Unit 6: A visit to the zoo

- By the end of this lesson, Students will be able to pronounce correctly to the sound(s) of the letters ou in the words count and that of the letters ow as in how - Listen and number t[r]

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Date of teaching: 2/11/2015 period: 33rd

UNIT 6: A VISIT TO THE ZOO

Lesson 1: parts 1, 2

I Objectives :

- By the end of this lesson, students will be able to ask and answer the questions about what people did at the zoo

- Develop listening, reading and speaking skill

II Teaching methods :

- Communicative approach.

- Techniques:

+ Ask and answer (say individually)

+ Work in pairs/ groups

+ Discuss

III Teaching aids :

- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets

- Students’ aids: books, notebooks, workbooks

IV Languages focus :

* Vocabularies:

Took at the zoo, walked around, anything special, had a picnic lunch, animal show

* Sentence partern: A: What did you do at ……….?

* New words (pictures):

 took us to the zoo

1.Look, listen and repeat.

- Focus Ss’ attention on the title of the unit, situations of the

lesson by pictures and the texts in the book

- Ask Ss to identify the characters in the pictures

- Set the scene: “Nam’s class had a visit to the zoo in the

morning Now Nga is asking him about the trip”

- Play the recording for Sts to listen

- Play the recording again for Sts to repeat sentence by sentence

T – w class

T – W classrepeat and copy

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- Divide the class into groups to take turns, then opened pairs

and close pairs practice

- Tell Ps to find out the new structure:

1, A: What did you do at the zoo?

B: We walked around to see the animals

2, A: What did you do at the zoo?

B: We had a picnic lunch at the zoo

B: We +V-ed ……….

2 Point, ask and answer.

- Set the context: “Imagine you went to the zoo yesterday We’re

going to practice asking and answering questions about your

visit to the zoo”

- Group the verbs into two columns on the board: one column is

the base form of the verbs and the other is the past form Get Ss

to pay attention to the difference between the verb form

- Model the task with the whole class

 Point to the girl in P.a and ask:

What did you do at the zoo?

Class: We took pictures

 Repeat the step a few times

- Write the model on the board & get Ss to repeat

- Go through the task with the other pictures (focus on

pronunciation and fluency)

- Ask Sts to work in pair, asking and answering the questions

Monitor the activity, check pronunciation and offer Sts help

when necessary

- Ask some pairs to ask and answer in front of the class while

others observe and give comments (using the character

flashcards)

* Summary and Home- link:

- Consolidate the content of the lesson.

- Ask Ss to select and draw one of the animals they like for the

class display in the next lesson

Whole class

T – whole class

Date of teaching: 2/11/2015 period: 34th

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UNIT 6: A VISIT TO THE ZOO Lesson 1: parts 3, 4

I Objectives:

- By the end of this lesson, students will be able to ask and answer the questions about what people did at the zoo

- Develop listening, reading and speaking skill

II Teaching methods:

- Communicative approach.

- Techniques:

+ Ask and answer (say individually)

+ Work in pairs/ groups

- Students’ aids: books, notebooks, workbooks

IV Languages focus:

* Vocabularies:

Took at the zoo, walked around, anything special, had a picnic lunch, animal show

* Sentence partern: A: What did you do at ……….?

3, Listen and tick

- Get Ss to look at the picture and tell them the purpose of

listening : You are going to listen and tick the correct picture in

each number

- Ask Ss to look at the pictures and guess what they indicate.

- Run through all the pictures (using elicit qs)

- What’s this/ Who’s this/ …

Note:

1 a two children at the zoo entrance

b a girl watching a giraffe

c a family at the lion enclosure

2 a two children playing with a ball

b two children walking around the zoo to see the animals

c two children going downtown

3 a a sandwich and a loaf of bread

b a sandwich and a sausage

T – whole class

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c a loaf of bread and sausage

4 a a girl singing

b a girl watching an elephant show

c a girl watching TV

- Do the first example with Ss

- Play the recording 1st time for Ss to listen all the way through

- Play the recording 2nd time, pause after each part for Ss to have

sufficient time to select and tick the picture

- Play it again for Ss to check their answer

- Ss trade their answers within pairs or groups for correction

- Ask Ss to report the answers aloud to the class The others listen

and give comments

- Give feedback:

1 – a 2 – b 3 – c 4 - b

- Make some questions to check Ss’ comprehension

4 Talk.

- Ask Ps to open their book on page 49 and look at the pictures

- Get them to read the instructions and make sure they understand

the requests Point to the picture to elicit P’s answers Use the

guiding questions in the student’s book to help them talk freely

- Do the first example with the whole classin order to give them a

clear idea of how the activities works.( Eg: Picture a)

T: What animal is it? P: It’s a monkey.

What colour is it? It’s brown.

Where is it from? It’s from the jungle.

What does it eat? It eats banana.

Did you see it in the zoo? Yes, I did.

What did you do at the zoo? I saw the monkey.

- For slowwer Ps, you can write an open dialogue for them to

complete and practse as the following:

- Ask Ps to work in pairs Ps take turns to role-play the dialogue

* check some pairs

- Consolidate the content of the lesson.

- Ask Ss to select and draw one of the animals they like for the

class display in the next lesson

Individually Pair – work/ Group workWhole class

T – whole classT- a good P

Pairs work

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Lesson 2: parts 1, 2, 3

I Objectives:

- By the end of this lesson, Students will be able to pronounce correctly the verb

– ending with ed as in played, visited, watched; listen and number the pictures

in the order they hear

- Develop listening, speaking and reading skills

- Communicative method

- Techniques: + Work in pairs

+ Work in groups, discuss

III Teaching aids:

- Teacher’s aids: Tape cassette, pictures, poster, word cards

- Students’ aids: book, notebook, workbook

* Phonics: played visited watched

V Procedures:

* Warm up:

- Ss display their home-link drawings on the board.

- Ss play Slap the animals, using the pictures displayed.

* New lesson

1 Listen and repeat

- Have Ss open the book page 50, draw their attention to the

sound(s) of the letters ed in the words played , visited,

watched

- Set the scene: “We are going to learn how to produce the

sound of letters ed in the word played , visited, watched

Pronounce the sound of the letters ed a few times

- Get Ss to repeat the words a few times

2 Listen and read together.

- Have Ss look at Picture on Page 50 and elicit their answers to

identify the animals in this section

- Pre-teach the new vocabularies (write new words on the

board and get Ss to repeat them a few times)

T – Whole class

IndividuallyPair – work

T – whole class

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- Set the context: A student went to an animal show at the zoo.

He wrote this poem at home after his visit to the zoo You’re

going to listen and clap the verbs ending with “ed”: one

clap for “ed” pronounced as in “played”, two s for “ed”

pronounced as in “visited” and three clasp for “ed”

pronounced as in “watched”

- Play recording; stop at times to check Ss’ comprehension

- Have Ss repeat each line in the dialogues

- Model and get Ss to clap in the same way then repeat each

line of the dialogues

- Play the recording twice: once for Ss to listen all the way

through and once for them to clap at the focused words

- Device the class into four groups for competition

3 Group and say aloud.

- Make sure Ss understand the instruction

- Ask Ss to guess all the complete words

- Do the first e.g with them

- Replay the disc for Ss to check their answers in pairs

- Call some Ss to report their answers to the class

- Have the whole class read in chorus all the words in each

column

Key:

 Watched: danced, looked, walked

 Visited: painted, pointed, needed

 Played: stayed, climbed, numbered

- Consolidate the content of the lesson

- Ss learn to spell the animal words at home

T – whole class

IndividuallyGroup

T – whole class

Individually Pair- work

T – whole class

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I Objectives:

- Develop listening, speaking and guessing words skills

V Procedures:

* Warm up:

- Ss display their home-link drawings on the board.

- Ss play Slap the animals, using the pictures displayed.

* New lesson

4 Listen and number.

- Ask Ss to look at Picture a, b, c and d on page 51

- Set the scene: “you are going to hear a St talking about his

visit to the zoo You should number the pictures in the order

they hear”

- Point to each picture and elicit the answer

What do you see in the Picture a/ b/ c/ d/ e?

