New lesson: Stages & Time Teacher’s activities Students’activities Warm up5’ Chatting about toys - Pairs work 1.Look, Listen and - Have Ss to look at the book at repeat10’ page 48.. Elic[r]
Trang 1- By the end of the lesson Ps will be able to: identify family members.
- Develop Ss speaking and listening skills
+ Language focus:
- Sentence Partners: Who’s that?- He’s my father./ She’s my mother
- Vocabulary: man, next to, him, father, mother, young, nice, sister, brother,
grandmother, grandfather, he, she
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette.
2 Students’: books, notebooks, workbooks.
III Teaching processes:
- Set the scene “you are going
to listen to Linda and Mai identify family members
- Play the recording and asks
Ss to listen to the tape
- T asks Ss to listen and repeat
in chorus two times
- Call on one pair One repeats Linda’s part, the other repeats Mai’s part
- Have whole class repeat all the phrases a few times to reinforce their pronunciation
- Have pupils look at pictures
on Page 6 Elicit the characters
in the pictures and theirnames
Trang 23 Let’s Talk (10’)
IV.Consolidation(2’)
Teach vocabulary:
man next to father mother young nice sister brother grandmother grandfather
check vocab: slap the board
- Model: Call on a pair
Allocate the parts of thecharacters the boy and the girl
to the pupils Ask them topoint the pictures and act outthe dialogues Using thepictures in their books
Monitor the activity and offerhelp Correct pronunciationerrors (stress, assimilation ofsounds, intonation) whennecessary
- Call on some pairs toperform their task at the fron
of the class The rest of theclass observe and givecomments
- Have the whole class repeatall the phrases in chorus toreinforce their pronunciation
- Ask students to look at thepictures in the book Ask them
to identify the characters in thepictures
Ask Ss work in pairs Call some pairs to act out
Correct their pronunciation
- Asking Ps to focus on the structure once again
- Retell the content of the lesson
- Pair works
- Pair works
- Practise in pairs
- Whole class
Trang 3- By the end of the lesson Ps will be able to identify family members.
- Develop Ss reading and listening skills
+ Language focus:
- Sentence Partners
- Vocabulary: photo, woman, girl, boy, her, family
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette.
2 Students’: books, notebooks, workbooks.
III Teaching processes:
- Ask and answer about Ss’ name
- Have pupils look at pictures 1,
2 and 3 on page 7 of the StudentBook Elicit the identification ofthe characters in the pictures andthe characters’ words Tell pupilsthat they are going to listen to therecording and tick the picturesthey hear Guess the answer
- Play the recording 2 timespupils to listen and tick theboxes Check their guess
Compare the answer with thepartner
- Play the recording again pupilscheck their answers T give theanswer:
- Ask some questions to ensurepupils’ comprehension of thelistening text
- Have pupils open their books toPage 7 Get Ss to identify the characters in the pictures and who they are in the photo
Teach vocabulary:
Photo woman Girl boy
Trang 4
6 Let’s sing (10’)
IV.Consolidation(2’)
Her family Happy of
Check vocab: what and where
- Tell Ss that they are going
look the photo and read the sentences to get information to write the missing words
- Ss read silently and complete
the dialogues
- Ss trade their answers within
pairs or groups for correction
- Ask Ss to read the answers
aloud to the class The others listen and give comments
Answers: 1 Father 2
Mother 3 brother
- Make some questions to
check Ss’ comprehension of the reading text
- Have the whole class read each line of the dialogues chorally to reinforce their pronunciation
- Introduce A happy family song,
P.7
- Play the recording and listen to
A happy faamily song
- Play the recording again forpupils to sing each line of therhythm
- Call on a group of six to thefront of the class and do theactions The others clap theirhands after the song
- Group work Pupils practisesinging and doing the actions ingroups Monitor the activity andhelp them when necessary
Correct pronunciation Ss’ errors
- Call on one group to performthe song at the front of the class
The rest of the class sing thesong and clap the rhythm
- Have class sing the song again
to reinforce their pronunciation
- Asking Ps to focus on the structure once again
Trang 5- Retell the content of the lesson.
