giao an lop 3 moi ôn thi vào lớp 10 đinh thị huyền trang english 4 all

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Week 1

Teaching date: August 25th_{, 2014}

<b>Period 1: Introduce the course and the</b>

<b>new textbook </b>

<b>A. Objectives:By the end of the lesson, Ss can be able to know how to study English </b>
well.

<b>B. Materials:</b>

Teacher card 151, puppets, cassette and recorder, new textbook.
<b>C. Teaching point : Introduce the course and the new textbook</b>
<b>D. Procedure:</b>

<b>Time</b> <b>Stages</b> <b>Contents</b>

<b>5’</b> <b>I.WARM UP: Slap the board: </b>

Ss work in groups of
three to play the game

<b>15ms II. PRESENTATION</b>
<b> Giới thiệu về bộ mơn</b>

1. Theo em mơn Tiếng Anh giúp ích gì cho
chúng ta?

2. Vì sau chúng ta phải học Tiếng Anh?
3. Em có từng làm quen với mơn Tiếng Anh

chưa?

Hướng dẫn cách học:

- Mỗi một bài học (Unit) được chia làm 3
phần(Lesson).

+ 1 lesson chia làm 2 tiết (mỗi tiết 3 hoạt
động)

- Mỗi bài học gồm 6 tiết.

Cuối tiết học Tiếng Anh xoay quanh rèn luyện
4 kỹ năng: Nghe, nói , đọc, viết.

Mỗi tiết học Tiếng Anh gồm các bước sau:

T: ask students some
questions.

S: answer the questions by
themselves.

A
Hi

Hello

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+ Warm up ( khởi động) thơng qua các trị
chơi, các bài tập củng cố kiến thức bài học

trước.

+ Presentation (Từ vựng, tìm hiểu các đoạn
hội thoại thơng qua Gv hoặc bang hình…)
+ Pratice: Rèn luyện nghe, nói, đọc, viết….
+ Production: Tìm tịi Tiếng Anh cho cá nhân.
+ Homework: Bài tập về nhà, nội dung rèn
luyện kỹ năng.

Học sinh trình bày cấu trúc sách, bộ mơn,
cách học, các kỹ năng các em sẽ rèn luyện.

- Học Tiếng Anh mỗi ngày 30 phút thường

xuyên .

- Mỗi từ , mỗi công thức nên đọc , viết 3 lần

môĩ ngày .
.

T: Introduce English 2 to
the Students

S: Listen and answer
T: Monitor the class.

<b>8ms</b>

<b>8ms</b>

<b>1m</b>

<b>III.PRACTICE :</b>

2/ Học Tiếng Anh chúng ta phải rèn luyện
mấy kỹ năng?

3/ Tiến trình học Tiếng Anh trên lớp như thế
nào?

<b>IV. EXTENSION</b>

3/ Em sẽ học tiếng anh như thế nào ?
<b>V. HOME WORK</b>

T asks and ss answer the
questions

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Week 1

Teaching date: August, 26th_{, 2014}

<b>UNIT 1: HELLO</b>

<i><b>Period 2: Lesson 1: 1, 2, 3 (p.6)</b></i>

<b>* Objectives: By the end of the lesson, Ss will be able to greet and self- introduce.</b>
<b>* Teaching aids:</b>

- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette,

puppets.

- Students’ aids: books, notebooks, workbooks.
<b>* Procedure</b>

<b>Time</b> <b>Content</b> <b>T’s and Ss’ activities</b>

5’

10’

10’

I. Warm up: chatting

Example: Hello. I’m An. (Hi. I am
An).

<i>. </i>

<b>II.Presentation:</b>
* <i><b>Vocabulary</b></i>

- Hello/Hi
- I am = I’m

* Checking vocabulary: Slap the board.

* Set the scene: <i>Mai and Nam greet </i>

<i>each other.</i>

<i><b>* Presenting new structure:</b></i>

Hello. I’m Mai.
Hi, Mai. I’m Nam.

