II/ Language contents: 1.Structure: Where’s …?This is… These are 2.Vocabulary: Welcome back, learning, end v Hide v / hiding, come out v III/ Teaching Aids: CD tracks 1-2, Starter story [r]
Trang 1Week 1:
Monday, August 29 th , 2016
Starter: Welcome back !
Lesson One – Period 1
I/ Aims:
- Identifying different places in a home
II/ Language contents:
2.Vocabulary: Welcome back, learning, end (v) Hide (v) / hiding, come out (v) III/ Teaching Aids: CD tracks 1-2, Starter story Poster
IV/ Steps of teaching:
1.Warm up and reviews:
- As children come into class, smile and say Hello Encourage children to say
Hello back to you Say It’s a new year Welcome back!
2 Presentation :
Listen and sing:
- Tell children that they are going to begin the lesson with a song Ask children to open their Class Books and look at the three children at the top of the page Point
to each one in turn for children to tell you their names Explain that they will see these characters the whole way through the course
- Explain that they’re going to listen to a 'Welcome back' song and then sing it
Play the recording once for children to listen and follow the song in their books Focus attention on the words Read each line for children to repeat after you Play the recording again for children to sing along
1.Structure: Where’s …?This is… These are
Trang 23 Practice:
Sing and do:
-Ask children to think of some actions for the song Play the song again for
children to sing and do their actions Repeat if you wish
-Lesson One – Period 2
I/ Aims:
- Identifying different places in a home
II/ Language contents:
2.Vocabulary: Welcome back, learning, end (v) Hide (v) / hiding, come out (v) III/ Teaching Aids: CD tracks 1-2, Starter story Poster
IV/ Steps of teaching:
1.Warm up and reviews:
- Begin the class with some common greetings Children then practice greeting each other in pairs or small groups
2 Presentation:
Listen and read
- Use the Starter Story Poster to present the story Point to the characters for
children to say the names Ask What’s happening in the story?/ Where’s Billy?/ Is
he behind the door?
3 Practice:
1.Structure: Where’s …?This is… These are
Trang 3- Look and write: 2 dining room 3 He’s in the bedroom 4 She’s in the kitchen
5 He’s in the bathroom.
4 Production:
- Describe a character from the story for children to guess who it is, e.g She’s in
the kitchen Ask different children to describe another character for the class to
II/ Language contents:
2 Vocabulary: Greetings and introductions
III/ Teaching Aids: CD tracks 1-2, Starter story Poster
IV/ Steps of teaching:
1.Warm up and reviews:
- Ask children if they can remember what happened in the story in the previous lesson Hold up the Starter story poster to encourage ideas Ask questions about the
people in the story, e.g Where’s Billy? Is he behind the door?
2.Presentation:
Listen to the story again and repeat Act.
1 Structure: This is my… His name’s…/ her name’s… He’s…/ She’s…
Trang 4-Ask children to turn to the story on page 4 of their Class Books Play the
recording, asking children to repeat Play the recording again for children to mime the actions as they listen Children practise acting out the story in their groups Asksome of the groups to act out the story before the class
3.Practice:
Read again and circle T ( true) or F ( false)
-Ask children to look at the sentences in the book Ask Is grandma in the kitchen?
to establish that the first sentence is true Allow time for them to read all the
sentences again and decide whether they are true or false Go through the answers with the class (1 T 2 F 3 T 4 F 5 F 6 T )
-Lesson Two – Period 4
I/ Aims:
- Introducing friends
II/ Language contents:
2 Vocabulary: Greetings and introductions
III/ Teaching Aids: CD tracks 1-2, Starter story Poster
IV/ Steps of teaching:
1.Warm up and reviews:
Sing the Welcome song (p 4) and do the actions to energize the class
2.Presentation:
Ask and answer:
-Ask a child to read the dialogue Say the dialogue again Ask them to practice the dialogue in pairs Ask some pairs to say the dialogues aloud for the class
3.Practice:
1 Structure: This is my… His name’s…/ her name’s… He’s…/ She’s…
Trang 5Look and say Introduce a friend.
-Elicit or explain that the children in the pictures are introducing a friend to
someone else Ask a child to stand up and read the sentences in the first speech bubble to the class Divide the class into groups of three Children take turns to
'introduce' their friends to each other.
- Identifying toys and possession
II/ Language contents:
2.Vocabulary: Days of the week Toys: car, teddy, kite, doll, ball, puzzle
III/ Teaching Aids: CD tracks 3, Extra Practical Classroom Activities: Song
worksheet
IV/ Steps of teaching:
1.Structure: What’s this? It’s…
Trang 61.Warm up and reviews:
Team work: Ask children to write the names of the toys they know/ like.
2.Presentation:
Look at the picture Then write.
