Unit 1: A summmer camp

- 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[r]

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- Develop 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 :

- Vocabulary: summer, camp, different, country( countries), Malaysia – Kuala Lumpur , Thailand – Bangkok, the USA – New York, Indonesia - Jakarta

- Structures:

A: Where’s he from?

B: He’s from Malaysia

A: Where in Malaysia is he from?

B: Kuala Lumpur

V Procedures :

arrangement

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4’

I. Warm up : Clap the board.

Let Ss play the game with the characters in character gallery on P.2

II New lesson

1 Look, listen and repeat.

- Have Ss to look at the book at page 6 and get Ss to identify the familiar characters and the new ones

- Have Ss guess what is happening in each picture

- Set the scene: These children are at a summer camp in Vietnam

(elicit the word “summer camp”)

- Use the world map to show where each country or city is (Malaysia, Thailand, Bangkok and Kuala Lumpur)

- Write the new words on the board and get Ss to read a few times

- Have Ss listen to the recording as they read the lines in the speech bubbles

- Play the recording again for Ss to repeat the lines in the speech bubbles two times

- Divide the class into groups to take turns to say the lines from Zack and Lawan

- Play the recording again for the whole class to repeat each line inthe speech bubbles to reinforce their pronunciation

2 Point, ask and answer.

- Have Ss look at the pictures a, b, c and d on page 6

- Set the context: These children come from many countries.

 Point to P a and say: This is Zack He’s from Kuala Lumpur, Malaysia – Have Ss repeat: Zack, Malaysia, Kuala Lumpur.

 Repeat the step with other pictures

- Ask Ss to read the example and elicit their prompts to complete the text in the speech bubbles

- Write the questions and answer on the board and get Ss to repeat the lines a few times in turn

- Model the task

 Point to Zack and ask: Where’s he from?

 Class: He’s from Malaysia

 T: Where in Malaysia is he from?

 Class: Kuala Lumpur.

- Ask them to act out the dialogue Repeat the step with some other pairs for pictures b, c, d.( Focus on pronunciation and fluency)

- Have Ss practice acting out the dialogue in pairs, using the pictures

- Monitor the activity and offer help Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary

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

T – whole class

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- Have the whole class repeat all the phrases in chorus to reinforcetheir pronunciation

3 Listen and tick.

- Get Ss to look at the pictures on page 7 and tell them the purpose

of the listening

- Elicit the information of these pictures

- Do the first example with Ss

- Play the recording twice: once for listening all the way through and once for them to doing the task

- 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

- Make some questions to check Ss’ comprehension

III Summary and Home- link :

- Consolidate the content of the lesson

- Ask Ss search for the cities and flags of related countries in the unit on the world map or in the internet

T – whole classIndividually

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

“ese” and that of the letter “ian”; listen and read for specific information

- Develop listening, speaking and reading skills

- Communicative method

- Techniques: + Work in pairs

+ Work in groups, discuss

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

- Students’ aids: book, notebook, workbook

* Phonics: Vietnamese Indonesian

V Procedures :

arrangement

5’

I. Warm up : Country bingo

Let Ss play the game with the grid and a list of countries T – whole

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7’

10’

II New lesson

1 Listen and repeat/ Group and say it aloud.

a Listen and repeat.

- Have Ss open the book page 8, draw their attention to the letters colored differently in the words Vietnamese and Indonesian

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

of letters ese in the word Vietnamese and that of the letter ian in the word Indonesian”

- Produce the sound of the letter ese and ian a few times

- Get Ss to repeat the words a few times

- Encourage Ss to recall the names of countries (Unit 2 – Tieng Anh

4) which have the end of ese and ian

b Group and say it aloud

- Ask Ss to look at the chart and the word box

- 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

- Call some Ss to report their answers to the class

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

2 Listen and read together.

- Have Ss look at Picture a and b on Page 8 and set the context

- Pre-teach the new vocabulary (write new words on the board and get Ss to repeat them a few times)

 cultural show

 mask

 model

 twin towers

- Read each dialogue, stop at times to check Ss’ comprehension

- Have Ss repeat each line in the dialogues (clap once for the words

with “ese” and clap twice for the words with ian

- 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 to take turns to repeat the lines

class

T – Whole class

IndividuallyPair – work

T – whole class

IndividuallyGroup Using pictures or

translating

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from Mai, Akio, Azmi and Zack

3 Listen and number.

- Ask Ss to look at Picture a, b, c and d on page 9

- Set the scene: “you are going to listen to the recording and number the picture”

- Elicit the content from Ss:

What’s it?

P.a: a robotic cat – Doraemon.

P.b: the Petronas Twin Towers in Malaysia.

P.c: 3 Indonesian masks.

P.d: a Chinese lantern.

