Giao an ca nam

- T shows the poster and each group has to remember all words as fast as possible - Give them 60 seconds for them to write all words down the papers - The group finish earliest and all c[r]

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- By the end of this lesson the ss will be able to understand well about the book:

Tiếng anh 3 and some characters in the book

II Teaching aids:

1 Teacher’s: student’s and teacher’s book, cassette.

2 Students’: books, notebooks, workbooks.

III Procedures:

Teacher introduces

1 “TIENG ANH 3” has 3 books (Two student books and one exercise book)

- Each student book has 10 units After 5 units has a review

- Each unit has 3 lessons

- Each lesson has 4 parts

- Prepare for the academic year

Teacher remarks Ps to remember some commands

1 Look, listen and repeat : Nhìn, nghe và lặp lại

2 Look and say : Nhìn và nói

3 Let’s talk : Chúng ta cùng nói

4 Let’s Chant :Chúng ta cùng vè

5 Let’s Sing :Chúng ta cùng hát

6 Listen and number : Nghe và đánh số

7 Listen and tick : Nghe và đánh dấu v

8 Read and match : Đọc và nối

9 Write :Viết

10 Complete : Hoàn thành

11.Let’s play : Chúng ta cùng chơi

12.Point and say : Chỉ và nói

2 Open the book and ask the ss some questions:

What page can you see the book map?

What page can you see the glossary?

Where can you see the characters in the book?

Where can you find the CD?

3 Introduce the main characters in this book

Teacher uses the puppets to introduce the name of the characters one by one

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4 Practice saying the name of the students in the book

Game: slap the board

Net work: write the name of the characters

Week: 01 - Period: 02 Unit 1: HELLO Lesson 1: Part 1, 2, 3

Date of planning: 02/09/2017

Date of teaching: /09/2017

I Objectives:

By the end of this lesson the ss will be able to greet others and introduce

themselves, using Hello, hi, I am +name

II Language focus:

- Vocabulary: Hi, hello, nice to meet you

- Grammar: I´m+ name

III Teaching aids: books, notebooks, cassette, rulers, pens and rubbers.

IV Procedures:

1 Warm up: 5’ Greet the ss with hello and introduce

name, ask the ss to say their name by using a ball

Set the scene:

 What can you see in the picture?

 Who are they?

 Where are they?

 What are they doing?

Play the CD twiceAsk the ss to listen and repeat

Model: Hello, I´m Mai Nice to meet

- Asking the ss to point to the character

in part 2 and say the name and the word

to fill in the gap

New name: Miss Hien, Nam, Mai, Quan

- Write the whole sentence on the board

Whole class

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- Have the SS to repeat the sentences a few times

- Repeat the steps with the second picture

- Ask the ss to work with whole class, pair

- Call some pairs to practice

- Listen and correct

Pair work

Whole class

4.Let’s talk: 10’ - Tell the ss that they are going to

practice more with their friends

- Point to each character eliciting the name

- Ask ss to guess what the children sayFill the gap and write on the boardAsk the SS to repeat the sentences a few times

- Call the SS to work in pair to interact

- Call some pair to act out

- Listen and correct

Whole class

Pair work

5 Home link: 2’ Practice introduce the name at home Whole class

Week: 01 - Period: 03 Unit 1: HELLO Lesson 1: Part 4, 5, 6

III Teaching aids:

Books, notebooks, cassette and CDs

IV Procedures:

1 Warm up: 5’ Spend a few minute revising hello/hi

and I´m

Get individuals or pairs to act out the greetings and responds in front of the class

Whole classIndividual

2.Listen and tick: - Tell the class that they are going to Whole class

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10’ listen and tick the correct boxes under

the pictures

- Show SS how to carry out the task andtick the box as this is the first time they

do this kind of task

- Ask the ss to look at the picture and describes

- Play the CDs 3 times

- Tell the ss not to worry if they cannot understand every word and that they should pay attention to the name of the characters while they are listening

- Ask the SS to swap and check the answer before checking a classKeys:

