- Ask students to write the sound into the books - Go around the classroom to provide any necessary help, ask individual students to say out the letter, the sound and the pictures.. Us[r]
Trang 1- Ss like studying English.
* Disability student: Listen, repeat and copy down.
B Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette.
2 Students’: books, notebooks, workbooks.
C Teaching methods: Sing, rub out and remember, role play.
II Warm up:* Sing: "My favourite food and drink".(5’)
- Encourage the ss sing the song in whole class.
- Some ss stand up and sing aloud
- Raise the students
- Lead in the new lesson
- Ss listen, repeat then write down the title
III New lesson
Teacher’s activities Students’ activities Step 1: Presentation
1.Vocabulary: (7')
- bread (elicit ): bánh mì
- rice ( translation): cơm
- vegetables ( elicit) : rau
- lemonade ( picture): nước chanh
* Checking vocabulary: R.O.R
- Ss listen then answer theteacher
- Ss listen then repeat after theteacher in WC, individually
- Copy down the newwords
- Do rub out and remember
Trang 22 Look, listen and repeat (5')
* Set the sence:
- Have Ss to look at the book page 20 and answer
the question:
Who are they?
What are they talking about?
- Teacher plays the recording and asks ss to listen
to the CD once
- Teacher asks ss to listen and repeat sentence by
sentence twice
- Teacher shows and ss read
- Let ss practice: T-WC, half- half, open/close
pairs
3 Model sentences (5')
- Teacher elicits the structures by asking ss to
speak out the model sentences:
Nam: Would you like some bread?
Mai: Yes, please
* Teacher models twice then check intonation
* Form:
Would you like some bread?
- Yes, please./ No, thanks.
*Meaning: Talk about about favourite food and
drink
Step 2: Practice
* Point and say: (10')
- Have ss look at the pictures and runs through
them
- Teacher models all the pictures
Example: a
Would you like some bread?
- Yes, please./ No, thanks
- Do the same with picture b, c, d
- Let ss practice: T- WC, half- half, open/close
pairs
- Correct the mistakes if necessary
Step 3: Production (4')
* Let's talk
- Ask Ss to talk about their favourite food and
drink by answering following questions
+ What's your favourite food/ drink?
+ Would you like some _?
- Look at the boock thenanswer the questions
- Listen and find out
- Listen then repeat
- Listen and answer qs
Trang 3- Do the exercise in the work book.
- Prepare the next period: Lesson 2 (4,5,6)
………
………
I Objectives:
By the end of the lesson Ps will be able to consolidate the sound of the letters Ee, Ff,
Gg, Hh and the corresponding words
II Language focus: review
egg, elf, elephant, elbow
fox, fish, frog, fork
glass, goat, garden, gorrila
hat, hen, hippo, horse
III Resources:
1 Teacher’s: student’s and teacher’s book, pictures, cassette.
2 Students’: books, notebooks, workbooks.
IV Procedure:
Teacher’s activities Student’s activities
I Warm up (5’)
- Divide class into two team,
- Give students time to write down as many letters as
possible they studied in unit 5-8
- The tea with the most correct letters wins
Play game
II New lesson
1 Tick () the right pictures (8’)
- Explain the activity
- Ask the students to say the letters Listen
Trang 4- Ask the students to name the items.
- Ask them to put a tick () into the pictures that
correspond to each letter
- Go around the classroom to provide any necessary
help, ask individual students to say out the letter, the
sound and the item
2 Match (7’)
- Explain the activity
- Ask the students to name the items, the letters and
the sounds
- Ask them to draw a line to match the big and small
letters with the corresponding pictures
- Go around the classroom to provide any necessary
help, ask individual students to say out the sound or
the item
3 Write the beginning sound (5’)
- Explain the activity
- Ask the students to name the items
- Define the beginning sound for the corresponding
item
- Ask students to write the sound into the books
- Go around the classroom to provide any necessary
help, ask individual students to say out the letter, the
sound and the pictures
4 Use the code and write the letters Says the
sounds (5’)
- Explain the activity
- Ask the students to read letters and callout the
shapes indicating for the letters
- Write them letters for corresponding shapes
- Go around the classroom to provide any necessary
help, ask individual students to say out the sounds
- Put a flag or a ball in the middle of the class
- Randomly read a word
- The students who are assigned that word from two
team race to pick up the flag or the ball
- The student who gets the flag or the ball first wins
and gains 1 point for the team
The teams with the most points wins
Say aloudTick the correct picture
Look and match
Write the correct sound
Trang 5Do the exercise in the Activity book.
