family and friends 3 tron bo

- asking S to go to the board and draw a school thing, getting others to guess what it is; the S who has correct answer will draw next picture; getting continue until review all words.. [r]

Period: 01

STARTER UNIT : HELLO

Lesson: 1

 Aim(s): Introducing class book characters, learning general greetings, and a short story.

 Objective(s): by the end of the lesson, students will be able to know class book characters,

master general greetings, understand a short story fluently

 Skill(s): listening, speaking, reading.

 Teaching – aids: hello flashcards 1-4, CD tracks 1-3.

*** Introduce class book

characters: Rosy, Tim,

Billy, Miss Jones.

- Smiling and saying Hello

with the class

- Asking a student to stand

up and saying Hello with him/

- Saying Hello, my name’s…

- Miming “stand up” and “sit down”

- Starting “Simom say” game

- Checking memory

- putting flashcards 1-4 in envelope and taking out a card and reading character’

name in turn

- modeling : “hello Rosy” and asking Ss to repeat

- Getting Ss to say hello, Tim,

….when T raises a card

- whole class saying hello

- taking part in the game

- listening and repeating

in chorus and individual.+ possible answers

- trying to remember these words

- looking at the flashcardsand reading character’s name

- listening and repeating

- ssaying hello with characters

Listen and read.

- dividing the class into 2 groups

- Having a group ask: What’s your name? when T raises a card

- Having Ss to listen again, and point to pictures

- taking out the “hello”

flashcards in turn, asking some Ss read the characters’

- Getting Ss to work in groups

of four, asking Ss to play roles

- Asking Ss to read the chant

in chorus, when Ss hear their name, they will stand up, thensit down quickly

- Telling to Ss “ let’s read the story”, demomtrating by usingpictures

- asking Ss “what’s happening?” to help Ss predict the details of the story

- Having Ss to listen and point

to each dialogue in Class book

- asking some questions to

- listening the chant

- listening and repeating

- reading the chant

- playing roles in the chant

- reading the chant in chorus and standing up

- listening carefully

- predicting the details

- listening and pointing

Who is in the class? How old

is Billy? Is Billy in the class?

- Having Ss to listen the story again

Week: 07

Period: 02

STARTER UNIT : HELLO

Lesson: 2

 Aim(s): Greetings, asking and answering about the name, acting the story.

 Objective(s): by the end of the lesson, students will be able to greet, ask and answer about

the name, act the story fluently

 Skill(s): listening, speaking, reading.

 Teaching – aids: hello flashcards 1-4, CD tracks 3-4.

Listen to the story

again and repeat Act

- sticking around the class the name cards: Billy, Rosy, Tim, Miss Jones

- Getting Ss to listen the chant in lesson 1

- asking Ss to point the name cards when they heard

- asking Ss if they remember what happened in the story

- getting Ss to read the story

in class book, page 4 again tocheck their answers

- having Ss to aid more ideas

- asking Ss to open the class book, page 4 and let’s read the story again

- Getting Ss to listen to the story once

- Then, having Ss to listen to the story again, playing “stop”

after each picture for Ss repeating

- having Ss to work in group

- aidding more ideas

- reading the story again

- listening the story carefully

- listening the story again and repeating

- working in groups

- playingg roles

8’

1’

 Activity 2:

Ask and answer.

o Hello What’s your

- modeling the dialogue

- getting Ss to repeat the dialogue

- modeling with a good student

- reading the dialogue again, and having Ss to repeat

- asking Ss to practice the dialogue in pairs

- getting Ss to listen to the song and follow the song in book

- Having Ss to listen to the song again, sing the song and fill their name in the blank

- modeling to Ss gestures of the gilr in the song

- having Ss to sing the song again with gestures

- looking at the picture carefully and answering

Week: 07

Period: 03

STARTER UNIT : HELLO

Lesson: 3

 Aim(s): Cardinal numbers 1-10, talking about ages, days of the week.

 Objective(s): by the end of the lesson, students will be able to recognize and use numbers,

asking and answering about ages, saying days of the week fluently

 Skill(s): listening, speaking, reading.

 Teaching – aids: number flashcards 5-14, CD tracks 5-7.

