Tài liệu Giáo án tiếng Anh lớp 3 học kì I 2017 (Lỗi font chữ hiển trên web, tải xuống bình thường)

2–3 LESSON PLAN ENGLISH 3 Teacher: Le Thi Thanh Huyen ObjectiveSs will be able to 2017-2018 pronunciate the sound c, d in the words come and down respectivelyLanguage focusPhonics: come, down  / c/ and /d/.ResourcesTape, textbook, pictures.ProcedureStepsLearning activitiesLanguage focusModes1.Oral test (5’)- Call some pairs to ask and answer about classroom intructions. Using some cues below: a. speak/ yes b. come in/ no c. open my book/ no d. close my book/ yes - Correct if needed.Model: + May I...? –Yes, you can - No, you can’tPairs 2.Listen and repeat (10’) 0 Have Ss open the book page 44, look at the words come, down and notice the letter coloured differently in both words. WEEK the Produce 1 sound of the letter c Preparation: come in the word…/…/… and d in the Presentation: …/…/… word down PERIOD: 1 c: come May I come in? d: down May I sit down? UNIT 1: HELLO Lesson 1: 1 – 2 – 3 Ss will be able ReadObjectivesounds and ask Ss to to: greet and self – introduce. loud the Language focus Hello, Hi repeat chorally. I am (I’m) + name Call Resources some Ss repeat individually.recording, posters,… Ss’book, PROCEDURE Correct their pronunciation if Steps Learning activities Language neededPhonics: focus 1. /d/ - Greetings. Say Hello ( encourage Ss /c/ and Warm-up (5’) to answer with Hello). - Repeat the procedure several times. - Introuce myself to the class by pointing to myself and say: I’m Miss Nhung. - Itroduce new lesson. 2. Look, listen - Ask ss to look at the picture and listen -New words: & repeat to the dialogue in their books. Hello, Hi, I (15’) - Tell them that they are going to am, I’m, Nice practise introducing themselves and to meet you. responding to the introduction (vietnamese). -Sentence - Point to the picture and ask Ss to patterns: Whole class look at the text in speech bubbles. Hello/Hi I’m Individual 3. Listen and write - Play the recording for Ss listen Mai (10’)- Ask Ss to pay attention to - Ask them to repeat a few times. exercise 2 on page 44. - Repeat the procedure with the second - Ask Ss to read 2 sentences and picture. guess the missing information. - Play the recording through. - Play the tape 3 times and ask Ss to - Practice with Ss. listen carefully. - Ask Ss to practice in groups. - Ask Ss to write the words they hear - Go round and check Ss can repeat and then exchange the information with understand the dialogue. their partner. 3. Point and - Ask Ss to look at the pictures: -Sentence - Call some Ss to write their answers on the board. - Play the tape again and check with whole class - Check and give feedback. Modes: Modes individual -Whole class -Groups 1 1. May say (10’) I come in? patterns: Miss Hien: Hello, I’m________. Hello/Hi I’m Nam: Hello, ________. 2. Sit down, please. Mai I’m __________. - Tell Ss that they are going to practise saying Hello/ Hi. I’m + name. And responding to the greeting. Individual - Point to each character in the picture and elicit his/her name and the words to fill the gaps. - Write the whole sentences on the board. - Have Ss repeat the sentences a few Pairs times. Individual 4.Let’s sing - Repeat the procedure with the second (10’)Read aloud the song Come picture. in and sit down. - Ask Ss work in pairs. Check Ss’comprehension. - Call some pairs practice in front of Play the tape “ Come in and sit the class. down” for Ss to listen while mistakes when necessary. - Check ss’ they are reading the sing Ss theirthey are going to practise 4. Let’s talk - Tell in that books (8’) more with their friends. Have Ss do the choral and to each character eliciting the - Point individual repetition of each name. line. - Ask Ss to guess what the children say. When Ss are familiar with the and write the sentences - Fill the gaps tune, show them how to sing the on the board. song and do the actions. Ss to repeat the sentences a few - Get Get groups of Ss totimes. to sit face face and practise singingSs to work in groups of three to - Get and doing the actions. interact. Have whole class sing the few groups to practise in front - Call a songWhole class of the class. - Check ss’ pronounciation. 