- Sentence Partners: How old is your brother? – He is seven
- Vocabulary: eleven, twelve, thirteen, fourteen, fifteen, seventeen, eighteen,nineteen, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette, puppets.
2 Students’: books, notebooks, workbooks.
III Teaching processes:
- Sing A happy family song
- Have Ss to look at the book at
Have Ss listen to the recording
as they read the lines in thespeech bubbles
Play the recording again for Ss
to repeat the lines in the speechbubbles two times
Divide the class into two
- Pair works
- Whole class
- Pair works
Trang 6Play the recording again for thewhole class to repeat each line
in the speech bubbles toreinforce their pronunciation
Eleven twelve Thirteen fourteen Fifteen seventeen Eighteen nineteen Twenty thirty Forty fifty Sixty seventy Eighty ninety one hundred
Check vocab: rub out and
Ss to guess and complete the speech bubbles
of characters the boy and the girl to Ss
dialogue Repeat the step with some other pairs for pictures
held Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary
all the phrases in chorus to reinforce their pronunciation
- Show picture and give task
Talk about the age of Nam’sfamily
Trang 7IV.Consolidation(2’) - Have Ps work in pair.
- Display in class, otherscomment
- Asking Ps to focus on the structure once again
- Retell the content of the lesson
- Vocabulary: picture, years old
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette.
2 Students’: books, notebooks, workbooks.
III Teaching processes:
- Have pupils look at pictures a, b, c and
d on page of the Student Book Elicitthe identification of the characters in thepictures and the characters’ words Tellpupils that they are going to listen to therecording and match the informationthey hear to the pictures They shouldnumber the boxes
- Play the recording 2 times pupils tolisten and number the boxes Checktheir guess Compare the answer withthe partner
- Play the recording again pupils checktheir answers T give the answer:
- Ask some questions to ensure pupils’
- Pair works
- Whole class
- Pair works
- Whole class
Trang 8comprehension of the listening text.
- Ask Ss to identify the characters inthe pictures on page 9
Set the scene: “you are going to read the paragraph to get the information
in order to fill the ages of Quan’s family members
Have a revision of the language
- Ask Ss to read the dialogues and dothe task (match the sentence with aappropriate picture.)
Monitor the activity and offer helpwhen necessary
- Have Ss trade the answers in pairs forcorrection
Call on some Ss to report theiranswers Others listen and comment
Make a few questions to check Ss’
comprehension of the sentences
Have the whole class read eachsentence in chorus to reinforce theirpronunciation
Answers: Quan-10; His four; His mother-thirty-nine; His brother-fourteen
father-forty Have pupils open their books to Page
9 Get Ss to answer the ages of theirfamily members - Pupils practice inpairs and complete the dialogues
- Pair works Pupils give their answersfor correction
- Ask some pupils to read their answersaloud to the class The rest of the classlisten and give comments
- Make a few questions to check pupils’
comprehension of the reading text
- Have the whole class read each line ofthe dialogues chorally to reinforce theirpronunciation
- Asking Ps to focus on the structure once again
- Retell the content of the lesson
Trang 9- By the end of the lesson Ps will be able to: identify family members, talk about
the ages of family members Pronounce the sounds in the letters /br/, /gr/ correctly
- Develop Ss writing and listening skills
+ Language focus:
- Sentence Partners:
- Vocabulary:
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette.
2 Students’: books, notebooks, workbooks.
III Teaching processes:
Chatting: identify family
members, talk about the ages offamily members
- Play the CD and have Ps repeateach line of the chant Then change the role
- Focus Ps’ attention on the letters colored differently in the
words brother and grandmother
- Introduce the sounds /br/ and
- Pair works
- Whole class
- Pair works
- Whole class
Trang 102 Listen and write
3 Let’s chant (10’)
IV.Consolidation(2’)
you + Ask some pairs to ask and answer
+ Have Ps recite the chant and clap the syllable to reinforce their pronunciation
- Have pupils look at thesentences and guess the suitablewords to fill in the blank
- Play the recording 2 timespupils to listen and fill theblanks Check their guess
Compare the answer with thepartner
- Play the recording again pupilscheck their answers T give theanswer:
- Have pupils act out thedialogue in pairs or groups forcorrection
- Ask some questions to ensurepupils’ comprehension of thelistening text
Answer:
- Introduce the chant
- Turn on the tape
- Ps listen to the tape and repeat the chant
- Ps chant in group and individual
-The Ps chant and do the action
- Teacher reinforce their pronunciation
- Asking Ps to focus on the structure once again
- Retell the content of the lesson
Trang 11- By the end of the lesson Ps will be able to: identify family members, talk about
the ages of family members
- Develop Ss reading, writing skills
+ Language focus:
- Sentence Partners:
- Vocabulary:
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette.
