family and friends 3 tuan 11 15

Presentations: Listen, point and repeat -Write Mm, Nn, Oo, and Pp on the board and point to each letter and say the letter name and the sound for both upper- and lower-case letters for c[r]

Week 11

Lesson Four – Period 41

I/ Aims:

- First letter sounds i/j/k/l,

II/ Language contents:

1.Structure:

2.Vocabulary: ink, jam, kite, lion

III/ Teaching Aids: Phonics cards 5-8 & 9-12, CD Tracks 35-37

IV/ Steps of teaching:

1.Warm up and reviews

- Show children phonics cards 5-8 to elicit the last phonics lesson and drill the words to recycle them

2 Presentations:

Listen, point and repeat

- Write Ii, Jj, Kk and Ll on the board and point to each letter and say the letter name and the sound for both upper- and lower-case letters for children to repeat Say the sounds again and children can draw the letters in the air

- Write the words, ink, jam, kite and lion on the board Circle the first letters and say the first sounds for children to repeat Hold up the phonics cards and say the words for children to repeat

3 Practice

Listen and chant

- Children do the exercise and point to the letters

- Do the exercise, and children join in with the chant Put the four cards around theroom and children point as they say the chant.

4 Production

- Divide the class into four groups: inks, jams, kites and lions Do the chant again together Each group says their own lines Then put students in groups of four, and give each child one of the words, and they do the chant in the group, taking turns to say their line

-Lesson Four – Period 42

I/ Aims:

- Speaking and writing skills

II/ Language contents:

1.Structure:

2.Vocabulary: ink, jam, kite, lion

III/ Teaching Aids: Phonics cards 5-8 & 9-12, CD Tracks 35-37

IV/ Steps of teaching:

1.Warm up and reviews

- Show the phonics cards and elicit the words again Ask individual children to come to the front and write the first letters on the board, in both upper- and lower-case

2 Presentations

Listen to the sound and join the letters.

- Ask children what the lion has got Tell children they can find out by listening Model the activity and then children listen and draw the lines

Read and circle the sound I, j, k, l at tha star of the words.

- Read the text for children to follow and model the activity first on the board Then children read and circle the sounds at the start of the words

3 Practice

- Children do the exercise and write the first letters Put the children in pairs and ask them to point and answer about the pictures, What’s this? It’s a (lion)

- Do the exercise Children write the first letters of the words

- Sounds Fun pair activity: Put children in pairs and give each either an A or B part

of the worksheet They do not show their worksheet to their partner and sit back toback They read out their words in turn, and listen and tick the correct first letter sounds they hear Check as a class

4 Production

Phonics game: Use all the phonics cards from the first three units Give phonics sound cards to individual children around the class Give the corresponding

phonics picture cards to different children Ask the children with the sound cards

to stand up one at a time and say the sounds on their cards The children with the picture cards listen If the sound is in their word they stand up, show the card to the class, and say the word Repeat

II/ Language contents:

1.Structure: Do you like ? (Yes, No)

2.Vocabulary: make, paper, body, cut, fold, paw, stick, colour, the, tail.

III/ Teaching Aids: CD Track 38, crayons, paper

IV/ Steps of teaching:

1.Warm up and reviews

- Energize the class by singing Ten fingers on my hands from page 22

2 Presentations

Point to parts of the body Say the words.

- Slowly draw a lion on the board, one part of the body at a time, and ask children

to guess what animal you are drawing

- Ask children to point to different parts of the body in the pictures Elicit or teach the words, paws, body and tail

pre-Listen and read

- Children listen to the recording and follow the words in their book Check

comprehension by asking simple questions: What does Tom do first? Does he stick the paws on the face? (No) Does he cut out the legs? (Yes)

3 Practice

- Ask children to close their books Read the instructions aloud Pause at the key body words Encourage children to call out the ‘missing’ words

- Find someone who likes…mingle activity: Give each child a worksheet Elicit

or provide the names of all the animals Write the words on the board to help the children Model the sentence structure, Do you like…? Yes/No Then give children 5 minutes to stand up and walk around the room asking other students if they like the different animals If a child says yes, then they write their name next

to that animal on the worksheet If they say no then they don’t write their name The idea is to finish the worksheet with as many different names as possible Ask children to tell you who likes the different animals

4 Production

- Draw pictures of different animals on the board and ask children to guess what animal it is Finally draw a cat, as it leads into the first activity in the Workbook

V/ Extension: ………

Lesson Five – Period 44

I/ Aims:

- Reading skills

II/ Language contents:

1.Structure: Do you like ? (Yes, No)

2.Vocabulary: make, paper, body, cut, fold, paw, stick, colour, the, tail.