5. Home-link (2’) - Tell Ss to say Hello to their teachers or adults and Hi to their peers. Choral Individual -Whole class -pairs Individual groups Whole class ************************** Groups Preparation: …/ …/ … Presentation: …/ …/ … Whole class5.Home-link (5’)Have Ss to practise singing “Come in and sit down” at home.Whole class 2 WEEK 11 2 PERIOD: Preparation: …/…/… Presentation: …/…/… UNIT 1: HELLO Lesson 2: 1 – 2 – 3 PERIOD: 21 UNIT 7: THAT’S MY SCHOOLbe able to: Objective Ss will Lesson 1: 1 – - Greet and respond to greetings, using How are you? And I’m 2-3 fine, the words ObjectiveSs will be able to use thanks. And you? - Say goodbye and phrases related to the topic My school, using Goodbye/Bye Language - Vocabulary: fine, thanks, thank you, bye, goodbye. talk about school facilities.Language focus - Structure : How are you? focusVocabulary: school, classroom, library, gym, playground, computer room, big, smallI’m fine, thanks. And you? Sentence patterns: Resources Books, teachers’ book, notebooks, cards and cassette “That’s my school. Procedure Is it big? Steps Language Modes Yes, it is/ No, it isn’t. It’s Learning activities focus small.”ResourcesSs’book, recording, 1. Warm- - Get the class Whole posters,…ProcedureStepsLearningsing the Hello song up (5’) again. class activitiesLanguage 2. Look, - Introduce Ss vocabulary: focusModes1.Warm-up (5’)-Getpicture and ask some listen & questions sit to sing the song Come in and about the situations in the - How repeat picture: down.Whole class2.Look, listen & (15’) repeat (10’)- Tell them that they they in the picture? + Who are are - Fine going to talk about the school and + Where are the school facilities, using That’s +they? - Thanks - Point the first picture and elicit the they are going to - Tell them that name of the characters. Then explain and responding to - Thank you practise saying what the characters say and the + ( name) and How are Hello/ Hi - How are meaning of the new vocabulary. you?. you? - Have Ss repeat the text in the undestanding. - Check bubbles a few times. - Procedure the first picture and - Goodbye - Repeat the Procedure with the explain what they say. second picture. - Bye - Ask Ss to do choral andRepeat the procedure with the - individual repetition, pointing to second picture. the characters speaking. - Play the recording through for Ss Model - Point to the picture and ask Ss to dialogue. to listen to the sentence: look at the text in speech bubbles. - Play the recording again, pausing How are - Play the recording for Ss listen line for Ss to repeat. after each and you? -groups say along.Vocabulary: school, classroom,class into two groups: - Divide the big, small one group to repeat Nam’s and the I’m fine, -pairs Mai’s part. thanks/ - Call on Ss to practise in front of the Sentence patterns: thank you. class. A:That’s my school. B: Is it big? A: Yes, it is/ No, it isn’t. It’s small.” 3 3. Point and say (10’) -Whole class - Ask Ss to look at the pictures: - Tell Ss that they are going to practise saying : How are you? I’m fine, thanks. And you? - Draw Ss’ attention to the pictures. -Groups - Point to each character in the 3.Point and say (10’)- Tell Ss that picture and elicit his/her name. they are going to practise say the whole sentences on the - Write That is + (school facilities) board. - Teach the vocabulary: Have Ss repeat the sentences a few library, gym, playground, computer times. room - Repeat the procedure with the -Have Ss repeat in choral and picture. second individual. - Ask Ss to work in pairs. - Point to the first picture and elicit - Call some pairs to practice in front the word to fill the gap. the class. of - Put the sentence on the board. the picture and introdure. 4. Let’s - Look at - Have Ss repeat a few times talk (8’) - Tell them that they are going - Get Ss to make the same sentence, with their friends, practise more using the picture in the book. using their own names. - Call some Ss to speak aloud. to predict the information - Ask Ss - Correct their pronunciation if to fill in the gaps. they have needed. Vocabulary: - Call some Ss to read loud their library, gym, playground, computer prediction. room - Have some Ss make a dialogue with the names of picture. - Call Ss work in pairs in 5 mins - Do as example if the Ss don’t understand. Sentence patterns: That’s the ……. - Look the picture and then work in pairs with the name of picture before class. 