2 Students’: books, notebooks, workbooks.
III Teaching processes:
going to read the questions
to get the information in order to match the answers”
- Ss read the sentences individually and check their prediction Ss do the task (match the sentence with a appropriate picture.)
- Monitor the activity and offer help when necessary
- Have Ss trade the answers in pairs for correction
- Call on some Ss to report their answers Others listen and comment
- Make a few questions to check Ss’ comprehension of the sentences
Have the whole class read each sentence in chorus to reinforce their pronunciation
Ans: 1 – d; 2 – a; 3 – b; 4 – c.
- Explains the situation and how
to do the exercise
- Ask students to look the photo
of Linda’s family Ask Ss toidentify the characters in thepictures on page 11
read the paragraph in the book
Trang 12to and give the remark
- Correct the pronunciation
Ans: 1 family 2 father 3
mother 4 brother 5 sister
- Introduce the situation
- Explain how to do the exercise: draw their family Tellthe classmates about it
- Ss act out in front of the class
- - The rest listen to and give the remark
- Correct the pronunciation
- Asking Ps to focus on the structure once again
- Retell the content of thelesson
- By the end of the lesson Ps will be able rooms in the house.
- Develop Ss speaking and listening skills
+ Language focus:
- Sentence Partners: There is a living room
- Vocabulary: house, garden, over there, kitchen, bathroom, bedroom, dining room,garden
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette.
2 Students’: books, notebooks, workbooks.
III Teaching processes:
1 Class organization(1’)
2 Oral test: (2’)
- Have pupils greet and introduce their names and their health.
3 New lesson
Trang 131 Look, listen and
- Set the scene “you are going to listen to Linda and Mai greet and introduce their names
- Play the recording and asks Ss to listen to the tape
- Asks Ss to listen and repeat in chorus twice Call on one pair to repeats in role Linda’s and Mai’s part
- Have whole class repeat all the phrases a few times to reinforce their pronunciation
- Have pupils look at pictures onPage 12 Elicit the characters in thepictures and their names
Teach vocabulary:
House garden over there kitchen bathroom bedroom dining room garden
Check: slap the board
Model: There is a living room.
Ask pupils to guess and completethe speech bubbles
- Model: Call on a pair Allocate theparts of the characters Mai and Nam
to the pupils Ask them to point thepictures and act out the dialogues
Using the pictures in their books
Monitor the activity and offer help
Correct pronunciation errors (stress,assimilation of sounds, intonation)when necessary
- Call on some pairs to perform theirtask at the fron of the class The rest
of the class observe and givecomments
- Have the whole class repeat all thephrases in chorus to reinforce theirpronunciation
- Ask students to look at the pictures
in the book Ask them to identify thecharacters in the pictures
Trang 14)
- Ask Ss work in pairs to identify therooms in Nam’s house Call some pairs to act out
- Correct their pronunciation
- Asking Ps to focus on the structure once again
- Retell the content of the lesson
- By the end of the lesson Ps will be able to indentify rooms in the house.
- Develop Ss writing and listening skills
+ Language focus:
- Sentence Partners
- Vocabulary: way, clean, early, in the morning
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette.