- Pre-teach the key words: (Write the words on the board

Ss repeat a few times)

- Play it again for Ss to check their answers

- Have Ss trade their answers in pairs for correction

- Call some to report their answer to the class

Answer: 1 – c 2 – d 3 – b 4 – a

- Ask Ss select a favourite flag, draw and colour it at home for a class display in the next lesson

T – whole class

Individually Pair- work

T – whole class

Week: 2 Date of teaching: Tuesday, August 1st , 2015

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

 Ask and answer about someone’s nationality

 Read an information text on a summer camp and write an e-mail

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- Develop speaking and listening skill.

+ Ask and answer

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

IV Language focus :

 Vocabulary: stage, nationality

 Sentence Patterns: What’s his/ her nationality?

II New lesson

- Have Ss to look at the book at page 10

- Set the context: This is a cultural activity at the summer camp.

 Ask Ss to look at the P a and ask (Who are they?, Who are these children talking about?, What’ s the name of the boy on the stage?, What’s his nationality?)

 Repeat the step with P.b

- Pre-teach: stage, nationality(Write the words on the board and ask Ss to repeat a few times)

- 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

- Divide the class into groups to take turns to say the questions and answers in each line

- Draw a chart of the country and nationality related to this section

on the board and get Ss to repeat each name a few times

- Set the scene: These children are at the summer camp They’re from different countries Now you practice asking and

answering questions about their nationalities.

- Ask Ss to read the example and elicit their prompts to complete the speech bubbles (write the question and answer on the board

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Repeat the step with picture b, c and d.

- 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

Others observe and comment

- Have the whole class repeat the question and answer in chorus toreinforce their pronunciation

3 Read and do the tasks (Choose one of 3 or 4)

a Tick T (True) or F (False)

- Ask Ss to look at the picture on P.11

- Set the context:

 Can you guess what you are going to read about?

 Where is it?

 What are the children 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)

- Play the recording, pause at times to check Ss’ comprehension

- 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

b. For the better Ss)

- Ask Ss to brainstorm the s; ate different kinds of food and drink; ect.

- Encourage Ss to talk about one thing they liked doing and one thing that they did not like

- Set time and get Ss to work in pairs Monitor the activity

- Call on some individual students to say their answers to the class

4 Read and write an e – mail. (Choose one of 3 or 4)

- Get Ss to look at the example e - mail and have a brief discussion with the class about the picture and the task

- Point to the model text and elicit Ss’ answer: Who wrote the mail?; Who will receive it?;

e Read the passage and check Ss’ comprehension: Where was the summer camp? What did the campers do at the camp? …

Pair – work

T – whole class

Individually Pair – work/ Group work

Whole class

T – whole classPair work

T – whole class

Individually

Whole class

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- Get Ss to read the model e-mail and read the guide

- Let Ss do the task Move around the class to monitor the activity

- Get a few Ss to read aloud their e-mail to the class

- Have a class display of Ss’ work

III Summary and Homelink.

- Ss have learnt

 To ask and answer about someone’s nationality, using What’s his/ her nationality? – He’s/ She’s Indonesian.

 To read about the summer camp and write an e-mail to a friend

- Encourage Ss to play the City/ Country Bingo and sing along the

song Jenny and Harry at home.

- Develop speaking skill

- Techniques:

+ Discuss

- Vocabulary: same area, street, floor, building

- Structures:

A: Where do you live?

B: I live at 52 Ba Trieu Street

o I live on the second floor of Ha Noi Tower

V Procedures :

arrangement

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10’

I. Warm up : Number Bingo.

Let Ss play the game with numbers 21 – 50

II New lesson

- Have Ss to look at the book at page 6 and get Ss to identify the characters in each picture

- Have Ss guess what is happening in each picture: Who is this?; What’s his/her name?; Where are they?;

- Pre-teach the vocabulary(Write the words on the board and ask Ss to repeat a few times)

- Set the context: We are going to ask and answering about the addresses.

- Ask Ss to pretend to be Mai and Tony Read the line in speech bubbles and elicit Ss’ prompts to complete the lines

- Write the questions and answers on the board and get Ss to repeat a few times

- Pre-teach the vocabulary:

 avenue

 road

 lane

 numbers: 74, 51, 72

- model the task

 Point to P a and ask: Where do you live? –Ss: I live in the 2 nd floor of Ha Noi Tower.

- Have Ss to take turns to point to the pictures , ask and answerabout addresses

T – whole class

T – Whole class

Pair work Group

T – Whole class

Pair- work

T – whole class

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4’

- Have the whole class repeat all the phrases in chorus to reinforce their pronunciation

3 Listen and match.

- Get Ss to look at the pictures on page 7 and tell them the purpose of the listening

- Elicit the information of these pictures Have Ss to repeat the characters’ names

- Have Ss repeat the numbers: 38, 52, 26, 73

- In this lesson, Ss have learnt to ask and answer questions

about where one lives, using Where do you live? – I live at/

“fl” as in flat and that of the letter “bl” as in block; listen and number the pictures in the order they hear

* Phonics: flat block

V Procedures :

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Time Steps/Activities Work

I. Warm up : Students’ display

Let Ss display their drawings on the board Then ask and answer questions related to the addresses

II New lesson

- Listen and repeat/ Listen, complete and say aloud.