* Pre – teach vocabulary:

One: 1, Two: 2, Three: 3,

Four: 4, Five: 5, Six: 6,

Seven: 7, Eight: 8, Nine: 9,

Ten: 10

* checking vocabulary:

ROR

* set the scene:

T: Hi, Billy How old are

- playing the tape

- asking Ss to sing the song inchorus

- modeling the dialogue

- modeling with a good student

- getting Ss to practice the dialogue

- introducing new target language

- checking concept: form, use, meaning, intonation

- asking Ss to look at the picture, explainning the picture

- Getting Ss to listen to the first part and point to the picture when they heard ages

- having Ss to listen to the second part, playing “stop”

- practicing the dialogue

- focusing on the lesson carefully

- listening and answering

- looking at the picture and listening carefully

- listening and pointing ages

- listening and repeating

Look at the picture again.

Point, ask and answer.

- asking Ss to look at the picture again, pointing to the

first boy, asking “How old is he?”

- asking Ss to listen to the characters say their ages, tick

on correct ages

- modeling the boy who is 7

- getting Ss to listen others, having the tape to stop after each dialogue for Ss ticking

- having Ss to listen again and check their answers again

- checking Ss’ task by asking

Ss the ages’ characters

- reading the question and answer again

- getting Ss to play roles the characters in picture

- Having Ss to practice in pairs asking and

answering.Ss can imtimate voice of the characters

- having Ss to preform in front of the class

- listening carefully

- doing the task

- listening and checking the answer again

Week: 07

Period: 04

STARTER UNIT : HELLO

Lesson: 3

 Aim(s): Cardinal numbers 1-10, talking about ages, days of the week.

 Objective(s): by the end of the lesson, students will be able to recognize and use numbers,

asking and answering about ages, saying days of the week fluently

 Skill(s): listening, speaking, reading.

 Teaching – aids: number flashcards 5-14, CD tracks 5-7.

- saying any numbers in turn,

if Ss have this number, they will tick next to their number

If they have 4 ticks, they are winner

- mixing these cards, asking

Ss to say days

- giving each Ss a card, asking the whole class say days When Ss heard their days, they stand up

- checking memory

- introducing to Ss 7 days in week

- listening the rules

- listening and looking carefully

- checking

- listening

- listening and looking at days cards

- reading the days again

- saying the days again

- listening carefully and standing up

- trying to remember

- listening carefully

- listening

- getting Ss to listen to the chant and pointing to the vocabulary in the class book.

- having Ss to listen the chantagain, and repeat the days ofweek

- monitoring

- checking some Ss’ task

- evaluating

- giving instructions

- asking Ss race to the board

in team and stick dates cards

- listening and repeating

- practicing saying 7 days

in a week

- listening

- practising in groups

- performing in front of class

- listening carefully

- listening the rule

- listening and looking

- taking part in the game

- listening

- taking note

Week: 08

Period: 05

STARTER UNIT : HELLO

Lesson: 4

 Aim(s): Identifying colours.

 Objective(s): by the end of the lesson, students will be able to identify colours fluently.

 Skill(s): listening, speaking, reading.

 Teaching – aids: colours flashcards 15-21, CD tracks 8-9.

- sticking numbers flashcards

on the board in oder

- asking a student to read the first number, having Ss to continue read numbers

- taking out a card, asking Ss

to repeat all numbers

- getting Ss to repeat all numbers until no numbers cards on the board

- taking out and mixing these cards, asking Ss to put cards with correct colour word

- checking, having Ss to repeat colours

- asking Ss to look at the colours in class book

- Getting Ss to listen to the first part, listen and point to the colours

- having Ss to listen to the second part, playing “stop”

after each picture for Ss

- looking carefully

- saying numbers

- repeating all numbers

- repeating all numbers

- checking and repeating

- looking at the colours in class book

- listening and pointing to the colours

- listening and repeating

- playing music, having Ss to

go around when they heard music with partner

- asking Ss to say colour on the card put on the walls when T stop music

- getting Ss to raise their colour card( stand up) when they heard their colour

- having Ss to repeat these colours again

- repeating

- listening

- taking note

Week: 08

Period: 06

STARTER UNIT : HELLO

Lesson: 4

 Aim(s): Identifying colours.