5. Home- Ask Ss to practise greeting using link (2’) Hello/ Hi, . How are you? I’m fine, thank you. Sentence patterns: -How are you? - I’m fine, thanks. And you? - Fine, thank you. -pairs Example: S1: How are you, ….? S2: I’m fine, thank you. And you? S1: Fine, thanks you. -pairs Whole class WEEK 2 Preparation: …/…/… Presentation: …/…/… -Whole class 3 PERIOD: Individual 4.Let’s talk (13’)- Tell Ss that they are going to practise more with their 4 - Give a few seconds for Ss to look at the pictures. UNIT 1: HELLO - Elicit the name of each school Lesson 3: 1 – 2 – 3 facilities. - Ask Ss to fill in the blank. Ss will and - PutObjective on the boardbe able to practice 2 sounds / b/ and /h/ the sentence do chotal and individual repetition. / Hello Language Phonics: Bye - Get Ss to work in pairs, using the focus picture in the book. Resources textbook, pictures, cassette player, chart - Go around to offer help Procedure - Correct the pronunciation, if Learning activities Language Modes necessary.Steps - Call a few pairs to act out the focus dialogueWarm-up the -Call some pairs to greet and respond class. 1. in front of Pairs - Call some Ss to talk about their (5’) own school.Sentence patterns: 2. Listen & -Have Ss open Phonics: That is the library/ computer room/ the book page 10, draw gym… repeat (10’) their attention to the letters colored Bye , Whole differently in the words Bye and Hello Individual Hello class -Produce the sound of the letter b and h -Have Ss repeat the focused sounds a few times. -Play the recording twice and ask Ss to Pairs repeat -Monitor the activity and offer help when necessary/ correct typical Pairs pronunciation errors. individual -Call on someone to pronounce individual 5.Home-link (2’)-Ask Ss to practise talking about their own school facilities.Whole class ************************* Preparation: …/ …/ … Presentation: …/ …/ … 5 PERIOD: 22 UNIT 7: THAT’S MY SCHOOL Lesson 2: 1 – 2 – 3 ObjectiveSs will be able to ask and facilities) + adjective?Language focus- Vocabulary: large, old, new, look at the table on page 10 3. Listen & - Have Ss the write (7’) - Ask Ss - Structure : A: Is your school big?to listen the tape carefully B: Yes, it is then write the word they can hear A: Is your classroom - Play the tape 3 times, ask Ss to work big? B: No, it isn’t.pairs in 4 mins to write in It’s small. ResourcesBooks, teachers’ - and book, notebooks, cardsCall 2 Ss to write their words on the cassetteProcedureStepsLearning board. activitiesLanguage - Check and focusModes1.Warm-up (5’) -Stick correct mistakes some picture about school Ask Ss to read aloud 2 sentences - facilities on the board. - Divide class into 2 groups and 4. Let’s - Ask Ss have them play the game Slap the to read the chant on page 10. - Call some Ss to read loud pairs of board. chant -big sentences of the chant. (13’) -small - Play the tape a few times -classroom - Ask Ss to chant aloud each line in -computer room the chant and clap their hands. -gym - Play the tape 2 times to whole class -library playgroundGroups 2.Look,chant again. listen & repeat (12’)- Tell Ss that they are goingSs practice the chant in groups - Have to ask and answer the question Is the + school or pairs facilities + adjective? - Give Ss 30 seconds to look at - first picture group, then pairs to the Call each and read the text perform - Check comprehension and give feedback. - Have Ss repeat the text a few - Correct and comment times. - Repeat the Procedure with the second the tape once to reinforce - Play picture. - Do choral and individual repetition. pronunciation - Play the recording through for Ss to listen and say along. - Call some pairs to role-play and repeat the dialogues. Model sentence: their A: Is your school big? B: Yes, 5. Home- it is- Have Ss to further practice chanting A: Is your classroom link (5’) at home. big? B: No, … Preparation: …/ …/ it isn’t. It’s small. Presentation: …/ …/ … PERIOD: 4 pairs Individual Whole class Whole class Pairs/ groups Whole class 6 UNIT 2: WHAT’S YOUR NAME? Lesson 1: 1 – 2 – 3 Whole class Objective Ss will be able to ask and answer about someone’s name. Language - - Tell Ss - My name is ______. -pairs3.Point and say (13’)What’s your name ? focus that they are going to ask and answer the question Is the + school facilities + adjective? Resources Tape, textbook, flashcards, pictures. - Point to each school facility , check Procedure comprehension and then teach the new Learning activities Language Modes vocabulary Steps focus New, old, large -Have Ss repeat each word a few times. some pairs to greet and 1. Warm- Call Pairs - Use the first up (5’) an example and put their name in front of picture as introduce the question and answer on the board. class. - Have Ss repeat a few times chorally and 2. - Ask Ss to open their book on New words: Whole individually. Look, listen & + what class - Ask Ss to work in pairs page 12. - Call some pairs to practice in front of the repeat + my class. (10’) - Introduce the context