2 Students’: books, notebooks, workbooks.
III Teaching processes:
- Talk about their houses
- Have pupils look at pictures 1, 2 and 3
on page 13 of the Student Book Elicitthe identification of the characters in thepictures and the characters’ words Tellpupils that they are going to listen to therecording and tick the pictures they hear
Guess the answer
- Play the recording 2 times pupils tolisten and tick the boxes Check theirguess Compare the answer with thepartner
- Play the recording again pupils checktheir answers T give the answer:
- Ask some questions to ensure pupils’
comprehension of the listening text
- Have pupils open their books to Page
- Pair works
- Whole class
- Pair works
- Whole class
Trang 15- Tell Ss that they are going to look the
pictures, read and get information to write the missing words in the
sentences
- Ss read silently and complete the
dialogues
- Ss trade their answers within pairs or
groups for correction
- Ask Ss to read the answers aloud to
the class The others listen and give comments
Ans: 1 A house 2 A living room
3 a kitchen 4 Bedroom
5 a bathroom 6 a kitchen
- Make some questions to check Ss’
comprehension of the reading text
Have the whole class read each line of the dialogues chorally to reinforce their pronunciation
- Introduce The way I clean my house song, Page 13
- Play the recording and listen to The song
- Play the recording again for pupils tosing each line of the rhythm
- Call on a group of six to the front ofthe class and do the actions The othersclap their hands after the song
- Group work Pupils practise singingand doing the actions in groups Monitorthe activity and help them whennecessary Correct pronunciation Ss’
errors
- Call on one group to perform the song
at the front of the class The rest of theclass sing the song and clap the rhythm
- Have class sing the song again toreinforce their pronunciation
- Asking Ps to focus on the structure once again
- Retell the content of the lesson
Trang 16- Sentence Partners: Is there a fence?-Yes, there is./ No, there isn’t.
- Vocabulary: fence, pond, gate, yard, fence
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette, puppets.
2 Students’: books, notebooks, workbooks.
III Teaching processes:
Sing the alphabet song
- Have Ss to look at the book atpage 14 Elicit the character andhave Ss guess what they aresaying
Set the scene: we are going tolearn new phrase
- Have Ss listen to therecording as they read thelines in the speech bubblesPlay the recording again for Ss
to repeat the lines in thespeech bubbles two times
- Divide the class into twogroups One repeat Tony’spart and the other repeatNam’s part
Play the recording again forthe whole class to repeat eachline in the speech bubbles to
- Whole class
- Pair works
- Whole class
- Whole class
Trang 172 Point and say
Ss to guess and complete the speech bubbles
characters the boys and the girl to Ss
dialogue1 Repeat the step with some other pairs for pictures
the dialogue in pairs, using the pictures
Monitor the activity and offer held Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary
Call on some pairs to perform the task at the front of the class The others observe and give comments
- Have Ps work in pair to talkabout Tony’s house
- Display in class, otherscomment
- Listen and correct
Trang 18- Sentence Partners: There is not a yard
- Vocabulary: any, around, but, beautiful, in front of, tree, in
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette.
2 Students’: books, notebooks, workbooks.
III Teaching processes:
- Sing the song
- Have pupils look at pictures a, b,
c and d on page 15 of the StudentBook Elicit the identification ofthe characters in the pictures andthe characters’ words Tell pupilsthat they are going to listen to therecording and match theinformation they hear to thepictures They should number theboxes
- Play the recording twice pupils
to listen and number the boxes
Check their guess Compare theanswer with the partner
- Play the recording again pupilscheck their answers T give theanswer:
- Ask Ss to identify the characters
in the pictures on page 15
Set the scene: “you are going to read the paragraph about Phong’s house facilities to get the information in order to fill
- Whole class
- Pair works
- Whole class
- Whole class
Trang 19in front of tree in
Check vocab: what and where
Model sentence: There is not a yard
language Ask Ss to read the paragraphabout Phong’s house facilitiesand fill the given words in the
blanks.
Monitor the activity and offerhelp when necessary
pairs for correction
answers Others listen andcomment
Make a few questions to checkSs’ comprehension of thesentences
Answers: 1 House; 2
Beautiful; 3 Tree; 4 Pond
- Have pupils open their books to Page 15 Read the questions and answer about their houses
facilities
- Pupils practice in pairs to askand answer questions about theirhouses
- Pair works Pupils give theiranswers for correction
- Ask Ss to talk about theirhouses
- Have the whole class listen andreinforce their pronunciation
- Asking Ps to focus on the structure once again
- Retell the content of the lesson
Trang 20- By the end of the lesson Ps will be able to identify rooms in the house, ask and
answer questions about house facilities Pronounce the sounds in the letters ch/ /,th/ / correctly
- Develop Ss writing and listening skills
+ Language focus:
- Sentence Partners:
- Vocabulary: behind
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette.