 Objective(s): by the end of the lesson, students will be able to identify colours fluently.

 Skill(s): listening, speaking, reading.

 Teaching – aids: colours flashcards 15-21, CD tracks 8-9.

Listen and sing

- sticking numbers flashcards

on the board in oder

- asking a student to read the first number, having Ss to continue read numbers

- taking out a card, asking Ss

to repeat all numbers

- getting Ss to repeat all numbers until no numbers cards on the board

- taking out and mixing these cards, asking Ss to put cards with correct word

- checking, having Ss to repeat these words

- asking Ss to look at the rainbow in picture

- asking Ss to guess colours

in rainbow

- telling to Ss listen the song about colours of the rainbow, eliciting colours in the

rainbow

- looking carefully

- saying numbers

- repeating all numbers

- repeating all numbers

- listening

- looking carefully

- reading words again

- puttingcards with correctword

- checking and repeating

- looking at the rainbow inpicture

- guessing colours in rainbow

- listening to T

- listening the song and

- giving to each Ss a crayon

or a colour card( colours in the song)

- getting Ss to sing the song again, raise their crayon or card when they heard their colour

- having Ss to listen to the song again and stand up when they heard their colour

- asking Ss look at vase of colours, and words below

- asking Ss to read the colourwords again

- getting Ss to match the vase of colours with correct words

- receving a crayon or a colour card

- singing the song again, raising the crayon or card

- listening to the song again and standing up

- looking at vase of colours, and words below

- reading the colour wordsagain

- matching the vase of colours with correct words

- looking carefully

- checking

- listening

- taking note

Week: 08

Period: 07

UNIT 1 : What’s this ?

Lesson: 1

 Aim(s): Naming school facilities/ objects, learning a short story.

 Objective(s): by the end of the lesson, students will be able to name school facilities/

objects, understand a short story fluently

 Skill(s): listening, speaking, reading.

 Teaching – aids: school things flashcards 22-26, CD tracks 10-12.

- playing the tape

- asking Ss to sing the song inchorus

Ss to repeat these things

- using school things cards to help Ss remember new vocabulary

- raising cards, asking Ss “ Is

- evaluating

- asking Ss to open the class book, look at the school things in book

- Getting Ss to listen the first part.(listen and point to school things)

- answering: Yes/ No

- taking part in the game

- Having Ss to listen again, and point to pictures, repeat.

- taking out the school facilities flashcards in turn, asking some Ss name this school things in card

- Getting Ss to listen the chant

- Claping the hands to make the chant in rhythm

- Asking Ss to listen and repeat chant in rhythm

- Asking Ss to put their schoolthings on the table, getting Ss

to listen the chant again and pick up their school things when they heard them

- Asking Ss to write down the

3 words which have learnt

- Calling out each word, having Ss to tick if they have this word

- Giving mark to first 5 Ss who has enough 3 ticks

- looking and listening

- listening and repeating

- listening, pointing, repeating

- naming school things in cards

up their school things when they heard them

- writing down the 3 words

- listening (and ticking)

Week: 08

Period: 08

UNIT 1 : What’s this ?

Lesson: 1

 Aim(s): Naming school facilities/ objects, learning a short story.

 Objective(s): by the end of the lesson, students will be able to name school facilities/

objects, understand a short story fluently

 Skill(s): listening, speaking, reading.

 Teaching – aids: school things flashcards 22-26, CD tracks 10-12.

* set the cence:

- Dividing the class into four teams, each team standing in

a line

- Assigning a word to the firststudent in each line, who then repeats the word to the next student in the line

- Getting Ss to continue until the information reaches the last student in the line

- Then, asking the last student races to the board and write it The first team to finish is the winner

- Modeling

- Monitoring

- evaluating

- eliciting- modeling- checking meaning and pronunciation

+ picture+ translation

- checking memory

- using pictures in class book

to introduce the story

- asking Ss to look at the story in class book; pointing

to Rosy, Billy; asking “ Who’s this?” Pointing to different

- playing in teams

- remembering a word that T assigns and repeating this word to the next S in the line

- contining until the information reaches the last student in the line

- racing to the board and writing it

- listening

- listening

- listening and repeating

in chorus and individual.+ possible answers

- trying to remember

- looking at pictures

- looking at the picture and answering

- asking Ss to open class book page 8.

