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(1)Making date: Saturday January 5th ,2013 Teaching date: Monday January 5th,2013. Unit 11: My family Lesson 1: 1-2; Page: 6 I.Objectives. By the end of the lesson, Students will be able to identify family members. II. Language focus. + Vocabulary: who, family, father, mother, brother, sister. + Structure: Who’s this? → It’s my father. III. Teaching aids. Teacher’s book, students’ book and workbook, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to tell about their family members. Ss’ responses - Others observe - T listens and introduces the new lesson. 2. Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson 1 The picture in part 1, lesson 1 on on page 6 and asks Ss to describe it. page 6 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking about. family: gia đình - T plays the recording twice. father: bố - Ss listen and repeat the dialogue. mother: mẹ - Ss role play the dialogue in pairs. brother: anh, em trai - T gives out some new words and structure. - Ss listen and repeat the vocab and structure sister: chi, em gái - T focuses Ss on pronunciation and intonation * Grammar. Who’s this? → It’s my father 3. Practice (12 minutes) a. Who’s this? → It’s my father. b. Who’s this? → It’s my mother c. Who’s this? → It’s my sister d. Who’s this? → It’s my brother 4. Production (9 minutes). - T explaints the task and asks Ss to do the exercise 2 on page 6. - T calls on some pair of Ss to say aloud. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer.. - T asks Ss to ask and answer about themselves in pairs. - Some pairs speak aloud. - Others observe and give comments. - T corrects Ss’ mistakes if necessary.. S1: Who’s this?. S2: → It’s my brother S3: Who’s this? S4: → It’s my mother S5: Who’s this? S6: → It’s my father. S7: Who’s this? S8: → It’s my sister. 5. Consolidation and homework (3 minutes).

(2) - Ss repeat what they’ve just learnt. - T corrects Ss’ mistake if necessary and summaries the lesson. - T gives Ss exercises. - T gives feedback.. - Ss learn by heart the way to ask and answer about family members, and do the exercises in part A(Phonics) of unit 11 in their workbook.. Making date: Tuesday January 8th,2013 Teaching date: Wednesday January 9th,2013. Unit 11: My family. Lesson 1: 3-4; Page: 7 I.Objectives. By the end of the lesson, Students will be able to review the way to identify family members. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to asks and answer about S1: Who’s this? family members. S2: → It’s my brother - Some pairs of Ss speak aloud. S3: Who’s this? - Others observe and givecomments. S4: → It’s my mother - T corrects Ss’ mistakes if necessary and gives comments. 2. Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 1 on 1 on page 67 and asks Ss to describe it. page 67 - T explaints the task and asks to ask and answer in pairs. 3. While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud. - Others observe and give comments. - T focuses Ss on intonation and corrects Ss’ mistakes if necessary.. S1: Who’s this?. S2: → It’s my brother S3: Who’s this? S4: → It’s my mother S5: Who’s this? S6: → It’s my father. S7: Who’s this? S8: → It’s my sister. 4. Production (9 minutes) - T introduces the chant in part 4, lesson 1, on page 7. This is my mother - T plays the chant twice. I call her mummy - Ss listen and repeat the chant This is my father I call him daddy We’re very happy In my family. 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the chant in - T corrects Ss’ mistake if necessary and summaries the part 4 on page 7, and do the exercises in part B(Vocabulary) of lesson..

(3) unit 11 in their workbook.. - T gives Ss exercises. - T gives feedback. Making date: Tuesday January 8th,2013 Teaching date: Thursday January 10th,2013. Unit 11: My family Lesson 2: 1-2; Page: 8 I.Objectives. By the end of the lesson, Students will be able to ask who someone is. II. Language focus. + Vocabulary: grandfather, grandpa, grandmother , grandma + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson 1 The chant This is my mother on page 7 I call her mummy - Others observe and give comments. This is my father - T gives comments and marks. I call him daddy We’re very happy In my family. 2. Pre - Listening (9 minutes) - T sets the scene by showing the pictures in part 1, lesson father mother 2 on page 8 and asks Ss to describe it. This is my grandfather - T elicits from Ss’ responses to introduce the text. I call him grandpa - T writes two importaint words in part 1, lesson 2 and That’s my grandmother guides Ss to read them correctly. I call her grandma - T plays the recording twice. Grandpa and grandma - Ss listen and repeat the text. Father and mother - T focuses Ss on intonation. Brother and sister And me We are a big family. 3. While - Listening (10 minutes) - T plays the recording twice. Transcrip. - Ss listen and choose the right pictures. 1. A: Who’s this? - Some Ss give their answers. B: It’s my grandfather. - Others give comments. A: Your grandpa? - T corrects Ss’ mistakes if necessary and gives the answer. B: Yes. He’s my grandpa.. 2. A: Who’s this? B: It’s my brother A: Your brother? B: Yes. He’s my brother. The answer. 1 – b; 2 – a. 4. Post - Listening (12 minutes) - T calls on some pairs of Ss to asks and answer about S1: Who’s this?.

(4) family members - Some pairs of Ss speak aloud. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives comments.. S2: It’s my brother S3: Who’s this? S4: It’s my mother S5: Who’s this? S6: It’s my father. S7: Who’s this? S8: It’s my sister.. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. C(Sentences partens) of unit 11 in - T gives feedback. their workbook. Making date: Tuesday January 8th,2013 Teaching date: Friday January 11th,2013. Unit 11: My family. Lesson 2: 3-4; Page: 9 I.Objectives. By the end of the lesson, Students will be able to review the way to ask who someone is. II. Language focus. + Vocabulary: man, woman. + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the game “Chinese whisper” 1. This is my grandfather - T divides class into three groups and play the game. 2. Who is this? 3. This is my mother. - T gives comments. 2. Pre – Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 2 on 2 on page 9 and asks Ss to describe it. page 9 - T elicits from Ss’ responses to introduce the text. - T reads the text once. 3. While – Reading (12 minutes) - T calls on some Ss to read the text aloud. The answer. - T focuses Ss on intonation. 1. The man is mr Ninh - T asks Ss to read and then complete the sentences below. 2. The woman is Mrs binh - Some Ss give their answers. 3. The boy is Nam - Others observe and give comments. 4. The girl is Hoa - T corrects Ss’ mistakes if necessary and gives the answer. 4. Production (10 minutes) - T asks Ss to play the game “Bingo” this sister grandmother - T explaints the game and asks Ss to play. man who woman - T divides class into three groups and play the game. family is father. - T gives comments.. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. D(Reading) of unit 11 in their.

(5) workbook.. - T gives feedback. Making date: Sunday January 13th,2013 Teaching date: Monday January 14th,2013. Unit 11: My family Lesson 3: 1-2; Page: 10 I.Objectives. By the end of the lesson, Students will be able to ask and answer about names of family members. II. Language focus. + Vocabulary: Review + Structure: What’s his name ? His name’s Peter What’s her name ? Her name’s Linda III. Teaching aids. Teacher’s book, students’ book and workbook, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to recite the chant on page 8, lesson 2. The chant This is my grandfather - Others observe and give comments. I call him grandpa - T gives feedback and marks. That’s my grandmother I call her grandma Grandpa and grandma Father and mother Brother and sister And me We are a big family. 2. Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson 3 on page 10 and asks Ss to describe it. * What’s his name ? → His name’s Peter - Ss describe the picture and guess what they are talking * What’s her name ? about. → Her name’s Linda - T plays the recording twice. - Ss listen and repeat the conversation. - T gives out the new structure. - Ss listen and repeat the structure. 3. Practice (10 minutes) - T explaints the task and asks Ss to complete the sentences a. What’s his name ? and then say with their partners. → His name’s John Brown - Some pairs say aloud. b. What’s her name ? → Her name’s Kathy Brown - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. c. What’s her name ? → Her name’s Linda d. What’s his name ? → His name’s Peter 4. Production (12 minutes) - T asks Ss to ask and answer about games and activities at S1: What’s his name ? break time in pairs. S2: His name’s Tony S3: What’s her name ? - Some pairs of Ss speak aloud..

(6) - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives comments.. S4: Her name’s Mary S5: What’s his name ? S6: His name’s Tom S7: What’s her name ? S8: Her name’s Hoa. 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about names of family lesson. members, and do the exercises in part E(Writing) in their workbook. - T gives Ss exercises. - T gives feedback. Making date: Sunday January 13th,2013 Teaching date: Wednesday January 16th,2013. Unit 11: My family. Lesson 3: 3-4; Page: 11 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about names of family members. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer ask and S1: What’s his name ? answer about names of family members. S2: His name’s Tom S3: What’s her name ? - Others observe and give comments. S4: Her name’s Mary - T gives feedback and marks. … 2. Pre – Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson 3 The picture in part 3, lesson 3 on on page 11 and asks Ss to describe it. page 11 and Ss’ responses. - Ss ask and answer about people in the picture. - T asks Ss to complete those sentences 3. While – Writing (13 minutes) - T calls on some Ss to go to the board and write their This is Linda and her family. answer. This is her father. 1. His name is John brown. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 2. This is her mother. 3. Her name is Kathy brown. 4. This is her brother. 5. His name is Peter. 4. Post - Writing (12 minutes) - T introduces the song in part 4, lesson 3, on page 11. The song: - T plays the song twice. A happy family - Ss listen and repeat the song. Happy, happy, happy father - T calls some Ss to sing the song aloud Happy, happy, happy mother.

(7) Happy, happy, happy children Happy, happy, happy family Yes, yes, yes, yes, We are a happy family. Yes, yes, yes, yes, We are a happy family. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss learn by heart the way to ask - T gives Ss exercises. and answer about names of family - T gives feedback. memberfs, and redo all the exercises in unit 11 in their workbook. - Others observe and give comments. - T focuses Ss on rhythm and gives comments.. Making date: Sunday January 13th,2013 Teaching date: ThursdayJanuary 17th,2013. Unit 12: How old are you? Lesson 1: 1-2; Page: 12 I.Objectives. By the end of the lesson, Students will be able to ask and answer about ages. II. Language focus. + Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten. + Structure: How old are you? → I’m nine years old. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the game “Bingo” Ex: S1: hai - T explaints the game and asks Ss to prepare a piece of năm bảy paper and then write 3 numbers from 1 to 10. S2: … - T gives feedback. 2. Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson 1 The picture in part 1, lesson 1 on on page 12 and asks Ss to describe it. page 12 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking One: 1 about. Two: 2 - T plays the recording twice. Three:3 - Ss listen and repeat the dialogue. Four: 4 - Ss role play the dialogue in pairs. Five: 5 - T gives out some new words and structure. Six: 6 - Ss listen and repeat the vocab and structure Seven: 7 - T focuses Ss on pronunciation and intonation Eight: 8 Nine: 9 Ten: 10 * Grammar. How old are you? → I’m nine years old. …… 3. Practice (12 minutes) - T explaints the task and asks Ss to do the exercise 2 on a. How old are you? page 12. → I’m nine years old. b. How old are you? - T calls on some pair of Ss to say aloud..

(8) → I’m seven years old. c. How old are you? → I’m eight years old. d. How old are you? → I’m nine years old. 4. Production (9 minutes) - T asks Ss to ask and answer about themselves in pairs. S1: How old are you? - Some pairs speak aloud. S2: I’m nine years old. - Others observe and give comments. S3: How old are you? - T corrects Ss’ mistakes if necessary. S4: I’m ten years old. S5: How old are you? S6: I’m eight years old. S7: How old are you? S8: I’m seven years old. …… 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about ages, and do the exercises in part A(Phonics) of lesson. unit 12 in their workbook. - T gives Ss exercises. - T gives feedback. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer.. Making date: Sunday January 13th,2013 Teaching date: FridayJanuary 18th,2013. Unit 12: How old are you? Lesson 1: 3-4; Page: 13 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about ages. II. Language focus. + Vocabulary: Review + Structure: Review. III. Teaching aids. Teacher’s book, students’ book and workbook,chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the game “Bingo” Ex: S1: two - T explaints the game and asks Ss to prepare a piece of six nine paper and then write 3 numbers from 1 to 10. S2: … - T gives feedback. 2. Pre - Speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 1 on 1 on page 13 and asks Ss to describe it. page 13 - T explaints the task and asks to ask and answer in pairs. 3. While - Speaking (17 minutes) - T calls on pairs of Ss to speak aloud. S1: How old are you? - Others observe and give comments. S2: I’m nine years old. - T focuses Ss on intonation and corrects Ss’ mistakes if S3: How old are you? necessary. S4: I’m ten years old. S5: How old are you? S6: I’m eight years old..

(9) S7: How old are you? S8: I’m seven years old. 4. Post - Speaking (9 minutes) - T introduces the chant in part 4, lesson 1, on page 13. The chant. One, two, three, four, five, - T plays the chant twice. Once I caught a fish alive - Ss listen and repeat the chant Six, seven, eight, nine, ten, Then I let it go again. 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the chant in - T corrects Ss’ mistake if necessary and summaries the part 4 on page 13, and do the exercises in part B(Vocabulary) of lesson. unit 12 in their workbook. - T gives Ss exercises. - T gives feedback. Making date: Sunday January 20th,2013 Teaching date: Monday January 21th,2013. Unit 12: How old are you? Lesson 2: 1-2; Page: 14 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about ages. II. Language focus. + Vocabulary: eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty. + Structure: Review. III. Teaching aids. Teacher’s book, students’ book and workbook,chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson 1 on page 13 - Others observe and give comments. - T gives comments and marks.. Contents The chant. One, two, three, four, five, Once I caught a fish alive Six, seven, eight, nine, ten, Then I let it go again.. 2. Pre - Listening (9 minutes) - T sets the scene by showing the pictures in part 1, lesson how ten 2 on page 13 and asks Ss to describe it. How old are you? - T elicits from Ss’ responses to introduce the text. I’m ten - T writes two importaint words in part 1, lesson 2 and How about you? guides Ss to read them correctly. I’m ten too. - T plays the recording twice. We’re both ten. - Ss listen and repeat the text. - T focuses Ss on intonation. 3. While - Listening (10 minutes) - T asks Ss to guess how old they are. Transcrip. 1.Linda: How old are you, Tom? - Ss guess the age of people in the pictures. Tom: I’m nine years old. - T elicits from Ss’ responses to introduces the task Linda: You are nine? - T plays the recording twice..

(10) Tom: Yes, I am. 2. A: How old are you, Linda ? B: I’m nine years old. A: You are nine? B: Yes, I am. 3. A: How old are you, Phong ? B: I’m seven years old. A: You are seven? B: Yes, I am. 4. A: How old are you, Hoa ? B: I’m eight years old. A: You are eight? B: Yes, I am. The answer 2–nine(9); 3–seven(7), 4– eight(8) 4. Post - Listening (12 minutes) eleven fifteen fourteen - T ask Ss to play the game “Slap the board” with the numbers from eleven to twenty. nineteen twelve - T explaints the game and calls three Ss of three groups to go to the board and play the game. eighteen sixteen seventeen - Others observe and give comments. twenty thirteen - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. C(Sentences partens) of unit 12 in - T gives feedback. their workbook. - Ss listen and choose the right pictures. - Some Ss give their answers. - Others give comments. - T corrects Ss’ mistakes if necessary and gives the answer.. Making date: Sunday January 20th,2013 Teaching date: Wednesday January 23th,2013. Unit 12: How old are you? Lesson 2: 3-4; Page: 15 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about ages. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook,chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about ages S1: How old are you? - Some pairs of Ss ask and answer about ages. S2: I’m nine years old. - Others observe and give comments. S3: How old are you?.

(11) S4: I’m ten years old. S5: How old are you? S6: I’m eight years old. …… 2. Pre – Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 2 on 2 on page 15 and asks Ss to describe it. page 15 - T elicits from Ss’ responses to introduce the text. - T reads the text once. 3. While – Reading (12 minutes) - T calls on some Ss to read the text aloud. The answer. - T focuses Ss on intonation. 7 8 9 - T asks Ss to read and then complete the table. Mai - Some Ss give their answers.  - Others observe and give comments. Peter  - T corrects Ss’ mistakes if necessary and gives the answer. Mary  4. Post - Reading (10 minutes) - T asks Ss to play the game “Bingo” Ex: - T explaints the game and asks Ss to play. S1: three, seven, thirteen, fifteen, - Each Ss write five numbers from one to twenty eighteen. … - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. D(Reading) of unit 12 in their workbook. - T gives feedback. - T gives comments.. Making date: Sunday January 20th,2013 Teaching date: Thursday January 24th,2013. Unit 12: How old are you? Lesson 3: 1-2; Page: 16 I.Objectives. By the end of the lesson, Students will be able to ask and answer about ages of family members. II. Language focus. + Vocabulary: Review + Structure: How old is he ? → He’s nine years old. How old is she ? → She’s eight years old. III. Teaching aids. Teacher’s book, students’ book and workbook,chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about ages S1: How old are you? - Some pairs of Ss ask and answer about ages. S2: I’m nine years old. - Others observe and give comments. S3: How old are you? - T gives comments. S4: I’m ten years old. S5: How old are you? S6: I’m eight years old. …… 2. Presentation (9 minutes).

(12) - T sets the scene by showing the picture in part 1, lesson 3 on page 16 and asks Ss to describe it. * How old is he ? → He’s nine years old. - Ss describe the picture and guess what they are talking * How old is she ? about. → She’s eight years old. - T plays the recording twice. - Ss listen and repeat the conversation. - T gives out the new structure. - Ss listen and repeat the structure. 3. Practice (10 minutes) - T explaints the task and asks Ss to complete the sentences a. How old is he ? and then say with their partners. → He’s nine years old. - Some pairs say aloud. b. How old is she ? → She’s seven years old. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. c. He’s nine years old. → She’s nine years old. d. How old is he ? → He’s eight years old. 4. Production (12 minutes) - T asks Ss to ask and answer about ages of their friends. S1: How old is he ? - Some pairs of Ss speak aloud. S2: He’s nine years old. S3: How old is she ? - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives comments. S4: She’s seven years old. S5: How old is he ? S6: He’s ten years old. S7: How old is she ? S8: She’s eight years old. … 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about ages of family members, and do the exercises in lesson. part E(Writing) in their workbook. - T gives Ss exercises. - T gives feedback.. Making date: Sunday January 20th,2013 Teaching date: Friday January 25th,2013. Unit 12: How old are you? Lesson 3: 3-4; Page: 17 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about ages of family members. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook,chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer ask and S1: How old is he ?.