of 2 + your - Check ss’ mistake when necessary.New + name conversations vocab: + What’s = New - Play the recording twice what is Old + Name’s = - Read loud each sentence and Large name is Pairs Sentence patterns: ask Ss to repeat a few times +What’s your a.A: Is the school new? name? - Call on two pairs to play roles B: Yes, it is +My name’s a.A: Is the gym big? - Ask Ss to practice in pairs _. B:Yes, it is Model - Call some pair to perform sentences: - Have the whole class repeat Linda: What’s all the phrases a few times to your name? reinforce their pronunciation. Mai: My name’s Mai. 3. Point - Ask St to look at the pictures on Sentence and say page 12 and identify the pattern: Individual -whole class (15’) characters +What’s your - Explain the pattern name? -pairs4.Let’s talk (8’)- Tell Ss that +My name’s they are going practise more with your name? + What’s ____. their friends + My name’s ______. - Give Ss 3 seconds to look at the pictures and elicit the nameAskeach about what they fill in - of Ss Pairs school facility and adjectives (old, new, large, big, small) - Ask Ss to predict the information they have to fill in the gaps. - Call some Ss to read loud their 7 - Have some Ss make a dialogue based on these pictures. the blanks - Put them on the board and have Ss repeat them a few times.- Ask Ss to work in pairs - Do the first picture as example on some pairs to perform - Call if Ss don’t understand. the task. - Ask Ss work in pairs in 5 mins - Call some pairs to act out Comment and correct the - the dialogueSentence patterns: a.A: Is the classroom old? mistake 4. Let’s talk Groups B: No, it isn’t. It’s new - Ask Ss to look at the pictures on Sentence (8’) pattern: page 12 and indentify the +……. your b.A: Is the library big? characters. name? Pairs B:Yes, it is +My name’s …. - Guide Ss to practice asking and ………. answering about names. - Ask Ss to use the names in their individual books or their real names to practice in small groups. - Call someone to perform at the front of the class - Comment -pairs5.Home-link (2’)- Ask Ss to - Ask about practise 5. Home- answeringSs to practise greeting using asking and link (2’) + school facilities with theirWhat’s your name? friends.Whole class + My name’s ______. Whole class ************************** WEEK 12 Preparation: …/…/… WEEK 3 Presentation: …/…/… Preparation: …/…/… PERIOD: 23 Presentation: …/…/… SCHOOL UNIT 7: THAT’S MY Lesson 3: 1 – 2–3 PERIOD: 5 UNIT 2: WHAT’S YOUR NAME? Lesson 2: 1– 2 – 3 ObjectiveSs will be able to pronunciate the sound g, l in the Objective gym and look be able to spell their name.. Ss will words Language + How do you spell your name? respectivelyLanguage focusPhonics: gym, look  / g/ and /l/.ResourcesTape, textbook, pictures.ProcedureStepsLearning 8 activitiesLanguage focusModes1. Warm up (5’)-Have Ss sing the focus + L-I-N-D-A. Resources Tape, textbook, flashcards, pictures. song This is the way we go to Procedure schoolWhole class2.Listen and Steps Learning activities repeat (10’) 1. Warm-up - Ask Ss to sing 2 songs (5’) 2.Look, listen - Have Ss open the book page 14 and and repeat identify the characters in the (15’) pictures. - Set the scene: “you are going to hear 2 conversations between Nam and Linda” a. – What’s your name? - My name’s Linda. b. – How do you spell your name? - L-I-N-D-A - Play the recording all the way through for Ss to listen while they are reading the dialogue. - Play the recording again for Ss to repeat each line of the dialogue a Have Ss open the bookfew times. page 50, - Ask the groups to repeat the dialogue look at the words gym,and swap look and - Have notice the letter coloured Ss practice the dialogue in pairs. differently in both words. on some pairs to perform, others - Call comment. Produce the sound of the letter g - Correct the mistakes. in the word gym and l in the 3.Point and word look say - Have Ss look at the speech bubbles (10’) on page 14 g: gym The gym isAsk them to identify the characters - old l: look Look at thein pictures school - Ask Ss to guess and say the lines in Read loud the sounds and ask Ss to the bubbles - Have Ss repeat each line in the repeat chorally. bubbles some times Call some Ss repeat individually. the situation - Explain Correct their pronunciation Ask Ss to fill the bubbles and repeat - if neededPhonics: the step with other pictures. /g/ and /l/ - Have Ss practice in pairs 4 Language focus Modes Whole class *Vocab: 1. Do 2. Spell *Model sentence: - How do you spell your name? - L-I-N-DA a. Whole class Groups Pairs A: What’s your name? B: My name/ I’m……. A: How do you spell your name? 9 situations. - Go around and correct the mistakes. Whole class - Call on some pairs to ask and answer. Individual - Ask someone to comment. 