P a: a group of children at the elephant enclosure

P b: children at a gorilla show

P c: children at a lion show

P d: children at a tiger show

P e: two bears on the bikes

- Play the recording twice: once for Ss to listen all the way

through, once for them to do the task (notice Ss to focus on

the order of the text and the contextual information of each

picture)

- Have Ss trade their answers in pairs for correction

- Play it again for Ss to check their answers

- Call some to report their answer to the class

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- Ask Ps to look at the book on page 51 and look at the board

with the crossword puzzle

- Make sure Ps understand how to play game

- They should relate the base form of the verb phrase to the

corresponding pictures.( look at the pictures and cues letters in

the crossword puzzle to correct the words)

- T guide Ps to correct this part through a game

- Ss learn to spell the animal words at home

T- w.classT- w.classIndividually

2 groups

T – w class

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I Objectives :

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

 Ask and answer question about what one saw at an animal show;

 Read an animal story and write in the speed bubbles

 Develop speaking and listening skill

II Teaching methods :

+ Ask and answer

III Teaching aids :

- Teacher’s aids: audio CD, pictures, poster, flashcards

IV Language focus :

 Vocabulary : burning hoop, trick, through, snake, seal

 Sentence Patterns : A: What did you see at the animal show?

+ burning hoop: vòng lửa + trick: trò diễn

+ through: qua + snake: con rắn

+ seal: con hải cẩu

(write new words on the board and get Ss to repeat them a few

times)

1 Look, listen and repeat.

- Have Ss to look at the book at page 52 and draw their attention

on the pictures and the text

- Get Ss to identify the characters in each pictures and read the

context sentence

- Set the context: Mai’s class had a visit to the zoo in the

morning Now her brother Phong is asking her about the

animal show.

- Play the recording all the way through for Ss to listen the

dialogue

- Play the recording again for Ss to repeat each line of the

dialogue a few times

T – w.class

W.class s

Individually Groups

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- Divide the class into groups to take turns to make the

conversation

- Tell Ps to find out the new structure:

1, A: What did you see at the animal show?

B: I saw two tigers jumping through the burning hoop

2, A: What did you see at the animal show?

B: I saw elephants dancing

B: I saw ……….

- Set the scene: Imagine you went to see an animal show

yesterday You saw many animal tricks.

- Ask Ss to read the example and elicit their prompts to

complete the speech bubbles

- Write the question and answer on the board and get Ss to

repeat a few times

- Ask Ss to read the example and elicit their prompts to

complete the speech bubbles (write the question and answer on

the board and ask Ss to repeat a few times)

- Model the task with a good P:

T: What did you see at the animal show?

Class: I saw a monkey riding a horse.

- Repeat the step with picture b, c, d, e and f.

- Have Ss to practice in pairs pointing, asking and answering

- Monitor the activity, check the pronunciation (sound,

assimilation of sound and intonation) and offer help when

necessary

- Call on some pairs to perform the task at the front of the class

Others observe and comment

- Have the whole class repeat the question and answer in chorus

to reinforce their pronunciation

* Summary and Home link.

- Consolidate the content of this lesson

- Ss collect the name of animals they leant in the previous units

T – whole class

Pair – work

T – whole class

Lesson 3: parts 3, 4, 5

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I Objectives:

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

 Ask and answer question about what one saw at an animal show;

 Read an animal story and write in the speed bubbles

 Develop speaking and listening skill

+ Ask and answer

- Teacher’s aids: audio CD, pictures, poster, flashcards

IV Language focus:

* Vocabulary: wake somebody up, catch, beg, too small,never,forget, net , jungle

Elicit and recall any vocabulary that Ss will need to understand the

text(Write the words on the board and Ss repeat a few times)

+ wake somebody up: đánh thức ai dậy

+ catch: bắt

+ beg: năn nỉ

+ too smal: quá nhỏ

+ never: không bao giờ

+ forget: quên

+ net: lưới

+ jungle: rừng

3 Read and number the pictures

- Ask Ss to look at the picture on P.53

- Set the context: you’re going to read an animal story Can you

guess what the story about?