(13) answer about ages of their friends. - Others observe and give comments. - T gives feedback and marks.. S2: He’s nine years old. S3: How old is she ? S4: She’s seven years old.. 2. Pre – Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson 3 The picture in part 3, lesson 3 on on page 17 and asks Ss to describe it. page 17 and Ss’ responses. - Ss ask and answer about people in the picture and their ages. - T asks Ss to complete those sentences 3. While – Writing (13 minutes) - T calls on some Ss to go to the board and write their 1. This is Tom. answer. He is nine years old. 2. This is Mary. - Others observe and give comments. She is seven years old. - T corrects Ss’ mistakes if necessary and gives the answer. 3. This is Linda. She is nine years old. 4. This is Peter. He is eight years old. 4. Post - Writing (12 minutes) - T asks Ss to play the game “Listen, point and say” 1 2 3 4 5 - T explaints the game and calls three Ss of three groups to 6 7 8 9 10 go to the board and play the game. 11 12 13 14 15 16 17 18 19 20 - Others observe and give comments. - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss learn by heart the way to ask - T gives Ss exercises. and answer about ages of their friends, and redo all the exercises - T gives feedback. in unit 11 in their workbook. Making date: Teaching date:. Unit 13: My house. Lesson 1: 1-2; Page: 18 I.Objectives. By the end of the lesson, Students will be able to identify rooms in the house. II. Language focus. + Vocabulary: house, living room, dining room, bedroom, bathroom, kitchen, garden, + Structure: There is a living room/ dining room/ bedroom/ … III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the game “Chinese whisper” 1. This is my father - T divides class into three groups and play the game. 2. This is my school - T gives comments. 3. This is my classroom 2. Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson 1 The picture in part 1, lesson 1 on on page 18 and asks Ss to describe it. page 18 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking house: Nhà about..

(14) - T plays the recording twice. - Ss listen and repeat the dialogue. - Ss role play the dialogue in pairs. - T gives out some new words and structure. - Ss listen and repeat the vocab and structure - T focuses Ss on pronunciation and intonation. living room: phòng khách dining room: phòng ăn bedroom: phòng ngủ bathroom: phòng tắm kitchen: nhà bếp garden: vườn * Grammar. There is a living room. There is a dining room. …. 3. Practice (12 minutes) - T explaints the task and asks Ss to do the exercise 2 on a. There is a bedroom. page 18. b. There is a bathroom - T calls on some Ss to say aloud. c. There is a kitchen d. There is a garden. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 4. Production (9 minutes) - T asks Ss to draw their house and then introduce it for Ex: S1: This is my house their patners in pairs. There is a bathroom - Some Ss speak aloud. S2: This is my house - Others observe and give comments. There is a garden. - T corrects Ss’ mistakes if necessary. S3: This is my house There is a bedroom. S4: This is my house There is a kitchen S5: This is my house There is a dining room. S6: This is my house There is a living room. …… 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to - T corrects Ss’ mistake if necessary and summaries the introduce rooms in the house, and lesson. do the exercises in part A(Phonics) of unit 13 in their - T gives Ss exercises. workbook. - T gives feedback. Making date: Teaching date:. Unit 13: My house. Lesson 1: 3-4; Page: 19 I.Objectives. By the end of the lesson, Students will be able to review the way to identify rooms in the house. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to introduce their house.. Ex:.

(15) S1: This is my house There is a bathroom S2: This is my house There is a garden. … 2. Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 1 on 1 on page 19 and asks Ss to describe it. page 19 - T explaints the task and asks to ask and answer in pairs. 3. While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud. Ex: S1: This is my house - Others observe and give comments. There is a bathroom - T focuses Ss on intonation and corrects Ss’ mistakes if S2: This is my house necessary. There is a garden. S3: This is my house There is a bedroom. S4: This is my house There is a kitchen S5: This is my house There is a dining room. …… 4. Post - Speaking (9 minutes) - T asks Ss to play the game “noughts and crosses” garde bedroom this on - T explaints the game and divide class into three groups n and play the game. father mother hous is - T gives feedback e Brithe living room sister ar r e kitchen bathroom that old 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. B(Vocabulary) of unit 13 in their workbook. - T gives feedback. - Some Ss speak aloud. - Others observe and give comments. - T corrects Ss’ mistakes if necessary.. Making date: Teaching date:. Unit 13: My house. Lesson 2: 1-2; Page: 20 I.Objectives. By the end of the lesson, Students will be able to review the way to identify rooms in the house. II. Language focus. + Vocabulary: teddy bear, chair, cat, run, fast. + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to introduce their house. - Some Ss speak aloud. - Others observe and give comments.. Ex: S1: This is my house There is a bedroom.

(16) S2: This is my house There is a living room … 2. Pre - Listening (9 minutes) - T sets the scene by showing the pictures in part 1, lesson kitchen bedroom 2 on page 20 and asks Ss to describe it. There is a teddy bear - T elicits from Ss’ responses to introduce the text. On the chair - T writes two importaint words in part 1, lesson 2 and In the kitchen guides Ss to read them correctly. - T plays the recording twice. There is a cat - Ss listen and repeat the text. Running do fast - T focuses Ss on intonation. On the bedroom 3. While - Listening (10 minutes) - T asks Ss to describe the pictures in part 2 on page 20 Transcrip. 1. A: This is a garden. - T elicits from Ss’ responses to introduces the task B: Wow! A big garden. - T plays the recording twice. A: Yes, it is. - Ss listen and choose the right pictures. 2. A: There is a living room - Some Ss give their answers. B: Wow! A nice living room - Others give comments. A: Yes, it is. - T corrects Ss’ mistakes if necessary and gives the answer. 3. A: There is a bathroom B: One bathroom? A: Yes. One bathroom 4. A: There is a bedroom B: One bedroom? A: Yes. One bedroom The answer 1 – b; 2 – c; 3 – d; 4 – a. 4. Post - Listening (12 minutes) bathroom house there is - T ask Ss to play the game “Slap the board” with the words they have learnt. nineteen bedroom - T explaints the game and calls three Ss of three groups to go to the board and play the game. garden sixteen kitchen - Others observe and give comments. living room dining room - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. C(Sentences partens) of unit 13 in - T gives feedback. their workbook. - T corrects Ss’ mistakes if necessary.. Making date: Teaching date:. Unit 13: My house. Lesson 2: 3-4; Page: 21 I.Objectives. By the end of the lesson, Students will be able to review the way to identify rooms in the house. II. Language focus. + Vocabulary: flat + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure..

(17) Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the game “Chinese whisper” 1. This is a living room - T divides class into three groups and play the game. 2. This is a kitchen - T gives comments. 3. This is my house 2. Pre - Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 2 on 2 on page 21 and asks Ss to describe it. page 21 - T elicits from Ss’ responses to introduce the text. - T reads the text once. 3. While - Reading (12 minutes) - T calls on some Ss to read the text aloud. The answer. - T focuses Ss on intonation. This is my flat. There is a living - T asks Ss to read and then complete the table. room. There is a kitchen. There is - Some Ss give their answers. a bathroom. And there is a - Others observe and give comments. bedroom. - T corrects Ss’ mistakes if necessary and gives the answer. → The flat b. 4. Post - Reading (10 minutes) - T introduces the song “The way I clean my house” The song: - T plays the recording twice. The way I clean my house. - Ss listen and repeat the song. This is the way I clean my house - Some Ss sing the song aloud. Clean my house, clean my house. - T focuses Ss on intonation and rhythm. This is the way I clean my house - T gives comments. So early in the morning 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. D(Reading) of unit 13 in their - T gives feedback. workbook. Making date: Teaching date:. Unit 13: My house. Lesson 3: 1-2; Page: 22 I.Objectives. By the end of the lesson, Students will be able to talk about rooms in the house in plural. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to sing the rhythm “The way I clean The way I clean my house. my house“ on page 21. This is the way I clean my house - Some Ss to sing the rhythm on page 21. Clean my house, clean my house. - Others observe and give comments. This is the way I clean my house - T gives comments. So early in the morning 2. Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson 3 on page 22 and asks Ss to describe it. * There is a bedroom. - Ss describe the picture and guess what they are talking * There are two bedrooms..

(18) about. - T plays the recording twice. - Ss listen and repeat the conversation. - T gives out the new structure. - Ss listen and repeat the structure. 3. Practice (10 minutes) - T explaints the task and asks Ss to complete the sentences a. There is a bedroom. and then say with their partners. b. There are two bedrooms. - Some pairs say aloud. c. There is a bathroom. d. There are two bathrooms. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 4. Production (12 minutes) - T asks Ss to talk about rooms in a house or school S1: There is a bathroom. objects. S2: There are two bedrooms. S3: There are five rulers - Some Ss talk aloud. S4: There are fifteen desks. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives comments. S5: There are four pens S6: There is a school bag. S7: There are six pencils S8: There is a table. … 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to talk - T corrects Ss’ mistakes if necessary and summaries the about rooms in a house or things in plural, and do the exercises in lesson. part E(Writing) in their workbook. - T gives Ss exercises. - T gives feedback. Making date: Teaching date:. Unit 13: My house. Lesson 3: 3-4; Page: 23 I.Objectives. By the end of the lesson, Students will be able to review the way to talk about rooms in the house in plural. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to talk about rooms in a house or school S1: There are six pencils objects. S2: There are two bedrooms. S3: There is a table. - Some Ss talk aloud. S4: There are fifteen desks. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives comments. S5: There is a bathroom. S6: There is a school bag. S7: There are four pens S8: There are five rulers … 2. Pre - Writing (6 minutes).

(19) - T sets the scene by showing the picture in part 3, lesson 3 The picture in part 3, lesson 3 on on page 23 and asks Ss to describe it. page 23 and Ss’ responses. - T elicits from Ss’ responses and asks Ss to complete those sentences 3. While - Writing (13 minutes) - T calls on some Ss to go to the board and write their a. There is a bedroom. answer. b There is a bathroom. - Others observe and give comments. c. There are two bedrooms. - T corrects Ss’ mistakes if necessary and gives the answer. d. There are two bathrooms. 4. Post - Writing (12 minutes) - T introduces the chant I part 4 on page 23 The chant. - T plays the recording twice. One, two Do up your shoes. - Ss listen and repeat the song. Three, four - Some Ss sing the song aloud. Open the door. - T focuses Ss on intonation and rhythm. Five, six - T gives comments. Pick up sticks. Seven, eight Don’t be late. Nine, ten A big fat hen. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss learn by heart the way to talk - T gives Ss exercises. about rooms in the house or things in plural, and redo all the - T gives feedback. exercises in unit 13 in their workbook. Making date: Teaching date: THE PROGRESSIVE TEST I.Objectives. By the end of the test, Students will be able to check their knowledge in English. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Paper tests IV. Teaching methods : V. Teaching procedure. I. Circle the odd one out, the first has been done for you. (Khoanh tròn từ khác loại, câu 1 là ví dụ) 5 X 0.5 = 2.5 points 1. she his you 2. big small book 3. father family sister 4. pencil library classroom 5. number eight twelve 6. please come in sit down III. Circle the best options A, B or C to complete the sentences below, the first has been done for you. (khoanh tròn đáp án đúng nhất A, B hoặc C để hoàn thành các câu sau, câu 1 là ví dụ) 5 X 0.5 = 2.5 points.

(20) 1. Is this Mary ? Yes, ……is. A. she B. he C. it 2. That’s Tony. …… is my friend. A. She B. He C. It 3. …… is this? It’s a book. A. What B. Which C. How 4. This …… my classroom. It’s big. A. a B. are C. is 5. Is your classroom big ? No, it isn’t. It’s …… . A. new B. small C. short 6. What do you do …… break time ? A. on B. in C. at II. Use the words in the box to complete the paragraph below, the first has been done for you. (dùng những từ trong hộp để hoàn thành đoạn văn sau, câu 1 là ví dụ) 5 X 0.5 = 2.5 points She. sister. is. my. years. His. This is my family. This is … father. … name is Quang. He’s fourty six years old. That … my mother. Her name is Phuong. … is fourty two years old. And this is my … . Her name is Hoa. She is thirteen … old. Answer: 1 my ; 2 - .....................................; 3...........................................; 4 - ...............................; 5 - .....................................; 6............................................. IV. Reorder the words to make sentences below, the first has been done for you. (Sắp xếp các từ sau để tạo thành câu đúng, câu 1 là ví dụ) 3 X 0.5 = 1.5 points 1. is / brother / This / my. à This is my brother. 2. name / is / his / What / ? à ............................................................................................................. 3. old / How / she / is / ? à ............................................................................................................. 4. years / He / nine / old / is. à ............................................................................................................. V. Answer the quetions below, the first has been done for you. (Trả lời các câu hỏi sau, câu 1 là ví dụ) 5 X 0.25 = 1.0 points 1. How old are you ? à I’m eleven years old. 2. Do you like playing badminton? à ............................................................................................................. 3. What do you do at break time ? à ..............................................................................................................

(21) 4. What are these ? à ............................................................................................................. 5. How old is she ? à ............................................................................................................. The end! Making date: Teaching date: THE ANSWER FOR THE PROGRESSIVE TEST I.Objectives. By the end of the test, Students will be able to know their knowledge in English and their test’s mark. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Paper tests IV. Teaching methods : V. Teaching procedure. I. 5 X 0.5 = 2.5 points 1. his 2. book 3. family 4. pencil 5. number 6. please II. 5 X 0.5 = 2.5 points 1. A 2. B 3. A 4. C 5. B 6. C III. 6 X 0.5 = 3.0 points 1. my 2. His 3. is 4. She 5. sister 6. years IV. 3 X 0.5 = 1.5 points. 1. This is my brother. 2. What is his name? 3. How old is she? 4. He is nine years old. V. 4 X 0.25 = 1.5 points 1. I’m eleven years old 2. Yes, I do/ No I don’t..

(22) 3. I play chess/ badminton/ football/ … 4. They are pens/ books/ backpacks/ … 5. She is eight/ nine/ ten / … Making date: Teaching date:. Unit 14: Our room. Lesson 1: 1-2; Page: 24 I.Objectives. By the end of the lesson, Students will be able to ask and answer about location of things in the room. II. Language focus. + Vocabulary: ball, here, in, on, above, under, behind. + Structure: Where ……? → It’s + preposition + location III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the matching game. bathroom - T divides the board into two columns. In one colums, living room write a list of words for rooms in a house. In the other, draw simple sketches describing the words in the first kitchen column, putting them at random. bedroom - T calls on two Ss to go to the board. One of the student reads a word, and the other draw a line to join the word to dining room its appropriate picture. garden - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives comments. 2. Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson 1 The picture in part 1, lesson 1 on on page 24 and asks Ss to describe it. page 24 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking ball: bóng about. here: đây - T plays the recording twice. on: trên - Ss listen and repeat the dialogue. above: phía trên - Ss role play the dialogue in pairs. under: dưới - T gives out some new words and structure. behind: phía sau - Ss listen and repeat the vocab and structure in: trong - T focuses Ss on pronunciation and intonation * Grammar. Where ……? → It’s + preposition + location Ex: Where is the ball? → It’s on the bed. … 3. Practice (12 minutes) - T explaints the task and asks Ss to do the exercise 2 on a. Where is the book? page 24. → It’s on the table. - T calls on some Ss to say aloud. b. Where is the picture? → It’s above the table. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. c. Where is the ball?.

(23) → It’s under the table. d. Where is the chair? → It’s behind the table. 4. Production (9 minutes) - T asks Ss to ask and answer about their position of the Ex: S1: Where is the chair? school things in pairs. S2: It’s behind the table. - Some pairs of Ss speak aloud. S3: Where is the picture? - Others observe and give comments. S4: It’s on the wall. - T corrects Ss’ mistakes if necessary. S5: Where is the book? S6: It’s in the school bag. …… 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about location of lesson. things in the room, and do the exercises in part A(Phonics) of unit - T gives Ss exercises. 14 in their workbook. - T gives feedback. Making date: Teaching date:. Unit 14: Our room. Lesson 1: 3-4; Page: 25 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about location of things in the room. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the in behind prepositions they have learnt. here above - T explaints the game and calls three Ss of three groups to go to the board and play the game. under on - Others observe and give comments. - T gives comments. 2. Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 1 on 1 on page 25 and asks Ss to describe it. page 25 - T explaints the task and asks to ask and answer in pairs. 3. While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud. Ex: S1: Where is the book? - Others observe and give comments. S2: It’s in the school bag. - T focuses Ss on intonation and corrects Ss’ mistakes if S3: Where is the chair? necessary. S4: It’s behind the table. S5: Where is the picture? S6: It’s on the wall. …… 4. Post - Speaking (9 minutes).

(24) - T introduces the song “The bedroom in the house” - T plays the recording twice. - Ss listen and repeat the song. - Some Ss sing the song aloud. - T focuses Ss on intonation and rhythm. - T gives comments.. The song:. The bedroom in the house. The bedroom in the house The bedroom in the house I-E-I-E-O. The bedroom in the house. The kitchen in the house The kitchen in the house I-E-I-E-O. The kitchen in the house. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. B(Vocabulary) of unit 14 in their - T gives feedback. workbook. Making date: Teaching date:. Unit 14: Our room. Lesson 2: 1-2; Page: 26 I.Objectives. By the end of the lesson, Students will be able to specify location of things in the room. II. Language focus. + Vocabulary: floor, mirror, desk, bed. + Structure: Where are the chairs? → Behind the desk. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: Where is the book? location of things in the classroom aloud. S2: It’s in the school bag. - Others observe and give comments. S3: Where is the chair? - T corrects Ss’ mistakes if necessary. S4: It’s behind the table. S5: Where is the picture? S6: It’s on the wall. …… 2. Pre - Listening (12 minutes) - T sets the scene by showing the pictures in part 1, lesson chairs bed 2 on page 26 and asks Ss to describe it. Where is the bag? - T elicits from Ss’ responses to introduce the text. On the floor. - T writes two importaint words in part 1, lesson 2 and Where is the mirror? guides Ss to read them correctly. Near the door. - T plays the recording once Where are the chairs? - T gives out some new words and introduces the new Behind the desk. structure and writes them on the board. Where are the rulers? - Ss listen and repeat the vocabulary and the model. Under the bed. - Some Ss read them aloud. Vocab. - T focuses Ss on pronunciation and intonation. floor: sàn nhà - Ss listen and repeat the text. door: cửa chính - T introduces new task. mirror: gương desk: bàn học sinh.