- getting Ss to listen to the dialogue and asking Ss to look at the story.T point to each dialogue

- Having Ss to listen and point

to each picture in Class book

- asking some questions to check Ss’ understanding:

What’s the train?, Who made the train?, Are they Billy’s school things?

- Having Ss to listen the story again, find out the vocabulary which had been learnt

- asking Ss to work in groups

- asking Ss to remember the details in the story and reoder the sentences given into correct oder as the samethe story

- looking and answering

- opening class book page 8

- listening to the dialogue

- listening and pointing to each picture

- remembering the details

in the story and reodering the sentences given into correct oder as the same the story

- checking

- listening

- taking note

Week: 09

Period: 09

UNIT 1: What’s this?

Lesson: 2

 Aim(s): Asking and answering about shool things “What’s this?”, acting the story.

 Objective(s): by the end of the lesson, students will be able to ask and answer about the

shool things, know how to write the answer of the question “What’s this”, act the story fluently

 Skill(s): listening, speaking, reading, writing.

 Teaching – aids: shool thing flashcards 22-26, CD track 12.

* Listen to the story again

and repeat Act

* set the scene:

Look and say

 Rosy: ( pick up a

pen) What’s this?

 Billy: It’s a pen.

- rasing the hello cards, asking Ss “ Who is in the story?”

- asking Ss if they remember what happened in the story

- asking Ss “ What school things were in the train?”

- asking Ss to open the class book, page 8 and let’s read the story again to check the answers

- Then, having Ss to listen to the story again, playing “stop”

after each picture for Ss repeating sentence by sentence

- having Ss to work in pairs

- asking Ss to play roles reactthe actions in the story

- getting Ss to repeat the dialogue

- looking and saying the character’s name again

- trying to remember the details in the story

- checking concept: form, use,meaning, intonation.

- monitoring

- checking Ss ‘ task

- evaluating

- Having Ss to draw pictures

of pairs of toys and classroom objects they've learned

- Placing the drawings at the front of the class and having

Ss ask & answer

- listening and answering

- looking and listening carefully

- listening carefully

- practicing in pairs

- performing

- listening

- drawing pictures of pairs

of toys and classroom objects they've learned

- looking at the drawings and asking, answering

 S2: It’s a ruler

- listening

- taking note

Week: 09

Period: 10

UNIT 1: What’s this?

Lesson: 2

 Aim(s): Asking and answering about shool things “What’s this?”, acting the story.

 Objective(s): by the end of the lesson, students will be able to ask and answer about the

shool things, know how to write the answer of the question “What’s this”, act the story fluently

 Skill(s): listening, speaking, reading, writing.

 Teaching – aids: shool thing flashcards 22-26, CD track 12.

- telling to Ss: if they have correct answers, they will have marks, if they don’t, T will get this mark, then sticking these correct cards

- checking concept again

- running through name of school things

- asking Ss to practice askingand answering about their school things

- modeling

- getting Ss to practice in

- looking carefully

- listening and guessing

- listening the rules carefully

- taking part in the game

- listening

- looking and answering

 It’s a pen

- listening carefully

- listening and repeating

- listening and answering

- listening and repeating

- listening to T

- listening carefully

- practicing in pairs

- Telling to Ss “ When T says

"Stop", Ss stop and in turn ask and answer about the objects around the class “

a blank as these in class book

- in turn pointing each card and asking Ss “What’s this?”,eliciting the answer: It’s a pen…

- asking Ss “what’s missing word?”, getting Ss to fill it in the blank

- asking a student read the example in class book

- having Ss to do others on the board by theirself

- filling missing work in the blank

- reading the example in class book

- doing exercises

- checking

- reading aloud

- taking note

Period: 11

UNIT 1: What’s this?