- Play the recording once for children to listen Read each line of the song aloud for
children to repeat after you Play the recording again for children to sing along Repeat (more than once if you wish)
3.Practice:
Point, ask and answer.
- Ask children to look at the pictures and decide together on what the actions
should be Play the recording for children to listen, sing, and do their actions
-Lesson Three – Period 6
I/ Aims:
- Identifying toys and possession
II/ Language contents:
2.Vocabulary: Days of the week Toys: car, teddy, kite, doll, ball, puzzle
III/ Teaching Aids: CD tracks 3, Extra Practical Classroom Activities: Song
worksheet
IV/ Steps of teaching:
1.Warm up and reviews:
- Ask children to open Class book, p 6 and look at the pictures Ask What can you
see? Elicit the actions the children are doing (jumping, waving)
1.Structure: What’s this? It’s…
Trang 7Listen and sing.
Suggested song actions
Monday, Tuesday, Wednesday, Jump! – jump in the air
Thursday, Friday, down with a bump! – sit down on chairs
Saturday, Sunday, let’s say ‘Hi!’ – wave hello
Days of the week, let’s say ‘Goodbye!’ – turn around and wave
3.Practice:
Sing and do.
- Song worksheet: This is a simple gap-fill activity that could be used after
listening to the song and looking at the class book, or before Students can listen and fill in the missing words (prompted by pictures) and then check with their partner before looking in the Class Book
4 Production:
- Tell children that they are going to make their own version of the song Write the words to the song on the board with the actions missing Invite different children to
suggest new actions, e.g Monday, Tuesday, Wednesday, clap!Thursday, Friday,
Touch your head… Fill in the gaps on the board Sing the new song and perform
the new actions with the class
V/ Extension :
Trang 8Thursday, September 8 th , 2016
Lesson Four – Period 7
I/ Aims:
- Identifying school objects and possession
II/ Language contents:
2 Vocabulary: Colours: red, black, blue, green and pink; School objects
III/ Teaching Aids: CD tracks 4
IV/ Steps of teaching:
1.Warm up and reviews:
- Sing Monday, Tuesday, Wednesday, Jump! from page 6 to energize the class and
revise the days of the week
2 Presentation:
Listen and tick :
- Ask them to look at the table with the class Point to each item in the column
heading and ask What is this? What colour is it? Tell them they are going to hear a
recording of the children talking about what they have in their bags They mustlisten and say which child owns each object
- Play the first part of the recording, Luke’s speech, and demonstrate the example.
Play the whole recording again for children to listen and tick Go through theanswers with the class
1 Structure: I've got
Trang 9Luke: red ruler, blue pen, black pencil
Sarah: black pen, green pencil, rubber, book
3 Practice:
Look at the table again Ask and answer.
- Ask one child to read the example dialogue Say the dialogue again, pausing after
each line for the class to repeat Ask children to work in pairs and say the dialoguewith their partner Encourage children to name different objects Ask children tocontinue the activity in pairs Ask some of the pairs to say their dialogues aloud forthe class
-Lesson Four – Period 8
I/ Aims:
- Identifying school objects and possession
II/ Language contents:
2 Vocabulary: Colours: red, black, blue, green and pink; School objects
III/ Teaching Aids: CD tracks 4
IV/ Steps of teaching:
1.Warm up and reviews:
- Revise colours red, black, blue, green and pink Ask questions to practise using
colours, e.g hold up a bag and say What colour is this bag?
2 Presentation:
Now talk about your school bag.
- Hold up some items from your bag and describe these to the class in the same
way Say an item that you haven’t got Encourage children to talk about theirschool bags in the same ways
1 Structure: I've got
Trang 10- Ask children to open their workbook, p 7 Ask them to look at the pictures Point
to each item in the pictures and ask What is this? What colour is it?
3 Practice:
- Tell children that they are going to look at the pictures carefully and say which
child owns which object Ask them to read the bubbles and number them Thencolour the pictures
1b, 2a, 3d, 4c
- Ask children to look at the pictures carefully and say which object each child
owns Write I’ve got or I haven’t got in the gaps Give feedback.
1 I’ve got; 2 I haven’t got; 3 I haven’t got; 4 I’ve got
4 Production:
Board game: The board games are all available in colour and in black and white
Colour is obviously more appealing to children If you can print out the games in colour, you can laminate them and keep them to use again and again in your
staffroom In Grade 3 all the board games are vocabulary based and just rely on students saying the relevant words when they land on those squares You will need
to teach board game language as well, including “roll again,” “miss a turn,” and
“go forward or back”, “spaces.”
V/ Extension:
Trang 11Week 3:
Monday, September 12 th , 2016
Unit 1: A new friend !
