

Whole class

- Have them look at the pictures.

- Get Ss to point to the name of each day on the calendar and repeat each twice

- Drill Ss on the questions andanswers chorally

Work to pain Ask your partners what day it is today.

- Tell Ss that they are going topractise asking questions about thedays of the week Using What day

is it? and answering with the name

of a specific day

- Have them play a guessing game

in pairs Ask each pair to writeeach day of the week on a slip ofpaper and put the paper slips facedown on the desk S1 draws a slip

of paper without looking at it S2asks What day is it? S1 shouldguess and say a day, and then look

at the paper it the answer matchesthe day on the paper, he/she scoresone mark and continues to drawanother slip If the answer does notmatch the day on the paper, S2 has

a turn The S scoring the mostmarks will be the winner

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

- Check as a class and correct pronunciation

It’s Monday

Language note:

Remind pupils that the days of the week start withcapital letters

Write the bbreviations of thedays on the board (i.e Mon Tues

Wed Thurs Fri

Sat and Sun.) and ask pupils to read aloud the days in full forms

Pairs

Pairs

4 Home-link.

(5’)

- Review the content of lesson

- Asks Ss to learn and write new words and structure

- Learn new words and structures,prepare for the next lesson

Class Date of planning Absent

I Objectives: By the end of the lesson, students will able to:

- learn and write the letter Oo and its sound

- learn three Oo words

II.Vocabulary: olive, orange, octopus

III Teaching aids: CD, Phonics cards, paper including the lyrics of the chant

IV Procedures

I Warm up(5’): Matching

- T prepares some phonics cards and the meaning of that words.

- T sticks all of them on the board

- Have Ss match in the right orders T invites Ss go to the board

to match

- Invite other Ss to check

- Give feedback

II New Lesson

1 Listen and point Choose.:(10’)

- Have Ss look at the books and listen to these words

- T points to the words and has Ss repeat many times

- T plays the CD Have Ss listen and point to the This is an

olive, This is an orange, Is this an octopus?

- Ask Ss to colour , using any colour they like

- Go around the classroom, asking Ss to name the items they

are coloring

Look at the board

Follow T’s instructionPlay game

-Look and listen-Listen and point

Colour

-Listen and

Activity: Pass the phonics card Game (5’)

- Using the phonics cards and line up the Ss into 2 teams

- Give the first Ss of each team a phonics card and say “Go”

- The Ss say the corresponding words and pass the phonics card

over their head to the Ss behind them

- Which team has the most point will be the winner

- Continue the game as many times as necessary

2 Chant and show!(10’)

- Put up the lyrics of the chant on the board

- Without music, use the phonics cards and step Ss to sing the

chant

- The whole class sings the whole chant

- Ask Ss to look at the phonics card and hold up the cards when

they chant ones

- Repeat the chant with out CD Keeping the rhythm by

-Listen

-Listen and chant

UNIT 3: THIS IS TONY Lesson 1: 1 - 2 - 3

Class Date of teaching Absent of student

Objective Ss will be able to introduce someone

Language focus - Sentence Partners: This is Tony

- Set the scene “you are going to listen to T introduce someone to class, The class greet the newcomer

- Play the recording and ask Ss to listen to the tape

- Ask Ss to listen and repeat in chorustwo times

- Call on one pair One repeats teacher’s part, the other repeats Ss’

part

- Have whole class repeat all the phrases a few times to reinforce their pronunciation And do the same with the dialogue between Linda and Mai

a Vocab:

1 This

2 That

b.Model sentence:

This/That

is + (Name)

Whole class

Whole classPairs

- Model the task with one Student

- Ask Ss to work in pairs, using modelsentences and the words in each picture as a cue

- This is

- Hello,…

Nice to meet you

Whole class

Pairs

4.Let’s talk

(10’)

- Ask students to look at the pictures

in the book Ask them to identify thecharacters in the pictures

- Ask Ss work in groups to introducesomeone Call some groups to act out

- This is

- Hello,…

Nice to meet you _

Individual

Groups

- Correct their pronunciation.

UNIT 3: THIS IS TONY.

Lesson 1: 4 Listen and tick - 5 Look and write - 6 Let’s sing

Class Date of teaching Absent of student

Objective Ss will be able to listen and write about introducing someone

Language focus Review:

- Sentence Partners: This is Tony

- Ask Ss to look at the pictures

and dicuss about the differences among these pictures

- Tell Ss that they are going to listen and tick the correct boxes under the pictures

- Draw their attention to the pictures

- Elicit the name of the characters,the voices (boy – girl )

- Play the recording through for

Ss to listen and ask Ss to work in pairs

- Play the recording again for Ss

to listen and tick the correct answers

- Ask Ss to exchange their answers with their partners before

Whole class

Pairs