2 Students’: books, notebooks, workbooks.
III Teaching processes:
Focus Ps’ attention on the letters colored differently in
the words kitchen and bathroom
- Introduce the sounds ch/ / and th/ /
- Have Ps practice the sounds carefully
- Play the CD and have Ps read the chant in chorus
- Ask Ps to give which sounds in Vietnamese are similar to, and then have Ps read words after you
+ Ask some pairs to ask andanswer
+ Have Ps recite the chant and clap the syllable to reinforce their
- Whole class
- Pair works
- Whole class
- Whole class
Trang 212 Listen and write
- Play the recording 2 timespupils to listen and fill theblanks Check their guess
Compare the answer withthe partner
- Play the recording againpupils check their answers
T give the answer:
- Have pupils act out thedialogue in pairs or groupsfor correction
- Ask some questions to
comprehension of thelistening text
Answer:
- Introduce the Chant
- Turn on the tape
- Ps listen to the tape and repeat the chant
- Ps chant in group and individual
- The Ps chant and do the action
- Teacher reinforce their pronunciation
- Asking Ps to focus on the structure once again
- Retell the content of thelesson
- By the end of the lesson Ps will be able to: identify rooms in the house, ask and
answer questions about house facilities
- Develop Ss reading, writing skills
+ Language focus:
Trang 22- Sentence Partners:
- Vocabulary:
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette.
2 Students’: books, notebooks, workbooks.
III Teaching processes:
5 Read again and
write the answers
(10’)
Read the chant.
- Introduces the topic “you are going to read the paragraph to getthe information in order to find the suitable words to fill in the blanks”
- Ss look at Mai’s house and find the house facilities read the paragraph individually and check their answers Ss do the task
- Monitor the activity and offer help when necessary
- Have Ss trade the answers in pairs for correction
- Call on some Ss to report their answers Others listen and comment
- Make a few questions to check Ss’ comprehension of the
sentences
- Have the whole class read each sentence in chorus to reinforce their pronunciation
Ans: 1 house; 2 pond; 3 tree;
questions
Work in pairs to do the exercise then practice in pairs in front of the whole class The rest listen to and give the remark
Correct the pronunciation
Trang 236 Project (10’)
IV.Consolidation(2’)
Answer:
1 No, it isn’t 2 It is blue.
3 Yes, there is 4 Yes, there is.
5 No, there isn’t
- Introduce the situation
- Explain how to do the exercise:
Draw and colour their houses
Write the names of the rooms in the houses
-Ss introduce their houses in front
of the class The rest listen to andgive the remark Correct the pronunciation
- Asking Ps to focus on the structure once again
- Retell the content of the lesson
- Practise in group and individual
- By the end of the lesson Ps will be able to: ask and answer questions about the
location of things in the house
- Develop Ss speaking and listening skills
+ Language focus:
- Sentence Partners: Where’s the book?-It’s here/there
- Vocabulary: Where, chair, poster, bed, picture, coat, ball, here, there
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette.
2 Students’: books, notebooks, workbooks.
III Teaching processes:
Trang 24Read the chant
in the picture on page 18 and what they are saying
listen to Peter and his mother askand answer questions about thelocation of things in the house
listen to the tape
chorus two times
Peter’s part, the other repeats his mother’s part
- Have whole class repeat all the phrases a few times to reinforce their pronunciation
- Have pupils look at pictures onPage 12 Elicit the characters in thepictures and their names
Teach vocabulary:
Where chair Poster bed Picture coat Ball here there
Check vocab: what and where Model sentence:
Where’s the book? - It’s here/
Using the pictures in their books
Monitor the activity and offer help
Correct pronunciation errors (stress,assimilation of sounds, intonation)when necessary
- Call on some groups to performtheir task at the front of the class
The rest of the class observe and
- Whole class
- Whole class
Trang 25give comments
- Have the whole class repeat all thephrases in chorus to reinforce theirpronunciation
- Ask students to look at the pictures
in the book Ask them to identify thecharacters in the pictures
- Ask Ss work in pair to ask and answer questions about the location
of things in the house Call some pairs to act out
- Correct their pronunciation
- Asking Ps to focus on the structure once again
- Retell the content of the lesson
- By the end of the lesson Ps will be able to ask and answer questions about the
location of things in the house
- Develop Ss reading, writing and listening skills
+ Language focus:
- Sentence Partners
- Vocabulary:
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette.