- Read the passage, check Ss’ comprehension.

- Tell them that they should scan the information in the passage

that related to the picture and number the pictures in the order

of the events in the story

T – w class

Works in groups, individually and copy

Individually Pair – work/

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- Ss read and number the pictures.

- Check if Ss understand the task Do the first for example

- Give Ss sufficient time to do the task and move around to

monitor the activity

- Have Ss to check their answers in pairs before call some Ss to

report the answer to the class

4 Read the passage again Write in the speech bubbles.

- Ask Ss to look at the pictures and guess what each animal

would say

- Have Ss read the passage again and underline each saying in

the story After that they relate each saying to the

corresponding picture

- Do the first example with the Ss.

- Set the time and let Ss do the task individually Move around

the class to monitor the activity

- Get a few Ss to complete the bubbles on the large – sized sheet

of paper Others check the lines and get Ss to repeat each line

in the speech bubbles

* key: 1, The lion caught the mouse

2, He opened his mouth to eat the mouse

3, Thank you, Mr lion

4, The mouse bit the net and the lion was free

5 Fun time Guessing Game

- Tell Ps to look at the book page 54 Get them to look at the

picture and read the dialogue

- Guide the Ps to play game Make sure that Ps understand the

language and how to play

- Do the first example with a good P and then with w.class

- Tell Ps to work in pairs Then some pairs act out the game

* Summary and Home link.

- Consolidate the content of this lesson

- Ps collect the name of animals they leant in the previous units

T – w class

T- w.class

Practise in pairs

UNIT 7: MY FAVOURITE SPORTS AND GAMES

Lesson 1: Parts 1, 2, 3

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

- ask and answer the questions about sports and games

- Ps know how to talk about their hobbies

+ Ask and answer

III Language focus:

* Sentence patterns: What’s your favourite + N?

It’s

* Vocabulary: Blind man’s bluff, roller skating, karate, basketball, shuttlecock sport, table tennis, skate, rollerskate

* Phonics: game, skate

IV Teaching aids:

1.Teacher: fresh cards, CD player,…

2.Pupils: Mini-boards, Student’s book,…

IV

Procedures:

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* New words: (write new words on the board and

get Ss to repeat them a few times)

+ blind man’s bluff: bịt mắt bắt dê

+ roller skating: trượt patin

- Have Sts to look at the picture on page 55 in part 1

and ask them some questions to identify the

characters in the picture:

Who are they? (Tom and Quan)

What are they talking about? (They are talking

about their favourite sports and games)

- Tell pls that they are going to listen and repeat

(Two times)

- Ask pls to work in groups to take turns to say the

lines from the dialogue

- Ask pls to give the model sentences:

1, Tom: What’s your favourite sport, Quan?

Quan: It’s table tennis

2, Mai: What’s your favourite game, Quan?

T- some PsWhole class listen and comment

Whole class

Whole classGroup workWhole class

Whole class

Whole class/ T- w.cPair work

Pair work

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UNIT 7 MY FAVOURITE SPORTS AND GAMES

Lesson 1: Parts 3, 4

I Objectives:

By the end of the lesson, pls will be able to ask and answer questions about one’s favourite sports and games

Pupils know how to talk about their hobbies

+ Ask and answer

III Language focus:

+ Sentence patterns: A: What’s your favourite + N?

B: It’s

+ Vocabulary: Blind man’s bluff, roller skating, karate, basketball, shuttlecock sport, table tennis, skate, rollerskate

+ Phonics: game, skate

IV Teaching aids:

IV

Procedures:

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Listen and tick

- Get Ss to look at the picture and tell them the

purpose of listening : You are going to listen and

tick the correct picture in each number

T- some Ps

Whole class listen and comment

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Date of teaching: 16/11/2015 period: 41st

Lesson 2 Parts 1, 2, 3

I AIMS AND OBJECTIVES

By the end of the lesson, pls will be able to pronouce correctly the sounds of

the letters ame as in game and those of the letters ate as in skate to listen and

number the pictures in the order they hear

Pupils know how to talk about their hobbies

II LANGUAGE FOCUS

*Sentence patterns: A:What’s your favourite + N,… ?