Lesson: 3

 Aim(s): Naming more shool facilities/ objects, introducing the meaning of “ open, close”,

knowing how to use school thing words in the song

 Objective(s): by the end of the lesson, students will be able to name more shool facilities/

objects, introduce the meaning of “ open, close”, know how to use school thing words in the song fluently

 Skill(s): listening, speaking, reading.

 Teaching – aids: school things flashcards 22-29, CD tracks 13-14.

* Review the structure.

- sticking a flashcard on the board and hiding it

- getting Ss to see a card little

by little, asking Ss “What’s this?”

- having Ss to give the answers, who give correct answer first, will choose next card

to repeat these words

- putting these cards in different places in class, reading aloud these words, asking Ss to point out correct card

- giving the answers

- looking and listening carefully

- checking concept again.

- asking Ss to look at the picture in class book

- Getting Ss to listen to the first part, listen and point to the words they heard

- having Ss to listen to the second part, playing “stop”

after each picture for Ss repeating the words

- having Ss to listen the wholepart, point and repeat these words in chorus

- in turn, rasing each cards 27-29, asking Ss “What’s this?”

- running through name of school things, objects in class

- asking Ss to practice askingand answering about their school things, objects

- modeling

- getting Ss to practice in pairs

- listening and repeating

- listening and answering

- looking at the picture in class book

- listening and pointing to the words

- listening and repeating

- listening, pointing and repeating in chorus

Week: 09

Period: 12

UNIT 1: What’s this?

Lesson: 3

 Aim(s): Naming more shool facilities/ objects, introducing the meaning of “ open, close”,

knowing how to use school thing words in the song

 Objective(s): by the end of the lesson, students will be able to name more shool facilities/

objects, introduce the meaning of “ open, close”, know how to use school thing words in the song fluently

 Skill(s): listening, speaking, reading.

 Teaching – aids: school things flashcards 22-29, CD tracks 13-14.

* Introduce the song.

- Sticking T’cards on the borad

- Having Ss to ask and answer about objects

- Modeling

“What’s this?” -> It’s ……

- Getting Ss to ask and answer in open pairs

- Monitoring

- evaluating

- eliciting-modeling- checkingmeaning and pronunciation

+ mime+ mime

- checking memory

- asking Ss to look at the pictures in class book, pointing to the school things

in picture, asking Ss “What’s this?”

- eliciting the answers to Ss, teaching Ss the verbs “open, close”, modeling these verbs with real things

- asking Ss what the boys andgirls in picture are doing

- looking at these cards

- listening and repeating

in chorus and individual.+ possible answers

- trying to remember these words

- looking, listening carefully

- listening and repeating these words

- answering to T

- having Ss to listen again to remind these words.

- reading the song line by linewithout music, getting Ss to repeat

- having Ss to listen again and sing the song

- dividing the class into 2 groups

- having Ss to sing the song

in two groups:

Group A: What’s this?

Group B: It’s a book.

Open the book

Close the book

- Asking Ss to repeat the song in chorus

- Evaluating

- Getting Ss to stand in groups of three

- Asking each group to sing

“Open the book song in front

- listening and repeating line by line carefully

- listening and singing

Week: 10

Period: 13

UNIT 1: What’s this?

Lesson: 3

 Aim(s): Naming more shool facilities/ objects, introducing the meaning of “ open, close”,

knowing how to use school thing words in the song

 Objective(s): by the end of the lesson, students will be able to name more shool facilities/

objects, introduce the meaning of “ open, close”, know how to use school thing words in the song fluently

 Skill(s): listening, speaking, reading.

 Teaching – aids: school things flashcards 22-29, CD tracks 13-14.

- asking Ss to do guesture and say words with T.But, T can do wrong guesture, reminding Ss “be careful”

in picture, asking Ss “What’s this?”

- eliciting the answers to Ss, teaching Ss the verbs “open, close”, modeling these verbs with real things

- having Ss to listen again and sing the song

- dividing the class into 2 groups

- having Ss to sing the song

in two groups:

- listening carefully

- looking carefully

- listening the rules

- taking part in the game

- listening

- looking, listening carefully

- listening and repeating these words

- listening and singing

- sitting in groups

- singing the song in groups

Group A: What’s this?