1b, 2 a

Individual

Whole class

3.Let’s write: 13’ - Tell the SS that they are going to fill

in the gaps with I´m , Hello

- Ask the ss to read the text in silent

- Check the SS´ understanding

- Elicit the words filling the gaps

- Remind the SS to write the initial letter of the word at the beginning of each sentence in capital letter

- Allow the ss time to write

- Go round for help

- Ask the SS to change their book to correct for their friend

- Write the correct answer on the board

- Ask the SS to copy if necessary

- Call some pairs to read the exchanges aloud

Keys: 1 hello, I´m , 2 I´m, hello

Pair work

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4.Let’s sing: 10’ -Tell the ss that they are going to sing

the Hello song

- Hang the poster with the song on the board

- Teaching the song: read the lyrics and check comprehension Play the

recording all the way through

- Have the SS do choral and individual repetition of the song line after line

Whole class

Group workIndividual

5 Home link: 2’ Sing the song at home and do exercises

on workbook

Whole class

Week: 01 - Period: 04

Unit 1: HELLO Lesson 2 Part 1, 2, 3

I Objectives:

- Ss will be able to greet each other and answer the question: How are you?

- New words: fine, thank you

- Structures: How are you?

III Teaching aids: Ss’ book, recording, fresh cards…

IV Procedures:

1 Warm up: 5’ - Sing the hello song

- Self introduce their name

character say and the meaning of the new vocabulary Have Ss repeat the text

in the bubbles a few times Repeat the procedure with the second picture

- Do choral and individual repetition, pointing to the character speaking

- Play the recording for Ss to listen and say along

Whole class

Individual

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3.Point and say:

13’

- Tell Ss that they are going to practice

saying How are you? and replying with

Fine, thanks/ thank you Point to each

instruction and check comprehension

Teach the new vocabulary

Demonstrate the actions Have Ss actout each instructions a few times

- Get Ss to work in pairs, taking turn tosay and act out the instructions Check

as a class

Whole class

Pair work

4.Let’s talk: 10’ - Tell Ss that they are going to practice

more with their friends Give a few seconds for Ss to look at the pictures

Elicit the words to fill the gaps Write the instructions on the board and get Ss

to repeat them a few times

- Get Ss to work in pairs, taking turn to say and act out the instructions Correctthe pronunciation, if necessary

- Call e few pairs to perform the task in front of the class

Unit 1: HELLO

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Lesson 2 Part 4, 5, 6

I Objectives:

- By the end of the lesson Ps will be able to

+ Greet and respond to greetings, using How are you? And I’m fine, thanks

And you?

+ Say goodbye using Goodbye/Bye.

- New words: fine, thanks, thank you, bye, goodbye.

- Structures: How are you?

I’m fine, thanks And you?

Bye/ Goodbye, Nam

IV Procedures:

arrangements

1 Warm up: 5’ - Spend a few minutes revising Hi/

Hello How are you? I’m fine, thank you.

- Have ps play the Slap the board

game, using the name of the characters: Miss Hien, Mai, nam, Quan, Hoa and Phong

Whole ClassWhole class

2.Listen and

number:8’ - Tell Ss that they are going to listen and number the correct boxes Give a

few seconds for Ps to look at the pictures Elicit the names of the characters and what they might say

Give feedback

- Play the recording two times for Ps

to listen, do the task and check their answers

- Get Ss to swap and check their answers with their partner before checking as a class

- Play the recording again pupils checktheir answers T give the answer:

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- Give ps time to do the task and go around and offer help if necessary

- Get ps to work in pairs

- Get ps to swap and check their answers before checking as a class

- Divide the class into two groups and get them to read aloud each

character’s lines respectively

Key: 1 Goodbye 2.Bye 3 Fine 4.thank you

Individual

Pair work

Group work

4.Let’s write:15’ - Tell Ps that they are going to look at

the pictures and complete the dialogues Give a few seconds for Ps

to look at the pictures and read the text

in silence Check comprehension

- Give time for Ps to fill the gaps

- Tell Ps to swap and check their answers before calling four Ps to writetheir answers on the board Then writethe correct answers on the board for Ps

to copy down into their notebooks

- Call a few pairs to read aloud the dialogues

Key: 1 How 2 Fine, thanks

Whole class

IndividualPair work

5 Home link:2’ Practice more the dialogue at home Whole class

I Objectives:

- By the end of the lesson Ps will be able to pronounce the sounds in the letters /b/,

/h/ correctly in the words bye and hello respectively

II Language focus

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the class to sing the song “ Hello”

- Focus Ps’ attention on the letters

colored differently in the words bye and hello

- Put the phonics letter b and h on the board and say them a few times

- Ask Ps to repeat after T

- Play the recording and have Ps repeat each line and clap the syllables

- Ask Ps to give some similar words

- Play the recording 2 times pupils tolisten and fill the blanks Check theirguess Compare the answer with thepartner

- Play the recording again for pupils tocheck their answers

- Have pupils act out the dialogue inpairs or groups for correction

- Listen and give comments

- Ask some questions to ensure pupils’

comprehension of the listening text

Key: 1 Bye 2 Hello

Whole class

Individual

Pair work

4.Let’s chant: 15’ - Introduce The Hello chant

- Ask Ps to read the chant and checktheir comprehension

- Play the recording and listen to The

- Group work Pupils practice chantingand doing the actions in groups

- Monitor the activity and help themwhen necessary

- Correct pronunciation Ps’ errors

Whole class

Group work

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- Have class practice the chant again

to reinforce their pronunciation

Whole class

5 Home link: 2’ Do exercises in the workbook, learn

by heart the new words

Whole class

1 Warm up: 5’ Ask Ps to read the chant.

- Call 2 groups to the front of the class

to sing and act out the Hello chant

Whole ClassGroup work

2.Read and

match: 8’ - Tell Ps that they are going to read thesentences on the left and pair them

with those on the right by drawing a line between them

- Ask Ps to read the sentences individually and check their predictionand then ask them to do the task

- Monitor the activity and offer help when necessary

- Have Ps trade the answers in pairs for correction

- Call on some Ps to report their answers Others listen and comment

- Make a few questions to check Ps’

comprehension of the sentences

- Have the whole class read each sentence in chorus to reinforce their pronunciation

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3.Read and

write: 15’ - Explains the situation and how to dothe exercise

- Ask Ps to read the text in the bookand fill the words given to completethe dialogue

- Ask Ps to work in pairs to do theexercise

- Go around to offer help if necessary

- Get Ps to swap and check theiranswers before checking as a class

- Call on some pairs to practice infront of the whole class The rest listen

to and give the remark

- Correct the pronunciation

Answer:

1 Hello/Hi 2 I’m 3 Nice

4 How 5 Fine/I’m fine

4.Project:10’ - Tell the Ss that they are going to

make their name cards and present them to the class

Check their understandingGive Ss time to prepare school thing

to carry out the project

- Give the Ss time to do the project in class

- Gets Ss to work in groups

- Go round to offer help

- Call several Ss to the front of the class to present their cards using their name cards and saying hello, I´m

- Have the Ss stick their cards on the wall of the classroom

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- By the end of the lesson Ps will be able to ask and respond to the question: what´syour name?

- New words: Peter, Phong, Linda,

- Structures: What´s your name? My name´s

IV Procedures:

arrangements

1 Warm up: 5’ Greet the class by saying Hello, how

are you? Encourage the Ss to answer by: Hello teacher, I´m

Go to one Ss and say: My name´s Nga What´s your name? Have him/her answer with his her name

Repeat the steps a few timeDraw the SS attention to the unit titles and check their understanding

Have them to repeat it once or twice

- Set the scene “you are going to listen

to Linda and Mai to ask the names”

- Play the recording and ask Ps to listen to the tape

- Ask Ps to listen and repeat in chorustwo times

- Ask them to work in pairs to practicethe dialogue

- Go around and help when necessary

- Call on some pairs to act thedialogue out the front of the class Therest of the class listen and givecomments

- Have pupils look at pictures on Page

12 Elicit the characters in the picturesand their names

Teach vocabulary: Linda, Peter Model sentence: What’s your name?

My name’s……

- Ask pupils to work in pairs to makedialogue

- Monitor the activity and offer help

Correct pronunciation errors (stress,

Whole class

Pair work

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assimilation of sounds, intonation)when necessary.