B:It’s

* Vocabulary: Review: Blind man’s bluff, roller skating, karate, basketball,

shuttlecock sport, table tennis, skate, rollerskate

* Phonics: game, skate

III RESOURSE

1.Teacher: poster, recording…

IV Procedures

* Warm up (3’)

- Pls display their homelink writing and read the

sentences aloud to their classmates as the teacher assigns

them to do so

* New lesson

1

Listen and repeat.

- Have Ss open the book page 57, draw their attention

to the letters colored differently in the words game

and skate

- Set the scene: “We are going to learn how to

produce the sound of letters ame in the word game

and that of the letter ate in the word skate

- Produce the sound of the letter ame and ate a few

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- Help Ps practising the phonics

2

Group and say it aloud

- Ask Ss to look at the chart and the word box in page 57

- Check if they understand the activity and the meaning of

the focused words

- Say each word and get Ss to repeat a few times

- Set the time and let Ss do the task

- Ss check their answer in pairs

- Have the whole class read in chorus all the words in

each column

3 Listen and read together (10’)

- Have Sts to look at the picture on page 57 in part 2 and

ask them some questions to identify the characters in the

picture:

What are they doing? (rollerskating and playing

chess)

- Ask pls to listen and repeat each line in the dialogue

- Call some pairs to roleplay the dialogue

- Ask pls to change the pairs

Consolidate the content of the lesson

Individually

Whole classPairs work

Opened pairsWhole classPairs workWhole class

Whole class

Pairs workWhole classWhole class

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Date of teaching: 16/11/2015 period: 42nd

Lesson 2 Parts 4, 5

- By the end of the lesson, pls will be able to listen and number the pictures in the order they hear

- Pupils know how to talk about their hobbies

Sentence patterns: A: What’s your favourite + N,… ?

1.Teacher: poster, recording…

IV Procedures

* Warm up (3’)

- Pls display their homelink writing and read the

sentences aloud to their classmates as the teacher assigns

them to do so

* New lesson

4 Listen and number (10’)

- Ask pls to look at the pictures a, b, c, d, e and f on page

58 and identify the activities in the pictures

a playing chess

b playing shuttlecock sport

c playing video games

d playing blind man’s bluff

e watching a football match

f playing badminton

- Ask pls to guess the orders of the pictures

- Let Ps share their predictions

- Ask pls to listen to the tape and check their predictions

Whole class

Groups work

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(2 times)

- Get feedback

- Ask pls to listen and repeat all the sentences in the tape

- Check pls’ pronunciation and offer them when

necessary

* Answer key: 1- d; 2- e; 3- b; 4- c; 5- f; 6- a

5 Fun time Hokey - Pokey

- Ask Ps to look at the page 58 stick the large- size sheet

of paper with the song on the board

- Discuss the picture with Ps

- Point to each child and ask Ps to identify him/ her

- Play the recorrding twice for Ps to listen all the way

through

- Play the recording again for w.class to sing along

- Divide the class into groups Each group sings a line

without music

- Call a group to sing the song in front of the class The

class claps to the beat

Whole classWhole class

T – whole class

Group work

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Date of teaching: 17/11/2015 period: 43rd

UNIT 7: FAVOURITE SPORTS AND GAMES

- By the end of the lesson, pls will be able to ask and answer questions about how often one plays a sport or a game

- Pupils know how to keep fit and stay healthy

- Sentence patterns: A: How often _?

B:

- Vocabulary: once, twice a week, never, sometimes, always, rarely

III RESOURSE

1.Teacher: poster, flashcards

+ twice a week: hai lần một tuần

+ never: không bao giờ

+ sometimes: đôi khi, thỉnh thoản

+ always: luôn luôn

+ rarely: hiếm khi

- Have Sts to look at the picture on page 59 in part 1 and ask them

some questions to identify the characters in the picture:

Who are they? (Mai - Tom)

What are they doing? (Tom is doing a class survey on favourite

sports and games)

- Tell pls that they are going to listen and repeat (Two times)

- Ask pls to work in groups to take turns to say the lines from the

Whole class

Whole classAnd

individually

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Tom: How often do you play table tennis?

