mins Activity 2 - Play the recording and then ask students listen and write the numbers they hear. If necessary, pause the recording after each sentence, or play the recording a seco[r]
Trang 1UNIT 1 HELLO EVERYBODY
Level: Elementary
Time allowance: 180 minutes
Class size:
Aims: Students get to know each other and teacher, and teacher gets to know them Obviously
students will have relatively little English to use at this stage, but nevertheless a convivial
classroom atmosphere can be established through quite basic interchanges.
Objectives: At the end of the lesson, students will be able to
- use the verb “to be” am, is and are in all person, singular and plural in the present simple
tense The focus is on the positive and questions with question words (How, where,
when, …)
- Use the possessive adjectives my, your, his, her
- Comprehend some names of countries
- Know how to pronounce the English Alphabet
- Count numbers 1-20
Anticipated problems:
Procedure:
PERIOD 1
min
- Say my own name: “I’m Hai” and
then point to myself to make the meaning clear
- Ask students to stand up and say their names
- Encourage students to listen to each other’s names and to memorize as many as they can
play amemory game:
- point to individual students and myself and get the group to say just the name
e.g Minh, Phuong, John, Mary,…
- Listen carefully to what teacher says
- Say their own names in turns
with “I’m …” ( I’m Mai, I’m Minh, I’m Huong…)
- Listen and try to memorize their classmates’ names
- The whole class look at teacher’s pointing finger and say the name of the person that teacher points to
INTRODUCTION
Am/is/are
my/your
15 min
Activity 1
Introduce to students how to form the verb to be with all persons and its use
- Write on the board all persons with
corresponding verb to be
I am She/he/it is You/we/they are
- Explain the use of the verb to be and write examples on the board
I am Phuong She is Mai You are Hung
- Listen and write down in the notebooks
- Give more examples
Trang 2and read the dialogue.
- Play the record twice or three times
and ask students to listen and repeat as a
class
- Ask students to practice the dialogue
in pairs
Focus attention on the contractions:
Ask students to circle the contracted
forms in exercise 1
- Give explanation on the contracted
forms
Name’s = name is
What’s = what is
I’m = I am
- listen and repeat as a class
- Practise the dialogue in pairs
- work in pairs and circle the contracted forms
- Listen and take note
15
min
Activity 2
Introduce the possessive adjectives
with all persons.
- Write the possessive adjectives
corresponding to all persons on the
board
I my
You your
He his
She her
It Its
We our
They their
- Explain the use of possessive
adjectives and write some example on
the board
It’s my pen
This is his car
That’s her book
…
- Ask students to complete the
conversation (p.7) Remind them to use
contracted forms
- Play the recording and let students
check their answers
- Listen to the teacher and take note
- Give some examples and read aloud in front of the class
It’s your hat That’s our teacher This is their parents.
- complete the conversation
- listen and check the answers
10
min
Activity 4
Mingle activity Demonstrate the
dialogue first in open pairs, and then get
students to move around the class and
talk to as many people as possible
Dialogue sample:
T: Hello! My name’s Hai What’s your
name?
S: Phuong.
T: where are you from, Phuong?
S: I’m from Hoa Binh.
- Listen to the demonstration of the teacher and then each student moves around the class and talk
to as many people as possible as demonstration
Trang 3PERIOD 2
COUNTRIES
His/her
5 min
Activity 1
- Focus attention on the table with the names of the countries Explain stress and the system of stress marks used in
the textbook with an example on the
board
- Play the recording then ask students to listen and repeat the list of countries in exercise 5
- listen and take note
- listen to the recording and practice the countries as a class
5 mins
Activity 2
- Ask students look at the pictures and then write where the people are from
Students are not expected to know how
to say Hello! in all the different
languages! This is merely a fun way to introduce countries and the third person singular and plural Some students will know a few, others will know more
- go around the class and provide help if necessary
- Check the answers
- Explain how to introduce other people and then get students to read aloud all sentences in chorus
- Discuss in groups of 4 and write where the people are from
- listen and check the answers
- Listen and read the sentences aloud in chorus
5 mins
Activity 3
- Introduce the questions What's his/her name? and Where's he/she from? Point to some of the pictures in
exercise 6, ask the questions yourself, and let the students reply Then drill the questions and correct any mistakes in
the use of he/she and his/her carefully
Practice the questions and answers in open pairs
- listen to the teacher and reply as
a class
- Work in pairs to ask and answer questions about the people in exercise 6
10 mins
Activity 4
- Ask the students to look at the pictures
in exercise 6 and then ask answer
questions what’s his/her name?