(25) Model. Where are the chairs? → Behind the desk. 3. While - Listening (12 minutes) - T asks Ss to describe the pictures in part 2 on page 26 Transcript. 1. A: Where is the lamp? - T elicits from Ss’ responses to introduces the task B: Sorry? - T plays the recording twice. A: The lamp. Where is it? - Ss listen and choose the right pictures. B: Oh, it’s over there. On the - Some Ss give their answers. desk. - Others give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 2. A: Where are the pens? B: What? A: The pens. Where are they? B: Oh, they are over there. On the floor. The answer 1 – a; 2 – b. 4. Post - Listening (7 minutes) - T asks Ss to play the game “Chinese whisper” 1. Where are the chairs? - T divides class into three groups and play the game. 2. They are on the floor. 3. They are in the room. - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. C(Sentences partens) of unit 14 in their workbook. - T gives feedback. Making date: Teaching date:. Unit 14: Our room. Lesson 2: 3-4; Page: 27 I.Objectives. By the end of the lesson, Students will be able to review the way to specify location of things in the room. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: Where are the chairs? location of things in the classroom aloud. S2: They are behind the table. - Others observe and give comments. S3: Where is the pencil? - T corrects Ss’ mistakes if necessary. S4: It’s in the school bag. S5: Where is the pictures? S6: They are on the wall. …… 2. Pre - Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 2 on 2 on page 27 and asks Ss to describe it. page 27 - T elicits from Ss’ responses to introduce the text. - T reads the text once..

(26) 3. While - Reading (12 minutes) - T calls on some Ss to read the text aloud. This is my bedroom. There are - T focuses Ss on intonation. many things in the bedroom. There - T asks Ss to read and then draw the picture. is a table. There is a book on the table. There are two chairs behind - Some Ss give their answers. the table. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 4. Post - Reading (10 minutes) - T introduces the game “Spot the differences”and ask Ss to The game: Spot the differences Ex: play in three groups. - Ss of each group say sentences that have different location G1: The picture is on the wall. G2: The book is under the table. to the other. G3: The chairs are near the table. - T corrects Ss’ mistakes if necessary. - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. D(Reading) of unit 14 in their workbook. - T gives feedback. Making date: Teaching date:. Unit 14: Our room. Lesson 3: 1-2; Page: 28 I.Objectives.By the end of the lesson, Students will be able to describe a bedroom. II. Language focus. + Vocabulary: nice, tidy, untidy + Structure: It’s nice and tidy. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the smal prepositions they have learnt. - T explaints the game and calls three Ss of three groups to go to the board and play the game. new - Others observe and give comments. - T gives comments.. Contents short. big. lon g. old. 2. Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson 3 on 3 on page 28 and asks Ss to describe it. page 28 and Ss’ responses. - Ss describe the picture and guess what they are talking about. - T plays the recording twice. - T gives out some new words and writes on the board - Ss listen and repeat the vocab. - Some Ss read the vocab aloud. - T focuses Ss on pronunciation. - Ss listen and repeat the conversation. - T gives out the new structure. - Ss listen and repeat the structure. 3. Practice (10 minutes) - T explaints the task and asks Ss to complete the a. It’s small sentences and then say with their partners. b. It’s large.

(27) - Some pairs say aloud. c. It’s tidy. - Others observe and give comments. d. It’s untidy. - T corrects Ss’ mistakes if necessary and gives the answer. 4. Production (12 minutes) - T asks Ss to describe their own bedroom. S1: This is my bedroom. It’s small. - Some Ss speak aloud. S2: This is my bedroom. It’s large. - Others observe and give comments. S3: This is my bedroom. It’s tidy. S4: This is my bedroom. It’s small - T corrects Ss’ mistakes if necessary and gives and tidy. comments. S5: This is my bedroom. It’s untidy. … 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to - T corrects Ss’ mistakes if necessary and summaries the describe a bedroom, and do the lesson. exercises in part E(Writing) in their workbook. - T gives Ss exercises. - T gives feedback. Making date: Teaching date:. Unit 14: Our room. Lesson 3: 3-4; Page: 29 I.Objectives. By the end of the lesson, Students will be able to review the way to describe a bedroom. II. Language focus. + Vocabulary: nice, tidy. + Structure: This is my bedroom. It’s nice and tidy. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - Ss play the game: “Hang man” - T explaints the game if necessary. - Ss guess the letters of the word. - T gives comments. BEDROOM. 2. Pre - Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson 3 The picture in part 3, lesson 3 on on page 29 and asks Ss to describe it. page 29 and Ss’ responses. - T elicits from Ss’ responses and asks Ss to use the words in the box to complete the paragraph. 3. While - Writing (13 minutes) - T calls on some Ss to go to the board and write their 1. two answer. 2. picture - Others observe and give comments. 3. table - T corrects Ss’ mistakes if necessary and gives the answer. 4. lamp. 4. Post - Writing (12 minutes) - T introduces the chant in part 4 on page 29 The chant. - T plays the recording twice. When I wake up In my bed - Ss listen and repeat the chant I want to see - Some Ss sing the chant aloud..

(28) - T focuses Ss on intonation and rhythm. - T gives comments.. The sun so red.. When I go to bed At night I want to see The moon so bright. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss learn by heart the way to - T gives Ss exercises. describe a bedroom, and redo all - T gives feedback. the exercises in unit 14 in their workbook. Making date: Teaching date:. Unit 15: At home. Lesson 1: 1-2; Page: 30 I.Objectives. By the end of the lesson, Students will be able to identify family activities at leisure. II. Language focus. + Vocabulary: read, cook, sing, skate, jump, run. + Structure: What is she doing? She’s skipping. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the game: “Guessing” - A student’s gestures or actions - T explaints the game: One student go to the board and use - Others: reading, skipping, him/her gestures or actions. Others guess the actions. listening, cooking, … - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives comments. 2. Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson 1 The picture in part 1, lesson 1 on on page 30 and asks Ss to describe it. page 30 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking read: đọc about. cook: nấu ăn - T plays the recording twice. sing: hát - Ss listen and repeat the dialogue. skate: trượt bằng giày có bánh - Ss role play the dialogue in pairs. jump: nhảy - T gives out some new words and structure. run: chạy - Ss listen and repeat the vocab and structure * Grammar. - T focuses Ss on pronunciation and intonation What is she doing? → She’s skipping. 3. Practice (12 minutes) - T explaints the task and asks Ss to do the exercise 2 on a. What is he doing? page 30. → He’s reading. - T calls on some Ss to say aloud. b. What is she doing? → She’s cooking - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. c. What is she doing? → She’s singing. d. What is he doing? → He’s skating.

(29) e. What is he doing? → He’s jumping. f. What is he doing? → He’s running. 4. Production (9 minutes) - T asks Ss to ask and answer about the activities of their Ex: S1: What is he doing? family members or friends in pairs. S2: He’s running. - Some pairs of Ss speak aloud. S3: What is she doing? - Others observe and give comments. S4: She’s cooking - T corrects Ss’ mistakes if necessary. S5: What is he doing? S6: He’s skating …… 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about family activities at leisure, and do the exercises in lesson. part A(Phonics) of unit 15 in their - T gives Ss exercises. workbook. - T gives feedback. Making date: Teachingdate:. Unit 15: At home. Lesson 1: 3-4; Page: 31 I.Objectives. By the end of the lesson, Students will be able to review the way to family activities at leisure II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the V_ing they have learnt. reading cooking singing - T explaints the game and calls three Ss of three groups to go to the board and play the game. skating jumping running - Others observe and give comments. - T gives comments. 2. Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 1 on 1 on page 31 and asks Ss to describe it. page 31 - T explaints the task and asks to ask and answer in pairs. 3. While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud. The prompt answer. a. S1: What is she doing? - Others observe and give comments. S2: She’s cooking. - T focuses Ss on intonation and corrects Ss’ mistakes if b. S3: What is she doing? necessary. S4: She’s skipping c. S5: What is he doing?.

(30) S6: He’s running. d. S7: What is he doing? S8: He’s skating. …… 4. Post - Speaking (9 minutes) - T introduces the chant in part 4 on page 31. The chant: - T plays the recording twice. He is a robot. - Ss listen and repeat the chant. He is skipping and jumping. He is a robot. - Some Ss read the chant aloud. He is skating and running - T focuses Ss on intonation and rhythm. He is a robot. - T gives comments. He is speaking and singing. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. B(Vocabulary) of unit 15 in their - T gives feedback. workbook. Making date: Teaching date:. Unit 15: At home. Lesson 2: 1-2; Page: 32 I.Objectives. By the end of the lesson, Students will be able to describe ongoing activities. II. Language focus. + Vocabulary: around, along, groud, high, sky. + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: What is he doing? activities at leisure S2: He’s running. - Others observe and give comments. S3: What is she doing? - T corrects Ss’ mistakes if necessary. S4: She’s cooking S5: What is he doing? S6: He’s skating …… 2. Pre - Listening (12 minutes) - T sets the scene by showing the pictures in part 1, lesson sky skipping 2 on page 32 and asks Ss to describe it. Robot! Robot! Skipping aroud. - T elicits from Ss’ responses to introduce the text. Robot! Robot! Skating along the - T writes two importaint words in part 1, lesson 2 and groud guides Ss to read them correctly. Robot! Robot! Jumping up high. - T plays the recording once Robot! Robot! Touching the sky. - T gives out some new words and introduces the new structure and writes them on the board. Vocab. - Ss listen and repeat the vocabulary and the model. around: xung quanh - Some Ss read them aloud. along: dọc theo - T focuses Ss on pronunciation and intonation. groud: mặt đất - Ss listen and repeat the text. high: cao - T introduces new task. sky: bầu trời..

(31) 3. While - Listening (12 minutes) - T asks Ss to describe the pictures in part 2 on page 32 Transcript. 1. A: What’s Mai doing? - T elicits from Ss’ responses to introduces the task B: She’s skipping. - T plays the recording twice. A: She’s skipping? - Ss listen and choose the right pictures. B: Yes, she’s skipping - Some Ss give their answers. 2. A: What’s Peter doing? - Others give comments. B: He’s jumping. - T corrects Ss’ mistakes if necessary and gives the answer. A: He’s jumping? B: Yes, he’s jumping 3. A: What’s Nam doing? B: He’s skating. A: He’s skating? B: Yes, he’s skating. 4. A: What’s Quan doing? B: He’s running. A: He’s running? B: Yes, he’s running. The answer 1 – c; 2 – d; 3 – a; 4 – b. 4. Post - Listening (7 minutes) - T asks Ss to play the game “Chinese whisper” 1. What is she doing - T divides class into three groups and play the game. 2. She is skipping - T gives comments. 3. He is skating. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. C(Sentences partens) of unit 15 in - T gives feedback. their workbook. Making date: Teaching date:. Unit 15: At home. Lesson 2: 3-4; Page: 33 I.Objectives. By the end of the lesson, Students will be able to review the way to describe ongoing activities. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson 1 The chant: on page 13 He is a robot. He is skipping and jumping. - Others observe and give comments. He is a robot. - T gives comments and marks. He is skating and running He is a robot. He is speaking and singing. 2. Pre - Reading (9 minutes).

(32) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 2 on 2 on page 33 and asks Ss to describe it. page 33 - T elicits from Ss’ responses to introduce the text. - T reads the text once. 3. While - Reading (12 minutes) - T calls on some Ss to read the text aloud. We are at home now. - T focuses Ss on intonation. My father is reading. - T asks Ss to read and then draw the picture. My mother is cooking. My brother is skating. - Some Ss give their answers. I am skipping. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. We are a happy family. 4. Post - Reading (10 minutes) - T introduces the song in part 4 on page 33. I love my mummy - T plays the recording twice. I love you, mummy. I love you, - Ss listen and repeat the chant. mummy. - Some Ss read the chant aloud. I love you so much. Do you know - T focuses Ss on intonation and rhythm. that? - T gives comments. You never know how much I love you. Oh, Mummy! I love you so much. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. D(Reading) of unit 15 in their - T gives feedback. workbook. Making date: Teaching date:. Unit 15: At home. Lesson 3: 1-2; Page: 34 I.Objectives. By the end of the lesson, Students will be able to ask and answer about family activities in progress. II. Language focus. + Vocabulary: Review + Structure: What are they doing? → They are reading. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: What is he doing? activities at leisure S2: He’s running. - Others observe and give comments. S3: What is she doing? - T corrects Ss’ mistakes if necessary. S4: She’s cooking S5: What is he doing? S6: He’s skating …… 2. Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson 3 on 3 on page 34 and asks Ss to describe it. page 34 and Ss’ responses. - Ss describe the picture and guess what they are talking.

(33) about. The model: - T plays the recording twice. What are they doing? → They are reading. - Ss listen and repeat the conversation. - T gives out some new structure and writes on the board - Ss listen and repeat the structure. - Some Ss read the structure aloud. - T focuses Ss on intonation. 3. Practice (10 minutes) - T explaints the task and asks Ss to complete the a What are they doing? sentences and then say with their partners. → They are cooking. - Some pairs say aloud. b. What are they doing? → They are reading. - Others observe and give comments. c. What are they doing? - T corrects Ss’ mistakes if necessary and gives the → They are skipping. answer. d. What are they doing? → They are skating. 4. Production (12 minutes) - T asks Ss to ask and answer about activities in progress S1: What are they doing? of their friends in pairs. S2: They are skating. S3: What are they doing? - Some pairs of Ss speak aloud. S4: They are cooking. - Others observe and give comments. S5: What are they doing? - T corrects Ss’ mistakes if necessary and gives S6: They are writing. comments. … 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about family activities in progress, and do the exercises in lesson. part E(Writing) in their workbook. - T gives Ss exercises. - T gives feedback.. Making date: Teaching date:. Unit 15: At home. Lesson 3: 3-4; Page: 35 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about family activities in progress. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson 1 I love my mummy on page 13 I love you, mummy. I love you, - Others observe and give comments. mummy. - T gives comments and marks. I love you so much. Do you know that? You never know how much I love you..

(34) Oh, Mummy! I love you so much. 2. Pre - Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson 3 The picture in part 3, lesson 3 on on page 35 and asks Ss to describe it. page 35 and Ss’ responses. - T elicits from Ss’ responses and asks Ss to use the words in the box to complete the paragraph. 3. While - Writing (13 minutes) - T calls on some Ss to go to the board and write their 1. Linda is skipping answer. 2. Tom is skating - Others observe and give comments. 3. mai and her brother are reading - T corrects Ss’ mistakes if necessary and gives the answer. 4. Post - Writing (12 minutes) - T asks Ss to ask and answer about activities in progress of S1: What are they doing? their friends in pairs. S2: They are skating. S3: What is she doing? - Some pairs speak aloud in front of the class. S4: She is cooking. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives comments. S5: What is he doing? S6: He is writing. … 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss learn by heart the way to ask - T gives Ss exercises. and answer about activities in progress, and redo all the - T gives feedback. exercises in unit 15 in their workbook. Making date: Teaching date:. Review 3. Page: 36 - 41 I.Obbjectives. By the end of the lesson, Students will be able to perform their abilities in listening, speaking, reading and writing related to the topics from unit 11 to unit 15, using the phonics, vocabulary and sentences patterns they have learnt. II. Language focus. + Vocabulary: review + Structure: review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up - T asks Ss to play the game Chinese whisper - T calls on three Ss to go to the board and read their sentence. - Ss play the game in three groups. - T gives comments. 2. Presentation 1. Phonics - T asks Ss to repeat all difficult words and read them aloud. - T focuses Ss on pronunciation. - T writes them on the board and reads them aloud.. Contents 1. There is a bedroom. 2. What are they doing? 3. They are playing baminton.. father mother how ten kitchen bedroom chairs bed skying skipping.

(35) - Ss listen and repeat. 2. Vocabulary. - T asks Ss to repeat all the vocabulary they have learnt. - T writes some vocabularies on the board and asks Ss to play the game “slap the board”. - T explaints the game if necessary and calls on three Ss to go to the board and play the game. - Ss read those words aloud. - T focuses Ss on pronunciation. - T give feedback.. 3. Sentence patterns. - T asks Ss to give out the structures they have learnt. - T corrects Ss’ mistakes if necessary and write the right structures. - Ss listen and repeat all the structures. - Ss make some short dialogues using the structures they’ve just give out. - Others observe and give comments. - T corrects Ss’ mistakes if necessary. 3. Practice - T asks Ss to use the knowledge they’ve just review to pracrise in groups of four. - Some groups practise aloud. - Others observe and give comments. - T corrects Ss’ mistakes if necessary.. family, father, mother, brother, sister, grandmother, grandfather, who, year, old, how, both, numbers 1 – 20, house, living room, kitchen, dining room, bathroom, bedroom, garden, table, bed, desk, picture, ball, lamp, large, tidy, untidy, nice, on, above, under, behind, near, robot, children, read, do, cook, sing, skate, jump, run. - Who’s this? → It’s my father. - What is his name? → His name’s Peter. - How old are you? → I’m nine years old. - How old is she? → She’s eight years old. - This is my house. - There is a living room - There are two bedrooms. - Where is it? → It’s in your bedroom. - Where are the chairs? → They’re behind the desk. - It’s nice and tidy. - What’s Mai doing? → She’s skipping. - What are they doing? → They are reading. S1: Who is this? S2: It’s my father S3: Where is the ruler? S4: It’s in the bag. S5: What is Nam doing? S6: He’s playing football. …. 4. Production - T asks Ss to do the exercises which they’ve not done yet - The exercises in the workbook. in the workbook. - T goes aroud to help Ss if necessary. 5. Consolidation and homework - Teacher summaries the lesson and asks Ss to prepare the new lesson (unit 11). - Ss learn by heart all the vocabulary and structures they’ve learnt. Making date: Teaching date:. REVIEW 3 Page: 36 - 41. I.Obbjectives..