Mai: Twice a week

=> form: A: How often _?

B:

- Ask Ps to give other examples to get the form, meaning,

intonation,…

- Ask pls to look at the pictures a, b, c and d on page 59 and

identify the activities in the pictures

a blind man’s bluff/ sometimes

b karate/ often

c rollerskate/ fourtimes a week

d basketball/ twice a week

- Ask Ps to practise in chorus

- Tell Ps to practise in pairs

- Call some pairs to demonstrate the task in front of the class

- Check Ps’ pronunciation and offer them when necessary

Whole class

Whole class/ w.c

T-Pairs workPair work

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UNIT 7: FAVOURITE SPORTS AND GAMES

- By the end of the lesson, pls will be able to ask and answer questions about how often one plays a sport or a game

- Pupils know how to keep fit and stay healthy

- Sentence patterns: A: How often _?

B:

- Vocabulary: indoor, outdoor, However, hide - and – seek, seeker, count, win, looking for, one by one

III RESOURSE

1.Teacher: poster, flashcards

3 Read and do the tasks.

a.Tick T (True) or F (False)

- Ask Ss to look at the picture on P.60

- Set the context:

+ Who are they?

+ What are they doing??

* Elicit and recall any vocabulary that Ss will need to understand

the text(Write the words on the board and Ss repeat a few times)

+ indoor: trong nhà

+ outdoor: ngoài trời

+ However: mặc dù

+ hide - and – seek: trò chơi trốn tìm

+ seeker: người đi tìm

+ count: đếm

T- W.class

T – w class

Individually Pair – work/ Group work

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+ win: chiến thắng

+ looking for: tìm kiếm

+ one by one: từng người một, từng cái một

- Read the passage, check Ss’ comprehension.

- Check if Ss understand the task Do the first for example

- After that Tell Ps to correct Yes or No inpairs

* Key: 1- No, 2- Yes, 3- Yes, 4- No, 5- No

4.Choose the right words to write:

-T guides Ps to read and choose the right words to corect the Ex

- Tells Ps to work in group and find the best answer to corect

- Call in each group one P to give the answwer

Key: 1 play 2 seeker

3 five 4 places

5 players

5 Fun time Charades

- Tell Ps that they are going to play charades: a guesing game:

Ps look at and guess what he/ she doing Then divide the class into

groups of 6-8 ps to play the game

- Explain the game: each group discusses to select a leader and a

performer Then they disscuss in secret in their group a sports/

game wordsto mime ( do actions describing the word.) Eg: in the

picture

- The perfomer mimes in front of the opponent group for them to

make a guess

- Then the leader of the miming group points at a P in the other

group and ask: What is he/ she doing? If the pointed P gives a

corect answer, his/ her group scores a point and replaces the

perform to mime If he/ she gives a wrong answer, their group

scores nothing and remains á the guesers The group with the

most points wins the game

Whole class

Whole classGroup work

Whole class

Groups work

W.class/ T- w.c Group workWhole classT- Wc listen and give the comment

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UNIT 8: MY FAVOURITE BOOKS

Lesson 1: Part 1, 2

By the end of the lesson, pls will be able to ask and answer questions about what book one is reading

Pupils know how to love reading books

- Sentence patterns: A: What book are you reading?

IV Procedures

* Warm up:

- Do the fun time in front of the class

* New words: (write new words on the board and get Ss to repeat

them a few times)

+ legend: truyền thuyết, sự tích

+ watermelon: dưa hấu

- Have Sts to look at the picture on page 62 in part 1 and ask them

some questions to identify the characters in the picture:

Who are they? (Tom and Nam)

Whole class

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What are they talking about? (Tom is talking to Nam on the

phone)

- Tell pls that they are going to listen and repeat (Two times)

- Ask pls to work in groups to take turns to say the lines from the

dialogue

Tom: What book are you reading?