- Call on some pairs to perform theirtask at the front of the class The rest

of the class observe and givecomments

- Have the whole class repeat all thephrases in chorus to reinforce theirpronunciation

Pair work

Whole class

4.Let’s talk: 10’ - Ask Ps to look at the pictures in the

book Ask them to identify thecharacters in the pictures

- Ask Ps to work in pairs to practicethe dialogue

- Go around to offer help and correctthe pronunciation if necessary

- Call some pairs to act out thedialogue in front of the class The rest

of the class listen and give comments

Whole class

Pair work

Whole class

Week: 03 - Period: 09 Unit 2: WHAT’S YOUR NAME?

Lesson 1: Part 4, 5, 6

KÝ DUYỆT TUẦN 02 Ngày 11 tháng 09 năm 2017

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III Teaching aids:

Books, notebooks, cassette and CDs

IV Procedures:

1 Warm up: 5’ Spend a few minute revising My

name’s and What’s your name?

Get individuals or pairs to act it out in front of the class

2.Listen and tick:

10’

- Tell the class that they are going to listen and tick the correct boxes under the pictures

- Show SS how to carry out the task andtick the correct box

- Ask the ss to look at the picture and describes

- Play the CDs 2 times

- Tell the ss not to worry if they cannot understand every word and that they should pay attention to the name of the characters while they are listening

- Ask the SS to swap and check the answer before checking a classKeys:

- Tell the SS that they are going to look

at the pictures and fill in the gaps

- Ask the ss to read the text in silent

- Check the SS´ understanding

- Elicit the words filling the gaps

- Remind the SS to write the initial letter of the word at the beginning of each sentence in capital letter

- Allow the ss time to write

- Go round for help

- Ask the SS to change their book to correct for their friend

- Write the correct answer on the board

IndividualPair work

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- Ask the SS to copy if necessary.

- Call some pairs to read the exchanges aloud

Keys: 1 My name’s , 2 Mai, My name’s

4.Let’s sing: 10’ -Tell the ss that they are going to sing

the alphabet song

- Teaching the song: read the lyrics and check comprehension Play the

recording all the way through

- Have the SS do choral and individual repetition of the song line after line

Whole class

Group workIndividual

5 Home link: 2’ Sing the song at home and do exercises

- New words: spell,

- Structures: How do you spell your name? L-I-N-D-A

IV Procedures:

1 Warm up: 5’ - Sing the alphabet song

- Call few pairs to do the dialogue about the names

Whole classPair work

2.Look, listen and

repeat: 10’

- Tell Ps that they are going to practice spelling names Point to the first pictureand elicit the name of the teacher Then explain what the character say and the meaning of the new vocabulary Have

Ss repeat the text in the bubbles a few

Whole class

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times Repeat the procedure with the second picture.

- Do choral and individual repetition, pointing to the character speaking

- Play the recording for Ss to listen and say along

IndividualWhole class

3.Point and say:

13’

- Tell Ss that they are going to practicespelling names: How do you spell yourname? Point to each instruction andcheck comprehension Teach the newvocabulary Demonstrate the actions

Have Ss act out each instructions a fewtimes

- Get Ss to work in pairs, taking turn tosay and act out the instructions Check

as a class

Whole class

Pair work

4.Let’s talk: 10’ - Tell Ss that they are going to practice

more with their friends Give a few seconds for Ss to look at the pictures

Elicit the words to fill the gaps Write the instructions on the board and get Ss

to repeat them a few times

- Get Ss to work in pairs, taking turn to say and act out the instructions Correctthe pronunciation, if necessary

- Call a few pairs to perform the task in front of the class

- By the end of the lesson Ps will be able to:

+ listen to dialogues about topic in order to number the pictures + spell names

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- Divide the class into 3 groups.