3. Listen and write (10’)- Ask the whole class to repeat the - Ask Ss to pay attention to exercise phrase practiced in chorus to 2 on page 50. reinforce the pronunciation. - Ask Ss to read 2 sentences and guess the missing(8’) 4.Let’s talk information. - Asks Ss to look at the pictures on - Play the tape 3 times and ask Ss to describe the situation. page 14 listen carefully. - Guide Ss to practice asking and - Ask Ss to write the words they hear about name answering then exchange the information with + What’s ____________? their partner. ______________. - Call some Ss to write their How do you ________? + answers on the board. _____________. - Play the tape again and check with to practice in small - Ask Ss whole class groups. - Check and give feedback. Modes: - Call someone to perform at the front of the class 1. The school gym is large- Comment 2. Look at the library 5.Home-link - Ask Ss to practice spelling their (2’) name at home. B: …….. Pairs Pairs Whole class + What’s _____? +____. + How do you _____? +______. Groups Pairs Whole class Individual Preparation: …/ …/ … Presentation: …/ …/ … PERIOD: 6 Pairs UNIT 2: WHAT’S YOUR NAME? Lesson 3: 1 – 2 – 3 Objective Ss will Individual 4.Let’s chant be able to practice 2 sounds / m/ and / p / . Language Mai (10’)Play the tape “ Is your / Peter focus school new?” for Ss to listen Resources Tape, textbook, while they are reading the chant flashcards, pictures. Procedure in their books Steps Learning activities Language Call on a group of six: three of focus them to repeat each line of the 1.Warm-up - Ask chant, other three clap the Ss to make short conversation, (5’) syllables Have Ss practice the chant in groups and clap the syllables. Monitor the activity and offer help when necessary/ correct typical pronunciation errors. Modes Pairs 10 chant. The others clap the syllables using some questions: Listen and give + How are you? comments.Whole class + What’s your name? + How do you spell your name? 2.Listen and - Have Ss open the book page 16, Groups 5.Home-link (5’)Have Ss to repeat (10’) practise chanting “Is your school new?” at their attention to the letters draw home.Whole class colored differently in the words *********************** Mai and Peter - Produce the sound of the letter b Preparation: …/ …/ … and h Presentation: …/ …/ … PERIOD: 24 - Have Ss repeat the focused UNIT 8: THIS IS MY PEN Lesson 1: 1 – 2 - 3 sounds a few times. ObjectiveSs will be able to use the words - Play the recording twice and ask and phrases related to the topic School things, identify school things, using This/ that Ss to repeat is+ school thingsLanguage - Monitor focusVocabulary: pen, rubber, pencil, pencil the activity and offer case, notebook, schoolbag, pencil sharpener help when necessary/ correct Sentence patterns: This is my pen b. That is my rubber. typical pronunciation errors. Is it? Is it? Yes, it is Yes, it - Call on someone to pronounce isResourcesSs’book, recording, look at the table on page 3.Listen and - Have Ss posters,…ProcedureStepsLearning write (10’) 16 activitiesLanguage Hello,…………………. + 1. focusModes1.Warm-up (5’)-Get Ss + 2. My name’s……………. to chant “ Is your - Tells Ss that they are going to school new?”Whole class2.Look, listen to the recording and write listen & repeat (10’)- Tell them that they are words. the correct going to talk about the -school and tape twice Play the the school things. Ask them to listen and write the - Point the first picture and answers elicit the name of the school thing. Then someone to write on the - Call explain what the characters board, check Ss’ notebook say and the meaning of the new vocabulary. correct mistakes - Check and - Have Ss repeat the text-in Ask Ss to read aloud 2 sentences the bubbles a few times. - Repeat the Procedure with the second picture. - Ask Ss to do choral and individual repetition, pointing to the characters speaking. - Point to the picture and ask Ss to look at the text in speech bubbles. m Mai My Whole class name’s Mai . p Peter Hello,Peter Whole class Individual Groups Individual Individual 11 say along. Vocabulary: pen, rubber, this,- that Ss to look at the chant and read the chant Ask 4.Let’s chant (twice). (10’) Sentence patterns: A:This is my pen B: Is it? A: Yes, it is A:That is my rubber. B: Is it? A: Yes, it is Whole class What’s your name? What’s