Where’s he/she from?
- Monitor and check for correct use of
he/she and his/her, and if necessary,
drill the language again using the pictures in the book At the end of the activity, consolidate the positive form
by asking students to say
His/Her name's , He's/She's from
or They're from .
- Work in close pairs to ask and answer the questions about the pictures in exercise 6
Trang 4mins - Ask students to complete the table
with am, is, and are.
- Check the answers
- Briefly check comprehension of the subject pronouns which are not covered
in exercise 6 (we, it, and you plural) by
using the photographs and the students themselves It can be checked using international food and drinks, e.g
champagne- It's from France.
- listen and take note
PRACTICE
Talking about
you
Listening and
pronunciation
10 mins
Practice 1
- Make role cards giving students a new
country of origin Then get students to
ask and answer questions about the students in class
Practice 2
- Ask the students to introduce their partner to the rest of the class Check
for the correct use of he/she and for the
correct stress on the names of countries
- work in close pairs and then ask and answer the question about the students in class
A:What’s his/her name?
B: His/her name’s … Where’s he/she from?
He’s/she’s from …
- Each student stands up and
introduces the partner close to him/her in turns
His name’s Phuong He’s from Australia …
5 mins
Practice 3
- Play the recording Ask students to tick the sentence they hear
- Check the answers
- Ask students to work in pairs to put
am, is, are, his, her, or your into the
gaps
- Check the answers
- listen and tick the sentence they hear
- work in pairs and do the exercise
Trang 5PERIOD 3
mins
Activity 1
- Ask students to read and listen to the text about Svetlana
- ask one or two students to read the text aloud to help them with pronunciation if necessary
- work individually and read about Svetlana
- Some students will be asked to read aloud the text
15 mins
Activity 2
- Ask students to complete the text about Tiago
- Play the recording to check the answers
- Play the recording again and ask students to listen and repeat sentence by sentence Then call 2 or 3 students to read the text aloud in front of the class
- work in pairs and complete the text
- listen to the recording and check the answers
- Listen and repeat the text sentence by sentence in chorus
- read the text aloud in front of the class
mins
Activity 3
- Ask students to write about themselves
Go round the class to monitor and provide help if necessary
- Collect some of the writings and ask students to read aloud
- work individually to write about themselves
- The one whose writings are chosen read aloud to the class The rest listen and then comment
Trang 6VOCABULARY
AND
PRONUNCIATION
Everyday
subjects
5 mins
Activity 1
- Tell the students that they are going to listen to the alphabet in the form of a song Ask them to join in where they can
- Play the recording and note down the letters students get wrong or don't
know, paying particular attention to a, j,
e, g, i, y, u, w, r, which cause problems for many students Drill the letters which students found difficult
- Help student to remember the pronunciation of the English alphabet
- listen to the Alphabet song and join in chorally
- Practise the pronouncing the Alphabet as a class
3 mins
Activity 2
- check who has a bilingual dictionary
If there are not likely to be enough, bring some yourself Ask students to
find apple in the dictionary Show them
how to use the bilingual dictionary
- Check the dictionary for the word apple
- listen and take note sometime
7 mins
Activity 3
- Ask students to match the words and pictures
- Encourage them to match the words that they recognize first Then they can use a dictionary to complete the activity Monitor and check for pronunciation
- Play the recording and get students to repeat the words as a class and
individually If students have problems with incorrect stress, refer them to the table to help them self-correct If necessary, drill the words, stopping the recording after each example
- work in pairs and match the words in the box with the pictures
- Pronounce the words as a class and then some students may be called to read aloud individually
10 mins
Activity 4
Step 1
- Pre-teach the question How do you spell ? and the use of double for
spelling (e.g apple = a, double p, I, e)
A: How do you spell apple?