- Key : 1 name 2 Linda

3 Phong 4 Peter

- Find the winner

- Ask pupils to find the similarity ofthe words

1._ _ _ _ ( 4 letters ) 2._ _ _ _ _ ( 5 letters )

3._ _ _ _ ( 5 letters )4._ _ _ _ _ ( 5 letters )

Whole Class

2.Listen and

number:8’ - Tell Ss that they are going to listen and number the correct boxes Give a

few seconds for Ps to look at the pictures Elicit the names of the characters and how to spell the names

Give feedback

- Play the recording two times for Ps

to listen, do the task and check their answers

- Get Ss to swap and check their answers with their partner before checking as a class

Key : 1c 2b 3d 4a

Whole class

Pair work

3.Read and

match: 10’ - Tell Ps that they are going to read thedialogues on the left and pair them

with the pictures on the right bydrawing a line between them Give afew seconds for Ps to look at thepictures and read the text in silence

Check comprehension and givefeedback Get Ps to work in pairs

- Give Ps time to do task Go around

to offer help, if necessary

- Get Ps to swap and check theiranswer before checking as a class

Whole class

Pair work

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- Divide the class into two groups andget them to read A’s lines and B’slines respectively.

Key: 1c 2b 3a

Group work

4.Let’s write:15’ - Tell Ps that they are going to look at

the pictures and complete the dialogues Give a few seconds for Ps

to look at the pictures and read the text

in silence Check comprehension

- Give time for Ps to fill the gaps

- Tell Ps to swap and check their answers before calling four Ps to writetheir answers on the board Then writethe correct answers on the board for Ps

to copy down into their notebooks

- Call a few pairs to read aloud the dialogues

Key: pupils’ answers

1 Warm up: 5’ Call a group of pupils to the front of

the class to sing the alphabet song

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colored differently in the words Mai and Peter

- Put the phonics letter m and p on the board and say them a few times

- Ask Ps to repeat after T

- Play the recording and have Ps repeat each line and clap the syllables

- Ask Ps to give some similar words

- Play the recording again for pupils tocheck their answers

- Listen and give comments

Key: 1 Peter 2 Mai

- Group work Pupils practice chantingand doing the actions in groups

Whole class

Group work

Whole class

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by heart the chant

- By the end of the lesson Ps will be able to pronounce the sounds of the letters

m and p in the words Mai and Peter respectively

1 Warm up: 5’ Sing the What’s your name? song Whole class

2.Read and

match: 10’

- Tell Ps read the sentences halves on the left and pair them with those on the right by drawing a line between them

- Give a few seconds for Ps to read the text in silence Check comprehension and their prediction

- Ask Ps to do the task individually

- Have Ss trade the answers in pairs for correction

- Have the whole class read each

Whole class

Individual

Pair work

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sentence in chorus to reinforce their pronunciation

- Give a few seconds for pupils to read the text in silence Check

4.Project: 10’ - Tell Ps that they are going to collect

the names of their classmates and write them on a sheet of paper

- Allow pupils time to carry out the project in class

- Call individual pupils to the front of the class to present the collected names and spell them Finally, tell pupils to post their work on the walls of the classroom

Whole class

IndividualWhole class

5 Home link: 2’ Do exercises in the workbook Whole class

- By the end of the lesson Ps will be able to use the words and phrases related

to the topic Introduction

- New words: this, Tony, Peter, Linda

- Structures: This is ……… - Hello,… Nice to meet you.

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IV Procedures:

arrangements

1 Warm up: 5’ Greet the class by saying Hello How

are you? Say the What’s your name?

- Call on one pair One repeats Miss

Hien’s part, the other repeats the class’s part

- Have whole class repeat all the phrases a few times to reinforce their pronunciation

Whole class

Pair workWhole class

3.Point and say

15’

Teach vocabulary: This,

Model sentence: This is ……….

- Ask pupils to guess and complete thespeech bubbles Put the sentence onthe board and have pupils repeat it afew times

- Ask them to work in pairs to pointthe characters and make sentences

Using the pictures in their books

Correct pronunciation errors (stress,assimilation of sounds, intonation)when necessary

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more with their friends Give a few seconds for Ps to look at the pictures and check their understanding by eliciting the name of characters

- Prompt Ps to say the words to fill thegaps

- Get Ps to work in pairs

- Go around to offer help and correct the pronunciation, if necessary

- Call a few pairs to the front of the class to act out the dialogue The rest

of class listen and give comments

1 Warm up: 5’ Play the game “ Jumped words”

-Write the jumped words on the board:

Linad, Mot, Petre, Tnyo

- Ask Ps reorder the words Who is faster who is a winner

Whole Class

8’ - Have pupils look at pictures 1, 2 onpage 19 of the Student Book Elicit the

names of the school facilities in thepictures Tell pupils that they aregoing to listen to the recording andtick the pictures they hear Guess theanswer

- Play the recording 2 times for pupils

to listen and tick the boxes Check

Whole class

Individual Pair work

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their guess Compare the answer withthe partner.