(36) By the end of the lesson, Students will be able to practise the knowledge they’ve review in the last lesson. II.Language focus. + Vocabulary: review + Structure: review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up - Ss play the game: “Hang man” - T explaints the game if necessary. - Ss guess the letters of the word.. 2. Presentation - T asks Ss to complete parts I – V individually. - Ss trade their answers for correcttion. 3. Practice - Some Ss do the exercises on the board. - Others give comments. - T corrects Ss’ mistakes if necessary and gives the right answer. I. Complete each word. Say it aloud. - T calls on a student to go to the board and do the exercise - Other give comments. - T corrects Ss’ mistakes if necessary and gives the right answer. II. Write the missing letters. - T calls on a student to go to the board and do the exercise - Other give comments. - T corrects Ss’ mistakes if necessary and gives the right answer. III. Listen and tick. - T plays the recording twice - Ss listen and choose the right pictures. - Some Ss give their answer. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the right answer. - Ss listen to the recording again to check the answer. IV. Read and tick. - T calls on a student to go to the board and do the exercise - Other give comments. - T corrects Ss’ mistakes if necessary and gives the right answer. V. Look, read and complete. - T calls on a student to go to the board and do the exercise - Other give comments. - T corrects Ss’ mistakes if necessary and gives the right answer.. SKATING. - The exercises in review 2.. I. Complete each word. Say it aloud. 1- mother, 2- brother, 3- chairs, 4- mirrors, 5- room 6- ruler, 7- kitchen, 8- chair, 9- skip, 10- sky II. Write the missing letters. 1- seven, 2- house, 3- computer, 4- kitchen, 5- skiping III. Listen and tick. 1- b, 2- a, 3- b, 4- a.. IV. Read and tick. 1- b, 2- a, 3- b,. 4- a.. V. Look, read and number. 1- is, 2- are, 3- on, 4- lamp, 5- picture..

(37) VI. Look and talk. - T asks Ss to look at the pictures and speak as required. - Some pairs speak aloud. - Others observe and give comments. - T corrects Ss’ mistakes if necessary.. VI. Look and talk. Suggested answer: 1. a. This is my father b. This is my brother c. This is my mother 2. a. The children are skating. b. The mother is cooking. c. The father is reading (a book). 4. Production - T asks Ss to do the exercises which they’ve not done yet - The exercises in the workbook. in the workbook. - T goes aroud to help Ss if necessary. 5. Consolidation and homework - Teacher summaries the lesson and asks Ss to prepare the new lesson (unit 16). - Ss learn by heart all the vocabulary and structures they’ve learnt. Making date: Teaching date:. Unit 16: The weather. Lesson 1: 1-2; Page: 42 I.Objectives. By the end of the lesson, Students will be able to identify the weather. II. Language focus. + Vocabulary: weather, sunny, rainy, cloudy, windy. + Structure: What is the weather like? → It’s sunny. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson 3, I love my mummy unit 15 on page 33 I love you, mummy. I love you, - Others observe and give comments. mummy. - T gives comments and marks. I love you so much. Do you know that? You never know how much I love you. Oh, Mummy! I love you so much. 2. Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson 1 The picture in part 1, lesson 1 on on page 42 and asks Ss to describe it. page 42 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking weather: thời tiết about. sunny: có nắng - T plays the recording twice. rainy: có mưa - Ss listen and repeat the dialogue. cloudy: có mây - Ss role play the dialogue in pairs. windy: có gió - T gives out some new words and structure. * Grammar: - Ss listen and repeat the vocab and structure What is the weather like? - T focuses Ss on pronunciation and intonation.

(38) → It’s sunny. 3. Practice (12 minutes) - T explaints the task and asks Ss to do the exercise 2 on a. What is the weather like? page 42. → It’s sunny. b. What is the weather like? - T calls on some Ss to say aloud. → It’s rainy - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. c. What is the weather like? → It’s cloudy. d. What is the weather like? → It’s windy. 4. Production (9 minutes) - T asks Ss to ask and answer about the weather in pairs. Ex: S1: What is the weather like? - Some pairs of Ss speak aloud. S2: It’s cloudy. - Others observe and give comments. S3: What is the weather like? - T corrects Ss’ mistakes if necessary. S4: It’s rainy and windy. S5: What is the weather like? S6: It’s sunny and cloudy. …… 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about the weather, and do the exercises in part lesson. A(Phonics) of unit 16 in their - T gives Ss exercises. workbook. - T gives feedback. Making date: Teaching date:. Unit 16: The weather. Lesson 1: 3-4; Page: 43 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about the weather. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the weather words. sunny weather windy - T explaints the game and calls three Ss of three groups to go to the board and play the game. rainy cloudy - Others observe and give comments. - T gives comments. 2. Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 1 on 1 on page 43 and asks Ss to describe it. page 43 - T explaints the task and asks to ask and answer in pairs. 3. While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud. The prompt answer..

(39) a. What is the weather like? → It’s sunny. b. What is the weather like? → It’s rainy c. What is the weather like? → It’s cloudy. d. What is the weather like? → It’s windy. 4. Post - Speaking (9 minutes) - T introduces the chant in part 4 on page 43. The chant: - T plays the recording twice. The weather song What is the weather like?(2) - Ss listen and repeat the chant. It is sunny and windy - Some Ss read the chant aloud. In my hometown. - T focuses Ss on intonation and rhythm. What is the weather like?(2) - T gives comments. It is cloudy and rainy In my hometown. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. B(Vocabulary) of unit 16 in their workbook. - T gives feedback. - Others observe and give comments. - T focuses Ss on intonation and corrects Ss’ mistakes if necessary.. Making date: Teaching date:. Unit 16: The weather. Lesson 2: 1-2; Page: 44 I.Objectives. By the end of the lesson, Students will be able to describe the weather. II. Language focus. + Vocabulary: hot, cold, hometown, today. + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about the Ex: S1: What is the weather like? weather. S2: It’s cloudy. - Others observe and give comments. S3: What is the weather like? - T corrects Ss’ mistakes if necessary. S4: It’s rainy and windy. S5: What is the weather like? S6: It’s sunny and cloudy. …… 2. Pre - Listening (12 minutes) - T sets the scene by showing the pictures in part 1, lesson weather hot 2 on page 44 and asks Ss to describe it. What’s the weather like today? - T elicits from Ss’ responses to introduce the text. It’s hot - T writes two importaint words in part 1, lesson 2 and In my hometown guides Ss to read them correctly. Is it hot in your hometown? - T plays the recording once No, it’s not. - T gives out some new words and introduces the new It’s cold structure and writes them on the board. In my hometown. - Ss listen and repeat the vocabulary and the model..

(40) - Some Ss read them aloud. - T focuses Ss on pronunciation and intonation. - Ss listen and repeat the text. - T introduces new task.. Vocab. hot: nóng cold: lạnh today: hôm nay hometown: quê hương 3. While - Listening (12 minutes) - T asks Ss to describe the pictures in part 2 on page 32 Transcript. 1. A: What’s the weather like in - T elicits from Ss’ responses to introduces the task your hometown today? - T plays the recording twice. B: It’s sunny today. - Ss listen and choose the right pictures. A: Sunny? - Some Ss give their answers. B: Yes, It’s sunny. - Others give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 2. A: What’s the weather like in your hometown today? B: It’s cloudy today. A: Cloudy? B: Yes, It’s cloudy. 3. A: What’s the weather like in your hometown today? B: It’s windy today A: Windy? B: Yes, It’s windy. 4. A: What’s the weather like in your hometown today? B: It’s rainy today A: Rainy? B: Yes, It’s rainy. The answer 1 – d; 2 – b; 3 – a; 4 – c. 4. Post - Listening (7 minutes) - T asks Ss to play the game “Chinese whisper” 1. What’s the weather like today? - T divides class into three groups and play the game. 2. It’s rainy and cloudy 3. It’s sunny and windy. - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. C(Sentences partens) of unit 16 in their workbook. - T gives feedback. Making date: Teaching date:. Unit 16: The weather. Lesson 2: 3-4; Page: 45 I.Objectives. By the end of the lesson, Students will be able to review the way to describe the weather. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up (6 minutes). Contents.

(41) - T calls on some Ss to recite the chant in part 1, lesson 2 on page 44 - Others observe and give comments. - T gives comments and marks.. The chant: What’s the weather like today? It’s hot In my hometown Is it hot in your hometown? No, it’s not. It’s cold In my hometown. 2. Pre - Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 2 on 2 on page 45 and asks Ss to describe it. page 45 - T elicits from Ss’ responses to introduce the text. - T reads the text once. 3. While - Reading (12 minutes) - T calls on some Ss to read the text aloud. Today’s weather forcast 1. It is rainy and cold in Ha Noi. - T focuses Ss on intonation. 2. It is sunny and hot in Ho Chi - T asks Ss to read and then draw the picture. Minh City. - Some Ss give their answers. 3. It is cloudy and windy in Hue. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. The answer: 1 – d, 2 – a, 3 – b&c. 4. Post - Reading (10 minutes) - T asks Ss to ask and answer about the weather in group of Ex: S1: What is the weather like in Ha four or five. - T calls on some groups of Ss to ask and answer about the Noi today? S2: It’s cloudy. weather aloud. S3: What is the weather like in Dak - Others observe and give comments. Nong today? - T corrects Ss’ mistakes if necessary. S4: It’s rainy and windy. S5: What is the weather like in Hai Phong today? S6: It’s sunny and cloudy. …… 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. D(Reading) of unit 16 in their workbook. - T gives feedback. Making date: Teaching date:. Unit 16: The weather. Lesson 3: 1-2; Page: 46 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about the weather. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up (6 minutes). Contents.

(42) - T calls on some Ss to recite the chant in part 1, lesson 2 on page 44 - Others observe and give comments. - T gives comments and marks.. The chant: What’s the weather like today? It’s hot In my hometown Is it hot in your hometown? No, it’s not. It’s cold In my hometown. 2. Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson 3 on 3 on page 46 and asks Ss to describe it. page 46 and Ss’ responses. - T plays the recording twice. The model: - Ss listen and repeat the conversation. What is the weather like in Ha Noi - T gives out some new structure and writes on the board today? - Ss listen and repeat the structure. → It’s rainy. - Some Ss read the structure aloud. - T focuses Ss on intonation. 3. Practice (10 minutes) - T explaints the task and asks Ss to complete the a. What’s the weather like in Hai sentences and then say with their partners. Phong today? → It’s sunny. - Some pairs say aloud. b. What’s the weather like in Hue - Others observe and give comments. today? - T corrects Ss’ mistakes if necessary and gives the → It’s windy. answer. c. What’s the weather like in Da Nang today? → It’s rainy d. What’s the weather like in Ho Chi Minh City today? → It’s cloudy. 4. Production (12 minutes) - T asks Ss to ask and answer about the weather in S1: What is the weather like in Nghe somewhere in pairs. An today? - Some pairs of Ss speak aloud. S2: It’s cloudy and windy. S3: What is the weather like in - Others observe and give comments. Quang Nam today? - T corrects Ss’ mistakes if necessary and gives S4: It’s rainy and cold. comments. S5: What is the weather like in Binh Dinh today? S6: It’s sunny and hot. …… 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about the weather, and do the exercises in part E(Writing) lesson. in their workbook. - T gives Ss exercises. - T gives feedback. Making date: Teaching date:. Unit 16: The weather. Lesson 3: 3-4; Page: 47 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about the weather. II. Language focus..

(43) + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs to asks Ss to ask and answer about S1: What is the weather like in the weather in somewhere. Buon Ma Thuot City today? S2: It’s cloudy and windy. - Some pairs of Ss speak aloud. S3: What is the weather like in Can - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives comments. Tho today? S4: It’s rainy and cold. S5: What is the weather like in Da Nang today? S6: It’s sunny and hot. …… 2. Pre - Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson 3 The picture in part 3, lesson 3 on on page 47 and asks Ss to describe it. page 47 and Ss’ responses. - T elicits from Ss’ responses and asks Ss to complete the table. 3. While - Writing (13 minutes) - T calls on some Ss to go to the board and write their 1. rainy. answer. 2. cloudy 3. windy - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 4. sunny. 5. sunny and hot. 4. Post - Writing (12 minutes) - T introduces the chant in part 4 on page 47. The chant - T plays the recording twice. The weather - T gives out some new words and write them on the board. What’s the weather like today? - Ss listen and repeat the vocabulary. It’s fine today. - T focuses Ss on pronunciation. The sun is shining. - Ss listen and repeat the chant. The birds are flying. - Some Ss read the chant aloud. And we are cycling away. - T focuses Ss on intonation and rhythm. The vocab: - T gives comments. fine: tốt sun: mặt trời shine: chiếu sáng bird: chim fly: bay cycle: đi xe đạp 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss learn by heart the way to ask - T gives Ss exercises. and answer about the weather, and - T gives feedback. redo all the exercises in unit 16 in their workbook. Making date: Teaching date:. Unit 17: Outdoor activities Lesson 1: 1-2; Page: 48.

(44) I.Objectives. By the end of the lesson, Students will be able to identify outdoor activities. II. Language focus. + Vocabulary: paper boat, cycle, play badminton, football, fly, kite. + Structure: What are they doing? → They are playing with paper boats. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to recite the weather song in part 4, The weather song What is the weather like?(2) lesson 1, unit 16 on page 43 It is sunny and windy - Others observe and give comments. In my hometown. - T gives comments and marks. What is the weather like?(2) It is cloudy and rainy In my hometown. 2. Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson 1 The picture in part 1, lesson 1 on on page 48 and asks Ss to describe it. page 48 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking paper boat: thuyền giấy about. cycle: đạp xe - T plays the recording twice. play: chơi - Ss listen and repeat the dialogue. badminton: môn cầu lông - Ss role play the dialogue in pairs. football: môn bóng đá - T gives out some new words and structure. fly: thả,, bay - Ss listen and repeat the vocab and structure kite: diều - T focuses Ss on pronunciation and intonation * Grammar: What are they doing? → They are playing with paper boats. 3. Practice (12 minutes) - T explaints the task and asks Ss to do the exercise 2 on a. What are they doing? page 48. → They are cycling. - T calls on some Ss to say aloud. b. What are they doing? → They are playing badminton. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. c. What are they doing? → They are flying kites. d. What are they doing? → They are playing football. 4. Production (9 minutes) - T asks Ss to ask and answer about outdoor activities in Ex: S1: What are they doing? pairs. S2: They are flying kites. - Some pairs of Ss speak aloud. S3: What are they doing? - Others observe and give comments. S4: They are playing football. - T corrects Ss’ mistakes if necessary. S5: What are they doing? S6: They are playing badminton. …… 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about outdoor lesson. ctivities, and do the exercises in.

(45) part A(Phonics) of unit 17 in their workbook.. - T gives Ss exercises. - T gives feedback. Making date: Teaching date:. Unit 17: Outdoor activities. Lesson 1: 3-4; Page: 49 I.Objectives. By the end of the lesson, Students will be able to ask and answer about outdoor activities. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the words they have learnt in the last lesson. cycle play kite - T explaints the game and calls three Ss of three groups to go to the board and play the game. badminton football - Others observe and give comments. - T gives comments. 2. Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 1 on 1 on page 49 and asks Ss to describe it. page 49 - T explaints the task and asks to ask and answer in pairs. 3. While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud. The prompt answer. a. What are they doing? - Others observe and give comments. → They are flying kites. - T focuses Ss on intonation and corrects Ss’ mistakes if b. What are they doing? necessary. → They are running c. What are they doing? → They are cycling d. What are they doing? → They are skipping 4. Post - Speaking (9 minutes) - T asks Ss to play the game “Spelling game”. cycle, play, kite, badminton - T explaints the game and call on three pairs of Ss to play football, … the game. - S1 calls one word they;’ve just learnt, S2 spells and write the word on the board. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. B(Vocabulary) of unit 16 in their workbook. - T gives feedback. Making date: Teaching date:. Unit 17: Outdoor activities Lesson 2: 1-2; Page: 50. I.Objectives..

(46) By the end of the lesson, Students will be able to describe on going activities. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: What are they doing? outdoor activities. S2: They are flying kites. - Others observe and give comments. S3: What are they doing? - T corrects Ss’ mistakes if necessary. S4: They are playing football. S5: What are they doing? S6: They are playing badminton. …… 2. Pre - Listening (12 minutes) - T sets the scene by showing the pictures in part 1, lesson boat door 2 on page 50 and asks Ss to describe it. Where are the children? - T elicits from Ss’ responses to introduce the text. At the door. - T writes two importaint words in part 1, lesson 2 and What are they doing? guides Ss to read them correctly. Making paper boats - T plays the recording once And coats. - Ss listen and repeat the text. What for? - T introduces new task. For their dolls. 3. While - Listening (12 minutes) - T asks Ss to describe the pictures in part 2 on page 50 Transcript. 1. Man: What are the children - T elicits from Ss’ responses to introduces the task doing? - T plays the recording twice. Woman: They’re cycling in the - Ss listen and choose the right pictures. garden. - Some Ss give their answers. Man: Cycling in the garden? - Others give comments. - T corrects Ss’ mistakes if necessary and gives the answer. Woman: Yes. That’s right. 2. Man: What are the children doing? Woman: They’re flying kites in the garden. Man: Flying kites? Woman: Yes. That’s right. The answer 1 – b; 2 – a. 4. Post - Listening (7 minutes) - T asks Ss to play the game “Chinese whisper” 1. What are they doing? - T divides class into three groups and play the game. 2. They are flying kites. 3. They are cycling - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. C(Sentences partens) of unit 17 in their workbook. - T gives feedback. Making date: Teaching date:.

(47) Unit 17: Outdoor activities. Lesson 2: 3-4; Page: 51 I.Objectives. By the end of the lesson, Students will be able to review the way to describe the activities. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: What are they doing? outdoor activities. S2: They are flying kites. - Others observe and give comments. S3: What are they doing? - T corrects Ss’ mistakes if necessary. S4: They are playing football. S5: What are they doing? S6: They are playing badminton. …… 2. Pre - Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 2 on 2 on page 51 and asks Ss to describe it. page 51 - T elicits from Ss’ responses to introduce the text. - T reads the text once. 3. While - Reading (12 minutes) - T calls on some Ss to read the text aloud. There are six children in the - T focuses Ss on intonation. picture. Two boys are flying kites. - T asks Ss to read and then match the text with the suitable Two boys are playing with paper boats. What about the girls? What picture. are they doing? One girl is cycling. - Some Ss give their answers. And one girl is skipping. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. The answer: picture b 4. Post - Reading (10 minutes) - T introduces the chant in part 4 on page 51. Let’s go playing - T plays the recording twice. The weather is fine today! (2) - T gives out some new words and write them on the board. Let’s go playing in the garden, - Ss listen and repeat the vocabulary. My dear friends. - T focuses Ss on pronunciation. The weather is bad today! (2) - Ss listen and repeat the chant. Let’s go playing in our room, - Some Ss read the chant aloud. My dear friends. - T focuses Ss on intonation and rhythm. - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. D(Reading) of unit 17 in their - T gives feedback. workbook. Making date: Teaching date:. Unit 17: Outdoor activities. Lesson 3: 1-2; Page: 52 I.Objectives. By the end of the lesson, Students will be able to review the way to describe the activities..