<b>III.Practice </b>
a. Nam - Mai

T gives example then let Ss introduce
some information about themselves
(maybe in Vietnamese) and introduces
oneself in English.

- T elicits the meanings of these words
from the class. T helps Ss to pronounce
them correctly by modeling.

- Ss repeat chorally, then individually
- T checks their pronunciation

- T guides Ss to play game.

- T sets the scene by using picture
Then T models the dialogue. Ss repeat
the dialogue in chorally, in groups, in
pairs.

-T models sentences of the target item
and elicits ss to find out the structure , the
usage, the meaning and examples

<b>-</b> T runs through the pictures.

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9’

1’

b. Nga - Phong
c. Mai- Nga
d. Nam- Phong
e. Phong- Mai

Ex: Nga: Hello, I’m Nam.

Phong: Hello, Nga. I’m Mai.

<b>IV.Production: personalism</b>

<i>A: Hello, I’m Mai.</i>
<i>B: Hi, Mai. I’m Nga.</i>

<i><b>V. Homework:</b></i>

- Learn and write new words and
structures.

- Prepare next lesson.

- T models the dialogue (use a picture)
<b>Nga: Hello, I’m Nga.</b>

<b>Phong: Hello, I’m Phong.</b>
- T has Ss to repeat the sentences in

the bubbles a few times

- T calls on one pair and ask them to
pretend to be Nam and Mai.

- T calls on one more pair to be Nga
and Phong and do the same way.
- T has the class repeat all the phrases

and asks Ss to work in pairs: Nam,
Mai, Nga and Phong.

- T monitors the activity, check the
pronunciation ( sound, assimilation
of sound and intonation) and offer
help when necessary.

- T calls on some pairs to perform the
task at the front of the class. Others
observe and comment.

- T asks Ss to work in pairs (use the
names in their books or the real
names to practice.

- T monitors the activity and offer
help when necessary/ correct typical
pronunciation errors.

- T calls on a pair to demonstrate at
the front of the class.

- T has the whole class repeat all the
phrases to reinforce their

pronunciation.

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Week 1

Teaching date: August, 27th_{, 2014}

<b>UNIT 1: HELLO</b>

<i><b>Period 3: Lesson 1: 4, 5, 6 (page 7)</b></i>

* Objectives: By the end of the lesson, students will be able to greet and introduce
themselves.

* Teaching aids: Text book, Pic, cassette, workbook ……
* Procedure:

<b>Time</b> <b>Content</b> <b>T’s and Ss’ activities</b>

4’

10’

10’

<b>I.Warm up: - Greeting</b>

<i>Example: Hello. I’m Mai.. </i>

<b>II. New lesson</b>
<b>1.Listen and tick</b>

- Set the scence: <i>“you are going to </i>
<i>listen to the recording, match the </i>
<i>information they hear to the </i>
<i>pictures and tick the box in the </i>
<i>appropriate picture.”</i>

<i>Transcrip</i>

<i>1. Nam: Hello. I’m Nam.</i>
<i>Quan: Hello, Nam. I’m </i>
<i>Quan. Nice to meet you. </i>
<i>2. Miss Hien: Hello. I’m </i>

<i>Miss Hien.</i>

<i>Class: Hello, Miss Hien. </i>
<i>Nice to meet you.</i>

<i>Answers: 1 – b: 2 – a.</i>

<b>2. Let’s write.</b>
Answer:

<b>1.</b> _Hello
_I’m

- Ss greet and introduce.

- T has Ss look at pictures 1a, b; 2a,
b and d on page 7.

- T identifies the characters and
guess what they are saying.
- 1st_{:Play the recording all the way}

through for Ss to listen while they
are looking the pictures in their
books.

- 2nd_{: play the recording for Ss to}
listen and tick the correct pictures.
- 3rd_{: play the recording for Ss to}

check their answers.

- T has Ss share their answers in
pairs for correction.