- Have Ss open the book page 8, draw their attention to the

letters colored differently in the words flat and block

- Set the scene: “We are going to learn how to produce the sound of letters fl in the word flat and that of the letter bl in the word block”

- Produce the sound of the letter fl and bl a few times

- Encourage Ss to recall the names of countries (Unit 2 –

Tieng Anh 4) which have the end of ese and ian

b Listen, complete and say aloud.

- Ask Ss to look at the book at P.15

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

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

- Listen and read together.

- Have Ss look at Picture a and b on Page 15 and ask them to identify the characters and the focused words

- Set the context:Nga and her friends live in the same blocks

of flats They live on different floors.

- Pre-teach the new vocabulary (write new words on the boardand get Ss to repeat them a few times)

 top

 fourth

 third

 ground floor

- Ask Ss to guess what the passage is about

- Read the passage, stop at times to check Ss’ comprehension

- Have Ss repeat each line in the passage (clap once for the

T – whole class

T – Whole class

T – whole class

IndividuallyGroup Using pictures or

translating

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3’

words with “fl” and clap twice for the words with “bl”

- Listen and number.

- Set the scene: “You are going to listen to the recording and number the pictures”

Where does this girl/ boy live?

- Write the addresses (location words and number) on the board and get Ss to repeat them a few times

- Play the recording twice: once for Ss to listen all the way through, once for them to do the task

Answer: 1 – b 2 – d 3 – a 4 – e 5 – c

- Ss make sentences with the words from the crossword puzzle for the class display in the next lesson

T – whole class

 Ask and answer about a friend’s house

 Read a description of a house

 Write about a friend’s house

- Develop speaking and listening skill

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+ Work in groups, discuss.

+ Ask and answer

 Vocabulary: great, cottage, yard, pond, roof, balcony, large, comfortable, fence, violet,

 Sentence Patterns: What’s your house like?

It’s a big house It’s got a green gate.

II New lesson

- Have Ss to look at the book at page 17, read the context sentence

above the pictures and identify the characters in the pictures

- Set the context:

 Ask Ss to look at the P a and ask (What are Mai doing?, Who’s

asking her?

 Repeat the step with P b:What colour is Mai’s house? Is it small/

big?

- Pre-teach: great, what… like? (Write the words on the board and

ask Ss to repeat a few times)

- 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

- Divide the class into groups to take turns to say the questions and

answers in each line

- Draw Ss’ attention to the picture next to the example in this

section

- Set the scene: imagine this is your house We’re going to ask and

answer about your house.

- 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)

- Pre-teach the new vocabulary:

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- Get Ss to repeat the prompt under each picture a few time and

make sure they understand them

- T models the task:

Point to Pa and ask What’s your house like? Ss: It’s a large cottage It’s got a large pond

Repeat the step with picture b, c and d

- Monitor the activity, check the pronunciation (sound, assimilation

of sound and intonation) and offer help when necessary

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

reinforce their pronunciation

3 Read and tick the right picture (Choose one of 3 or 4)

- Ask Ss to look at the picture on P.11 and read the title and

instruction

- Set the context: you are going to read the passage and tick the

right picture

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

text: comfortable, fence, violet, go fishing (Write the words on the board and Ss repeat a few times)

- Play the recording, pause at times to check Ss’ comprehension

- 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 Write about your friend’s house. (Choose one of 3 or 4)

- Get Ss to look at the passage and have a brief discussion with the

class about the picture and the task

- Tell them the writing purpose: they are going to read the

description of one’s friend’s house and choose the appropriate words from the box to complete the passage.

- Set the time and let Ss do the task Move around the class to

monitor the activity

- Get a few Ss to read aloud their writing to the class

III Summary and Home-link.

- Encourage Ss to finish their drawing for the class display in the

gestures

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Week: 4 Date of teaching: Tuesday, September 15th , 2015

Lesson 1

I Objectives

Pupils will be able to ask and answer question about a birthday party

II Teaching – aids

III New language

- Vocabulary: present, comic book, dictionary, jigsaw puzzle, ballon, paint brush

- Ask pupils to identify the birth-day present and guess whose birthday

- Point to picture : Whose birthday is it? Who is this ? What are they

talking about? What present is this?

- Teach vocabulary

- Play the recording twice for pupils to repeat a few times

- Divide the class into 2 groups to say the lines

- Set the context and read the example

- Pre-teach vocabulary

- Write the question and answer on the board and get pupils to repeat

- Model, point to picture a

T: what present did you give Tony?

- Ask pupils to work in pairs

- Select a few pairs to perform the task

- Tell the listening purpose :

You’re going to listen and tick the correct picture.