- Ss like studying English
* Disability student: Listen, repeat and copy down.
B Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette.
2 Students’: books, notebooks, workbooks.
C Teaching methods: Net work, guess, role play.
- Ask ss to play into two teams
- Praise the winner
- Lead in the new lesson
- Ss listen, repeat then write down the title
III New lesson
Teacher’s activities Students’ activities
4 Listen and number (10')
- Have Ss look at the pics on P.21
- Elicit the indentification of character in the pics
- Give character in the picsand characters words
drinkfood
Trang 6and characters words
- Set the scence: “today you are going to listen
about food and drink, now you have to listen and
write the number on the box” Let’s guess first:
Picture Guess Listen
a
b
c
d
- 1st: Play the recording all way through for Ss to
listen while they are looking the pics in their book
- 2nd: Play the recording for ss to listen and number
- 3rd: Play the recording for ss to listen check their
- T introduces the topic: “you are going to look at
the pictures and fill the gaps"
* While – reading
- Ss do the task
- Practice reading: T models once
T reads- ss repeat
Each ss reads each sentence
One or two students read all
- Answer key: 1.milk; 2.lemonade; 3.water; 4.fish;
5.rice; 6.bread
- Listen to teacher
- Guess which pics is the first
- Listen then number on the box
- Listen again then check their answer
- Give answer then copy down
- Learn the new words and structure by heart
- Do the exercise in the work book
- Prepare the next period: Lesson 3 (1,2,3)
**********************************************
Period 84
UNIT 13: WHERE’S MY BOOK?
Lesson 1: Part 4, 5, 6
Trang 7- Ss like studying English.
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette.
2 Students’: books, notebooks, workbooks.
III Teaching methods: Bingo, guess.
IV Teaching processes:
1 Class organization:
2 Warm up: Bingo(5')
- Teacher prepares some words about things in the house (ten words)
- Ask ss to choose five words they like
- Who has five words same with the teacher will be a winner
- Praise the winner
- Lead in the new lesson
- Ss listen, repeat then write down the title
3 New lesson
Teacher’s activities Students’ activities
Trang 81 Listen and tick (15')
- Have pupils look at pictures a, b, c and d on page 19 of
the Student Book Elicit the identification of the
characters in the pictures and the characters’ words
Set the scence: “You are going to listen to the recording
and tick the pictures they hear ” Guess the answer
1
2
3
- Play the recording 2 times pupils to listen and number
the boxes Check their guess Compare the answer with
the partner
- Play the recording again pupils check their answers
2 Read and complete (13’)
- Have pupils open their books to Page 19 Get Ss to
identify the characters in the pictures and what they are
saying
- Tell Ss that they are going to look the pictures, read
and get information to write the missing words in the
sentences
- Ss read silently and complete the dialogues
- Ss trade their answers within pairs or groups for
correction
- Ask Ss to read the answers aloud to the class The
others listen and give comments
Answers:
1 Here 2 There 3 Here 4 there
- Make some questions to check Ss’ comprehension of
the reading text
- Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation
3 Let’s sing (10’)
Look at the pictures in the book
Listen and guess
Listen and number
Ps answer
Indentify the characters
in each picture
Work individually
Trang 9- Introduce The poster and the ball song, Page 19
- Play the recording and listen to The song
- Play the recording again for pupils to sing each line of
the rhythm
- Call on a group of six to the front of the class and do
the actions The others clap their hands after the song
- Group work Pupils practise singing and doing the
actions in groups Monitor the activity and help them
when necessary Correct pronunciation Ss’ errors
- Call on one group to perform the song at the front of
the class The rest of the class sing the song and clap the
Asking Ps to focus on the structure once again
- Retell the contain of the lesson
VI Homework: (3’)
- Learn model sentence, vocabulary by heart
- Prepare for new lesson
………
………
I Objectives:
By the end of the lesson Ps will be able to consolidate the sound of the letters Ee, Ff,
Gg, Hh and the corresponding words
II Language focus: review
egg, elf, elephant, elbow
Trang 10fox, fish, frog, fork
glass, goat, garden, gorrila
hat, hen, hippo, horse
III Resources:
1 Teacher’s: student’s and teacher’s book, pictures, cassette.
2 Students’: books, notebooks, workbooks.
IV Procedure:
Teacher’s activities Student’s activities
I Warm up (5’)
- Divide class into two team,
- Give students time to write down as many letters as
possible they studied in unit 5-8
- The tea with the most correct letters wins
Listen Play game
II New lesson
1 Tick () the right pictures (8’)
- Explain the activity
- Ask the students to say the letters
- Ask the students to name the items
- Ask them to put a tick () into the pictures that
correspond to each letter
- Go around the classroom to provide any necessary
help, ask individual students to say out the letter, the
sound and the item
2 Match (7’)
- Explain the activity
- Ask the students to name the items, the letters and the
sounds
- Ask them to draw a line to match the big and small
letters with the corresponding pictures
- Go around the classroom to provide any necessary
help, ask individual students to say out the sound or the
item
3 Write the beginning sound (5’)
- Explain the activity
- Ask the students to name the items
- Define the beginning sound for the corresponding item
- Ask students to write the sound into the books
Listen Say aloudTick the correct picture
Look and match
Write the correct sound
Trang 11- Go around the classroom to provide any necessary
help, ask individual students to say out the letter, the
sound and the pictures
4 Use the code and write the letters Says the sounds
(5’)
- Explain the activity
- Ask the students to read letters and callout the shapes
indicating for the letters
- Write them letters for corresponding shapes
- Go around the classroom to provide any necessary
help, ask individual students to say out the sounds
III Production: who is faster (5’)
- Divide class into two teams, seating two sides of the
class
- Assign the students in each team the words from U5-8
- Put a flag or a ball in the middle of the class
- Randomly read a word
- The students who are assigned that word from two
team race to pick up the flag or the ball
- The student who gets the flag or the ball first wins and
gains 1 point for the team
The teams with the most points wins
Unit 9: LETTER I - Part 1
1B
1C
22/2/20171/3/2017
………
………
I Objectives:
By the end of the lesson Ps will be able to:
Recognize and pronounce the letter Ii and its sound correctly
Understand, recognize and say the three Ii words
Write the letter Ii
II Language focus:
- Vocabulary: Ink, igloo, iguana
III Resources:
Trang 121 Teacher’s: student’s and teacher’s book, pictures, cassette.
2 Students’: books, notebooks, workbooks.
IV Procedure:
Teacher’s activities Student’s activities
I Warm up: ( 5’)
- Divide class into two teams (the students can choose
their team’s name)
- Give each team the same numbers of flash cards about
what they have learned in previous lessons (5 or 6 cards)
- Give the students time to remember their pictures
(1minute)
- Each team select one students to come to the board and
draw all the pictures in their team
Set the time for the student to draw
Listen and play game
II New lesson
1 Listen, point and repeat Colour (Track 55)
Introduction of letter I, its sound and how to pronounce
the words beginning with Ii (15’)
- Use a card with letter Ii (or write on board the letter Ii)
to introduce to the students the new lesson
- Instruct students how to pronounce the letter name and
the letter sound by saying: “This is the letter I/aɪ / The
letter I says /ɪ/.”
- Repeat several times and check students’ pronunciation
(letter I /a/ and its sound /ɪ/)
- Use the phonics cards with ink, igloo and iguana, read
the words out loud and have students repeat
- Use gestures (hand actions) to help students to
understand the meanings of the three words
(ink: imitate writing with a pen, igloo: mime being cold,
iguana: make a lizard’s head with hand and move it left
and right quickly)
- Show each cards and have students repeat the words
chorally several times
- Correct their mistakes (if any)
Activity: acting out (5’)
- Call a volunteer student to the front of the class
Show him/her a phonics card or whisper a word, and
have student act it out
- The other students will guess the word of the picture
- Who guesses correctly first will get a small gift
Trang 13III Production (5’)
Writing in the air
Show the letter Ii again, have students write the Ii in air
with their fingers
Write in the air
- Ss like studying English
* Disability student: Listen, repeat and copy down.
B Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette.
2 Students’: books, notebooks, workbooks.
C Teaching methods: Net work, guess.
D Teaching processes:
I Class organization:
Trang 14Class Date of teaching Absent Students
- Ask ss to play into two teams
- Praise the winner
- Lead in the new lesson
- Ss listen, repeat then write down the title
III New lesson
1 Listen and repeat (10’)
- Introduce the letters and the sounds /f/ and /sh/
- Teacher expresses how to pronounce the sound
exaxtly
- Ask ss find some words have the sounds they have
learnt to help ss practice more
- T gives words, sentences Ask ss to repeat in WC
Check intonounciation
- Practice: T-Ss, half-half, open/close pairs
- T checks ss' pronounciation
2 Listen and tick Then write and say aloud (10’)
- Have pupils look at the sentences and guess the
suitable words to fill in the blank
- Play the recording 2 times pupils to listen and fill the
blanks Check their guess Compare the answer with
food