your name? My name’s Mai. Nice to meet you. What’s your name? My name’s Linda. Nice to meet you. What’s your name? My name’s Peter. Nice to meet you. - Plays the recording through and asks Ss repeat. - Ask Ss to clap the hands forward rhythm. - Ask Ss to work in groups Groups -Whole class 5.Home-link - Have Ss to further practice at -Groups (5’) 3.Point and say (10’)- Tell home. Ss that they are going to practise say That/ This is + (school thing) ************************** - Teach the vocabulary: WEEK pencil, pencil4case, notebook, Preparation: …/…/… schoolbag, pencil sharpener -Have Ss repeat …/…/… Presentation: in choral and individual. PERIOD: 7 - Point to the first picture and elicit the word to fill the gap. UNIT 3: THIS IS TONY - Put the sentence on the board. Lesson 1: 1- 2 – 3 - Have Ss repeat a few times - Get Ss to make the same sentence, using the picture in the book. be able to introduce someone. Objective Ss will - Call some Ss to speak -aloud. Partners: This is Tony Language focus Sentence - Correct their pronunciation if This, That - Vocabulary: needed. Vocabulary: Tape, textbook, flashcards, pictures. Resources pencil, pencil case, notebook, Procedure schoolbag, pencil sharpener Steps Learning activities Whole class Language Modes focus Sentence patterns: That’s is my … This is my….. 12 1.Oral test (5’) - Have some pairs greet and introduce 2.Look, listen their names and their health. - Ask Ss to identify the characters in the and repeat (10’) picture on page 13 and what they are Pairs a. Vocab: 1. This 2. That Whole class saying. -Whole class - Set the scene “you are going to listen to Individual T introduce someone to class, The class greet the newcomer. 4.Let’s talk (13’)- Tell Ss that they - with their are going to practise morePlay the recording and ask Ss to listen friends. to the tape. - Give a few seconds for Ss to look - Ask Ss to listen and repeat in chorus at the pictures. - Elicit the name of eachtwo times. school thing. - Call - Ask Ss to fill in the blank. on one pair. One repeats teacher’s - Put the sentence on thepart, the other repeats Ss’ part. board and do chotal and individual repetition. - Have the - Get Ss to work in pairs, using whole class repeat all the phrases picture in the book. a few times to reinforce their - Go around to offer help pronunciation. And do the same with the - Correct the pronunciation, if necessary. dialogue between Linda and Mai - Call aPointSs to act out Ask Ss to look at picture and tell them few and say - the 3. dialogue in front of the (10’) that classSentence patterns: they are going to practice saying the That is my…. sentence pattern in pairs. This is my… - Model the task with one Student Individual b.Model sentence: This/That is + (Name) Whole class Pairs Whole - This is ... class Whole - Hello,… class Nice to meet you - Ask Ss to work in pairs, using model sentences and the words in each picture as a cue. Pairs - Call on some pairs to perform the task Pairs in front of the class. Pairs individual 5.Home-link (2’)-Ask Ss to learn by heart the school things at Pairs 13 ************************* 4.Let’s talk - Ask students to look at the pictures in - This is ... (10’) WEEK 13 Preparation: …/…/… Individual the book. Ask them to identify the - Hello,… characters in the pictures. - Ask Ss work in Presentation: …/…/… PERIOD: 25 someone. Call some UNIT 8: THIS IS MY PEN Lesson 2: 1 – 2 – 3 Nice to groups to introduce meet you groups to act out - Correct their pronunciation. ObjectiveSs will be able to use the 5.Home-link - Have words and phrases related to the Ss to further practice at home. topic(5’) School things, identify school things, using These/ those are+ school thingsLanguage focusVocabulary: pen, rubber, pencil, pencil ******************************** ___ Groups Whole class case, notebook, schoolbag, pencil sharpener, ruler Sentence patterns: These are my books. b. Those are my pencils. Are they ? Are they ? Yes, they are Preparation: …/ …/ … Yes, they areResourcesBooks, Presentation: …/ …/ … teachers’ book, notebooks, cards and PERIOD: 8 cassetteProcedureStepsLearning activitiesLanguage UNIT 3: THIS IS TONY focusModes1.Warm-up (5’) -Stick Lesson 2: 1 – 2 – 3 some pictures about school things on the board. Objective Ss will be able to ask and answer question about someone. - Divide class into 2 groups and Partners: Is that Tony?