- Ask pupils to identify picture

- Play the recording twice for pupils to do the task

- Replay the recording for pupils to check

- Ask pupils to report the answer

- Get pupils to read the instruction

- guess

- answer

- copy-listen and repeat

- read the example

- take note

- repeat

Pupils: A birthday card

- Work in pairs

- perform

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- Do the first example

T: look at picture It was Mai’s birthday party yesterday Imagine you’re

Nam in the picture Whose birthday party was it?

T: Did you go to Mai’s party?

T: What present did you give her?

T: What did you do at the party?

T: Was it fun?

- Write an open dialogue for pupils to complete

- Select a few pairs to demonstrate the task

- Praise pupils

- listen

- identify

- listen and do the task

- listen and check

- report the answer

- Pupils : Mai’s birthday party Pupils: yes, I did.

pupils: A blue clock

V Summary: In this lesson, pupils have learnt to ask and answer questions about a birthday present,

using “ What present did you give her/him?-I gave her/him a (pink clock)”.

VI Homelink: Ask pupils to review the lesson at home and prepare the next lesson.

Week: 4 Date of teaching: Tuesday, September 15th , 2015

Lesson 2

I Objectives

Pupils will be able to

- to pronounce correctly the sound of the letters ir as in third and that of the letters em as in

December, and

- to listen and number the pictures

II Teaching – aids: recordings, poster

III New language

- Vocabulary: turn on the light, turn off the light, soft, silky, cute kitten

- Phonics: third December

IV Procedure

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1 Warm up(5’): Get pupils to display their homelink work and to play stand up: Each pupil in the

class writes his/her birthday month onto a strip of paper When you call out a month, pupils who have that birthday month stand up and say the word

2 New lesson

1 Listen and repeat

turn on the light

- Teach the sounds of the letters “ir”, and those

of the letters “em”

- Play the tape and ask pupils to repeat

- Set the context: These lines are from a boy

His birthday’s on the third of December.

- Read each line and then get pupils to repeat each line

- Ask pupils to listen and clap once for the

words with “ir” and clap twice for the words with “em”.

- Divide the class into 2 groups to take turn to say and clap

- Call on a few groups to perform the task in front of the class

- Get pupils to look at the chart and the word box

- Recall the meaning of the words

- Say each word and get pupils to repeat

- Set time and let pupils do the task independently

- Call on some pupils to report their answers

- Have the whole class read in chorus all the words

- Tell the purpose of listening: you’re going to listen to the recording and number the picture

Look at the birthday cake, Whose birthday is it?

- listen and repeat

- listen and clap

- report their answers

- read in chorus all the words

- listen

- listen and do the task

- listen and check

- report their answer

- read the title and look

at the picture

- answer

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turn off the light

soft

silky

cute kitten

- Ask pupils to read the title and look at the

picture, ask Whose birthday is it? What dose

“surprise present” mean? Who gave it to Nam?

- Pre-teach vocabulary

- Read the story for pupils to repeat

- Write a frame of a dialogue on the board and elicit pupils’ prompts to complete it

Linda:(gives Nam a box) (1) _.

Nam:(gets the box from Linda) (2) .

- Call on a few pairs to perform the task in front

+ Ask and answer

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 Vocabulary: review

 Sentence Patterns: What did you do at the party?

V Procedures :

Work arrange ment

6’

10’

I Warm up :

Ss sing along the song Happy birthday.

II New lesson

- Have Ss to look at the book at page 20, get Ss to look at the

pictures and set the context: Nam went to Tony’s birthday Now his sister Hoa is sking him what they did at the party.

- Read each exchange, stop at times to check Ss’ comprehension

- Make sure that Ss can understand the situation and language in

- Divide the class into groups to take turns to say the questions and

answers in each line

- Ask Ss to open the book on page 24 Draw Ss’ attention to the

picture next to the example in this section

- Set the scene: Imagine you are Nam You went to a birthday party

with these children.

- 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)

- Get Ss to repeat the prompt under each picture a few times and

make sure they understand them

Point to Pa and ask What did you do at the party? Ss: We danced

- Monitor the activity, check the pronunciation (sound, assimilation

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10’

of sound and intonation) and offer help when necessary

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

3 Read and answer (Choose one of 3 or 4)

- Ask Ss to look at the picture on P.25 and read the title and

instruction

- Set the context: You’ve got two invitation cards: one from Lan

Huong and one from Peter Brown Look at the invitation cards and find the answers to these questions(point to the questions)

- Read each line on the invitation cards, pausing at times to check

Ss’ comprehension, using the questions provided

the text: cordially, invited, celebration, celebrating (Write the words on the board and Ss repeat a few times)

- Read the cards again and get Ss to repeat each line a few times

- Ss take turns to ask and answer the questions

- Call some pairs to report the answer to the class

4 Write an invitation card. (Choose one of 3 or 4)

- Set the context: You are going to write your birthday invitation

card Read each line Do you understand what it say? What should you write?