- Play the recording again pupils checktheir answers T gives the answer:

- Ps read silently and complete thedialogues

- Ps trade their answers with pairs orgroups for correction

- Ask Ps to read the answers aloud tothe class The others listen and givecomments

Answers: 1.This is; Hello, Nam

2 This is; Hello, Phong

- Have the whole class read each line

of the dialogues chorally to reinforcetheir pronunciation

Whole class

Individual Pair workIndividual

- Group work Pupils practice singingand doing the actions in groups

- Correct pronunciation Ss’ errors

- Have class sing the song again to reinforce their pronunciation

Whole class

Group work

Whole class

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5 Home link:2’ Practice more the song at home Whole class

- By the end of the lesson Ps will be able to ask and answer questions about someone

- New words: that

- Structures: Is that ? Yes, it is / No, it isn’t It’s

IV Procedures:

arrangements

Structure: Is that ? Yes, it is /

No, it isn’t It’s

- Ask Ps to listen and repeat new

words after T

- Have Ps listen to the recording asthey read the lines in the speechbubbles

- Play the recording again for Ps torepeat the lines in the speech bubblestwo times

- Ask Ps to work in pairs to practicemore the dialogue,

- Call some pairs to read aloud, otherslisten and give comments

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- Elicit the characters in the picturesand their names Ask Ps to guess andcomplete the speech bubbles.

- Get the model with picture a:

Mai: Is that Peter?

Nam: Yes, it is

- Ask them to act out the dialogue1

Repeat the step with some other pairsfor pictures

- Have Ps practice acting out thedialogue using the pictures

- Monitor the activity and offer help,correct pronunciation errors whennecessary

- Call on some pairs to act out thedialogue in front of the class, otherslisten and give comments

- Ask Ps to work in pairs and make thedialogue using the pictures - Monitorthe activity and help them whennecessary

- Call on some pairs to make thedialogue to the front of the class

Whole class

Pair work

Whole class

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1 Warm up: 5’ Play the game “ Slap the board”

-Stick the character cards on the board

- Call two pupils to the front of the class

- Say one the name, the pupil who the quickest to slap the correct character card will get one point Who gets the most points will be a winner

They should number the boxes

- Play the recording 2 times pupils tolisten and number the boxes

- Check their guess Compare theanswer with the partner

Key: a 3 ; b 2 ; c 1 ; d 4

Whole class

- Have a revision of the language

Whole class

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- Give pupils time to do the task

- 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: 1 – Yes, it is; 2 – No, it isn’t; 3- Yes, it is; 4-No, it isn’t

Individual

4.Let’s play: 10’ - Tell pupils that they are going to play

the Line – up game

- Explain to pupils how to play thegame and check understanding

- Get two groups to demonstrate thegame

- Start the game and put the scores andthe correct sentences on the board

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1 Warm up: 5’ Chatting

- Asks Ss to make question andanswer about someone

- Introduce the sounds: /t/ /y/

- Have Ps practice the sounds carefully

- Play the CD and have Ps read the chant in chorus

- Call on some Ps to read them again

- Ask them about the words which have the similar sounds

Answer: 1 tony 2 Yes

- Group work Pupils practice chanting

Whole class

Group work

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and doing the actions in groups

Whole class

5 Home link: 2’ Do exercises in the workbook and

learn by heart the chant

1 Warm up: 5’ Ask Ps to read the chant.

- Call 2 groups to the front of the class

to sing and act out the Is that Nam?

chant

Whole ClassGroup work

2.Read and

complete: 8’ - Tell Ps that they are going to read thetext and complete the sentences

- Ask Ps to read the text and look at the pictures Check comprehension and elicit the words to fill the gaps

- Have Ps trade the answers in pairs for correction

- Make a few questions to check Ps’

Whole class

Individual

Pair work

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comprehension of the sentences.