Lesson One – Period 9
I/ Aims:
- Describing someone's appearance
II/ Language contents:
2.Vocabulary: Appearance: long, short, blond, brown, curly, straight, hair
III/ Teaching Aids: CD tracks 5- 7, My friends flashcards 1-6; Story Poster 1; IV/ Steps of teaching:
1.Warm up and reviews:
- Sing Monday, Tuesday, Wednesday, Jump! (p 6) to warm the class up.
2 Presentation:
- Put your hands on your own hair Say the word hair and write it up on the board.
Use flashcards 1-6 to elicit the vocabulary for this lesson Hold them up one at a
time and ask Long or short hair? Blond or brown hair? Curly or straight hair?
Hold the flashcards up in a different order and repeat
3 Practice:
Listen , point and repeat.
1.Structure: She’s got, he’s got, we’re….
Trang 12- Ask children to look at their Class Books/ p 8 Play the 1st part of the recordingfor children to listen & point to the appropriate picture Play the 2nd part of therecording for children to repeat Play the recording all the way through for children
to listen, point and repeat the words
Listen and chant.
- Play the recording for children to listen to the chant Play the chant a second timefor children to say the words
-Lesson One – Period 10
I/ Aims:
- Describing someone's appearance
II/ Language contents:
2.Vocabulary: Appearance: long, short, blond, brown, curly, straight, hair
III/ Teaching Aids: CD tracks 5- 7, My friends flashcards 1-6; Story Poster 1; IV/ Steps of teaching:
1.Warm up and reviews:
- Remind children of the last story Tell children that today's story is about friends
Ask several children to tell you the name of one of their friends
2 Presentation:
Listen and read
- Use Story poster 1 to present the story Ask What's happening? Encourage
predictions from different members of the class Ask children to look at the poster, listen to the recording, point to each speech bubble Ask Who's Rosy's new friend?
What's Alice got? Who's Tim's new friend? Are the new friends cousins? Ask
children to open their Class Books, listen again and follow the words in the story
1.Structure: She’s got, he’s got, we’re….
Trang 133 Practice:
- Who am I? Remind children of Rosy, Tim, Alice and Adam Ask one child tocome before the class, imagine that he/ she were one of the four children Ask him/
her to describe himself/ herself E.g My hair is curly My eyes are blue My
….Who am I? The class listen carefully and say who she/ he is E g You are Alice.
He who gives correct answer will come before the class and describe himself.Continue the game in the same way until all characters are described
4 Production:
- Ask six children to come to the front of the class Give each child one of the
flashcards (1-6) Play the recording again The children at the front stamp their feetwhen their hair type is mentioned If you wish, ask six different children to come tothe front of the class and repeat the activity doing a different action
- Describing someone’s appearance
II/ Language contents:
2.Vocabulary: Appearance: long, short, blond, brown, curly, straight, hair
III/ Teaching Aids: CD tracks 5- 7, My friends flashcards 1-6; Story Poster 1; IV/ Steps of teaching:
1.Warm up and review:
1.Structure: She’s got, he’s got…
Trang 14- Play Board slap with the children Put the appearance flashcards on the
whiteboard and bring up two teams of 3 children to the front Two children from each team compete against each other to slap the correct flashcard as the teacher spells the word The first child to touch for their team wins a point
2 Presentation:
Listen to the story again and repeat.Act
- Children listen again to the story and follow Story Poster 1.
Look and say
- Look at exercise 2 and hold up different flashcards asking children to describe the
person in each flashcard E.g She’s got long hair.
3 Practice:
- Pronunciation: Focus on the contractions of He has got (He’s got) and He has not
got (He hasn’t got) and have children practicing the words as a class, groups and
pairs
-Lesson Two – Period 12
I/ Aims:
- Describing someone’s appearance
II/ Language contents:
2.Vocabulary: Appearance: long, short, blond, brown, curly, straight, hair
III/ Teaching Aids: CD tracks 5- 7, My friends flashcards 1-6; Story Poster 1; IV/ Steps of teaching:
1.Warm up and review:
1.Structure: She’s got, he’s got…
Trang 15- Play Snap with appearance flashcards Say what each person has got Show the
flashcards one by one If the word is different to the picture, the children say the word matching the picture If it is the same they shout “Snap” and the first child tosay it can hold the flash card for the rest of the game
2 Presentation:
Write:
- Put flashcards on the board again and write a gapped sentence like the ones in the
Class Book, e.g She _ straight hair He _ curly hair Elicit the target
structure and get two children to come to the front to write the missing words Children then do Exercise 3
3 Practice:
Look at the picture again Say and answer.
- Children look at the pictures from Exercise 3 Say curly hair …Children point to
the appropriate pictures Model the dialogue PW: one says what each person has
got/ hasn't got; the other guesses the number.