2 Students’: books, notebooks, workbooks.
III Teaching processes:
- Have pupils look at pictures 1, 2 and
3 on page19 of the Student Book Elicitthe identification of the characters inthe pictures and the characters’ words
- Tell pupils that they are going tolisten to the recording and tick thepictures they hear Guess the answer
- Whole class
Trang 26- Play the recording again pupils checktheir answers T give the answer:
- Ask some questions to ensure pupils’
comprehension of the listening text
- Have pupils open their books to Page
19 Get Ss to identify the characters inthe pictures and what they are sayingmention the distance between the handand the thing in picture
- Tell Ss that they are going to read
and get information to write the given words in sentences 1, 2, 3 and 4
- Ss read silently and complete the
sentences
- Ss trade their answers within pairs
or groups for correction
- Ask Ss to read the answers aloud to
the class The others listen and give comments
Answers:
1 Here 2 There 3 Here 4 there
- Make some questions to check Ss’
comprehension of the reading text
Have the whole class read each line of the dialogues chorally to reinforce their pronunciation
- Introduce the The poster and the ball song, Page 19
- Play the recording and listen the How are you? song
- Play the recording again for pupils tosing each line of the rhythm
- Call on a group of six to the front ofthe class and do the actions The othersclap their hands after the song
- Group work Pupils practise singingand doing the actions in groups
Monitor the activity and help themwhen necessary Correct pronunciationSs’ errors
- Call on one group to perform the song
at the front of the class The rest of the
Trang 27(2’)
class sing the song and clap the rhythm
- Have class sing the song again toreinforce their pronunciation
- Asking Ps to focus on the structure once again
- Retell the contain of the lesson
- By the end of this lesson, Students will be able to ask and answer question about
the location of things in the house (plural)
- Develop Ss speaking and listening skills
+ Language focus:
- Sentence Partners: Where are the posters? –They are under my bed
- Vocabulary: near, under, on, behind, look in
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette, puppets.
2 Students’: books, notebooks, workbooks.
III Teaching processes:
Sing the poster and the ball song
- Have Ss to look at the book at
page 20
- Elicit the character and have Ss
guess what they are saying
- Set the scene: we are going to
learn new phrases
- Have Ss listen to the recording as
they read the lines in the speechbubbles
- Divide the class into two groups.
One repeat Peter’s part and theother repeat his mother’s part
- Play the recording again for thewhole class to repeat each line inthe speech bubbles to reinforcetheir pronunciation
Trang 282 Point and say
Check vocab: slap the board
- Elicits the structures
Where are the posters? –They are under my bed.
page 20Elicit the characters in the pictures and their names Ask Ss to guess and complete the speech bubbles
- Models/ allocates the parts ofcharacters Quan and Linda to Ssuse structure:
- Where are the posters? –They are under my bed.
dialogue Repeat the step with some other pairs for pictures
dialogue point and use the information in picture a, b, c and
d in pairs Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary
- Have Ps work in pair to ask andanswer questions about the location
of things in the house
- Display in class, others comment
- Listen and correct
- Asking Ps to focus on the structure once again
- Retell the contain of the lesson
Trang 29UNIT 3: WHERE’S MY BOOK?
Lesson 2: Part 4-5-6
I
Objectives :
- By the end of this lesson, Students will be able to ask and answer questions about
the location of things in the house (plural)
- Develop Ss reading, listening skills
+ Language focus:
- Sentence Partners:
- Vocabulary: bed, ball
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette.
2 Students’: books, notebooks, workbooks.
III Teaching processes:
- Play the recording 2 times pupils tolisten and number the boxes Checktheir guess Compare the answer withthe partner
- Play the recording again pupils checktheir answers T give the answer:
- Ask some questions to ensure pupils’
comprehension of the listening text
- Ask Ss to identify the characters inthe pictures on page 21
Set the scene: “you are going to read and questions the paragraph about phong’s room and find out the answer.”