-Yes, it is/No, it isn’t - Sentence haveLanguage focus - Vocabulary: that, yes, no, is not = isn’t, it them play the game Slap the board. Resources Tape, textbook, pictures. pen, Procedure rubber, pencil, pencil case, notebook, Steps schoolbag, pencil Learning activities Language Modes sharpener, rulerGroups 2.Look, focus listen & repeat (12’)- Tell Ss that they the songs - Ask Ss to sing 1.Warm-up (5’) Whole are going to talk about school things using class These/ Those are + school things. - the first to look at the book at page 20. Have Ss picture Whole - Give 2.Look, listen Ss 30 seconds to look at *Vocab: - Elicit the character and have Ss guess what and read the text and repeat class 1. Yes they are saying. - Check comprehension and give feedback. (10’) 2. No - times. - Have Ss repeat the text a few Set the scene: we are going to learn new 3. It phrases: - Repeat the Procedure with the second + Is that Tony? Yes, it is. - It is = It’s picture. + Is that Quan? No, it’s isn’t. It’s Phong - Do choral and individual repetition. - It is not = It Have Ss listen to the recording as they read - Play the recording through for-Ss to listen and say along. - Call some pairs to role-play and repeat the dialogues. Model sentence: A: These are my books. B: Are they? 14 the lines in the speech bubbles - Play the recording again for Ss to repeat the lines in the speech bubbles two times. - Divide the class into two groups. One repeat Mai’s part and the other repeat Nam’ part. - Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation. - Ask Ss to do the same with the dialogue between Tom and Linda isn’t * Model Sentence: Is that + (name)? - Yes, it is. - No, it isn’t. Whole class Whole class Groups -pairs3.Point and say (13’)- Tell Ss that they are going to talk about school things using These/ Those are + school things. - Point to each school thing , check comprehension and then have Ss to read aloud each school thing - Use the first picture as an example and put the question and answer on the board. - Have3.Point and say chorally Ss to look at picture and tells Ss repeat a few times - Ask and individually. (10’) them that they are going to practice - Ask Ss to work in pairs - Call some Ss to practice in front of the saying the sentence pattern in pairs. class.Sentence patterns: - Do A These are my notebooks. the task with one student as a B, Those are my pens. model. C, These are my pencil cases... - Ask Ss to work in pairs. - Call on some pairs to perform the task in front of the class. - Give feedback and comments. Pairs MD1: T: Is that Peter? St1: Yes, it is. MD2: Pairs T: Is that Mai? St2: No, it isn’t. It’s Hoa. -whole class Pairs individual4.Let’s talk (8’)- Tell Ss that they are going practise more with their friends - Give Ss 3 seconds to look at the pictures and elicit the name of each school things. - Ask Ss to predict the information they have to fill in the gaps. - Call some Ss to read loud their prediction. - Have some Ss make their sentences based on these pictures 15 repeat them a few times. Ss have 7 - Do 4.Let’s talk the first picture as -example if minutes to work in pairs. (10’) Ss don’t understand. - Call on some pairs to perform the - Ask Ss work in pairs in 5 mins - Call some pairs to act task thefront of the class. out in dialogue - Ask Ss to practice in pairs to ask and - Give comments.Sentence answer about their own friends. patterns: A These are my books. - Call on some pairs to present. Others B, These are my pens. listen and give comments. C, Those are my pencil cases... 5.Home-link (5’) a. S1: Is that Mai? S2:Yes, it is. Pairs b. S1: Is that Tom? S1: No, it isn’t. It Tony. - Have Ss to further practice asking and answering at home. Whole class individual *************************** WEEK 5 Preparation: …/…/… Presentation: …/…/… PERIOD: 9 -pairs5.Home-link (2’)- Ask Ss to practise asking and answering about UNIT 3: THIS IS TONY. school thingsWhole class ************************ Lesson 3: 1– 2 – 3 Objective Ss will be able to chant, pronounce well: Preparation: …/ …/ … Presentation: …/ …/ … Language focus - Phonics: Tony Yes PERIOD: 26 Resources THIS IS MY PEN textbook, flashcards, pictures. Tape, UNIT 8: Lesson 3: 1 – Procedure 2–3 Steps Learning activities /t/ ; /y/. Language Modes ObjectiveSs will be able to 1.Oral test (5’) - r, th in three pronunciate the sound Call on the Ss to ask them: Is focus Is this/that Individual this/that words ruler and these + name? - Ask Ss to give answer. respectivelyLanguage - Gives feedback and comments. focusPhonics: ruler, these  / r/ + name? and /th/.ResourcesTape, textbook, pictures.ProcedureStepsLearning activitiesLanguage focusModes1. 