Family and Friends 4 tuan 19 23

IV/ Steps of teaching: 1.Warm up and reviews: - Memory game: Write the sentences It's a tiger and It's a parrot on the board and make statements about these two animals.. Children listen[r]

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Week 19

Monday, January 8 th , 2018

Lesson Four – Period 73

I/ Aims:

- Phonics - CVC words /o/, Speaking and writing skills

II/ Language contents:

2.Vocabulary: Dog, fox, log

III/ Teaching Aids: CD tracks 51-52, Phonics cards 13- 15

IV/ Steps of teaching:

1.Warm up and reviews:

- Revise the vowel /i/ Ask children to say the chant from page 41 to energize the

class and revise the sound /i/.

2 Presentation:

Listen, point and repeat

- Hold up the dog, fox, and log phonics cards, one at a time, saying the words for the class to repeat Elicit to present o.

- Play the first part of the recording for children to listen and point to the pictures Play the second part of the recording for children to repeat the sounds and words inthe chorus Play the recording all the way through for children to point to the words and then repeat them

3 Practice:

Listen and chant

- Children join in with the chant Put the three cards around the room and child’s point as they say the chant Ask questions about the pictures to establish what

1.Structure:

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children can see Then play the recording for them to listen to the chant Play the recording again for children to say the chant.

-Lesson Four – Period 74

I/ Aims:

- Phonics - CVC words /o/, Speaking and writing skills

2.Vocabulary: Dog, fox, log

III/ Teaching Aids: CD tracks 51-52, Phonics cards 13- 15

- Ask the children to join in the chant again Children then think of some actions for the count Play the chant again Children do their actions as they say the words

2 Presentation:

Read the chant again.Circle the o in the middle of the words.

- Ask children to look at the chant again Focus attention on the circled o in the middle of dog Ask children to find and circle other examples of o in the middle of

words Go through the exercise with the class

3 Practice:

Match the words that rhyme:

- Ask children to look at the pictures Point to each one for children to say the

word Make sure they are correctly producing and differentiating the /o/and the /i/

sounds each time Ask children to draw lines to match four pair of the rhyming words Go through the answers with the class

1.Structure:

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1 log 2 tin 3 fox 4 big

- Remind children of pairs of the rhythms Children then write the words that rhyme Ask children to work in pairs and compare the answers

1 Fox/ box 2 Bin/ tin 3 Log/ dog 4 Big Fig

4 Production:

Phonics game: Play a rhyming game with the class Read out the pairs of words

below, pausing between them When children hear two words that match, they claptheir hands:

box/fig, log/dog, bin/box, big/fig, fox/box, log/big, bin/tin

- Describing what animals can or can’t do, Reading skills

1.Structure:

2 Vocabulary: stripes, fruit, nuts, pet, jump, fast, very, beautiful

III/ Teaching Aids: CD tracks 53.

- Play a game of Jump to revise the words for zoo animals (see page 19)

2 Presentation:

What animals can you see? What colour are they?

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- Ask children to look at the pictures of the animals and try to predict what the text

is about (there are two descriptions of animals) Ask Do you like tigers / parrots?

Encourage children to give reasons for their answers Children ask each other questions about animals they like and don't like in pairs

Listen and read

- Play the recording for children to listen and follow silently in their books Play

the recording a second time Answer any questions children have Ask simple

questions to check comprehension, e.g Has the tiger got stripes? Can it climb

trees? Can the parrot sing / write? Does it like meat / fruit and nuts?

3 Practice:

- Ask children to look at the pictures again Ask What colour is the tiger / parrot?

Teach the word stripes Ask Which animal has got stripes? (the tiger) Ask

children to name any other animals they can think of that have (or can have)stripes, e.g zebras, cats, birds, and snakes

-Lesson Five – Period 76

I/ Aims:

- Describing what animals can or can’t do, Reading skills

1.Structure:

2 Vocabulary: stripes, fruit, nuts, pet, jump, fast, very, beautiful

- Memory game: Write the sentences It's a tiger and It's a parrot on the board and

make statements about these two animals Children listen to the teacher and chorus

It's a tiger if they think the teacher is describing a tiger or It's a parrot if it’s a

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parrot E.g (Teacher says) It's got stripes  (Children say) It’s a tiger Here are more statements: It can talk (parrot) It's blue, green, red, and yellow (parrot) It

can run (tiger) It eats meat (tiger) It can be a pet (parrot).