- Call on a few Ss and elecit their prompts to fill in the card Write

a model on the board Read each line and get Ss to repeat a few times

- Set the time and let Ss do the task Move around the class to

monitor the activity

- Encourage Ss to practice singing their own version of the song

Happy Birthday at home.

T – whole class

Lesson 1

I Objectives :

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- By the end of this lesson, students will be able to ask and answer questions about someone’s daily activities.

- Techniques:

+ Discuss

- Vocabulary: have got classes, do morning exercise, have PE in the gym

- Structures:

A: What does she often do in the morning?

B: She’s got classes at school.

I. Warm up : Simon says

Let Ss play the game with the word phrase: put up your hands, put down your hands, clap your hands, stand up, sit down, open your book, close your book….

II New lesson

- Have Ss to look at the book on page 27 and get Ss to look at the title of the unit and the picture

- Elicit their answers to identify the people in each picture:

Who is this?/ Who’s this boy/ girl?

- Recall the familiar vocabulary and pre-teach the

vocabulary(Write the words on the board and ask Ss to repeat a few times)

 have got classes

 has got classes

- Set the context: Linda’s asking Phong what Mai, his sister, often does in the morning He said that Mai has got classes

at school Now listen to Mai talking about what she often does in the morning/ afternoon/ evening.

- Have Ss listen to the recording as they read the lines in the

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10’

4’

Mai and Tony

- Set the context: You are asking your partner about these characters’ daily activities from P.a to P.e.

- Ask Ss to Read the line in speech bubbles and elicit Ss’

prompts to complete the lines

- Write the questions and answers on the board and get Ss to repeat a few times

- Recall the familiar vocabulary and pre-teach the vocabulary:

 morning exercise

- Model the task

 Point to P a and ask: What does she often do in the morning? –Ss: She’s got classes at school.

- Have Ss to take turns to point to the pictures, ask and answerabout addresses

- Have the whole class repeat all the phrases in chorus to reinforce their pronunciation

- Get Ss to look at the pictures on page 28 and tell them the

purpose of the listening: You are going to hear Mary, an Australian girl, talking about her daily activities You should read each sentence in your book, listen and tick the

appropriate picture for what Mary does.

- Have Ss to read each sentence and guess the picture to tick

about someone’s daily activities, using What does he/she often do in the morning? - He/ She ………

T – whole class

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- Encourage Ss to make a list of their daily activities for the class display.

Week: 6 Date of teaching: Tuesday, September 29th , 2015

“oo” as in afternoon and that of the letter “br” as in brush; listen and number the pictures in

the order they hear

 Phonics: afternoon brush

I. Warm up : Students’ display

Let Ss display their home-link writing Then ask and answerquestions related to the items on the list

II New lesson

1 Listen and repeat/ Group and say aloud

- Have Ss open the book page 29, draw their attention to the letters colored differently in the words aftern oo n and brush

- Set the scene: “We are going to learn how to produce the sound of letters oo in the word aftern oo n and that of the letter br in the word brush”

- Produce the sound of the letter oo and br a few times

- Ask Ss to look at the book at P.29 Get Ss to look at the chart and the word box

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

T – whole class

T – Whole class

T – whole class

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- Set the context:

- Pre-teach the new vocabulary (write new words on the board and get Ss to repeat them a few times)

 brush

 remember

 bedtime

words with “oo” and clap twice for the words with “br”

- Set the scene: “You are going to listen to an interview of four pupils at Rose Primary School The interviewer wants

to know about their daily activities and number the pictures”

What can you see in P.a/ b/ c/ d?

- Recall the key words to understand the text, write on the board and get Ss to repeat them a few times

- Play the recording twice: once for Ss to listen all the way through, once for them to do the task

Answer: 1 – d 2 – a 3 – c 4 – b

T – whole class

IndividuallyGroup

T – whole class

T – whole classUsing pictures or

translating

Trang 25

- Ss select and copy one picture from the crossword puzzle and colour it for the class display in the next lesson

Week: 6 Date of teaching: Tuesday, September 29th, 2015

Period: 12 th

UNIT 4 MAI’ S DAY

Lesson 3

I Objectives :

 Ask and answer questions about past activities

 Read a comprehension text on a girl’s Sunday and write a diary

+ Ask and answer

 Vocabulary: surfed the Internet, school project

 Sentence Patterns: What did you do last night?

I surfed the Internet for my school project.

I Warm up : Slap the board

Ss play the game with the pictures that they prepared at home

II New lesson

- Have Ss to look at the book at page 31, read the context sentenceabove the pictures

T – whole class

Trang 26

 Repeat the step with P b:Point to Nam and elicit Ss’ answer.

- Pre-teach: (Write the words on the board and ask Ss to repeat a few times)

 surfed the Internet

- Draw Ss’ attention to the picture next to the example in this section

- Set the context: Last night this boy surfed the Internet for his school project.