- Have the whole class read each sentence in chorus to reinforce their pronunciation

Answers:

1 –this; 2 – Hello; 3 – that; 4 – isn’t.

Whole class

3.Look, read and

write: 15’ - Tell pupils that they are going tolook at the pictures, read and fill the

gaps Check comprehension and elicitthe words to fill the gaps

- Get Ps to swap and check theiranswers before checking as a class

- Call a few pupils to read thesentences

- Correct the pronunciation

Answer:

1 Mai 2 Nam 3 Phong 4 Linda

5 Peter

Whole class

4.Project:10’ - Tell pupils that they are going to

choose a friend and draw a picture of him/her Check understanding Get pupils to prepare the necessary school things to carry out the project

- Get pupils time to do the project in class

- Call pupils to the front of the class topresent their drawings

- Have pupils work in pairs, ask and answer about them, using Is that + name? Yes, it is/ No, it isn’t

- Choose the best five drawings Praiseand give prizes

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I Objectives:

- By the end of the lesson Ps will be able to use the words and phrases related to the

topic Ages

- New words: how old, age, who

- Structures: Who’s that? It’s .

IV Procedures:

arrangements

1 Warm up: 5’ - Greet pupils Walk around the class

to greet some specific pupils and asktheir names, then have pupils sing theHello song

- Tell pupils that they are going to learn how to ask and answer questionsabout someone using Who’s that?

- Ask them to work in pairs to practicethe dialogue

- Go around and help when necessary

- Call on some pairs to act thedialogue out the front of the class Therest of the class listen and givecomments

Model sentence: Who’s that? It’s _

- Ask pupils to guess and completethe speech bubbles

- Model: Call on a pair Allocate theparts of the characters Quan and Peter

to the pupils Ask them to point thepictures and act out the dialogues

Using the pictures in their books

Whole class

Pair work

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Correct pronunciation errors (stress,assimilation of sounds, intonation)when necessary.

Whole class

Pair work

4.Let’s talk: 10’ - Ask Ps to look at the pictures in the

book Ask them to identify thecharacters in the pictures

- Ask Ps to work in pairs to practicethe dialogue

- Go around to offer help and correctthe pronunciation if necessary

- Call some pairs to act out thedialogue in front of the class The rest

Whole class

Pair work

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I Objectives:

- By the end of the lesson Ps will be able to ask and answer questions about

someone, using who’s that?- It’s ……

1 Warm up: 5’ CHATTING

- Call few pairs of pupils to make dialogue: Who’s that? It’s (name)

- Sing the song: the alphabet song

10’

- Have pupils look at pictures on page

25 of the Student Book Elicit theschool things Tell pupils that they aregoing to listen to the recording and tickthe correct boxes

- Give Ps time to guess the answers

- Play the recording 2 times pupils tolisten and tick the boxes

- Check their answers and ask them tocompare the answer with the partner

- Have pupils open their books to Page

25 Get Ps to identify the characters inthe pictures

- Tell Ps that they are going to read andget information to write the missingwords in dialogue 1 and 2

- Ask Ps to read silently and completethe dialogues

- Ask Ps to trade their answers withinpairs or groups for correction

- Call some Ps to read the answersaloud to the class The others listenand give comments

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2 Who’s that

- Have the whole class read each line

of the dialogues chorally to reinforcetheir pronunciation

4.Let’s write: 10’ - Look at the pictures and fill the gaps

Give a few seconds for pupils to look atthe pictures and read the text in silence

Check comprehension and elicit thewords to fill the gaps

- Give pupils time to do the task Goaround to offer help, if necessary

- Get pupils to swap and check theiranswers before writing the correctanswers on the board for pupils to copydown into their notebooks

- Call different pairs to read theiranswer aloud

Whole class

IndividualPair work

- New words: old, eight, nine, ten, six

- Structures: How old are you, ? I’m _.