(48) II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson 2 Let’s go playing on page 51 The weather is fine today! (2) - Others observe and give comments. Let’s go playing in the garden, - T gives comments and marks. My dear friends. The weather is bad today! (2) Let’s go playing in our room, My dear friends. 2. Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson 3 on 3 on page 52 and asks Ss to describe it. page 52 and Ss’ responses. - T plays the recording twice. The model: - Ss listen and repeat the conversation. What are they playing? - T gives out some new structure and writes on the board → They are playing football. - Ss listen and repeat the structure. - Some Ss read the structure aloud. - T focuses Ss on intonation. 3. Practice (10 minutes) - T explaints the task and asks Ss to complete the a. What are they playing? sentences and then say with their partners. → They’re playing badminton. - Some pairs say aloud. b. What are they playing? → They’re playing chess. - Others observe and give comments. c. What are they playing? - T corrects Ss’ mistakes if necessary and gives the → They’re playing hide-and-seek. answer. d. What are they playing? → They’re playing football. 4. Production (12 minutes) - T asks Ss to ask and answer about outdoor activities in S1: What are they playing? pairs. S2: They’re playing chess. S3: What are they playing? - Some pairs of Ss speak aloud. S4: They’re playing hide-and-seek. - Others observe and give comments. S5: What are they playing? - T corrects Ss’ mistakes if necessary and gives S6: They’re playing badminton. comments. …… 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about outdoor activities, and do the exercises in part lesson. E(Writing) in their workbook. - T gives Ss exercises. - T gives feedback. Making date: Teaching date:. Unit 17: Outdoor activities Lesson 3: 3-4; Page: 53.

(49) I.Objectives. By the end of the lesson, Students will be able to review the way to describe the activities. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to ask and answer about outdoor activities in S1: What are they playing? pairs. S2: They’re playing chess. S3: What are they playing? - Some pairs of Ss speak aloud. S4: They’re playing hide-and-seek. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives comments. S5: What are they playing? S6: They’re playing badminton. …… 2. Pre - Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson 3 The picture in part 3, lesson 3 on on page 53 and asks Ss to describe it. page 53 and Ss’ responses. - T elicits from Ss’ responses and asks Ss to complete the table. 3. While - Writing (13 minutes) - T calls on some Ss to go to the board and write their 1. He is running answer. 2. She is cycling - Others observe and give comments. 3. They are flying kites. - T corrects Ss’ mistakes if necessary and gives the answer. 4. They are playing football. 4. Post - Writing (12 minutes) - T introduces the chant in part 4 on page 53. The chant OK, everybody, - T plays the recording twice. Let’s play! - Ss listen and repeat the chant. What are we going to do? - Some Ss read the chant aloud. Cycle? - T focuses Ss on intonation and rhythm. No! - T gives comments. Sing? No! Fly kites? Yes. We like it! 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss learn by heart the way to ask - T gives Ss exercises. and answer about the weather, and - T gives feedback. redo all the exercises in unit 17 in their workbook. Making date: Teaching date:. Review I.Obbjectives. By the end of the lesson, Students will be able to perform their abilities in listening, speaking, reading and writing related to the topics from unit 16 to unit 17, using the phonics, vocabulary and sentences patterns they have learnt. II. Language focus. + Vocabulary: review.

(50) + Structure: review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up - T asks Ss to play the game Chinese whisper - T calls on three Ss to go to the board and read their sentence. - Ss play the game in three groups. - T gives comments. 2. Presentation 1. Phonics - T asks Ss to repeat all difficult words and read them aloud. - T focuses Ss on pronunciation. - T writes them on the board and reads them aloud. - Ss listen and repeat. 2. Vocabulary. - T asks Ss to repeat all the vocabulary they have learnt. - T writes some vocabularies on the board and asks Ss to play the game “slap the board”. - T explaints the game if necessary and calls on three Ss to go to the board and play the game. - Ss read those words aloud. - T focuses Ss on pronunciation. - T give feedback. 3. Sentence patterns. - T asks Ss to give out the structures they have learnt. - T corrects Ss’ mistakes if necessary and write the right structures. - Ss listen and repeat all the structures. - Ss make some short dialogues using the structures they’ve just give out. - Others observe and give comments. - T corrects Ss’ mistakes if necessary 3. Practice - T asks Ss to use the knowledge they’ve just review to pracrise in groups of four. - Some groups practise aloud. - Others observe and give comments. - T corrects Ss’ mistakes if necessary.. Contents 1. What are they doing? 2. They are playing football. 3. She is flying kite.. weather. hot boat. door. weather, today, sunny, windy, rainy, cloudy, hot, cold, fine, fly, kite, play football, badminton, cycle, boy, girl.. - What’s the weather like? → It’s sunny - What’s the weather like in Ha Noi today? → It’s rainy - What are they doing? → They’re playing with paper boats. - What are they playing? → They’re playing football. S1: What are they playing? S2: They’re playing chess. S3: What’s the weather like in Ho Chi Minh City today? S4: It’s sunny and windy S5: What are they doing? S6: They’re flying kites. …. 4. Production - T asks Ss to do the exercises which they’ve not done yet - The exercises in the workbook. in the workbook. - T goes aroud to help Ss if necessary. 5. Consolidation and homework - Teacher summaries the lesson and asks Ss to prepare the new lesson (unit 11). - Ss learn by heart all the vocabulary and structures they’ve learnt..

(51) Making date: Teaching date:. Review. I.Obbjectives. By the end of the lesson, Students will be able to practise the knowledge they’ve review in the last lesson. II. Language focus. + Vocabulary: review + Structure: review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the game quikly writing T: bàn học sinh, mẹ, lạnh, có - T calls on three Ss to go to the board and play the game mây, thời tiết, mười tám, cái - Others observe and give comments. thước, hát, chơi cầu lông, thả diều,… - T gives comments. Ss: desk, mother, cold, cloudy, weather, eighteen, ruler, sing, play badminton, fly kite, … 2. Presentation (6 minutes) - T gives some exercises and explaints the way to do and I. Reorder the words to make sentences. asks Ss to do them. 1. is / Who / this / ? 2. a / desk / is / It / . 3. are / What / these / ? 4. are / chairs / They / . 5. my / This / pencil case / is / . 6. are / doing / What / they / ? 7. flying / They / are / kites / . 8. is / cycling / She / . 9. weather / is / What / the / like / ? 10. rainy / It / is / . 3. Practice (13 minutes) - Some Ss go to the board and do them. I. The answer. - Others give comments. 1. What is this ? - T corrects Ss’ mistakes if necessary and gives the answer. 2. It is a desk. 3. What are these? 4. They are chairs. 5. This is my pencil case. 6. What are they doing? 7. They are flying kites. 8. She is cycling 9. What is the weather like? 10. It is rainy. 4. Post – Writing (12 minutes) - T asks Ss to redo all the exercises in their workbook. - The exercises in their workbook - T explaints some difficult exercises. 5. Consolidation and homework (3 minutes) - T summaries the lesson and gives Ss excercises. - Redo all exerecises - T gives feedback..

(52) Making date: Teaching date:. Review. I.Obbjectives. By the end of the lesson, Students will be able to practise the knowledge they’ve learnt. II. Language focus. + Vocabulary: review + Structure: review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) computer chair in - T ask Ss to play the game “Slap the board” with the words they have learnt in the last lesson. - T explaints the game and calls three Ss of three groups to kitchen play go to the board and play the game. - Others observe and give comments. picture rainy tidy - T gives comments. 2. Presentation (6 minutes) - T gives some exercises and explaints the way to do and I. Circle the best options A, B or C to complete the sentences below asks Ss to do them. 1. Is your brother? Yes, … is. A. She B. He C. It 2. This is my sister. … name’s Hoa A. Her B. His C. Its 3. How old … your brother. A. is B. are C. is 4. There … three books on the desk A. is B. are C. is 5. There …a bathroom in my house A. is B. are C. is 6. … is the chair? It’s behind the table. A. What B. Who C. Where 7. What is Nam …? He’s skating. A. playing B. doing C. going 8. … is that? It’s my father. A. What B. Who C. Where 9. There is … rubber in my bag. A. one B. two C. three 10. There are …chairs in the room A. a B. one C. two 3. Practice (13 minutes) - Some Ss go to the board and do them. I. The answer. - Others give comments. 1. B; 2. A; 3. C; 4. B; 5. A; - T corrects Ss’ mistakes if necessary and gives the answer. 6. C; 7. B; 8. B; 9. A; 10. C. 4. Post – Writing (12 minutes) - T asks Ss to redo all the exercises in their workbook. - The exercises in their workbook - T explaints some difficult exercises. 5. Consolidation and homework (3 minutes) - T summaries the lesson and gives Ss excercises. - Redo all exerecises, learn by.

(53) heart all the vocabulary and structures to prepare for thr final test.. - T gives feedback.. Making date: Teaching date:. The final test Time allow: 40 minutes. I.Obbjectives. By the end of the test, Students will be able to check their knowledge in English. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Test papers, chalks, boad,... IV. Teaching methods : V. Teaching procedure. I. Listen and tick the right answers, the first has been done for you. (Nghe và đánh dấu nhân ( X) vào câu đúng, câu 1 là ví dụ) 5 X 0.5 = 2.5 points. □.There is one bed 2. □.That’s the bathroom 3. □.She’s reading 4. □.They’re skipping 5. □.The book is on the table 6. □.This is my mother. □ x .There are two beds □.That’s the bedroom □.She’s cooking □.They’re skating □.The book is on the desk □.This is my father.. 1.. II. Match the word in column A with its picture in column B, the first has been done for you. (Nối những từ ở cột A với hình của chúng ở cột B, câu 1 là ví dụ) 5 X 0.5 = 2.5 points A B 1. book a. 2. chair. b.. 3. bed. c.. 4. computer. d.. 5. lamp. e.. 6. ruler Answer(Trả lời):. f. 1 - ..... e .... ; 4 - ..............;. 2 - ..............; 5 - ..............;. 3 - ..............; 6 - .............. .. III. Circle the best options A, B or C to complete the sentences below, the first has been done for you. (Khoanh tròn đáp án đúng nhất để hoàn thành các câu sau, câu 1 là ví dụ).

(54) 5 X 0.5 = 2.5 points 1. A: … is this? → It’s a ruler. A. Who B. How C. What 2. There … a lamp on the desk. A. is B. are C. am 3. What is the weather … ? → It’s sunny. A. do B. like C. go 4. … old is she? → She is nine years old. A. How B. What C. Who 5. There … two chairs near the table. A. is B. am C. are 6. How old is your sister? → … is eleven years old. A. He B. She C. It IV. Reorder the words below to make right sentences, the first has been done for you, (Sắp xếp các từ sau để tạo thành câu đúng, câu 1 là ví dụ) 5 X 0.5 = 2.5 points 1. are / two / There / chairs / . à There are two chairs. 2. doing / she / What / is / ? à ............................................................................................................. 3. are / They / skipping / . à ............................................................................................................. 4. bedroom / This / my / is / . à ............................................................................................................. 5. the / What’s / like / weather / ? à ............................................................................................................. 6. cooking / mother / My / is / . à ............................................................................................................. The end! Making date: Teaching date:. The answer key for the final test. Time allow: 40 minutes I.Obbjectives. By the end of the test, Students will be able to know their knowledge in English and their test’s mark. II. Language focus. + Vocabulary: Review + Structure: Review.

(55) III. Teaching aids. Test papers, chalks, boad,... IV. Teaching methods : V. Teaching procedure. I. 5 X 0.5 = 2.5 points The transcrips. 1. There are two beds. 2. That’s the bedroom. 3. She’s reading. 4. They’re skipping 5. The book is on the desk. 6. This is my mother. II. 5 X 0.5 = 2.5 points 7. e 8. c 9. f 10. a 11. d 12. b III. 5 X 0.5 = 2.5 points 7. C 8. A 9. B 10. A 11. C 12. B IV. 5 X 0.5 = 2.5 points 1. There are two chairs. 2. What is she doing ? 3. They are skipping. 4. This is my bedroom. 5. What’s the weather like ? 6. My mother is cooking. Making date: Teaching date:. Unit 18: Colours. Lesson 1: 1-2; Page: 54 I.Objectives. By the end of the lesson, Students will be able to identify colours. II. Language focus. + Vocabulary: colour, red, orange, yellow, green, blue, pink. + Structure: What colour is it? → It’s red. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up (6 minutes). Contents.

(56) - T calls on some Ss to recite the weather song in part 4, lesson 3, unit 17 on page 53 - Others observe and give comments. - T gives comments and marks.. The chant OK, everybody, Let’s play! What are we going to do? Cycle? No! Sing? No! Fly kites? Yes. We like it! 2. Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson 1 The picture in part 1, lesson 1 on on page 54 and asks Ss to describe it. page 54 and Ss’ responses - Ss describe the picture and guess what they are talking * Vocab: colour: màu sắc about. red: màu đỏ - T plays the recording twice. orange: màu cam - Ss listen and repeat the dialogue. yellow: màu vàng - Ss role play the dialogue in pairs. green: màu xanh lá cây - T gives out some new words and structure. blue: m àu xanh dương - Ss listen and repeat the vocab and structure pink: màu hồng - T focuses Ss on pronunciation and intonation * Grammar: What colour is it? → It’s red. 3. Practice (12 minutes) - T explaints the task and asks Ss to do the exercise 2 on a. What colour is it? page 54. → It’s red - T calls on some Ss to say aloud. b. What colour is it? → It’s orange - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. c. What colour is it? → It’s yellow d. What colour is it? → It’s green e. What colour is it? → It’s blue f. What colour is it? → It’s pink 4. Production (9 minutes) - T asks Ss to ask and answer about colour of their things in Ex: S1: What colour is it? pairs. S2: It’s pink - Some pairs of Ss speak aloud. S3: What colour is it? - Others observe and give comments. S4: It’s green - T corrects Ss’ mistakes if necessary. S5: What colour is it? S6: It’s orange …… 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about colour, and do lesson. the exercises in part A(Phonics) of unit 18 in their workbook. - T gives Ss exercises. - T gives feedback. Teaching date: Teaching date:. Unit 18: Colours. Lesson 1: 3-4; Page: 55 I.Objectives..

(57) By the end of the lesson, Students will be able to review the way to ask and answer about colours. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the pink colour blue words they have learnt in the last lesson. - T explaints the game and calls three Ss of three groups to go to the board and play the game. red orange - Others observe and give comments. - T gives comments. green yellow 2. Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 1 on 1 on page 55 and asks Ss to describe it. page 55 - T explaints the task and asks to ask and answer in pairs. 3. While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud. The prompt answer. a. What colour is it? - Others observe and give comments. → It’s red - T focuses Ss on intonation and corrects Ss’ mistakes if b. What colour is it? necessary. → It’s orange c. What colour is it? → It’s yellow d. What colour is it? → It’s green e. What colour is it? → It’s blue f. What colour is it? → It’s pink 4. Post - Speaking (9 minutes) - T introduces the chant in part 4 on page 55. white: màu trắng - T plays the recording twice. brown: màu nâu - T gives out some new words and write them on the board. The chant: Colours - Ss listen and repeat the vocabulary. Red, blue and yellow - T focuses Ss on pronunciation. Green and white - Ss listen and repeat the chant. And pink and brown. - Some Ss read the chant aloud. Red, blue and yellow - T focuses Ss on intonation and rhythm. These are beautiful colours. - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. B(Vocabulary) of unit 18 in their - T gives feedback. workbook. Teaching date: Teaching date:. Unit 18: Colours. Lesson 2: 1-2; Page: 56 I.Objectives..

(58) By the end of the lesson, Students will be able to express their likes about colours. II. Language focus. + Vocabulary: rose, cherry, like, sky, sea. + Structure: I like + colours. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: What colour is it? colours S2: It’s pink - Others observe and give comments. S3: What colour is it? - T corrects Ss’ mistakes if necessary. S4: It’s green S5: What colour is it? S6: It’s orange …… 2. Pre - Listening (12 minutes) - T sets the scene by showing the pictures in part 1, lesson like blue 2 on page 50 and asks Ss to describe it. Roses are red. - T elicits from Ss’ responses to introduce the text. Cherries are red too. - T writes two importaint words in part 1, lesson 2 and I like red. guides Ss to read them correctly. The sky is blue. - T plays the recording once The sea is blue too. - T gives out some new words and new struture. I like blue. - Ss listen and repeat the vocab and structure. Vocab: - T gives examples. rose: hoa hồng - Ss listen and repeat the text. cherry: quả anh đào - T introduces new task. like: thích sky: bầu trời sea: biển Model: I like + colour Ex: I like red I like green… 3. While - Listening (12 minutes) - T asks Ss to describe the pictures in part 2 on page 56 Transcript. 1. A: What colour do you like, - T elicits from Ss’ responses to introduces the task Nam? - T plays the recording twice. B: I like red. - Ss listen and choose the right pictures. A: What colour? - Some Ss give their answers. B: Red. I like red. - Others give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 2. A: What colour do you like, Mai? B: I like yellow. A: What colour? B: Red. I like yellow. 3. A: What colour do you like, Phong? B: I like green. A: What colour? B: Red. I like green. 4. A: What colour do you like, Hoa?.

(59) B: I like pink. A: What colour? B: Red. I like pink. The answer 1 – red; 2 – yellow; 3 – green; 4 – pink. 4. Post - Listening (7 minutes) - T asks Ss to play the game “Chinese whisper” 1. What colour is it? - T divides class into three groups and play the game. 2. It is orange. - T gives comments. 3. I like yellow. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. C(Sentences partens) of unit 18 in - T gives feedback. their workbook.. Languages focus: Sentence patterns: - Hello, I’m Mai. - Hi, Mai. I’m Nam. I. Procedures:.