- T asks some questions to ensure
Ss’ comprehension of the listening
text.

- T shows answers.

- T gets Ss to identify the characters
in the pictures on page 7 and what
they are saying.

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10’

1’

<b>2.</b> _I’m
_Hello

<b>3.Let’s sing</b>
Hello. I’m Mai.
Hello. I’m Mai.
Hello. I’m Nam.
Hello. I’m Nam.
Hello. I’m Miss Hien.
Hello. I’m Miss Hien.
Nice to meet you.
Nice to meet you.
<b>III. Homework:</b>

- Learn the structure

- Do exercises (workbook)

read and get information to write
the missing words in dialogue 1
and 2.

- Ss read silently and complete the
dialogues.

- Ss share their answers within
pairs or groups for correction.
- T asks Ss to read the answers
aloud to the class. The others
listen and give comments.

- T makes some questions to check
Ss’ comprehension of the reading
text.

- T has the whole class read each
line of the dialogues chorally to
reinforce their pronunciation.

- T plays the recording for ss to listen
and repeat, clapping the syllables.
- T divides the class into two groups.
One repeats the chant, the other claps
the syllables.

- T calls on some volunteers to recite
the chants.

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Week 1

Teaching date: August, 29th_{, 2014}

<b>UNIT 1: HELLO</b>

<i><b>Period 4: Lesson 2: 1, 2, 3 (page 8)</b></i>

* Objectives: By the end of the lesson, students will be able greet and self – introduce
(review).

* Teaching aids: Text book, Pic, cassette, workbook ……
* Procedure:

<b>Time</b> <b>Content</b> <b>T’s and Ss’ activities</b>

4’

10’

<b>I.Warm up: Nought and crosses</b>
<b>II. </b>

<b>Presentation:</b>
* <i><b>Vocabulary</b></i>

- Fine: khỏe, tốt

- Thanks =thank you: cám ơn
- Bye = goodbye: tạm biệt

* Set the scene : <i>Mai and Nam greet </i>
<i>each other.</i>

<i><b>* Presenting new structure:</b></i>

How are you?

I’m fine, thanks. And you?
Fine, thank you.

<i>Usage</i>: hỏi thăm sức khỏe.

<b>III.Practice </b>

<b>1.Look, listen and repeat </b>

- Ss greet and introduce.

- T divides the class into two groups
and play noughts and crosses.

- T elicits the meanings of these words
from the class. T helps Ss to

pronounce them correctly by
modeling.

- Ss repeat chorally, then individually
- T checks their pronunciation

- T sets the scene by using picture
Then T models the dialogue. Ss repeat
the dialogue in chorally, in groups, in
pairs.

-T models sentences of the target item
and elicits ss to find out the structure,
the usage, the meaning and examples.

I Nga Hello

Nam am Mai

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5’

5’

a) Mai: Hi, Nam. How are you?
Nam: I’m fine, thanks. And you?
Mai: Fine, thank you.

b) Nam: Bye, Mai.
Mai: Bye, Nam.

<b>2. Point and say</b>

<i>Answers: </i>

a) Mai: How are you, Nam?
Nam: Fine, thanks. And you?
Mai: Fine, thank you.

b) Quan: How are you, Phong?
Phong: Fine, thanks. And you?
Quan: Fine, thank you.

<b>3.Let’s talk</b>

<i>-</i> T asks Ss to identify the

characters in the picture on page 8
and what they are saying.

<i>-</i> T sets the scence “you are going
to listen to hear Nam and Mai
greet each other.

- T plays the recording and asks Ss
to listen to the tape twice.

- T asks Ss to listen and repeat in
chorus two times.

- T calls on one pair. One repeats
Mai’s part, the other repeats Nam’s
part.

- T has whole class repeat all the
phrases a few times to reinforce
their pronunciation.

<b>-</b> T has Ss look and point at the
pictures on page 8.