Nam: I’m reading The legend of Hoan Kiem Lake

=>form: A:What book are you reading?

B:I’m reading

- Ask pls to give other examples to get the form, meaning,

intonation,…

2 Point, ask and answer (10’)

- Ask pls to look at the pictures a, b, c and d on page 62 and identify

the activities in the pictures

a The Starfruit Tree

b Aladdin and the Magic Lamp

c Dragon Balls

d The Legend of Watermelon

e Ali Baba and forty thieves

f Snow White and the Seven Dwarfs

- Ask pls to practise in chorus

- Tell pls to practise in pairs

- Call some pairs to demonstrate the task in front of the class

- Check pls’ pronunciation and offer them when necessary

Pair workPair workWhole class

Whole class

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UNIT 8: MY FAVOURITE BOOKS

Lesson 1: Part 3,4

By the end of the lesson, pls will be able to ask and answer questions about what book one is reading

Pupils know how to love reading books

- Sentence patterns: A: What book are you reading?

Listen and tick

- Get Ss to look at the picture and tell them the purpose of

listening : You are going to listen and tick the correct picture in

each number

- Ask Ss to look at the pictures and guess what they indicate.

- Run through all the pictures (using elicit qs)

- What’s this/ Who’s this/ …

- Do the first example with Ss

- Play the recording 1st time for Ss to listen all the way through

- Play the recording 2nd time, pause after each part for Ss to have

sufficient time to select and tick the picture

- Play it again for Ss to check their answer

Whole class

W.class listen and comment

Individually Pair – work/ Group workWhole class

W class

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- Ss trade their answers within pairs or groups for correction

- Ask Ss to report the answers aloud to the class The others listen

and give comments

- Give feedback:

* Key: 1 – Aladin and the Magic lamp

2 – Snow white and the seven Dwarfs

3 – Dragon Balls

4 - The Starfruit Tree.

- Make some questions to check Ss’ comprehension

4 Talk

- Ask Ps to call the titlle of the story

- Ask Ps to work in pairs to ask and anser the qs on page 63

*Homelink(2’)

- Use structure to ask and answer at home

A: What book are you reading?

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UNIT 8: MY FAVOURITE BOOKs

Lesson 2: part 1, 2, 3

I Objectives:

- By the end of this lesson, Students will be able to pronounce correctly to the

sound(s) of the letters a in the words watermelon and that of the letters a as in

dragon

- Listen and number the pictures in the order they hear

- Develop listening, speaking and reading skills

* Phonics: watermelon dragon

V Procedures:

*Warm up:

- Ss display their home-link on the board.

- Ss ask and answer questions about the books displayed, using

the questions they have learnt so far

*New lesson

1 Listen and repeat

- Have Ss open the book page 64, draw their attention to the

sound(s) of the letters a in the words watermelon and that of

the letters a as in dragon

- Get Ss to repeat the words a few times

T – w class

T – W class, group,

individually

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- check some Ps.

2 Listen and read together.

- Have Ss look at Picture on Page 64 and elicit the names of

the characters in each picture and guess what the dialogues

are about

- Set the context: You are going to listen two dialogues Clap

the words in focus: one clap for the word with a as in the

words watermelon and two claps for the word with a as in

dragon

- Play recording; stop at times to check Ss’ comprehension

- Have Ss repeat each line in the dialogues

- Model and get Ss to clap in the same way then repeat each

line of the dialogues

- Device the class into four groups for competition

3 Group and say aloud

- Ask Ss to look at the book at P.64 Get Ss to look at the chart

and the word box

- Check if they understand the activity and the meaning of the

focused words

- Get Ss to guess all the complete words and do the first

example

- Set the time and let Ss do the task

- Ss check their answer in pairs

- Have the whole class read in chorus all the words in each

column

*Summary and Home- link:

- Ss draw a table with two columns: one for the title of the

stories they have read and one for the main character’ s name

in each book for the class display in the next lesson

T – W class

IndividuallyPair – work

T – whole class

IndividuallyGroup

T – whole class

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