(60) Time. Steps/Activities. 5’ -. 10’. -. 12’. -. I. Warm up: T asks some pairs to greet and introduce oneself. S1: Hello. I’m Mai S2: Hi, Mai. I’m Nam II. New lesson. 1. Look, listen and repeat. Ask Ss to identify the characters in the picture on page 12 and what they are saying. Set the scence “you are going to listen to hear Nam and Mai greet each other. Play the recording and asks Ss to listen to the tape twice. T asks Ss to listen and repeat in chorus two times. Call on one pair. One repeats Mai’s part, the other repeats Nam’s part. Have whole class repeat all the phrases a few times to reinforce their pronunciation. 2. Look and say Have Ss look at the pictures a and b Ask them to identify the characters in the pictures and what they should say. Fill the bubbles and have Ss to repeat the lines a few times T models the dialogue ◦ Assign a pair to pretend to be Mai and tom in picture a Mai: Hello. I’m Mai.. Work arrangement T-WC Pair- work. T – whole class T T-WC. Pair- work. T- whole class.

(61) :. UNIT 2:MY NAME IS … Lesson 2 I. Aims: Practice listening and ticking the pictures about greeting “Hello/Hi” and saying goodbye. II. Objectives: - By the end of this lesson, students will be to greet and say goodbye (review). - Develop listening, reading and writing skill. III. Teaching methods: - Communicative method. - Techniques: + Work in pairs and individually + Ask and answer. + Work in groups, discuss. IV. Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards. - Student’s aids: book, notebook, workbook. V. Language focus: - Revision the structures: Hi/ Hello. I am/ I’m + name. Bye/ Goodbye. How do you spell your name? L – I – N – D – A. - Phonics: Linda Nam VI. Procedures:.

(62) I Nga Steps/Activities Nam am Hi Bye. Time 1’. I. II.. Hello Goodbye Mai. Class organization. New lesson: 1. Warm up: Noughts and crosses. Work arrangemen t T-WC. 5’. 10’. -. 2. Listen and repeat Have Ss open the book page 14, look at the words Linda and Nam and notice the letter coloured differently in both words. Set the scence: “you are going to learn how to produce the sound of the letter l in the word Linda and n in the word Nam Produce the sound l and n a few times. Teach the new phrases How do you spell + name? – Then show them how to spell Nam and Linda and some other names. Play the recording all the way through for Ss to listen while they are reading the chant in their books Linda Nam. T-WC. T-WC.

(63) Week: 3 Period: 6th. Date of teaching: Friday, September 23rd, 2010.. UNIT 2 MY NAME IS … Lesson 3 I. Aims: Practice spelling simple names. II. Objectives: - By the end of this lesson, Students will be able to spell simple names. - Develop speaking and listening skill. III. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. IV. Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards. - Students’ aids: book, notebook, workbook. V. Languages focus: - Structures: How do you spell your name? L – I – N – D – A. VI. Procedures:.

(64) Time 1’ 5’. 10’. Steps/Activities I. II.. Class organization. New lesson. 1. Warm up: Chatting. - T asks Ss to repeat the greeting and introducing oneself. - T sets the scene. 2. Listen and repeat. - Have Ss to look at the book at page 16; identify the characters in the picture and what they are doing. - Set the scene: “we are going to learn how to spell names and recall the alphabet.” - Use a poster to set up the situation - Have Ss listen to the recording as they read the lines in the speech bubbles - Play the recording again for Ss to repeat the dialogue two times. - Divide the class into two groups. Allocate the line of Nam and Tom to Ss of each group - Have one group repeat Nam’s part and the other Tom’s part. - Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their. Work arrangement T – whole class. T – whole class. Whole class. Groups individually.

(65) Week: 4 Period: 7th.. Date of teaching: Thursday, September 29th, 2010.. UNIT 3 HOW ARE YOU? Lesson 1 I. Objectives: - By the end of this lesson, students will be able to saying goodbye (review). - Develop writing, reading skill. II. Teaching method: - Communicative method. - Techniques: - Work in pairs and individually. - Work in groups, discuss. III. Teaching aids: - Teacher’s aids: audio, stickers, puppets, flashcards. - Students’ aids: book, notebook, workbook. IV. Languages focus:  Vocabulary: how, thank, thanks, fine, and.  Sentence patterns: - How are you? I’m fine, thank you. And you? I’m fine, thanks. V. Procedures:.

(66) Time 5’. Steps/Activities. Work arrangement T-WC. I. Warm up: - Have Ss tofind out the names of the Ss.. Pair- work L A B C D E F U V. 10’. A V X Z T Y H X T. N D P H O N G Y X. A E L M N O I Z Q. B F R W Y P J N P. C M L I N D A A O. D U T S Q P O M N. E F G H I J K L M. - Answers: Lan, Phong, Tony, Nam, Linda. - Ask Ss work in pairs: S1: Hello. I’m Nam. S2: Hi, Nam. I’m Tom. II. New lesson. 1. Look, listen and repeat. - Ask Ss to identify the characters in the picture on page 18 and what they are saying. - Set the scence “you are going to review some phrases of greeting and learn some more.” (use two puppets to. T – whole class T T-WC. Pair- work. T- whole class.

(67) Week: 4 Period:8th. Date of teaching: Friday, September 30th, 2011.. UNIT 3 HOW ARE YOU? Lesson 2 I. Objectives: - By the end of this lesson, students will be to greet. - Develop listening, reading and writing skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs and individually + Work in groups, discuss. III. Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards. - Student’s aids: book, notebook, workbook. IV. Language focus:  Phonics: hello thanks  Vocabulary: how, thank, thanks, fine, and.  Sentence patterns: - How are you? I’m fine, thank you. And you? I’m fine, thanks. V. Procedures:.

(68) Time. Steps/Activities. 5’ 10’. -. I. Warm up: Let’s Ss chant ( L2 – 4) Play the recording II. New lesson: 1. Listen and repeat Have Ss open the book page 14, look at the words Linda and Nam and notice the letter coloured differently in both words. Set the scence: “you are going to learn how to produce the sound of the letter l in the word hello and a in the word thanks Produce the sound l and n a few times. Teach the new phrases How do you spell + name? – Then show them how to spell Nam and Linda and some other names. Play the recording all the way through for Ss to listen while they are reading the chant in their books Hello thanks Hello, Mr Loc. How are you? Hello, Tony. I’m fine, thanks.. Work arrangemen t T – whole class T – whole class. T – whole class.

(69) UNIT 3 HOW ARE YOU? Lesson 3 I. Objectives: - By the end of this lesson, Students will be able to greet (review), using the language they have learnt. - Develop speaking and listening skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III. Teaching aids: - Teacher’s aids: pictures, word cards, audio, puppets, flashcards. - Students’ aids: book, notebook, workbook. IV. Languages focus:  Vocabulary: how, thank, thanks, fine, and.  Sentence patterns: - How are you? I’m fine, thank you. And you? I’m fine, thanks. V. Procedures:.

(70) Time 5’. 10’. 10’. Steps/Activities I. Warm up Let’s Ss chant in two groups. Which is more correct is the winner. II. New lesson. 1. Listen and repeat. - Have Ss to look at the book at page 22; identify the characters in the picture. - Make a few questions to check Ss’ comprehension of the dialogue. - Set the scene: “we are going to review greeting phrases that they have learnt in the previos lesson.” - Play the recording all the way through for Ssto listen and read the text. Mime the dialogue. - Play the recording again for Ss to repeat the dialogue a few tome to reinforce their pronunciation. 2. Look and say - Have Ss look at the pictures a, b, c and d on page 22 - Elicit the characters in the pictures and their names. - Tell them to guess and respond to the first character. Then fill the speech bubbles with the correct phrases prompted by Ss. - Have ss repeat a few times.. Work arrangement T – whole class. T – whole class. Whole class. T – whole class.

(71) Week: 5 Period: 10th. Date of teaching: Friday, October 7th, 2011. UNIT 4 WHAT’ S YOUR NAME? Lesson 1 I. Objectives: - By the end of this lesson, students will be able to ask and answer bout someone’ s name. - Develop speaking skill. II. Teaching methods: - Communicative approach. - Techniques: + Ask and answer (say individually) + Work in pairs/ groups. + Discuss. III. Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets. - Students’ aids: books, notebooks, workbooks. IV. Languages focus:  Vocabulary: what, my, your, this, friend  Sentence Patterns: - What’s your name? My name’s Linda. V. Procedures:.

(72) Time. Steps/Activities I.. 5’. 10’. -. Warm up: - Help Ss listen and sing the song How are you on page 23 II. New lesson. 1. Look, listen and repeat. Ask Ss to identify the characters in the picture on page 24 and what they are saying. Set the scence “you are going to learn how to ask and answer about names. (Use 2 character puppets to present the situation) Play the recording all the way through for Ss to listen as they read the lines. Mime the dialogue Play the recording for Ss to listen and repeat each line of the text (Correct typicl pronunciation error(s) when necessary) Ask a few questions to ensure Ss’ comprehension of the text 2. Look and say Have Ss look at the pictures a, b, c and d on page 24.. Work arrangement T – WC. T – WC. Whole class, group and individual.. T – whole.

(73) Week: 6 Period:11th. Date of teaching: Thursday, October 13th, 2011.. UNIT 4 WHAT’ S YOUR NAME? Lesson 2 I. Objectives: - By the end of this lesson, students will be able to introduce someone, using This is + name. - Develop listening, reading and writing skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs and individually + Ask and answer. + Work in groups, discuss. III. Teaching aids: - Teacher’s aids: pictures, word cards, extra board, tape, cassette. - Student’s aids: book, notebook, workbook. IV. Language focus:  Phonics: this Tom  Vocabulary: what, my, your, this, friend  Sentence Patterns:  What’s your name? My name’s Linda.  This is Linda. V. Procedures:.

(74) Time. 5’. 10’. Steps/Activities I. Warm up: - Greet Ss and have them reply. Walk around the class to ask the names of some Ss. - Ss sing the song on page 23 of their books. II. New lesson: -. 1. Listen and repeat Have Ss open the book page 26, draw their attention to the letters coloured diferrently in the words this and Tom Set the scene: “We are going tolearn how to produce the sound of letters th in the word this and that of the letter T in the word Tom” Produce the sound of the letter th and t a few times Ask Ss to say what they think about when they hear the sounds. Have Ss repeat the focused sounds a few times. Show the poster of the chant. this Tom This is Tom.. Work arrangemen t T-WC. T – whole class. Whole class.

(75) Week: 6 Period: 12th. Date of teaching: Friday, October 14th, 2010.. UNIT 4 WHAT’ S YOUR NAME? Lesson 3 I. Objectives: - By the end of this lesson, Students will be able to spell someone’s name (review) - Develop speaking and listening skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III. Teaching aids: - Teacher’s aids: Tape cassette, pictures, poster, word cards. - Students’ aids: book, notebook, workbook. IV. Languages focus:  Vocabulary: what, my, your, this, friend  Sentence patterns: How do you spell your name? L–I–N–D–A V. Procedures:.

(76) Time 5’ 10’. 10’. Steps/Activities I.. Warm up: - Ss recite the rhyme What is your name? on page 25. II. New lesson. 1. Listen and repeat. - Have Ss to look at the book at page 28 and identify the characters. - Set the scene: “we are going to recall how to spell someone’s name and say the alphabet letters” - Teach Ss to spell some specific names and sing the Alphabet Song. - Play the recording all the way through for Ss to listen as they read the dialogue. - 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 text a few times. Ensure their correct pronunciation (sentence stress, the assimilation of sound and intonation). 2. Look and say. - Have Ss look at the pictures a, b, c and d on page 28 - Elicit the characters in the pictures and spell the name in each picture. Recall sentence patterns “How do you. Work arrangement T – whole class. T – whole class. Whole class Groups individually. T – whole class.

(77) Week 10; Period: 19 Making date: Saturd Teaching date: Monday, October 17 th 2011 REVIEW I.Obbjectives. By the end of the lesson, Students will be able to review all the vocabulary and structures they have learnt from the beginning of the year. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, chalks, boad... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T writes some vocabularies on the board and asks Ss to boy spell new how play the game “slap the board”. name this and - T explaints the game if necessary and calls on three Ss to what thank that friend he she go to the board and play the game. girl hello fine - Ss read those words aloud. - T focuses Ss on pronunciation. - T give feedback. 2. Presentation (11 minutes) - T asks Ss to repeat all the structures they’ve learnt. Hello, I’m Mai - Others observe and give comments. The boy is Nam. The girl is Mai. - T corrects Ss’ mistakes if necessary and explaints more How do you spell your name? some difficult tructures. L-I-N-D-A - T writes them on the board. - T introduces the new tructure. - Ss listen and repeat the sructure. - Some Ss read them aloud. - T focuses Ss on pronunciation. - T asks Ss to ask and answer about the new structure. - Other observe and give comments. - T corrects Ss’ mistakes if necessary 3. Practice (12 minutes) - T asks Ss to practice by using the structures they’ve just S1: Hello, I’m Mai review. S2: The boy is Nam. - Some Ss pracrise the structures. S3: The girl is Mai. S4: How do you spell your name? - Others observe and give comments. L-I-N-D-A - T corrects Ss’ nistakes if necessary. 4. Production (8 minutes) - Teacher asks Ss to practise in groups of four. S1: Hello, I’m Mai - Some groups talk aloud in front of the class. S2: The boy is Nam. S3: The girl is Mai. - Others observe and give coments if posible. S4: How do you spell your name? - Teacher gives comment. L-I-N-D-A 5. Consolidation and homework (3 minutes) - Teacher summaries the lesson. - Give students exercises Learn by heart the vocab and structures they’ve learnt. Do the exercises in the workbook..

(78) Week 10; Period: 20 Making date: Monday, October 17 th 2011 Teaching date: Tuesday, October 18 th 2011 REVIEW I.Obbjectives. By the end of the lesson, Students will be able to review all the vocabulary and structures they have learnt from the beginning of the year. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, chalks, boad... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up - T writes some vocabularies on the board and asks Ss to hello thank fine play the game “slap the board”. how and boy this - T explaints the game if necessary and calls on three Ss to what he that new spell girl friend go to the board and play the game. she name - Ss read those words aloud. - T focuses Ss on pronunciation. - T give feedback. 3. Practice (12 minutes) - T ask Ss to do some exercises. I. Circle the odd one out. - Some Ss go to the board and do them. 1. hello hi Mai 2. LiLi hello Quan 3. fine nice Alan 4. you I and 5. how what fine 6. name are am 7. you my your 8. meet I you 9. she he my 10. friends she’s he’s 5. Consolidation and homework - Teacher summaries the lesson. - Give students exercises Learn by heart the vocab and structures they’ve learnt. Do the exercises in the workbook. Week 10; Period: 21 Making date: Tuesday, October 18 th 2011 Teaching date: Thursday, October 20 th 2011 REVIEW I.Obbjectives. By the end of the lesson, Students will be able to review all the vocabulary and structures they have learnt from the beginning of the year. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, chalks, boad....

(79) IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up - T asks Ss to play the game “Chinese whisper”. 1. What’s your name ? - T explaints the game if necessary and calls on three Ss to 2. Nice to meet you. 3. She’s my friend. go to the board and read the sentences. - Ss play thr game in three groups. - T gives feedback. 3. Practice (12 minutes) - T ask Ss to do some exercises. I. Complete the sentences below. - Some Ss go to the board and do them. 1. H_ is Pet_r. 2. She i_ my fr_end. 3. Hi, M_ na_e is Alan. 4. Ni_e to me_t you. 5. Wh_t is y_ur name? 6. M_ name i_ Peter. 7. H_w ar_ you? 8. I’m f_ne, tha_k you. 9. Go_dbye, LiLi. 10. Bye, S_e you l_ter. 5. Consolidation and homework - Teacher summaries the lesson. - Give students exercises Learn by heart the vocab and structures they’ve learnt. Do the exercises in the workbook. Week 10; Period: 22 Making date: Wednesday, October 19 th 2011 Teaching date: Friday, October 21st 2011 REVIEW I.Obbjectives. By the end of the lesson, Students will be able to review all the vocabulary and structures they have learnt from the beginning of the year. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, chalks, boad... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up - Ss play the game: “Hang man” - T explaints the game if necessary. - Ss guess the letters of the word.. YOUR. 3. Practice (12 minutes) - T ask Ss to do some exercises. I. Use the words in the box to - Some Ss go to the board and do them. complete the sentences below..

(80) fine; is; spell; He; That; name; is; meet; see; are 1. Nice to …… you. 2. My …… is Linda 3. What …… your name ? 4. …… is Phong 5. Goodbye, Peter. Bye, …… you later 6. How …… you? 7. I’m ……. Thanks 8. My name’s Alan. …… is A-L-A-N 9 How do you …… your name? 10. It …… Q-U-A-N 5. Consolidation and homework - Teacher summaries the lesson. - Give students exercises Learn by heart the vocab and structures they’ve learnt. Do the exercises in the workbook. Week 11; Period 25 Making date: Saturday, October 22 nd 2011 Teaching date: Monday, October 24 th 2011. Unit 5 : OUR FRIENDS. Lesson 1: 1-2-3; Page: 30-31 I.Obbjectives. By the end of the lesson, Students will be able to identify some one. II. Language focus. + Vocabulary: that, this, who, new, he, she, yes, no + Structure: Who’s that ? – It’s + name III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - Greeting by English - Ss sing the song “What is your name?” on page 25 of the Ss’ book.. What is your name ?. Hello! Hello! (2) What’s your name? (2) My name is Linda. (2) That’s my name. (2) 2. Presentation (11 minutes). 1. Set the scene: - Whole class. - Have Ss turn to page 30 of the Student Book. - Techer asks Ss to I dentify the characters - Teacher tell to Ss that they are going to hear Mai and Phong talk about Tony. - Use a poster and two puppets to present the situation. - Teacher plays the recording, Ss should point tho the. Who’s this? Where are they? Can you guess what they are talking about? Mai: Who’s that? Phong: It’s Tony..