<b>-</b> T asks them to identify the
characters in the pictures, recall
the greeting phrases.

<b>-</b> T points to Picture a, ask Ss to
guess what each character should
say. Fill the speech bubbles with
correct phrases prompted by the
Ss and have Ss to repeat the lines
a few times

<b>-</b> T models the dialogue

- T has one repeat Mai’s part, the
other Nam’s part and then change
the role.

- T monitors the activity, checks the
pronunciation (sound, assimilation

of sound and intonation) and
offers help when necessary.
- T calls on some pairs to perform

the task at the front of the class.
Others observe and comment.
- T has the whole class repeat all

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5’

5’

1’

<i>Nam: How are you, Phong?</i>

<i>Phong: I’m fine, thank you. And you?</i>
<i>Nam: Fine, thank you.</i>

<b>IV.Production: personalism</b>

<i>A: How are you, Phuc?</i>

<i>B: I’m fine, thank you. And you?</i>
<i>A: Fine, thank you.</i>

<i><b>V. Homework:</b></i>

- Learn and write new words and
structures.

- Prepare next lesson.

- T has Ss look at the pictures on
page 8 and identify the characters
in the pictures.

- T points to Picture a, ask Ss to
guess what the characters should
say.

- T fills in the speech bubbles with
the correct phrases promted by Ss
- T asks Ss to repeat the lines in the

bubbles a few times before let
them practice freely

- T asks Ss to work in pairs to
practice acting the greeting.
- T monitors the activity and offers

help when necessary/ correct
typical pronunciation errors.
- T calls on a pair to demonstrate at

the front of the class.
- Ss work in pairs

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Week 2

Teaching date: September 1st_{, 2014}

<b>UNIT 1: HELLO</b>

<i><b>Period 5: Lesson 2: 4, 5, 6 (page 9)</b></i>

* Objectives: By the end of the lesson, students will be able greet and self – introduce
(review).

* Teaching aids: Text book, Pic, cassette, workbook ……
* Procedure:

<b>Time</b> <b>Content</b> <b>T’s and Ss’ activities</b>

4’

10’

<b>I.Warm up: Bingo game (handout)</b>

<b>II. New lesson</b>

<b>1.Listen and remember</b>

<i>Transcript :</i>

1. <i>Miss Hien: </i>Hello, I’m Miss Hien.

<i>Class: </i>Hello, Miss Hien. Nice to meet

you.

2. <i>Nam</i>: How are you Miss Hien?

<i>Miss Hien</i>: I’m fine.thanks. And

you?

<i>Nam</i>: I’m fine, thank you.

3. <i>Miss Hien</i>: Goodbye, class.

<i>Class</i>: Goodbye, Miss Hien.

4. <i>Nam</i>: Bye, Mai.

<i>Mai</i>: Bye, Nam.

<i>Answers:</i>

- Ss greet and introduce.
- T delivers handouts for Ss
- T elicits the rule of the game.
+ T asks ss to choose 3 words
randomly.

+ T speaks out any words

+ Ss listen and check the words

+ T: “If the person who has 4 right
words, he will become a winner.”
- T checks students’ understanding:
+ What will you do in this game?=>
choose 4 words, listen and check
words

- T checks the answers
- T congratulates the winner.
- Ss clap their hand.

- T leads in the lesson.

- T has Ss look at Pictures a, b, c
and d on Page 9.

- T elicits the identification of the
characters in the pictures and the
characters’ words.

- T asks Ss to listen to the recording
and match the information they
hear to the pictures and number

fine thanks bye

Thank you And you hi

How are
you?

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10’

<b>1d 2c 3b 4a</b>

<b>2. Read and complete.</b>
 <i><b>Pre-reading</b></i>:

- T introduces the topic “you are
going to read the sentences to get the
information in order to complete the
text”.

 <i><b>While-reading</b></i>:

<b>-</b> 1st_{reading: Ss read the sentences}
individually and check their
prediction.