- Ask Ss to read the example and imagine they are the boy , then elicit their prompts to complete the speech bubbles (write the question and answer on the board and ask Ss to repeat a few times)

- Get Ss to repeat the prompt under each picture a few time and make sure they understand them

Point to Pa and ask What did you do last night? Ss: I went to the cinema

3 Read and complete (Choose one of 3 or 4)

- Ask Ss to look at the picture on P.32 and read the title and instruction

- Set the context: you are going to read the passage and fill in the blank Read the title of the passage and look at the picture Can you guess what you are going to read about?

- Go through the words on the box and make sure Ss understand

Whole class

Individually

Groups

Trang 27

in the diary.

- Tell them the writing purpose: You are going to write your diary about what you did the day before You should remember what you did in the morning/ afternoon/ evening to write down

- Elicit Ss’ answers, then do the first example with the whole class Let the called S do the rest lines and other repeat each line

a few times

- Set the time and let Ss do the task Move around the class to monitor the activity

- Encourage Ss to copy the song lyrics and replace the activities inthe original lyrics with their own version for the class display

Pair – work/ Group work

Trang 28

- Develop speaking and listening skill.

VII Teaching methods :

+ Ask and answer

VIII Teaching aids :

IX Language focus :

 Vocabulary: review

 Sentence Patterns: What did you do at the party?

- Have Ss to look at the book at page 20, get Ss to look at the

pictures and set the context: Nam went to Tony’s birthday Now his sister Hoa is sking him what they did at the party.

- Read each exchange, stop at times to check Ss’ comprehension

- Make sure that Ss can understand the situation and language in each picture

- Ask Ss to open the book on page 24 Draw Ss’ attention to the picture next to the example in this section

- Set the scene: Imagine you are Nam You went to a birthday party with these children.

- 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)

- Get Ss to repeat the prompt under each picture a few times and make sure they understand them

T – whole class

Trang 29

10’

Point to Pa and ask What did you do at the party? Ss: We danced

7 Read and answer (Choose one of 3 or 4)

- Set the context: You’ve got two invitation cards: one from Lan Huong and one from Peter Brown Look at the invitation cards and find the answers to these questions(point to the questions)

- Read each line on the invitation cards, pausing at times to check Ss’ comprehension, using the questions provided

the text: cordially, invited, celebration, celebrating (Write the words on the board and Ss repeat a few times)

- Read the cards again and get Ss to repeat each line a few times

- Ss take turns to ask and answer the questions

- Call some pairs to report the answer to the class

8 Write an invitation card. (Choose one of 3 or 4)

- Set the context: You are going to write your birthday invitation card Read each line Do you understand what it say? What should you write?

- Call on a few Ss and elecit their prompts to fill in the card Write

a model on the board Read each line and get Ss to repeat a few times

VI Summary and Home-link.

- Encourage Ss to practice singing their own version of the song

Happy Birthday at home.

Pair – work

T – whole class

Whole class

T – whole class

Week: 5 Date of teaching: Tuesday, October, 6 th , 2015

Period: 10 th

Trang 30

UNIT 4 MAI’S DAY

Lesson 1

VI Objectives :

- By the end of this lesson, students will be able to ask and answer questions about someone’s daily activities

- Techniques:

+ Discuss

IX Languages focus :

- Vocabulary: have got classes, do morning exercise, have PE in the gym

- Structures:

A: What does she often do in the morning?

B: She’s got classes at school.

I. Warm up : Simon says

Let Ss play the game with the word phrase: put up your hands, put down your hands, clap your hands, stand up, sit down, open your book, close your book….

II New lesson

- Have Ss to look at the book on page 27 and get Ss to look at

the title of the unit and the picture

- Elicit their answers to identify the people in each picture:

Who is this?/ Who’s this boy/ girl?

- Recall the familiar vocabulary and pre-teach the

vocabulary(Write the words on the board and ask Ss to repeat a few times)

 have got classes

 has got classes

- Set the context: Linda’s asking Phong what Mai, his sister,

often does in the morning He said that Mai has got classes at school Now listen to Mai talking about what she often does

in the morning/ afternoon/ evening.

T – whole class

T – Whole class

Pair work Group

Trang 31

10’

- Have Ss listen to the recording as they read the lines in the

speech bubbles

- Play the recording again for Ss to repeat the lines in the

speech bubbles two times

- Divide the class into groups to take turns to say the lines of

Mai and Tony

- Set the context: You are asking your partner about these

characters’ daily activities from P.a to P.e.

- Ask Ss to Read the line in speech bubbles and elicit Ss’

prompts to complete the lines

- Write the questions and answers on the board and get Ss to

repeat a few times

- Recall the familiar vocabulary and pre-teach the vocabulary:

 morning exercise

- Model the task

 Point to P a and ask: What does she often do in the morning?

–Ss: She’s got classes at school.