(81) appropriate lines in their books. Mai: Is he new? Phong: Yeah! 2. Pre – teach vocab - Teacher explains the new language and gives some new This: Đây, này words: That: kia, đó - Teacher asks Ss to listen and repeat the new words. Who: ai - Ss read the new words individually and in chorus. New: mới - Teacher focuses Ss in pronunciation. He: anh, chú, bác ấy 3. Model She: chị, cô, bác ấy - Teacher explains the use of “this” and “that”, and gives - Who’s that? the new structure. → It’s Tony. - Teacher plays the recording againfor Ss to repeat each line of the dialogue. - Teacher divides the class into two groups and allocates the parts of Mai and Phong. - Have one group repeat Mai’s part and the other Phong’s part. - Have Ss swap their part. - Have the whole class repeat each line of the dialogue in chorus to reinforce their pronunciation. + Note: “Yeah” is the informal form of “yes” 3. Practice (12 minutes) 1. Look and say: 1. Look and say - Have Ss look at the pictures a, b, c, d in part 2, page 30. - Who’s this? - Teacher asks Ss to identify the characters in the pictures. → It’s Nam - Teacher points the picure a and asks Ss: Who’s this? - Who’s this? - Ss fill the bubble on the right with the right answer. → It’s Phong - Ss repeat the questions and answer, repeat the step with - Who’s this? picture b, c and d. → It’s Tom - Who’s this? → It’s Linda 2. Talk 2. Talk: - Who’s this? - Have Ss look at the pictures a, b, c, d in part 2, page 31 → It’s Linh - Teacher asks Ss to identify the characters in the pictures. - Who’s this? - Teacher asks Ss to practice in pairs to asks and answer. → It’s Quang. - Teacher monitor the activity and offer help. … - Teacher focuses Ss on pronunciation and intonation if necessary. - Teacher calls on some pairs to talk in front of the class. - Others observe and give comemnts if posible. - Have the whole class repeat all the questions and answers to reinforce their pronunciation. 4. Production (8 minutes) - Teacher asks Ss to ask and answer about Ss in their class S1: Who’s this? in pairs. S2: It’s Lan Anh S3: Who’s this? - Some pairs talk aloud in front of the class. S4: It’s Tuan - Others observe and give coments if posible. … - Teacher gives comment. 5. Consolidation and homework (3 minutes) - Teacher summaries the use of the greeting and introducing oneself - Give students exercises Learn by heart the vocab and structures they’ve learnt. Do the exercises in the workbook. Week 11; Period 26 Making date: Monday, October 24 th 2011 Teaching date: Tuesday, October 25 th 2011.

(82) Unit 5 : OUR FRIENDS. Lesson 1: 4; Page: 30 I.Obbjectives. By the end of the lesson, Students will be able to review the way to identify some one. II. Language focus. + Vocabulary: review + Structure: review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure. Contents 1. Warm up (6 minutes) - Teacher asks Ss to ask and answer about identifying S1: Who’s that? someone. S2: It’s Lam - Others observe and give coments if posible. - Teacher gives comment. 2. Presentation (3 minutes) - Teacher shows the picture in part 4, page 31 and asks Ss: Who are they? They are Peter, Linda, Tony, Nam, What are they doing? and some their friends. They are playing game. - Teacher introduces the chant. 3. Practice (14 minutes) - Teacher plays recording Is this Tom? - Students listen repeat each line of the chant. and clapping No, he’s not. the syllable. Is this Tony? No, he’s not. - Teacher divides the class into two groups, one group Is this Linda? repeat each line of the chant, the other clap the syllable. Yes, she is. - Teacher asks Ss to swap their parts. Coome on/ Let’s play together. Yeah, yeah. 4. Production (12 minutes) - Teacher asks Ss to do the exercises in part Phonics and The answer key: A. Phonics Vocabulary in page 20, 21 in the workbook. - Teacher ecplains the exercises. . 1 – c; 2 – d; 3 – e; 4 – a; - Ss do the exercises. 5–b - Some Ss do the exercises in the board. . 1- Tom; 2- Tina; 3- Yeah; - Others give comments 4- yes; 5- Tony. B. Vocabulary . 1 - b, 2 - d, 3 - e, 4 - a, 5 - c. . 1 - A, 2 - B, 3 - B, 4 - A, 5 - B. 5. Consolidation and homework (3 minutes) - Teacher summaries the lesson. - Teacher gives students exercises Ss learn by heart the chant. - Give students exercises Do exercises 1,2. Teacher and students’ activities. Week 11; Period 27 Making date: Monday, October 25 th 2011 Teaching date: Thursday, October 27 th 2011. Unit 5 : OUR FRIENDS Lesson 2: 123; Page: 32-33.

(83) I.Obbjectives. By the end of the lesson, Students will be able to review the way to greet and respond to greeting. II. Language focus. + Vocabulary: review + Structure: review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - Teacher asks Ss to recite the chant of the lesson one on - The chant of the lesson one on page 31 of the student book. page 31 of the student book. - Some Ss recite aloud. - Others observe and give comments. - Teacher gives comment. 2. Presentation (8 minutes) - T shows the picture in lesson 2: 1, and asks Ss some Tony yeah questions: + Who are they? Is this Tony? + Where are they? Yeah! yeah! +can you guess what they are talking about? Hi, Tony. - Have Ss look at the word Tony and Yeah and draw their Is that Tom? attention to the letters coloured diffrently in both words. No, no. - T plays the recording for Ss to listen to. - Ss listen and repeat the chant and clap the rhythm. - T calls on some Ss to read the chant aloud. - T focuses Ss on pronunciation. 3. Practice (17 minutes) 1. Listen and tick. The transcript. - T shows the pictures in lesson 2-2, on page 32 & asks Ss: 1. Listen and tick. 1. A: Hi, Mai. Who’s this? + Who are they? B: It’s Nga. + What is she/he doing? A: Is Nga your friend? + Is this far or near?(Draw Ss’ attention to the pointing B: Yes, she is. hands). - T plays the recording two times. 2. A: Hi, Phong. Who’s this? - Ss listen to the recording and choose the right pictures. B: It’s Nam. - Ss trade their answers in pairs for correction. A: Is Nam your friend? - T corrects Ss’ mistakes if necessary and gives the right B: Yes, he is. answers. - Ss listen to the recording again to check their answer. 2. Read and match. 2. Read and match. The answer. - T asks Ss to identify the charactures in the pictures. 1- b - Ss listen to the dialogues. 2- a - Ss read the dialogues aloud in pairs. - Ss read the dialogues and then match with the suitable pictures. - Some Ss give their answers. - T corrects Ss’mistakes if necessary and gives the right answer. 4. Production. (6 minutes) - T asks Ss to translate the dilogues in lessoon 2-3 on page - The dialogues in lessoon 2-3 on 33 into Vietnamese in pairs. page 33. - Some pair of Ss read their answer aloud. - Others observe and give comments..

(84) - T gives comments and may translates again. 5. Consolidation and homework (3 minutes) - Teacher summaries the lesson and give student exercises - Students write down - Ss learn by heart the chant in lesson 1-1 on page 32. - Do exercises in parts C (Sentence - T gives feedback. patterns) and D (Reading) Week 11; Period 28 Making date: Tuesday, October 26 th 2011 Teaching date: Friday, October 28 th 2011. Unit 5 : OUR FRIENDS. Lesson 2: 4; Page: 33 I.Obbjectives. By the end of the lesson, Students will be able to review the way to greet and respond to greeting. II. Language focus. + Vocabulary: review + Structure: review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to read the translation the dilogues in lessoon 2- Cô Hiền: Chào Nam, em khỏe 3 on page 33 into Vietnamese in pairs. chứ? - Others observe and give comments. Nam: Xin chào cô, em khỏe, - T gives comments and may translate again if necessary. cảm ơn cô ạ. Cô khỏe chứ ạ? Cô Hiền: Cô khỏe, cảm ơn em. 2. Presentation (3 minutes) - Teacher shows the picture in part 4, page 31 and asks Ss: Who are they? - she’s Linda and her friend. What are they doing? - They are singing. - Teacher introduces the song. 3. Practice (20 minutes) - T writes the song on page 33 on the board. My friends - T plays the recoding two times. This is Linda. - Ss listen and repeat the song This is Linda. - T asks Ss to point to the corresponding words as they She’s my friend. (2) repeat. Come and sing a song now. (2) - Ss practise singing the song in groups. - T calls on some groups to sing aloud in front of the class. - Others give observe and give comments. - T focuses Ss on pronunciation if necessary. 4. Production (8 minutes) - T asks Ss to do the exercises in part C (Sentence patterns) C. Sentences patterns and D (Reading) . 1 - A, 2 - A, 3 - A, 4 - B. - Some Ss do the exercises on the board. . 1 - e, 2 - d, 3 - b, 4 - c, 5 – a - Others give comments. D. Reading - T gives comments and gives the right answer. . 1 - b, 2 - a, 3 - c. . a: Tony; b: No; c: He 5. Consolidation and homework (3 minutes).

(85) - Teacher summaries the lesson and give student exercises - Students write down - T gives feedback. Week 12; Period 29 Making date: Saturday, October 28 th 2011 Teaching date: Monday, October 31 st 2011. - Ss learn by heart the song in lesson 2-4 on page 33. - Do exercises in part E (Writing). Unit 5 : OUR FRIENDS. Lesson 3: 1-2; Page: 34 I.Obbjectives. By the end of the lesson, Students will be able to review the way to ask and answer about someone’s name. II. Language focus. + Vocabulary: review + Structure: review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up - T calls on some Ss to sing the song on page 32, lesson 2 aloud in front of the class - Others observe and give comments. - T gives somments. 2. Presentation 1. Set the scene. - T sets the sence by showing the picture in lesson 3-1, on page 34 and asks Ss some questions. - Ss answer the questions. - T introduces the dialogue and asks Ss to listen to the dialogue. - T plays the recording two times. - Ss listen to the dialogue. - Ss listen and repeat the dialogue. - Some pairs of Ss role play the dialogue. - T focuses Ss on pronunciation and intonation. 2. Model. - T introduces the structure and explaint them. - T calls on some pairs of Ss to ask and answer aloud. - Others observe and give comments. - T gives comments if necessary. 3. Practice - T explaints the exercise 2(Look and say), and asks Ss to complete the bubbles in pairs. - Some pairs say aloud in front of the class. - Others observe and give comments. - T give comments and corrects Ss’ mistakes if necessary. - T gives the right answer. 4. Production - T asks Ss to talk in group of four to ask and answer by. Contents My friends This is Linda. This is Linda. She’s my friend. (2) Come and sing a song now. (2) - Who are they? → They are Tony, Tom and Linda. - Can you guess what they are talking about? → (Ss’ own opinions) The dialogue Tony: Is that girl new? Tom: Yes, she is. Tony: Is she Linda? Tom: Yes, she is. * Is she Linda? → Yes, she is/ No, she isn’t.. a. Is she Nga? → Yes, she is. b. Is he Tom? → No, he isn’t. c. Is he Nam? → Yes, he is. d. Is she Mary? → No, she isn’t.. S1: Is she Hoa?.

(86) S2: Yes, she is. S3: Is he Quan? S4: No, he isn’t. S5:…… S6: …… …… 5. Consolidation and homework - Teacher summaries the lesson gives Ss exercises Redo all the exercises in unit 5. - T gives feedback. using the structure they’ve just learnt. - Some Ss talk aloud. - Others observe and give comments. - T focuses Ss on grammar and intonation.. Week 12; Period 30 Making date: Monday, October 31 st 2011 Teaching date: Tuesday, November 1 st 2011. Unit 5 : OUR FRIENDS. Lesson 3: 1-4; Page: 35 I.Obbjectives. By the end of the lesson, Students will be able to review the way to ask and answer about someone’s name. II. Language focus. + Vocabulary: review + Structure: review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up - T calls on some Ss to ask and answer about someone’s name. - Others observe and give comments. - T gives comments. 2. Pre-writing - T sets the scene by showing the picture in lesson 3-3 on page 35 and asks Ss to describe it. - T introduces the new lesson. 3. While - Writing - T explaints the task and asks Ss to complete the dialogue by using the words in the table in pairs. - T calls on some Ss to go to the board and write their answers and then read aloud. - Others observe and give comments. - T corrects their’s mistakes if necessary and gives the right answer. 4. Post - Writing - T calls on some Ss to go to the board and do the exercises in part D (Reading), and E (Writing). - Others give comments. - T corrects Ss’ misakes if necessary and gives the right answer.. Contents S1: Is she Lan? S2: Yes, she is. S3: Is he Tuan? S4: No, he isn’t. They are Tony and his friends. …… The answer. A: Is that Tony: B: Yes, he is A: Is he new? B: I don’t know.. D. Reading  Read and match. 1-b, 2-c, 3-a.  Read and complete. 1. a- Tony, b- No, c- He. 2. a- Is, b- Yes, c- she. E. Writing: Reorder the words 1. Is that Mai? 2. My friend is Nam/ Nam is my.

(87) friend. 3. How are you? 4. Is your friend Linda?/ Is Linda your friend? 5. Consolidation and homework - Teacher summaries the lesson - Learn by heart all the vocabulary - T give students exercises and the structures they have learnt in unit 5. - Ss tell their parents the names of their friends. Week 12; Period 31 Making date: Tuesday, November 1 st 2011 Teaching date: Thursday, November 3rd 2011. REVIEW 1. Page: 36 - 41 I.Obbjectives. By the end of the lesson, Students will be able to review the topics from unit1 to unit 5, using the phonics, vocabulary and sentences patterns they have learnt. II. Language focus. + Vocabulary: review + Structure: review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up - Ss play the game: “Hang man” - T explaints the game if necessary. - Ss guess the letters of the word.. 2. Presentation 1. Phonics - T asks Ss to repeat all difficult words and read them aloud. - T focuses Ss on pronunciation. - T writes them on the board and reads them aloud. - Ss listen and repeat. 2. Vocabulary. - T writes some vocabularies on the board and asks Ss to play the game “slap the board”. - T explaints the game if necessary and calls on three Ss to go to the board and play the game. - Ss read those words aloud. - T focuses Ss on pronunciation. - T give feedback. 3. Sentence patterns. - T asks Ss to give out the structures they have learnt. - T corrects Ss’ mistakes if necessary and write the right. FRIENDS. Hello, hi, Linda, Nam, thanks, this, Tom, Tony, yeah. hello boy spell how name thank and fine what this that friend he new she girl - Hi, I’m Linda/… - How do you spell your name?.

(88) structures. - Ss listen and repeat all the structures. - Ss make some short dialogues using the structures they’ve just give out. - Others observe and give comments. - T corrects Ss’ mistakes if necessary. M-A-R-Y/… - How are you? I’m fine, thank you. - What’s your name? My name’s Alan/… - Who’s that? It’s Nam/…. - Is that Tony/ …? Yes, he is./ No, he isn’t. - Is he/she Mai/ Phong/ …? Yes, he/she is./ No, he/she isn’t.. 3. Production - T asks Ss to do the exercises which they’ve not done yet - The exercises in the workbook. in the workbook. - T goes aroud to help Ss if necessary. 4. Consolidation and homework - Teacher summaries the lesson and asks Ss to prepare the new lesson (unit 6). - Ss learn by heart all the vocabulary and structures they’ve learnt. Week 12; Period 32 Making date: Wednesday, November 4 th 2011 Teaching date: Friday, November 6th 2011. REVIEW 1. Page: 36 - 41 I.Obbjectives. By the end of the lesson, Students will be able to perform their abilities in listening, speaking, reading and writing related to the topics from unit1 to unit 5, using the phonics, vocabulary and sentences patterns they have learnt. II. Language focus. + Vocabulary: review + Structure: review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up - T asks Ss to play the game Chinese whisper - T calls on three Ss to go to the board and read their sentence. - Ss play the game in three groups. - T gives comments. 2. Presentation - T asks Ss to complete parts I – V individually. - T explaints the way to do the exercises. 3. Practice - Ss trade their answers for correcttion. - Some Ss do the exercises on the board. - Others give comments. - T corrects Ss’ mistakes if necessary and gives the right answer.. Contents 1. What is your name? 2. My name is Linda. 3. This is my friend.. The exercises in review 1..

(89) I. Complete each word. Say it aloud. - T calls on a student to go to the board and do the exercise - Other give comments. - T corrects Ss’ mistakes if necessary and gives the right answer. II. Write the missing letters. - T calls on a student to go to the board and do the exercise - Other give comments. - T corrects Ss’ mistakes if necessary and gives the right answer. III. Listen and tick. - T plays the recording two times. - Ss listen and choose the right pictures. - Some Ss give their answer. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the right answer. - Ss listen to the recording again to check the answer. IV. Read and tick. - T calls on a student to go to the board and do the exercise - Other give comments. - T corrects Ss’ mistakes if necessary and gives the right answer. V. Look, read and number. - T calls on a student to go to the board and do the exercise - Other give comments. - T corrects Ss’ mistakes if necessary and gives the right answer. VI. Look and talk. - T asks Ss to look at the pictures and speak as required. - Some pairs speak aloud. - Others observe and give comments. - T corrects Ss’ mistakes if necessary.. I. Complete each word. Say it aloud. 1- hi, 2- goodbye, 3- friend, 4- spell, 5- name, 6- thanks, 7- that, 8- this, 9- how, 10- hello. II. Write the missing letters. 1- Hello, 2- name, 3- friend, 4- Goodbye. III. Listen and tick. 1- a, 2- b, 3- a, 4- b,. 5- b.. IV. Read and tick. 1- a, 2- a, 3- a,. 5- a.. 4- b,. V. Look, read and number. 1- 4, 2- 2, 3- 1, 4- 3.. VI. Look and talk. Suggested answer: 1. B: Hello, I’m Nam. 2. B: Hello, I’m Linda. 3. B: Hi, Phong. I’m Linda. C: Hi, Linda. 4. B: Goodbye, Tom. C: Bye, Tony.. 4. Production - T asks Ss to do the exercises which they’ve not done yet - The exercises in the workbook. in the workbook. - T goes aroud to help Ss if necessary. 5. Consolidation and homework - Teacher summaries the lesson and asks Ss to prepare the new lesson (unit 6). - Ss learn by heart all the vocabulary and structures they’ve learnt. Week 13; Period 33 Making date: Saturday, November 5 th 2011 Teaching date: Monday, November 7 th 2011. Unit 6 : MY SCHOOL. Lesson 1: 1-2; Page: 42 I.Objectives. By the end of the lesson, Students will be able to introduces someone’s school. II. Language focus. + Vocabulary: school. Primary, it..