<b>-</b> 2nd_{reading: Ss do the task}

(complete the sentence by choosing
an appropriate word.)

<b>-</b> Monitor the activity and offer help
when necessary

<b>-</b> Have Ss trade the answers in pairs
for correction

<b>-</b> Call on some Ss to report their
answers. Others listen and
comment.

<i>Answers: </i>

<i>1.</i> Goodbye

<i>2.</i> Bye

<i>3.</i> Fine

<i>4.</i> Thank you
 <i><b>Post-reading</b></i>:

- Make a few questions to check Ss’
comprehension of the sentences.
<b>-</b> Have the whole class read each

sentence in chorus to reinforce their
pronunciation.

<b>3. Let’s write.</b>

* Set the scene: Nam , Mai.

the pictures.

- 1st_{:Play the recording all the way}
through for Ss to listen while they

are looking the pictures in their
books

- 2nd_{: play the recording for Ss to}
listen and number.

- 3rd_{: play the recording for Ss to}
check their answers.

- T asks Ss to trade their answers in
pairs for correction.

- T corrects and shows the answer.

- T elicits the meanings of words in the
box from the class. T helps Ss to
pronounce them correctly by
modeling.

- Ss repeat chorally, then individually
- T elicits the task and guides ss to do.
- T monitors the activity and offers
help when necessary.

- T has Ss trade the answers in pairs
for correction

-T calls on some Ss to report their
answers. Others listen and comment.

</div>
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10’

1’

<i>*Pre writing</i>:

1. Mai: ________ are you?

Nam:_______, ______. And you?
Mai: Fine, thanks.

*<i> While writing</i>

Answer:
1. how
2. fine
3. thanks

<i>* Post writing (role play)</i>

Ex: S1: How are you?

S2: Fine, thanks. And you?
S1: Fine, thanks.

<i><b>V. Homework:</b></i>

- Learn and write new words and
structures.

- Prepare next lesson.

Ss’ comprehension of the
sentences.

<b>-</b> T has the whole class read each
sentence in chorus to reinforce
their pronunciation.

- Ss listen the teacher’s guide.
<b>- Ss guess and then complete the </b>
blanks

- Students have to complete the
sentences.

- Ss write the answer on the board.
- T gives feedback

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Week 2

Teaching date: September, 2nd_{, 2014}

<b>UNIT 1: HELLO</b>

<i><b>Period 6: Lesson 3: 1, 2, 3 (page 10)</b></i>

* Objectives: By the end of the lesson, students will be able greet and self – introduce
(review).

* Teaching aids: Text book, Pic, cassette, workbook, cards ……
* Procedure:

<b>Time</b> <b>Content</b> <b>T’s and Ss’ activities</b>

4’

10’

10’

<b>I.Warm up: Revision </b>
 Revision:

<i>Hi/hello</i>
<i>How are you?</i>

<i>I’m fine/Fine, thanks/thank you.</i>
<i>And you?</i>

<b>II. New lesson</b>
<b>1.Listen and repeat </b>
Language notes:

<b>-</b> Write the initial letters of the words
starting a sentence or names of
people in capital letters.

EX: Bye, Mai.

Hello, Nam.

<b>-</b> Write small letters for other words
in the sentence.

<b>2. Listen and write.</b>

<i>Answers: </i>

<b>1.</b> Bye
<b>2.</b> Hello

- T spends a few minutes revising
some phrases used to greet.
- T gets pupils to do a dictation,

using the words learnt in the
previous lessons.

- T leads in the new lesson.

- T tells pupils that they are going
to practice saying the letters,
words and sentences in book.
- T puts the phonics letters b and h

on the board and say them a few
times.

- T asks pupils to listen and repeat.

- T prompts Ss to say the words and

sentences, paying attention to the
target phonic letters.

- T asks Ss to repeat chorally until
they feel confident.

- T tells Ss the language notes.
- T tells Ss that they are going to do
a dictation.

- T gives a few seconds for Ss to
read the text in silence.