Group B: It’s a book.

Open the book

Close the book.

- Asking Ss to repeat the song in chorus

- Evaluating

- asking Ss to sing a song again and do the guestures toillustrate

- asking Ss to look at the picture in class book and think what guestures can be acted

- getting Ss to practice these guesture

- having Ss to sing the song with guestures

- Playing the music page 3 again

- Asking Ss to sing the song again

- Getting a volunteer group tocome in front of the class andperform the song

- looking at the picture in class book and thinking what guestures can be acted

- practicing these guesture

- singing the song with guestures

- listening to the music

- singing the song in chorus

- performing the song in front of the class

- listening

- taking note

Week: 10

Period: 14

UNIT 1: What’s this?

Lesson: 4

 Aim(s): Distinguishing the capital and the small letter form of the letters: a, b, c, d,

pronuncing the sounds /ae/, /b/, /k/, /d/; learning letters a, b, c, d in the alphabet

 Objective(s): by the end of the lesson, students will be able to distinguish the capital and the

small letter of the letters: a, b, c, d; pronunce the sounds /ae/, /b/, /k/, /d/; say letters a, b, c, d

in the alphabet fluently

 Skill(s): listening, speaking, reading, writing.

 Teaching – aids: phonics flashcards 1-4, CD tracks 15-17.

* Introduce name, sound

and correlative words of

to repeat inn chorus

- reading these sound for Ss

to write these letters in the air;

reading the sounds some times for Ss to write the small letters

- helping Ss to distinguish each letter has 2 small letter froms, but it has the same way to pronunce

- eliciting new vocabulary on phonetic cards

- reading letter, pronuncing the sound, reading word for

- tracing cut lines

- looking and listening carefully

- listening

- looking listening carefully, repeating in chorus

- listening and witing these letters

- listening and distinguishing 2 forms

- listening and repeating

- listening carefully and repeating

- looking carefully

- rasing phonetic cards in turn, reading aloud the words,having Ss to repeat.(T can mix the oder of cards)

- having Ss to listen to the second part, playing “stop”

after each letters for Ss repeating name of the letters,souds, words has learnt.T can get Ss to listen more times if nessesary

- having Ss to listen the wholepart, point and repeat these words in chorus

- getting Ss to listen the chant

- putting 4cards in different places in the class; having Ss

to listen the chant again and point out the card they heard

- asking Ss to listen again, getting the tape stop after each line for Ss to repeat ( Sscan look at the chant in book)

- getting Ss to listen to the chant again

- Getting Ss to clap the hands to make the sentences in rhythm

- Having Ss clap their hands and repeat

- setting to task for Ss to do

- listening and repeating

- listening pointing and repeating these words in chorus

- listening the chant

- listening the chant againand pointing out the card they heard

- listening and repeating

 Aim(s): Distinguishing the capital and the small letter form of the letters: a, b, c, d,

pronuncing the sounds /ae/, /b/, /k/, /d/; learning letters a, b, c, d in the alphabet

 Objective(s): by the end of the lesson, students will be able to distinguish the capital and the

small letter of the letters: a, b, c, d; pronunce the sounds /ae/, /b/, /k/, /d/; say letters a, b, c, d

in the alphabet fluently

 Skill(s): listening, speaking, reading, writing.

 Teaching – aids: phonics flashcards 1-4, CD tracks 15-17.

* Review name, sound

and correlative words of

the letters: a, b, c, d.

III PRACTICE:

 Activity 1:

Listen to the sounds and

join the letters

- Asking Ss to work in group

of 4

- Asking each group to memorize and practice the sentences of the chant in rhythm

- Calling each group perform the chant, giving them good marks if they do well

- having Ss to say letter, pronunce the sound, read word again

- introducing the characters inthis part: dog, cat, bird; askingSs: What has the dog got?”, getting Ss to listen and find

- working in groups

- practicing the sentences

in rhythm

- performing the sentences

- saying letter, pronuncing the sound, reading word again

- listening to T, and listening to the tape, finding out the answers

out the answer.