2 Presentation:

- Explain that you are going to do an exercise to see what the animals can do Elicit for children to know that they will put ticks when an animal can or can’t do something in the right columns Ask children to read the other statements and then read the text again They tick the box if the statement is true for that animal Give

feedback Ask a different child to read each sentence The rest of the class say Yes

or No.

3 Practice:

- Children read the description of flamingos and then color the picture Ask some

comprehension questions, e.g Can flamingos swim/ fly/stand on one leg?

1bird, 2 pink, 3 eyes, 4 long, 5leg, 6white

4 Production:

Game: Divide the class into groups of four to six Tell children that they are going

to draw a picture of their favourite zoo animal Give each child a piece of plain paper and each group a set of coloured pencils Children draw their pictures,

sharing coloured pencils with the rest of the group Children take turns to describe their animals to the rest of the group Ask some of the children to show and

describe their animals to the class

V/ Extension:

- Children read the description again and complete the statements They then work

in pairs and compare the answers

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Week 20

Monday, January 15 th , 2018

Lesson Six – Period 77

I/ Aims:

- Describing what animals can or can’t do, Listening and speaking skills

2.Vocabulary:

- Ask children to name as many animals as they can If necessary, help them by

saying I'm thinking of an animal It lives in a zoo It's brown / white / little / big,

etc Write the names of the animals on the board

2 Presentation:

Listen and number.

- Ask children to talk about the tiger and the parrot from the last lesson

- Ask children to name the animals on the page 41 Encourage them to describe the animals and say what they can or can’t do

- Tell children that they are going to hear a recording of people talking about the

animals in the pictures They will number the animals in the order they hear them mentioned Play the recording through for children to number the pictures Play therecording again for them to check their answers

1 giraffe 2 lion 3 snake 4 chick 5 monkey

1.Structure:

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- Describing what animals can or can’t do, Listening and speaking skills

2.Vocabulary:

- Ask children to sit in groups of 4 -6 One child describes an animal for the others

to guess what it is E.g - It’s got four legs It can run It’s brown and big - Is it a

lion? - Yes, it is Children take turn to describe animals Ask some of the groups to

talk before the class

2 Presentation:

- Copy the example onto the board Elicit the contraction can't = can not Ask

children to match the sentences with contractions to the ones with full forms Allow time for them to finish the exercise Give feedback

1 b 2 d 3 a 4 c

1.Structure:

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3 Practice:

1 A giraffe cannot swim 2 A monkey cannot fly.

3 A snake cannot run 4 A dog cannot talk.

4 Production:

What’s the animal? Ask four children to come to the front of the class Give each child a different zoo flashcard but tell them to keep it hidden Ask the first child to describe their animal to the class Invite questions or guesses from individual children, until the animal has been identified Repeat with the other children

V/ Extension:

-Thursday, January 18 th , 2018

Period 79: Review

- Remind children of the contraction can’t Ask children to circle the n’t in these

sentences Go through the answers with the whole class

- Ask children to read the sentences in exercise 1 carefully and rewrite them in fullform Check the answers with a partner

- Ask children to read the verbs and circle what they can do and underline whatthey can’t do

- Ask children to draw what they can or can’t do They then write sentences about

themselves E.g I can swim I can ride a bike I can’t fly.

Ask children in work in pairs Talk about themselves.

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Unit 6: Our new things

Lesson One – Period 80

I/ Aims:

- Identifying classroom objects

2.Vocabulary: school things: classroom, table, computer, peg, pencil case, board III/ Teaching Aids: Verb flashcards 54- 59; Story Poster 6; CD tracks 55- 57; IV/ Steps of teaching:

- Energize the class by singing the song from Unit 5 Ask children if they

remember Billy, Rosy or Tim

2 Presentation:

- Use flashcards 54- 59 to elicit the vocabulary for this lesson Hold them up one at

a time and ask What’s this? Model any words that children don't know Ask

children to point to real objects in the classroom if possible Hold the flashcards up

in a different order and repeat

3 Practice:

Listen, point and repeat.

- Ask children to look at the pictures of the different school things Play the first

part of the recording for children to listen and point to the picture Play the second part of the recording for children to repeat Play the recording all the way through again for children to listen and point and then repeat the words in chorus Hold up the flashcards in a random order and ask the class to say the words

Listen and chant.