- Have Ss to take turns to point to the pictures, ask and answer

about addresses

- Monitor the activity and offer help Correct pronunciation

errors (stress, assimilation of sounds, intonation) when necessary

- Have the whole class repeat all the phrases in chorus to

- Get Ss to look at the pictures on page 28 and tell them the

purpose of the listening: You are going to hear Mary, an Australian girl, talking about her daily activities You should read each sentence in your book, listen and tick the

appropriate picture for what Mary does.

- Have Ss to read each sentence and guess the picture to tick

- Play the recording twice: once for listening all the way

through and once for them to doing the task

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

listen and give comments

T – whole class

Trang 32

about someone’s daily activities, using What does he/she often do in the morning? - He/ She ………

- Encourage Ss to make a list of their daily activities for the

“oo” as in afternoon and that of the letter “br” as in brush; listen and number the pictures in

the order they hear

IX Languages focus :

 Phonics: afternoon brush

IV. Warm up : Students’ display

Let Ss display their home-link writing Then ask and answerquestions related to the items on the list

1 Listen and repeat/ Group and say aloud

- Have Ss open the book page 29, draw their attention to the letters colored differently in the words aftern oo n and brush

- Set the scene: “We are going to learn how to produce the sound of letters oo in the word aftern oo n and that of the letter br in the word brush”

T – whole class

T – Whole class

Trang 33

10’

- Produce the sound of the letter oo and br a few times

- Ask Ss to look at the book at P.29 Get Ss to look at the chart and the word box

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

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

- Set the context:

- Pre-teach the new vocabulary (write new words on the boardand get Ss to repeat them a few times)

 brush

 remember

 bedtime

words with “oo” and clap twice for the words with “br”

- Set the scene: “You are going to listen to an interview of four pupils at Rose Primary School The interviewer wants

to know about their daily activities and number the pictures”

What can you see in P.a/ b/ c/ d?

- Recall the key words to understand the text, write on the board and get Ss to repeat them a few times

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

T – whole class

IndividuallyGroup

T – whole class

T – whole classUsing pictures or

translating

Trang 34

through, once for them to do the task.

Answer: 1 – d 2 – a 3 – c 4 – b

VI Summary and Home- link :

- Ss select and copy one picture from the crossword puzzle and colour it for the class display in the next lesson

T – whole class

Week: 6 Date of teaching: Tuesday, October, 13th , 2015

Period: 12 th

UNIT 4 MAI’ S DAY

Lesson 3

VI Objectives :

 Ask and answer questions about past activities

 Read a comprehension text on a girl’s Sunday and write a diary

+ Ask and answer

IX Language focus :

 Vocabulary: surfed the Internet, school project

 Sentence Patterns: What did you do last night?

I surfed the Internet for my school project.

X Procedures :

6’

10’

IV Warm up : Slap the board

Ss play the game with the pictures that they prepared at home

V New lesson

- Have Ss to look at the book at page 31, read the context sentenceabove the pictures

- Set the context: Hoa and Nam are having breakfast with their family They look sleepy.

T – whole class

Trang 35

10’

 Point to Hoa in the P a and ask (Who is she?/ How does she look like?Why?

 Repeat the step with P b:Point to Nam and elicit Ss’ answer

- Pre-teach: (Write the words on the board and ask Ss to repeat a few times): surfed the Internet, school project

- Draw Ss’ attention to the picture next to the example in this section

- Set the context: Last night this boy surfed the Internet for his school project.

- Ask Ss to read the example and imagine they are the boy , then elicit their prompts to complete the speech bubbles (write the question and answer on the board and ask Ss to repeat a few times)

- Get Ss to repeat the prompt under each picture a few time and make sure they understand them

Point to Pa and ask What did you do last night? Ss: I went to the cinema

7 Read and complete (Choose one of 3 or 4)

- Set the context: you are going to read the passage and fill in the blank Read the title of the passage and look at the picture Can you guess what you are going to read about?

- Go through the words on the box and make sure Ss understand them

- Recall some words: go out, take a bus

- Read t he passage, pausing at times to check Ss comprehension and ask for their prompts to complete the passage

- 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

8 Write your diary about what you did yesterday.

(Choose one of 3 or 4)

Whole class Individually

Groups

Whole class

Trang 36

- Get Ss to look at the passage and have a brief discussion with the class about the picture and the task Draw Ss’ attention to thewriting frame and get them to read the instruction and the lines

in the diary

- Tell them the writing purpose: You are going to write your diary about what you did the day before You should remember what you did in the morning/ afternoon/ evening to write down

- Elicit Ss’ answers, then do the first example with the whole class Let the called S do the rest lines and other repeat each line

a few times

VI Summary and Home-link.

- Encourage Ss to copy the song lyrics and replace the activities inthe original lyrics with their own version for the class display

T – whole class

Week: 7 Date of teaching: Tuesday, October, 20th , 2015.