16 song This is the way we go to - Have Ss open the book page 22, look at the 2.Listen and schoolWhole class2.Listen and words Tony, Yes and notice the letter repeat (5’) repeat (10’) coloured differently in both words. - Produce the sound of the letter t in the Phonics: t Tony Is that Tony? word Tony and y in the word Yes T: Is that Tony Y: Yes, it is - Ask Ss to repeat 2 sounds chorally y yes - Call some Ss to repear individually Yes, it is. - Corret their pronunciation if necessary. Whole class 3.Listen and - Play the recording 3 times for Ss to Have Ss open the book listen 56, page write (5’) Individual Whole class look at the words ruler, theseto write the words they hear - Ask Ss and notice the letter - Ask Ss to compare with their parners coloured differently in both words. Pairs Produce the sound of the letter r in the word ruler and th in the word these r: ruler Those are rulers th: these These are pens Read loud the sounds and ask Ss to repeat chorally. Call some Ss repeat individually. Correct their pronunciation if neededPhonics: /r/ and /th/ 17 4.Let’s chant (20’) - Ask Ss to read the chant on page 22. - Call some Ss to read loud pairs of Whole class sentences of the chant. - Correct their pronunciation if Whole class needed. - Play the tape a few times - Ask Ss to chant aloud each line in the chant and clap their hands. Individual - Play the tape 2 times to whole class 3. Listen and write (10’)- Ask Ss to pay attention to exercise chant again. 2 on - Have Ss practice the chant in groups page 56. - Ask Ss to read 2 sentencesor pairs and guess the missing information. each group, then pairs to - Call - Play the tape 3 times and ask Ss to perform listen carefully. - they hear - Ask Ss to write the words Correct and comment - Play the then exchange the information with tape once to reinforce their their partner. pronunciation - Call some Ss to write - Have Ss to learnt by heart the chant and prepare their answers 5.Home-link on the board. the next lesson. (5’) - Play the tape again and check with whole class ********************** - Check and give feedback. Modes: Preparation: …/ …/ … Groups / Pairs Whole class Presentation: …/ …/ … 1. These are10 rulers PERIOD: my 2. Are these your books? Individual Objective Language focus Resources Procedure Pairs Steps UNIT 4: HOW OLD ARE YOU? Lesson 1: 1 – 2 – 3 - Ss will be able to ask and answer about name. - Vocabulary: Who/Who is= who’s/ Mr Loc - Sentence patterns: Who’s that? – It’s + (name). - Tape, textbook, pictures. Learning activities Language Modes focus 1.Oral test (5’) - Call Individual 4.Let’s chant some pairs to ask and answer (10’)Play the tape “about their name, healthy and spelling. Look! Look! Look!” for Ss to listenpictures - Introduce 2 2.Look, listen while they are reading the chant in their books Call on a group of six: three of them to repeat each line of the chant. Show Ss how to say the chant Pairs * Vocab: 18 Play the recording a few times Read and repeat for Ss to do choral -and loud 2 conversations, ask Ss to listen carefully. individual repetition. (10’) Have Ss practice the chant in - Ask Ss to repeat chorally 3 times groups and clap the Divide class into 2 groups, ask one group to role – syllables. Monitor the activity and offer play the girl help when necessary/ correctand the other to role – play the boy. - Listen and typical pronunciation errors.correct their pronunciation if Call on a group to recite the necessary. chant. The others clap the new words on the board, ask Ss to copy - Write the syllables Listen and give down. + Who’s comments.Whole class = Who is + Mr + Miss 3.Point and say - Ask St to look at the pictures on Groups 5.Home-link (5’)Have Ss to practise chanting “Look! Look! Look!”” at and identify the characters (10’) page 24 home.Whole class - Explain the pattern *********************** + Who’s that? 1. Who - Who is = who’s 2. Mr … Whole 3. Miss class Model: -Who’s Groups that? Pairs -It’s ….. Model: -Who’s Whole class that? -It’s ….. Chau Son Primary School + It’s ______. Chau Son Ward Vi District -BaAsk Ss about the information they Ha Noi City have to fill in the blanks - Ask Ss to work in pairs - Call on some pairs to perform the Pairs 4.Let’s talk task - Tell Ss that they are going to 1. S1: Whole (10’) practise more with their friends. Who’s class - Point to each character eliciting the that? S2: It’s name. - Ask Ss to guess what the children say. - Fill the gaps and write the sentences on the board. - Get Ss to repeat the sentences a few Linda. 2. S3: Who is that? S4: It’s Miss Hien. 3. S5: Who’s 19