B: It’s A-double P-L and E
Step 2
- Get students to practise asking the question and spelling, using their own names
Step 3
- Listen and take note
- work in pairs and then ask the question and spell their own names
Trang 7- Ask students to ask and answer questions with a partner about things in
Ex 3
- work in pairs to ask and answer
questions like the model
A: What’s a?
B: It’s an apple
A: How do you spell that? B: A, double P, L and E
GRAMMAR
SPOT
Article a/an
Plural nouns
5 mins
Activity 5
- Ask students to look at the words and
to work out the rule (when is it a? when
is it an?)
- Present the rule of using a and an
The letters a, e, i, 0, and u are vowels.
a goes before a word with a consonant,
an goes before a vowel.
- Ask students to give some examples
- Check the examples and get students to read aloud all the examples of their own and the ones in the book
- discuss in groups of 4 and work
out the rule of using a and an
- listen and take note
- Provide some examples
- Read aloud the examples
15 mins
Activity 6
- Ask students to look at the plurals given by the teacher and work out the rules for the formation of plurals
- Present the rules:
+ Most nouns add –s in the plural
Stamps keys cameras
+ If the noun ends in –s, -ss, -sh, -ch, -x add –es
Buses classes wishes matches boxes
+ if the noun ends in consonant + y, the
y change to –ies
A party 3 parties
A country some countries
But if the noun ends in a vowel + y, the
y doesn’t change
A key some keys
A day 3 days
+ Some nouns are irregular
A child some children
A person 4 people
A woman 3 women
A man 5 men
- Ask students to change the nouns in exercise 3 into plurals then check and write answer on the board
- Ask students to read aloud all the plurals in chorus
- Discuss in groups of 4 or 5 to work out the rules for the formation of plurals
- Listen and take note
- work in pairs to do the exercise then go to the board to write the answers
- Read aloud as a class
Trang 8EVERYDAY
ENGLISH
Saying phone
numbers
10 mins
Activity 1
- Get students to say numbers 1-20 around the class If necessary, drill the numbers and check for correct stress on numbers 13-19
- Ask students to read and listen to the telephone numbers Focus attention on the use of double for repeated numbers
and the use of 'oh' for 0, rather than
zero
- say number 1-20 around the class
- Listen to telephone numbers
- Read as a class first and then read individually
5
- Play the recording and then ask
students listen and write the numbers they hear If necessary, pause the recording after each sentence, or play the recording a second time
- Check the answers
- listen and write the numbers individually
- Practise saying the numbers in pairs
- Ask students to drill the question and answer
A: what’s your phone number?
B: My mobile’s 0975 … My home number’s 04 3876 …
A: Thank you very much.
- get students to ask other people what their phone number is and to write a list
- listen to the teacher and drill the question and answer in pairs
- Ask other students to get their phone number and write a list
Hello and
goodbye
10 mins
Activity 4
- Play the recording and ask students to write the sentences in the correct order
to make conversations
- Play the recording again and check the answers
- Ask students to practice the conversations with a partner
- work individually
- Check the answers
- work in pairs to practice the conversations
10 Activity 5
- Ask students to practice again, using their name and phone number
- Go round the class and check pronunciation
- Work in pairs to make similar conversations, using their own name and phone number
Homework - Ask students to do homework in the
Workbook unit 1 page 1-8
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