IV Procedures:

arrangements

1 Warm up: 5’ - Greeting the class

- Revising the previous lesson bycalling different pupils to the front ofthe class and asking about specificpupils in the classroom

Whole classWhole class

repeat: 8’

- Ask Ps to look at the pictures andelicit the characters and what theyare saying

Whole class

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- Have Ss listen to the recording asthey read the lines in the speechbubbles

- Play the recording again for Ss torepeat the lines in the speechbubbles two times

- Divide the class into two groups

One repeat Mai’s part and the otherrepeat Miss Hien’s part

- Elicit the characters in the pictures

and their names

- Give Ps a few seconds to look at

the pictures and read the wordsunder them

- Teach structure:

How old are you, _?

I’m .

- Point to the first picture and elicit

the word to fill the gap Put thesentence on the board Have Psrepeat it a few times

- Have Ps work in pairs to practice

talking about school things in thepictures

- Monitor the activity and offer held.

Correct pronunciation errors(stress, assimilation of sounds,intonation) when necessary

- Have the whole class repeat all the

phrases in chorus to reinforcetheir pronunciation

Whole class

Pair work

Whole class

4.Let’s talk : 10’ - Tell Ps that they are going to practice

more with their friends

- Ask them to look at the pictures and elicit the characters

- Get Ps to work in pairs to talk about their ages, using the pictures

- Go around and offer help when necessary

- Call some pairs to act out the dialogue in front of the class The rest

Whole class

Pair work

Whole class

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5 Home link: 2’ Do exercises in the workbook and

learn by heart new words

- New words: Review

- Play the game using numbers

- Draw a word gird on the board andask pupils to copy it Ask them to tellthe numbers they have learnt in theirlessons List them on the board Eachpupil chooses nine words from the list

to copy into their grid

- Write the numbers onto pieces ofpapers and put them into a bag andmix them up

- Select pupils to pick out a piece ofpaper and call out the number

- Pupils with that word in their gridcan cross it out Continue the gameuntil there is a pupil who has all thewords in their grid crossed out Thatpupil is the winner

Whole Class

Whole class

2.Listen and

write: 8’ - Have pupils look at pictures on page27 of the Student Book

- Tell pupils that they are going tolisten to the recording and fill the gaps

in the sentences

- Play the recording 2 times pupils to

Whole class

Individual

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listen and fill the gaps Check theirguess Compare the answer with thepartner.

Key: 1 Six 2 Seven 3 Eight 4.

Ten

Pair work

Whole class

3.Read and tick:

15’ - Have pupils open their books to Page27 Get Ps to identify the characters in

the pictures

- Tell pupils that they are going to readand get the information to tick thecorrect boxes

- Ask pupils to do the task individually

- Asks pupils give their answers forcorrection

- Divide the class into four groups andget them take turns to read aloud eachcharacter’s lines

Key: 1 6 2 8 3 10 4 1o

Whole class

Individual Whole classGroup work

4.Let’s sing:10’ -Tell the ss that they are going to sing

the let’s count from one to ten song

- Teaching the song: read the lyrics and check comprehension Play the recording all the way through

- Have the SS do choral and individualrepetition of the song line after line

Whole class

5 Home link:2’ Do exercises in the workbook and

learnt by heart the song Whole class

Trang 39

- By the end of the lesson Ps will be able to ask and answer questions about age.Pronounce the sounds in the letters /f/, /s / correctly.

- Play the CD and have Ps repeat

each line of the chant Thenchange the role

colored differently in the words five and six

- Introduce the sounds /f/ and / s/

- Have Ps practice the soundscarefully

- Play the CD and have Ps read thechant in chorus

- Ask Ps to give some similar wordsand then have Ps read words after you

- Do choral repetition of the wordsand sentences until Ps feel confident

- Ask Ps to listen and write down theanswers

- Call on some Ps to go to the boardand write down the answers

- T corrects the answers and givemarks

- Get Ps to work in pairs and practicesaying the sentences

- Go around and help Ps practice thepronunciation and rhythm of English

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- Have PS circle all the wordscontaining the focused sounds in thechant

- Ask Ps to work in groups forpracticing chanting and do the actions

- Go around and offer help ifnecessary

- Call 2 groups to the front of theclass to chant and do the actionswhile the rest of the class claps along

to the rhythm

Whole class

Individual

Group work

Whole class

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