III/ Teaching Aids: CD Track 38, crayons, paper

IV/ Steps of teaching:

1.Warm up and reviews

- Elicit all the animals that the children can remember from the previous lesson

2 Presentations

Read again Number the picture in the correct order.

- Do the exercise Children read again and number the pictures in the correct order

- Draw pictures of different animals on the board and ask children to guess what animal it is Finally draw a cat, as it leads into the first activity in the Workbook

3 Practice

- Ask children to open their Workbook and do the first exercise, reading and numbering the pictures

- Children read and circle the correct word Check as a class

- Colour and say: Give each child a copy of PMB Activity 3B worksheet Ask children to colour in the different parts of the body and ask children in the class What colour are they eyes? (The eyes are blue) What colour are the legs, etc Children can also point, ask and answer in pairs

4 Production

- Cut and make: Play recording 38 again, and children listen to the instructions on how to make a paper lion Then give each child a copy of the PMB Cut and make worksheet Tell children they will use those instructions to make their own lion Ifchildren struggle, play the recording again and elicit the instructions to write on theboard Ask children to colour in their lion.

V/ Extension: ………

Week 12

Lesson Six – Period 45

I/ Aims:

- Describing an animal’s features

- Listening and speaking skills

II/ Language contents:

1.Structure: What is it? It’s a…

2.Vocabulary: Body parts

III/ Teaching Aids: CD track 39, papar, crayons

IV/ Steps of teaching:

1.Warm up and reviews

- Play Pictionary Model the activity first, drawing an animal on the board, slowly,asking students to guess what the animal is Then ask one student to come to the front of the class Whisper an animal to them and tell them to draw it on the board.They draw and the rest of the children in the class guess what it is The first child

to guess correctly comes to the front and draws the next word you whisper

2 Presentations

Listen and number.

- Children do exercise 1, listening and numbering the pictures

Speaking

- Model the activity first with a strong student Ask the child It’s brown The eyes are green What is it ?

3 Practice

- The child answers, for example, It’s a goat Children then ask and answer using the target structures with their partner Swap and do the activity again with a different partner.

4 Production

- Board game: Give each group of 4-6 children a copy of the board game (Either

in colour or in black and white) They move around the board, saying the objects

as they land on the squares with body part pictures The winner is the first child to reach the finish square

- Speaking and writing skills

II/ Language contents:

1.Structure: What is it? It’s a…

2.Vocabulary: Body parts

III/ Teaching Aids: CD track 39, papar, crayons

IV/ Steps of teaching:

1.Warm up and reviews

- Students match the words to the correct sentence starter, This is or These are

2 Presentations

Writing

- Counting: Ask children to do the Writing box at the bottom of p.19 They count

each word in the sentences Copy the sentences onto the board and ask individual

students to come to the front and write the amount of words in one sentence Check with the rest of the class to see if they agree.

3 Practice

- Counting extension: Ask children to choose three of the sentences from the reading text on p.24 and count the words in each Then ask their partner to check their answer

- Children do exercise 1, underlining the sentences and counting and writing the words Check as a whole class

- Children draw themselves and then write about their body, using the structures provided in the exercise In pairs children can show each other their pictures and read their sentences Ask one or two children to stand up and read their sentences

to the class

4 Production

- Values: Give a copy of the Values worksheet to each student Ask them to follow the instructions and tick or cross next to each picture Elicit the different words and actions and why some pictures show good behavior and others show bad behavior Elicit other examples of good behavior and ask them to draw a picture (exercise 2) to demonstrate it Ask individual children to stand up and share their pictures (describing them) with the class

- Speaking, listening, reading and writing skills

II/ Language contents:

1.Structure: review unit1, 2, 3

2.Vocabulary: review unit1, 2, 3

III/ Teaching Aids: CD track 40, 41, picture

IV/ Steps of teaching:

1.Warm up and reviews

Circle the odd – one – out Write

Pencil rubber eight ruler

2 Presentations

- Practice and produce the structure seen in previous units

Is it a kite? No, it isn’t / Yes, it is

What’s this? It’s a teddy

How are you? I’m fine, thank you

How old are you? I’m eight

- your will also revise these words

3 Practice

Listen, point and say

- Ask children to listen to the words They point to the pictures as they listen.Read Write or draw

- Students do the exercise Ask the class to chorally repeat the language once the exercise is finished

- Listen and draw a lines

4 Production

- Do the exercise, and children join in the workbooks

V/ Extension: ………

Week 13

Unit 4: He’s a hero !