- Ask Ss to read the dialogues andanswer Monitor the activity and
Trang 306 Write about
your bedroom
*Consolidation
(2’)
offer help when necessary
for correction
- Call on some Ss to report theiranswers Others listen andcomment
comprehension of the sentences
- Have the whole class read eachsentence in chorus to reinforce theirpronunciation
Answers: 1 It is on the bed.
2, They are under the bed
3, They are near the desk
4, They are on the desk.
5, They are on the wall
- Explain how to do the exercise
T introduces the topic “you are going
to write the paragraph about their houses”
Ss read the sentences individually and
Make a few questions to check Ss’
comprehension of the sentences
- Asking Ps to focus on the structure once again
- Retell the contain of the lesson
Trang 31UNIT 13: WHERE’S MY BOOK?
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette.
2 Students’: books, notebooks, workbooks.
III Teaching processes:
Focus Ps’ attention on the letters colored differently in the words
chair and where
- Introduce the sounds / ch/, /wh/
- Have Ps practice the sounds carefully
- Play the CD and have Ps read the chant in chorus
- Ask Ps to give which sounds in Vietnamese are similar to, and then have Ps read words after you
+ Ask some pairs to ask and answer
+ Have Ps recite the chant and clap the syllable to reinforce their
pronunciation
- Have pupils look at the sentencesand guess the suitable words to fill
in the blank
- Play the recording 2 times pupils
to listen and fill the blanks Checktheir guess Compare the answer
Trang 32(10’)
IV.Consolidation
(2’)
with the partner
- Play the recording again pupilscheck their answers T give theanswer:
- Have pupils act out the dialogue inpairs or groups for correction
- Ask some questions to ensurepupils’ comprehension of thelistening text
Answer:
- Introduce the Chant
- Turn on the tape
- Ps listen to the tape and repeat the chant
- Ps chant in group and individual
-The Ps chant and do the action
- Teacher reinforce their pronunciation
- Asking Ps to focus on the structureonce again
- Retell the contain of the lesson
- By the end of the lesson Ps will be able to: ask and answer questions about the
location of things in the house
- Develop Ss reading, writing skills
+ Language focus:
- Sentence Partners:
- Vocabulary:
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette.
2 Students’: books, notebooks, workbooks.
III Teaching processes:
1 Class organization:
2 Oral test:
- Have pupils ask and answer questions about the location of things in the house
3 New lesson
Stages & Time Teacher’s activities Work’ arrangement
Warm up(5’) - Read chant.
Trang 33- Work in groups to do the exercise then explain how to choose the picture in front of the whole class - The rest listen to and give the remark
Correct thepronunciation
pupils’ comprehension of the
reading text
Answers: picture c.
going to read the sentences and find the suitable words to fill in the blanks”
individually and do the exercise
help when necessary
pairs for correctionCall on some Ss to report their answers Others listen and comment
Make a few questions to check Ss’ comprehension of the
sentences
- Introduce the situation
- Explain how to do the exercise:
draw your bedroom and describe
Trang 34structure once again.
- Retell the contain of the lesson
Week: 23
Teaching date: 30/1/2015
Period 19: UNIT 14: ARE THERE ANY
POSTERS IN THE ROOM?
- Sentence Partners: Are there any posters in the room?
- Yes, there are/ No, there aren’t
- Vocabulary: any, map, sofa, wardrobe, cupboard
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette.
2 Students’: books, notebooks, workbooks.
III Teaching processes:
2 Point and say(10’)
in the picture on page 24 and what they are saying
listen to Linda and Mai ask andanswer questions about things inthe room
listen to the tape
chorus two times
Linda’s part, the other repeats Mai’s part
- Have whole class repeat all the phrases a few times to reinforce their pronunciation
- Have pupils look at pictures onPage 24 Elicit the characters in thepictures and their names
Trang 353 Let’s talk (10’)
IV.Consolidation(2’)
Teach vocabulary:
Any map Sofa wardrobe cupboard
Check vocab: what and where Model sentence:
- Are there any posters in the room?