1.Structure: Those are , that is…, this is…

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- Play the recording for children to listen to the chant Play the chant a second time

for children to say the words Repeat if necessary

4 Production:

Play a memory game with the class Ask children to close their Class Books and then ask them to recall the things in Rosy and Tim's new classroom Write the words on the board as children name them Allow children to look at the story in their Class Books again to see if they remembered everything

2.Vocabulary: school things: classroom, table, computer, peg, pencil case, board III/ Teaching Aids: Verb flashcards 54- 59; Story Poster 6; CD tracks 55- 57; IV/ Steps of teaching:

- Play a memory game with the class Ask children to close their Class Books and

then ask them to recall the things in Rosy and Tim's new classroom Write the words on the board as children name them Allow children to look at the story in their Class Books again to see if they remembered everything

2 Presentation:

1.Structure: Those are…, that is…, this is…

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Listen and read

- Use Story poster 6 Encourage predictions about the story from different

members of the class Play the recording for them to listen and point to the speech

bubbles in their Class Books Check comprehension, e.g What’s in the new

classroom? Do the children like their new things? Has Rosy got a new teddy?

3 Practice:

- Ask children to look at the pictures carefully, identify the things in the pictures,

find and circle the words Children then work in pairs to compare their works.

1 classroom, 2 table, 3 peg, 4 computer, 5 pencil case, 6 board

4 Production:

What are there in our classroom? Put children in group of 4- 6 Ask them to

identify and talk about (new) school things in their classroom E.g There is a new

white board There are twenty- four chairs In 3 minutes, the group which can

identify more school things wins the game This group will talk before the class Other groups listen and can identify any other school things if they can

V/ Extension:

- Ask children to look at the pictures from exercise 1 again, identify new schoolthings and write the words to complete each sentence Children then sit in pairs,compare the answers and practice saying the words

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Lesson Two – Period 82

I/ Aims:

2.Vocabulary: Classroom objects;

III/ Teaching Aids: Verb flashcards 54- 59; Story Poster 6; CD tracks 55- 57 IV/ Steps of teaching:

- Play a game of Word chain (see Teacher's Book page 19) using flashcards 54-59,

to energize the class and revise the vocabulary from the previous lesson

2 Presentation:

Listen to the story again and repeat.Act

- Ask children if they can remember what happened in the story in the previous

lesson Show Story poster 6 to encourage ideas Cover the poster and ask children which school things appeared in the story

- Ask children to turn to the story on page 43 of their Class Books Play the

recording, pausing for children to repeat Divide the class into groups of three to play the parts of Rosy, Tim, and Miss Jones Decide on the actions for the story Children practise acting out the story Check children’s work

Look and say

- Ask children to look at the pictures in the Let's learn! Box Read the sentences; elicit to teach the meaning of these/ those/ this and that Give more examples, e.g

This is the new classroom That is a new pencil case These are new pegs Those

1.Structure: Those are…, this is…, that is…

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are new computers Children repeat the new sentences Ask them to change the

school words to make new sentences

2.Vocabulary: Classroom objects;

III/ Teaching Aids: Verb flashcards 54- 59; Story Poster 6; CD tracks 55- 57 IV/ Steps of teaching:

- Put the school things flashcards on the board Ask children to identify the school

things around the classroom and make sentences about them, using this/ that/

these/ those Encourage them to make as many sentences as possible in a short

time

1.Structure: Those are…, this is…, that is…

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2 Presentation:

Write:

- Revise this/ that/ these/ those Write some sentences on the board Read the

sentences again, if possible pointing to real items in your classroom to reinforce meaning Indicate some tables that are close to you to demonstrate the meaning of

these, and some further away to demonstrate those, then do the same with

this and that Children repeat again.

3 Practice:

Point and say

- Ask children to work in pairs They take turns to make sentences using the

structures these/ those/ this and that with the words in the word pool Ask children

to talk before the class

- Ask children to loot at the pictures carefully, identify if the things are close to or

far away and fill in the gaps with This/ That is… These/ Those are… Ask some

children to write the sentences on the board

2 Those are pegs 3 This is a computer 4 That is a board.

4 Production:

Game: Ask children to sit in group of 4 – 6 Children then to identify school things

around the classroom and make sentences about them, using this/ that/ these/

those The group which can make more sentences wins the game.

V/ Extension:

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