</div>
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10’

1’

<b>3. Let’s chant</b>

<i> Hello</i>

<i><b>V. Homework:</b></i>

- Learn structures and finish project.
- Prepare next lesson.

the board for Ss to copy down into
their notebooks.

- Ss work in pairs and practice
saying the sentences.

- T tells Ss that they are going to
say the Hello chant.

- T calls on some Ss to read the
chant and check comprehension.
- T plays the recording a few times

for Ss to repeat chorally and
individually.

- T shows Ss how to chant and do
the actions.

- T calls two groups of four to give
a demonstration.

- T gets groups of Ss to sit face to
face and practice chanting and
doing the actions.

- T goes around to offer help, if
necessary.

- T calls two groups to the front of
class to chant and do the actions,
the rest of class claps along to the

rhythm of the chant.

</div>
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Week 2

Teaching date: September, 3rd_{, 2014}

<b>UNIT 1: HELLO</b>

<i><b>Period 7: Lesson 3: 4, 5, 6 (page 11)</b></i>

* Objectives: By the end of the lesson, students will be able greet and self – introduce
(review).

* Teaching aids: Text book, Pic, cassette, workbook, cards ……
* Procedure:

<b>Time</b> <b>Content</b> <b>T’s and Ss’ activities</b>

4’

10’

10’

<b>I.Warm up: Revision and singing</b>
 Revision:

<i>Hi/hello</i>
<i>How are you?</i>

<i>I’m fine/Fine, thanks/thank you.</i>
<i>And you?</i>

 Singing :<i> the Hello chant</i>
<b>II. New lesson</b>

<b>1.Read and match</b>

<i>Answers:</i>

<b>1d 2a 3b 4c</b>

<b>2. Read and write.</b>

- T spends a few minutes revising
some phrases used to greet.
- T has the class sing the Hello

chant.

- T leads in the new lesson.

- T tells pupils that they are going
to read all the sentences on the left
and pair them with those on the
right by drawing a line between
them.

- T gives a few seconds for Ss to
read the text in silence.

- T uses the first pair of sentences
as an example to make the task
clear.

- T gets Ss to work in pair in four
minutes.

- T goes around to offer help, if
necessary.

- T gets Ss to swap and correct their
answers before checking as a
class.

</div>
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10’

<i>Answers: </i>

<i>5.</i> Hello/hi

<i>6.</i> I’m

<i>7.</i> Nice

<i>8.</i> How

<i>9.</i> Fine/I’m fine.

<b>3. Project.</b>

<i>Make name cards for you and your </i>
<i>friends. Present them to your class.</i>

<b>School:_____________________</b>
<b>Class: _____________________</b>
<b>Name: _____________________</b>

- T tells Ss that they are going to
read and fill the gaps with the
appropriate words.

- T gives a few seconds for Ss to
read the text in silence.

- T checks comprehension and
gives feedback.

- T gets Ss to work in pair in four
minutes.

- T goes around to offer help, if
necessary.

- T gets Ss to swap and correct their
answers before checking as a
class.

- T writes the correct answers on
the board for Ss to copy down into

their notebooks.

- Ss do choral and individual
repetition of the sentences.
- T tells Ss that they are going to

make their name cards and present
them to their class.

- T checks understanding.
- T gets Ss to prepare necessary

school things to carry out the
project (paper, pens, coloured
pencils, scissors, glue, etc.)

- T gets Ss to do the project in class
in 7 minutes.

- Ss work in groups of four.
- T goes around to offer help, if

necessary. If there is not enough
time, ask Ss to finish the project
as homework.

- T calls several individuals to the
front of the class to present their
cards, using their name cards and
saying

<i>Hello. I’m + (name)</i>

- T has Ss stick their cards on the
board.

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1’ <i><b>V. Homework:</b></i>- Learn structures and finish project.
- Prepare next lesson.

and say the <i>Hello</i> chant to end the
class.

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