Lesson One – Period 49

I/ Aims:

- Identifying jobs

II/ Language contents:

1.Structure:

2.Vocabulary: teacher, pupil, housewife, fireman, pilot

III/ Teaching Aids: jobs flashcards 46 - 50, CD track 42 - 43

IV/ Steps of teaching:

1.Warm up and reviews:

- Sing Ten fingers on my hands to warm up the class

2 Presentations:

Listen, point and repeat

- Use flashcards 46- 50to elicit and introduce the vocabulary Hold up each card in turn and say the word Say them again, and chidren repeat after you Hold up againand say What’s this? For children to say the word

- Ask children to listen to the words They point to the pictures as they listen Put the flashcards around the room and as they listen one further time, they point to thecorrect flashcards

3 Practice

Listen and chant

- Students listen and point, and then listen and chant

- Write the words teacher, pupil, housewife, fireman and pilot on separate pieces ofpaper and stick them to the board Give flashcards 38-42 to five children Ask them to come to the front of the class and put the flashcards next to the correct word on the board When the flashcards are all in the correct place, take off the words and give them to five different children They come to the front of the class and put them next to the correct flashcard Repeat with different children.

-Lesson One – Period 50

I/ Aims:

- Reading and speaking skills

II/ Language contents:

1.Structure: he’s … , she’s……Is…a…, Yes, she/he is, No, she/ he isn’t

2.Vocabulary: teacher, pupil, housewife, fireman, pilot

III/ Teaching Aids: jobsflashcards 46 - 50, CD track 44

IV/ Steps of teaching:

1.Warm up and reviews:

- Give flashcards 46 - 50 to different children Ask them to stand up, one at a time.They show their card for the class to shout out the word

2 Presentations:

Listen and read

- Use Story Poster 4 to present the story Revise the names of the characters Ask children to name as many things in the picture as they can Look at the story and ask children what is happening in each box Listen to the story as children follow with the poster, then listen again as children follow in their books and point to the body parts Ask simple comprehension questions (What’s this? Show me

Grandma) to check understanding

3 Practice

-Point to the Story Poster 4 again and ask children to tell you what happened in the story Elicit the jobs from the story and write them on the board

4 Production:

- Give each child in the class a number from one to five

Explain that each of the number ones are housewives, twos are firemen, threes are pupils, fours are teachers and fives are pilots Tell children that you are going to play the story again They should listen without looking at their books Every time they hear their job word, they clap their hands Play the story for children to listen for their words and clap at the right times

- Identifying what people’s jobs are, Writing and speaking skills

II/ Language contents:

1.Structure:he’s …, she’s…., Is …a…, Yes, she/ he is, No, she/ he isn’t

2.Vocabulary: teacher, pupil, housewife, fireman, pilot

III/ Teaching Aids: jobs flashcards 46 - 50

IV/ Steps of teaching:

1.Warm up and reviews

- Play a miming game with the class to revise jobs words Pretend that you are putting out a fire with a hose Ask the class to guess your job Repeat with other jobs

2 Presentations:

Listen to the story again and repeat Act

- Point to the Story Poster 4 again and ask children to tell you what happened in thestory Elicit the jobs from the story and write them on the board

- Tell children to open their books to p.30 and play the recording again as children follow in their books

- Put students in pairs and ask them to act out the story Elicit what actions they will need Get a couple of strong pairs to act it out in front of the class

3 Practice

Look and say

- Model the language and ask children to repeat the words and sentences Focus on the pronunciation Drill the language

- Elicit the target structures again by pointing to the different flashcards and sayingHe’s a (fireman) Then show all of the pictures and elicit the correct sentence for each flashcard

- Writing and speaking skills

II/ Language contents:

1.Structure: he’s… , she’s… , Is…a…, Yes, she/ he is, No, she/ he isn’t

2.Vocabulary: teacher, pupil, housewife, fireman, pilot

III/ Teaching Aids: jobs flashcards 46 – 50

IV/ Steps of teaching:

1.Warm up and reviews

- Play Snap with the jobs flashcards Say one of the jobs; 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 to say it can hold the flashcard for the rest of the game

2 Presentations:

Write

- Ask children to write the correct pronouns to complete the sentences

Say and answer.

- Model the activity and then put children in pairs to do it together Change pairs and repeat Ask two stronger children to come to the front and do the activity in front of the class

3 Practice

- Children do the exercise, matching the sentence starters to the pictures and then writing the sentence Check as a class and ask four students to come up and write the sentences on the board

- Students order the words to make sentences Ask them to check in pairs

before correcting together with the class

V/ Extension: ………