Period: 13 th

UNIT 5 OUR PICNIC TO THE SEASIDE

Lesson 1

I Objectives :

- By the end of this lesson, students will be able to ask and answer the questions about what people will do in the future

- Develop listening, reading and speaking skill

- Techniques:

+ Discuss

 Vocabularies:

to cruise, to explore, seafood, to run on the beach, an aquarium, to sunbathe, to set up a campfire, some loaves of bread, to go hiking, to build a sandcastle

 Sentence partern:

What will you do in the morning/ afternoon/ evening?

I/We will cruise around the island

V Procedures :

Trang 37

Song: This is the way we do things.

II Present the new lesson

I 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 people in the pictures

- Set the scene: Mai, Linda, Peter and Tony are planning their picnic to Ha Long Bay next week

- Present new words (pictures):

 to cruise around the island

 to explore some caves,

 to eat rice and seafood

- Play the recording for Sts to listen

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

- Divide the class into two groups to take turns, then opened pairsand close pair practice

- Ask a few questions to check their comprehension

 Who are planning to have a picnic?

 Will they going to Ha Long Bay?

 What will they do in the morning/ afternoon?

 What will they eat?

II Point, ask and answer

- Set the context:

- Point and ask Ss to look at the picture, example and introduce:

- Imagine you are going to plan a picnic to Ha Long Bay You will

do a lot of things there.

- Pre-teach new words to run on the beach, to visit an aquarium, to sunbathe, to set up a campfire)

- Ask Ss to repeat cued words all the pictures

- Ask Ss to read the example

- Model the task with the whole class

What will you do in the morning?

I/We will cruise around the island.

Note:

(I/ You/ We/ They/ He/ She/ It) will (I/ We) shall

- 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

T – whole class

Whole class

Individually

Groups

T – whole class

Pair – work

Trang 38

4’

- Ask some pairs to ask and answer in front of the class while othersobserve and give comments (using the character flashcards)

III Listen and tick

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

You are going to listen some children planning their food, activities and games for their picnic and tick the correct picture in each number

- Run through all the pictures (using elicit qs)

- What’s this/ Who’s this/ What’s he doing?

Note:

1 a some loaves of bread and some bananas on the table

b some loaves of bread and sausages for a picnic meal

c some loaves of bread and chicken on the table

2 a go hiking/ b cook their picnic meal/ c explore a cave

3 a build a sandcastle/ b go swimming/ c fly kites

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

- Play the recording 2nd time for Ss to do the task

- Give feedback:

1 – a 2 – c 3 – a

- Ask Ss to write a list of four things they plan to do on a picnic

They will display them in the next lesson

T – whole class

Whole class

Week: 7 Date of teaching: Tuesday, October, 20th , 2015

Period: 14 th

UNIT 5 OUR PICNIC TO THE SEASIDE

Lesson 2

I Objectives:

“ill” as in will and that of the letter “all” as in small; listen and number the pictures

II Teaching methods:

Trang 39

III Teaching aids:

IV Languages focus:

* Phonics: will small

 What will you do in the afternoon/ evening?

 What about this weekend?

 What will you have for lunch/ dinner?

 Will you go out for lunch/ dinner?

……

II. New lesson

I Listen and repeat/ Listen, complete and say it aloud.

- Have Ss open the book page 36, draw their attention to the

letters colored differently in the words will and small

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

sound of letters ill in the word will and that of the letter all

in the word small”

- Pronounce the sound of the letter ill and all a few times

b Listen, complete and say it aloud

- Make sure Ss understand the instruction

- Ask Ss to guess all the complete words

- Do the first e.g with them

through and once for them to clap at the focused words

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

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

column

Key:

+ ill: 1: hill; 2,5; wall/will; 6: mill + all: 2,5: wall/will 3: small 4: tall

II Listen and read together

- Have Ss look at Picture on Page 36 and elicit:

Who/ Where are they?

What activities will they have? (cruise around the Bay, build

a sandcastle, visit the windmill)

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

T – whole class

T – Whole class

T – whole class

Individually

Trang 40

3’

board and get Ss to repeat them a few times)

+ windmill (using picture)

- Set the context: This is the dialogue between Mai and Quan

They are on the beach You are going to listen the dialogue and clap the words with “ill” and “all”.

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

- Have Ss repeat each line in the dialogues (clap once for the

words with “ill” and clap twice for the words with “all”)

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

line of the dialogues

through and once for them to clap at the focused words

- Device the class into four groups for competition

III Listen and number.

- Set the scene: “you are going to listen to the recording and

number the picture”

- Run through the pictures:

What ill they do?

P a: go swimming

P b: go to Ha Long Bay

P c: cruise around the Bay

P d: build a sandcastle

P e: have seafood in a restaurant

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)

Key: 1 – b; 2 – e; 3 – d; 4 – a; 5 – c

III Summary and Home- link:

- Ask Ss to select and make a copy of one of the pictures in

this section to colour and write the words under it for a class display in the next lesson

Group

T – whole class

Week: 8 Date of teaching: Tuesday, October,27th , 2015

Period: 15 th

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