- telling Ss: they will listen the different sounds and

words.they focus carefully to

do the exercise

- having Ss to listen the first part, T point to the blue line inclass book to model

- getting Ss to listen and match these letters

- asking Ss to listen again and check their answers

- monitoring

- evaluating

- asking Ss to look at the picture, asking Ss” What does the cat like? And What does the dog like?”

- reading the chant, asking

Ss to look at the chant in class book

- writing the first line on the board, circling the letter c in cat, pointing to Ss

- eliciting next sound need to

be circled /b/

- asking Ss find out and circlethe letters a, b, c, or d in the head of each word in the chant

- getting Ss to clap the hands

to make the sentences in rhythm

 Objective(s): by the end of the lesson, students will be able to read and understand describe

paragraph, distinguish words fluently

 Skill(s): speaking, reading.

 Teaching – aids: school things, a bag, CD track 18.

* Pre- teach vocabulary:

o School bag : cặp đi học

- Getting each group sings

“open the book” song using real things

- Monitoring

- evaluating

- eliciting-modeling- checkingmeaning and pronunciation

+ realia

+ realia+ translation

- checking memory

- asking Ss to say name all school things had learnt in this lesson, getting Ss to use realia to illustrate for their names

- asking Ss to look at the picture in class book and guess what the girl will say.( Ttell to Ss” girl’s name is Emma”)

- listening to teacher

- standing in groups

- singing in groups

- listening

- listening and repeating

in chorus and individual.+ possible answers

- trying to remember these words

- saying name all school things had learnt in this lesson by using realia

- looking at the picture in class book and guessing what the girl will say

8’

1’

Point to four school

things Say the words.

- asking Ss to look at picture

in class book and point out 4 school things

- pointing to each object and asking Ss” What’s this?, What colour is it ?”

- monitoring

- evaluating

- asking Ss to listen and focus on the sentences in class book carefully.It isn’t necessary for Ss to master the meaning of all words

- getting ss to listen and look

at these sentences in book atthe same time

- getting Ss to listen again, ask T if they any questions

- modeling these sentences

rubber/ ball in the bag?, Is the black pencil case? Has Emma got three pens? ”

- evaluating

- giving instruction

- putting all school things in abag, getting a student open the bag and choose a thing

he likes; getting this student

to describe this object: It’s green… and ask others

- looking and answering

to T

- listening

- listening and focus on the sentences in class book carefully

- listening and looking at these sentences in book

at the same time

- listening again and asking questions

- listening and repeating

- reading these sentencesindividual

Period: 17

UNIT 1: What’s this?

Lesson: 5

 Aim(s): Reading comprehension: reading and understanding describe paragraph, distinguish

words, identifying objects

 Objective(s): by the end of the lesson, students will be able to read and understand describe

paragraph, distinguish words,identify objects fluently

 Skill(s): speaking, reading.

 Teaching – aids: school things, a bag, CD track 18.

reminding Ss “be careful”

- asking Ss to open class book and read these sentences again

- asking Ss:” Is there a pencil?, Is there a pen?, Is there a green pen?, …

- asking each Ss put all their school things on the desk

- asking Ss to ask their friends some questions to identify theirself objects

- modeling

- having Ss to do task

- monitoring

- listening carefully

- listening the rules

- taking part in the game

- looking carefully and answering Yes/ No

- putting all school things

on the desk

- listening to task

- listening to T carefully

- practicing in pairs

- asking Ss to look at the list

of school things in class book

- asking Ss to listen the paragraph again, give tick with school things have in theparagraph and cross with others don’t have in the paragraph

- modeling: T stops the track after the sentence:” And this

is my pencil.”; asking Ss:

pencil? Yes/ No?; pointing to

Ss the tick after “pencil”

- Explaining to Ss: if Emma does’t have this object, you will cross after this word

- having Ss to listen and focus on the lesson in class book

- asking Ss to discuss the answer with their partner

- checking asnwers

- saying other objects withoutthe list, asking Ss if these objects are in this paragraph

- listening and doing task

- discussing the answer with their partner

- checking

- trying to find the answers

- listening

- looking at the bag

- guessing what they are

- discussing the answers

in groups and write their answers on group’s board

- taking part in the game

- checking

- listening

- taking note

……… , ngày …tháng …năm 20… Nhon Phu, ngày …tháng …năm 20…

Duyệt của Tổ khối Duyệt của BGH

 Aim(s): recognizing school things, training listening skill (skiming), knowning how to ask and

answer about classroom objects, recognizing and counting how many words there are in a sentence, training writing skill

 Objective(s): by the end of the lesson, students will be able to recognize school things, train

skiming,writing skill, ask and answer about classroom objects, recognize and count how many words there are in a sentence fluently

 Skill(s): speaking, reading.