- Yes, there are/ No, there aren’t
Ask pupils to guess and completethe speech bubbles
- Model: Call on a pair Allocate theparts of the characters Mai andNam to the pupils Ask them topoint the pictures and act out thedialogues Using the pictures intheir books Monitor the activityand offer help Correctpronunciation errors (stress,assimilation of sounds, intonation)when necessary
- Have the whole class repeat all thephrases in chorus to reinforce theirpronunciation
- Ask students to look at thepictures in the book Ask them toidentify the characters in thepictures
- Ask Ss work in pairs to ask andanswer questions about things in theroom Call some pairs to act outCorrect their pronunciation
- Asking Ps to focus on the structure once again
- Retell the contain of the lesson
Trang 36- Sentence Partners
- Vocabulary:
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette.
2 Students’: books, notebooks, workbooks.
III Teaching processes:
- Have pupils look at pictures 1 and 2
on page 25 of the Student Book Elicitthe identification of the characters inthe pictures and the characters’
words Tell pupils that they are going
to listen to the recording and tick thepictures they hear Guess the answer
- Play the recording 2 times pupils tolisten and tick the boxes Check theirguess Compare the answer with thepartner
- Play the recording again pupilscheck their answers T give theanswer:
- Ask some questions to ensurepupils’ comprehension of thelistening text
- Have pupils open their books to Page 25 Get Ss to identify the characters in the pictures and what arethere in the picture
- Tell Ss that they are going to read
the sentences and write the missing words to fill in the blanks
- Ss read silently and complete the
sentences
- Ss trade their answers within pairs
or groups for correction
- Ask Ss to read the answers aloud
to the class The others listen and give comments
Answers: 2 Cupboard 3 Map
Trang 376 Let’s write(10’)
IV.Consolidation(2’
)
- Make some questions to check Ss’
comprehension of the reading text
Have the whole class read each line
of the dialogues chorally to reinforcetheir pronunciation
- Have pupils open their books to Page 25 Get Ss to read the questions and use the real things in their houses
to answer them
- Tell Ss that they are going to read
and answer the questions
- Ss read silently and answer
questions
- Ss trade their answers within pairs
for correction
- Ask Ss to read the answers aloud
to the class The others listen and give comments
- Asking Ps to focus on the structure once again
- Retell the content of the lesson
- Sentence Partners: How many chairs are there? - There are six
- Vocabulary: How many, cup, fan, mirror, door, window, count
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette, puppets.
2 Students’: books, notebooks, workbooks.
Trang 38III Teaching processes:
- Sing the alphabet song
- Have Ss to look at the book
at page 26
- Elicit the character and
have Ss guess what theyare saying
Set the scene: we are going
to learn new phrases
- Have Ss listen to the
recording as they read thelines in the speech bubbles
- Play the recording again
for Ss to repeat the lines inthe speech bubbles twotimes
- Divide the class into two
groups One repeat Peter’spart and the other repeatNam’s part
for the whole class torepeat each line in thespeech bubbles to reinforcetheir pronunciation
- Teach vocabulary:
How many cup
Fan mirror
Door window
count
- Structures
How many chairs are there?
- There are six
- Have Ss look at the pictures
Trang 39- Models/ allocates the parts
of characters the boy and the girl to Ss
- Ask them to act out the dialogue - Repeat the step with some other pairs for pictures
- Have Ss practice acting out the dialogue in pairs, using the pictures
Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary
perform the task at the front of the class The others observe and give comments
- Have Ps work in pair to askand answer questions aboutquantity of things
- Display in class, otherscomment
- Listen and correct
Trang 40- Vocabulary:
II Teaching aids:
1 Teacher’s: student’s and teacher’s book, pictures, cassette.
2 Students’: books, notebooks, workbooks.
III Teaching processes:
- Have pupils look at picture onpage 27 of the Student Book
Elicit the identification of thecharacters in the picture and thecharacters’ words Tell pupilsthat they are going to listen tothe recording and number thethings they listen to Theyshould number the things
- Play the recording 2 timespupils to listen and number thethings Check their guess
Compare the answer with thepartner
- Ask some questions to ensurepupils’ comprehension of thelistening text
paragraph and find out theinformation to answer thequestions
Set the scene: “you are going
to read the paragraph to get the information in order to answer the questions”
language
Ask Ss to read the paragraphand do the task
each sentence in chorus to