 Teaching – aids: CD track 19, pice of paper, colour paper, crayons, a botle of glue, a

getting continue until review all words

book?

- asking Ss to listen to the

- listening carefully

- listening the rules

- looking and listening

- taking part in the game

Listen and tick () the

- modeling: getting Ss to listen the track, stopping afterfirst thing, pointing to Ss an example in class book

- having Ss to listen and do the task without master meaning of all words

- getting Ss listen once times without stopping to recognizeschool thing that they heard

- getting Ss to listen second times, stopping after each sentence for Ss to tick correct answer

- getting Ss to listen last times to check their all choices again and complete the task

- monitoring

- checking Ss’ task

- evaluating

- asking Ss to open their bag,

in turn take out their school things in bag and ask parter:”

What’s this?”

- modeling

- asking Ss to practice in pairs

- monitoring

- checking Ss’ task

- putting a bag with 4 school things inside, asking Ss to guess what they are

- getting Ss to guess the answers by using yes, no question: Is this a pen?

- setting to task for Ss to do

- listening and looking carefully

- listening and doing the task

- listening and recognizingschool thing that they heard

- listening and ticking correct answer

- listening and checking their all choices again andcompleting the task

- checking

- listening

- opening their bag, takingout school things in bag and asking parter:”

What’s this?”answering

- listening

- practicing in pairs

- performing

- looking at the bag

- guessing what they are

- taking part in the game

- checking

- listening

- taking note

exercises in W.B at home.

Duyệt của Tổ khối Duyệt của BGH

 Aim(s): recognizing school things, training listening skill (skiming), knowning how to ask and

answer about classroom objects, recognizing and counting how many words there are in a sentence, training writing skill

 Objective(s): by the end of the lesson, students will be able to recognize school things, train

skiming,writing skill, ask and answer about classroom objects, recognize and count how many words there are in a sentence fluently

 Skill(s): speaking, reading.

 Teaching – aids: CD track 19, pice of paper, colour paper, crayons, a botle of glue, a

Ss who say wrongly, he will

be closed; reminding Ss “be careful”

- writing these sentences on the board

- asking Ss to count the words in each sentence and write the quantity of words after each sentence

- modeling

- getting Ss to do the

- listening carefully

- listening the rules

- taking part in the game

- listening

- counting from 1 to ten

- looking at them, counting how many each object has

- looking carefully

- listening the task

- looking carefully

- doing task

- monitoring.

- having Ss to share their completed exercise with partner

- dividing tools for task to each group

- having each S to draw a school thing, then cut it carefully, stick in colour paper of his group, and write its name below it

- sticking Ss’ product around the class

- sharing their completed exercise with partner

- checking

- listening

- working in groups of six

- choosing six objects thathave been drawn in their picture

- reciving tools

- drawing a school thing, then cutting it carefully, sticking in colour paper of his group, and writing its name below it

- looking carefully

- listening

- taking note

Week: 11

Period: 20

UNIT 2 : Playtime!

Lesson: 1

 Aim(s): Naming/ identifying common toys, learning a short story.

 Objective(s): by the end of the lesson, students will be able to name/ identify common toys,

understand a short story fluently

 Skill(s): listening, speaking, reading.

 Teaching – aids: toys flashcards 30-34, CD tracks 20-22, a bag, crayons.

o Puzzle : bộ ghép hình

o Car : xxe hơi

- playing the tape

- asking Ss to sing the song inchorus

- using toys flashcards to help

Ss remember new vocabulary

- raising cards, asking Ss “ Is

- answering: Yes/ No

- taking part in the game

- listening

- looking at the toys in book