(90) + Structure: It’s Thang Long Primary School. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up - T asks Ss to sing the song “My friends” on page 33 of the Student Book. - T elicits from the song to introduce the new lesson. 2. Presentation + Introduce the the contents of the reading text - Ask students to guess what the sentences are suitable ? - Students guess and give their prediction - Teacher takes note 3. While - reading - Teacher asks students to read the text and match the sentences in two column. - Students read silently and match - Call some students give answers - Teacher corrects the answers - Ask students to read aloud the dialogues. Contents My friends This is Linda. This is Linda. She’s my friend. (2) Come and sing a song now. (2). The reading text: 1. How are you? 2. Hello 3. Nice to meet you 4. Goodbye 5. Hi. I’m LiLi a. Bye. See you later b.Hello I’m Mai c. Fine, thanks d. Hi e. Nice to meet you, too. Key: 1 – c; 2 – d; 3 – e; 4 – a; 5–b. 4. Post - reading - Teacher asks students to complete the sentence on page 1. A: How…………………? 24 – part 5 B: I’m fine,……………….. - Students do 2. A: Goodbye. B: ……………………………. - Teacher goes a round, listens to, checks The English Alphabet + Read aloud A, B, C, D, E, F, J, H, I, J, K, L, M, N, - Teacher reads before O ,P, Q, R, S, T, U, V, W, X, Y, Z - Students repeat again 5. Consolidation and homework - Teacher gives students exercises Do exercises 9, 10 - Give students exercises Week 13; Period 34 Making date: Monday, November 7 th 2011 Teaching date: Tuesday, November 8 th 2011. Unit 6 : MY SCHOOL. Lesson 1: 3-4; Page: 43 I.Objectives. By the end of the lesson, Students will be able to review the way to introduce someone’s school. II. Language focus. + Vocabulary: Review.

(91) + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up - Ss play the game: “Pass the word” - T explaints the game if necessary. Friend School - T divides class into three groups, each group has eight to ten Ss. - The first S of each team is given a piece of paper with one word written on it & says the word to the second, the second says it to the third, and so on. The last one has to go to the board and write the word on it. The group that finishes the task first will win the game. - T gives feedback. 2. Presentation - T asks Ss to repeat the way to introduce someone’s T: It’s Hoa Mai Primary school. school. S1: It’s Kim Dong Primary School S2: It’s Tran Phu Primary School - Others observe and give comments. … - T corrects Ss’ mmistakes if necessary and explaints more and gives some examples. - Some Ss give more examples. 3. Practice S1: It’s Le Loi Primary School. - T asks Ss to introduce about someone’s school in pairs. S2: It’s New Primary School. - Ss talk in pairs. S3: It’s Park Primary School. - T goes around for help if necessary. S4: It’s Thang Long Primary - T calls on some pairs to talk aloud. School. - Others observe and give comments. … - T corrects Ss’ mistakes if necessary. 4. Production - T asks Ss to do the exercises in part A(Phonics), and A:PHONICS. B(Vocabulary).  1- c, 2- d, 3- a, 4- e, 5- b - Some Ss do these exercises on the board.  1- A, 2- A, 3- B, 4- B - Others gives comments. - T gives comments if necessary and gives the answers key 5. Consolidation and homework - Teacher summaries the lesson Do exercises in part C:(Sentence - Give students exercises patterns) Week 13; Period 35 Making date: Tuesday, November 8 th 2011 Teaching date: Thursday, November 10 th 2011. Unit 6 : MY SCHOOL. Lesson 2: 1-2; Page: 44 I.Objectives. By the end of the lesson, Students will be able to ask and answer about schools. II. Language focus. + Vocabulary: which, one, + Structure: Which is your school? → This one/ That one. III. Teaching aids..

(92) Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up - T asks Ss to introduce about someone’s school. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives comments. 2. Pre-listening - T sets the sence by showing the picture on page 45 and asks Ss some questions. - Ss answer the questions in their own ideas. - T elicits from Ss’ responses to introduce the words that have specific sounds: which, school. - T asks Ss to read these words aloud. - T focuses Ss on pronunciation and guides Ss to read them correctly. - Ss listen and repeat these words. 3. While - listening - T introduces the listening task by showing the pictures on page 45 and asks Ss to identify them. - T plays the recording two times. - Ss listen to and choose the right pictures. - Ss trade their answer for correcting. - Some Ss give their answer. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer key. - Ss listen to the recording again to check the answer.. Contents S1: It’s Kim Dong Primary School. S2: It’s Queen Primary School. S3: It’s Hoa Sen Primary School. … Which: nào. Which school. Which is your school? This one. Which is your school? That one.. The transcript. 1. A: This is my school. B: Which one? A: That one. Thang Long Primary School. B: Thang Long? A: Yes. Thang Long Primary. 2. A: This is my school. B: Which one? A: This one. Hoa Sen Primary School. B: Hoa Sen? A: Yes. Hoa Sen Primary. The anwer: 1 – b, 2 – a,. 4. Post - listening - T asks Ss to do the exercises in their workbook, part The answer key. C:Sentence patterns. C:Sentence patterns. - Some Ss do the exercise on the board. 1. A: Yes, it is - Others give comments. 2. B: No, it isn’t - T corrects Ss’ mistakes if necessary and gives the answer 3. A: Yes, it is. 4. A: It’s Kim Lien Primary School key. 5. Consolidation and homework - T summaries the lesson. - Teacher gives students exercises The vocabulary and structure that - Ss learn by heart the structure they have just learnt. Ss have learnt. - T gives feedback. Week 13; Period 36 Making date: Wednesday, November 9 th 2011 Teaching date: Friday, November 11 th 2011. Unit 6 : MY SCHOOL Lesson 2: 3-4; Page: 45. I.Objectives..

(93) By the end of the lesson, Students will be able to review the way to ask and answer about schools. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up - T calls on some Ss to ask and answer about someone’s school. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives feedback.. Contents Ss1: Which is your school? Ss2: This one Ss3: Which is your school? Ss4: This one. 2. Pre - reading - T sets the scene by showing the pictures in part 3 on page The pictures in part 3 on page 45 45 and asks Ss to describe it. - T elicits from Ss’ responses to introduce the dialogue 3. While - reading - Ss listen to the dialogue. A: Which is your school? - T calls on some pairs of Ss to role play the dialogue. B: This one. It’s Nguyen Trai - T focuses Ss on pronunciation and intonation. Primary School. Answer key: - T asks Ss to choose the right picture. The picture b - Some Ss give their answer. - Others give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 4. Post - reading - T shows the picture in part 4 on page 45 and asks Ss to discribe it. This is the way we go to school - T elicits from Ss’ respoponses to introduce the song. - T plays the song. This is the way we go to school - Ss listen to the song. Go to school, go to school - Ss listen and repeat each line of the song. This is the way we go to school - T calls on some Ss to sing the song aloud. So early in the morning. - T focuses Ss on rhythm. 5. Consolidation and homework - T summaries the lesson and gives students exercises Do exercises in part D: Reading in - Students write down the work book. Week 14; Period 37 Making date: Saturday, November 12 th 2011 Teaching date: Monday, November 14 th 2011. Unit 6 : MY SCHOOL. Lesson 3: 1-2; Page: 46 I.Objectives. By the end of the lesson, Students will be able to ask and answer about the name of a school. II. Language focus. + Vocabulary: Review + Structure: What school is this? → Park Primary School. III. Teaching aids..

(94) Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up - T asks Ss to sing the song “This is the way we go to school” on page 45. - T gives comments.. 2. Presentation. - T sets the scene by showing the picture in part 1, page 56 and asks Ss to describe it. - T elicits from Ss’ responses to introduce the model and writes them on the board. - Ss copy down. - T plays the recording. - Ss listen and repeat them. - T calls on some pairs to ask and answer aloud. - Others observe and give comments. - T corrects Ss’ mistakes if necessary. 3. Practice - T shows the pictures in part 2 on page 46 and ask Ss to describe them. - T asks Ss to ask and answer about these pictures in pairs. - Some pairs ask and answer aloud. - Others observe and give comments. - T focuses Ss on pronunciation and intonation and corrects Ss’ mistakes if necessary and gives the right answer.. Contents This is the way we go to school This is the way we go to school Go to school, go to school This is the way we go to school So early in the morning. What school is this? → Park Primary School.. a. What school is it? Park Primary School. b. What school is it? New Primary School. c. What school is it? Misa Primary School. d. What school is it? Queen Primary School.. 4. Production - T calls on some Ss to do the exercises in part D (Reading) D. Reading 1 – c. in the workbook on the board. 2 – a. - Others gives comments. - T corrects Ss’ mistakes if necessary and gives the answer 3 – b. key. 5. Consolidation and homework - T summaries the lesson and gives students exercises Learn by heart the vocabulary and - T gives feedback. structures and do the exercises in the workbook. Week 14; Period 38 Making date: Saturday, November 12 th 2011 Teaching date: Tuesday, November 15 th 2011. Unit 6 : MY SCHOOL. Lesson 3: 3-4; Page: 47 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about the name of a school and develop writing skill. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids..

(95) Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes). - T calls on some Ss to ask and answer about the name of a school in pais. - Others observe and give comments. - T corrects Ss’mistakes if necessary and gives comments and marks.. S1:What school is it? S2:Park Primary School. S3:What school is it? S4:New Primary School. …. 1. Pre - writing (8 minutes) - T calls on some Ss to ask and answer about the name of a S1: What school is it? school. S2:Park Primary School. S3: What school is it? - Others observe and give comments. S4: Park Primary School. - T gives comments and mark. … 2. While - writing (13 minutes) - T shows the pictures in part 3 on page 47 and asks Ss to The answer key. A: Which is your school? describe them. B: This one. - T elicits from Ss’ responses to introduce the task. A: What school is it? - Ss complete the dialogue in part 3 on page 47. B: Kim Dong Primary School. - Ss trade their doing for correction. - Some Ss do the exercise on the board. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer key. 3. Post - writing (10 minutes) Let’s chant At school - T plays the chant. Here we are together, - Ss listen to the chant. With our friends, - Ss listen and repeat the chant. With our teacher. - T calls on some Ss to read the chant aloud. We learn how to read, - T focuses Ss on intonation and rhythm. We learn how to write, At our school. It is so much fun! 4. Consolidation and homework (3 minutes) - Teacher summaries the lesson All the exercises in their workbook - Ss do all the exercises in their workbook. - T gives feedback. Week 14; Period 39 Making date: Tuesday, November 15 th 2011 Teaching date: Thursday, November 17 th 2011. Unit 7 : PLACES IN MY SCHOOL. Lesson 1: 1-2; Page: 48 I.Objectives. By the end of the lesson, Students will be able to ask and answer about the name of some specific school rooms. II. Language focus. + Vocabulary: a, large, classroom, library, computer, music. + Structure: Is this a classroom? → Yes, it is./ No, it isn’t III. Teaching aids..

(96) Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to sing the song “This is the way we go This is the way we go to school to school” on page 45. - Others observe and give comments. This is the way we go to school - T gives commetns. Go to school, go to school This is the way we go to school So early in the morning. 2. Presentation (10 minutes) - T sets the scene by showing the picture in part 1 on page Large: Rộng, lớn (explaination) 48 and asks Ss to describe it. Classroom: lớp học (picture) - T elicits from Ss’ responses to introduce the new words Library: thư viện (picture) Computer: máy vi tính (picture) and model and write them on the board. Music: âm nhạc (picture) - Ss listen and repeat the vocabulary and struture. * Is this a classroom? - Some Ss read them aloud. → Yes, it is./ No, it isn’t - T focuses Ss on fronunciation and intonation. 3. Practice (12 minutes) - T asks Ss to ask and answer about specific school rooms a. Is this/that a library? in pairs. → Yes, it is./ No, it isn’t b. Is this/that a classroom? - Some pairs talk aloud. → Yes, it is./ No, it isn’t - Others observe and give comments. - T focuses Ss on pronunciation and intonation and corrects c. Is this/that a computer room? → Yes, it is./ No, it isn’t Ss’ mistakes if necessary and gives the right answer. d. Is this/that a music room? - Ss copy down. → Yes, it is./ No, it isn’t 4. Production (9 minutes) - T asks Ss to do the exercises in part A(Phonics). A. Phonics. 1. small; 2 – book; 3 – smiley; - Ss trade their answer for correction. 4 – bag; 5 – smoke - Some Ss give their answer. - T corrects Ss’ mistakes if necessary and gives the answer key. 5. Consolidation and homework (3 minutes) - Teacher summaries the lesson. - T asks Ss to learn by heart the vocabulary and structure they have just learnt and redo the the exercises in the workbook. Week 14; Period 40 Making date: Wednesday, November 16 th 2011 Teaching date: Friday, November 18 th 2011. Unit 7 : PLACES IN MY SCHOOL. Lesson 1: 3-4; Page: 49 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about the name of some specific school rooms. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures....

(97) IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to repeat the way to ask and answer S1: Is this/that a library? about the name of specific school rooms. S2: Yes, it is./ No, it isn’t - Others observe and give comments. S3: Is this/that a computer room? - T corrects Ss’ mistakes if necessary and gives comments S4: Yes, it is./ No, it isn’t 2. Presentation (6 minutes) - T sets the scene by showing the pictures in part 3, lesson - The pictures in part 3, lesson 1 1 on page 49 and asks Ss to describe them. on page 49 - T elicits from Ss’responses to introduce the task. 3. Practice (15 minutes) - T explaints the exercise and asks Ss to ask and answer S1: Is this/that a library? about the name of some specific school room in pairs. S2: Yes, it is./ No, it isn’t - Some pairs speak aloud. S3: Is this/that a classroom? - Others observe and give comments. S4: Yes, it is./ No, it isn’t - Focuses Ss on intonation and corrects Ss’ mistales if S5: Is this/that a computer room? S6: Yes, it is./ No, it isn’t necessary. S7: Is this/that a music room? S7: Yes, it is./ No, it isn’t 4. Production (10 minutes) Let’s chant. Your school Is this your school? - T introduces the chant and plays the chant. Is this your school? - Ss listen to the chant. Yes, it is. - Ss listen and repeat the chant. Yes, it is. - T focuses Ss on intoantion and rhythm. Is that your school? Is that your school? No, it isn’t. No, it isn’t. 5. Consolidation and homework (3 minutes) - Teacher summaries the lesson. The exercises in the workbook. - T asks Ss to learn by heart the vocabulary and structures and do the excercises in part B (Vocabulary) in the workbook - T gives feedback. Week 15; Period 41 Making date: Saturday, November 19 th 2011 Teaching date: Monday, November 21 st 2011. Unit 7 : PLACES IN MY SCHOOL. Lesson 2: 1-2; Page: 50 I.Objectives. By the end of the lesson, Students will be able to distinguish between two things by using big and small. And develop their listening skill. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure..

(98) Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to recite the chant on page 49, lesson Your school Is this your school? 1, in the Ss book Is this your school? - Some Ss recite the chant aloud. Yes, it is. - Others observe and give comments. Yes, it is. - T gives comments, and gives mark for Ss. Is that your school? Is that your school? No, it isn’t. No, it isn’t. 2. Pre listening (10 minutes) - T sets the scene by showing the picture on page 50, lesson small big 2, in Ss’ book and asks Ss to descibe it. - Ss describe the picture. Look. Look. - T elicits from Ss’ responses to introduce the task. A big book. - T asks Ss to look at the words small and big and notice the Look. Look. letters coloured differently in both words. A small book. - Some Ss read aloud these words. Big, small. - T focuses Ss on pronunciation and guide Ss to read these Big, small. words correctly. Big and small together. - Ss listen and repeat these words. - T plays the recording twice. - Ss listen and repeat the each line and all the chant. - T focuses Ss on pronunciation and intonation. 3. While listening (15 minutes) The transcript - T shows the pictures on page 50, part 2, lesson 2, in Ss’ 1. A: Is this your computer? book and asks Ss to describe them. B: Yes, it is. - T elicites from Ss’ responses to intrduce the task. A: Your computer is small? - T asks Ss to listen to the recording and number the B: Yes, it’s a small computer. pictures. 2. A: Is this your pen? - T plays the recording twice. B: Yes, it is. - Ss trade their answer for correction. A: Your pen is big? - Some Ss give the answer. - T corrects Ss’ mistakes if necessary and gives the answer B: Yes, it’s a big pen. 3. A: Is this your pen? key. B: Yes, it is. - T plays the recording once again. A: Your pen is small? - Ss listen the recording again to check the answer. B: Yes, it’s a small pen. 4. A: Is this your computer? B: Yes, it is. A: Your computer is big: B: Yes, it’s a big computer. The answer key: 1 - b; 2 - d; 3 - c; 4 - a. 4. Post listening (10 minutes) - T explaints the exercises in part B (vocabulary) and ask Ss B. Vocabulary to do them. . 1 – d; 2 – c; 3 – a; 4 – b; - Some Ss do the exercises on the board. 5 – e. - Others give comments. . 1 – pencil; 2 – school; - T gives comments and corrects Ss’ mistakes if necessary 3 – computer; 4 – book; and gives the answer key. 5 – classroom; 6 – library. 5. Consolidation and homework (3 minutes) - Teacher summaries the lesson - T asks Ss to do the exercises in part C (Sentences patterns) Do exercises in part C (Sentences in Ss’ book. patterns) in Ss’ book..

(99) - T gives feedback. [. Week 15; Period 42 Making date: Saturday, November 19 th 2011 Teaching date: Tuesday, November 22 nd 2011. Unit 7 : PLACES IN MY SCHOOL. Lesson 2: 3-4; Page: 51 I.Objectives. By the end of the lesson, Students will be able to describe school rooms. And develop their reading skill. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up (6 minutes) - T asks Ss to play the game “hangman” - T explaint the game. - Ss guess the letters of the word. - T gives feedback.. Contents SCHOOL. 2. Pre-reading (6 minutes) - T set the scene by showing the pictures in part 3, lesson 3, - The pictures in part 3, lesson 3, on page 51 and asks Ss to describe them. on page 51, and Ss’ answers. - Four Ss describe the pictures. - T elicits from Ss’ responses to introduce the task. 3. While – reading (15 minutes) - T reads the texts once before. 3. Read and match The answer key. - T asks some Ss to read the texts aloud. 1 - b; 2 - d; 3 - c; 4 - a. - T focuses Ss on pronunciation and intonation. - T asks Ss to read the texts individually and then match the texts with the suitable pictutures. - Ss trade their answer each other for correction. - Some Ss give their answer. - Other give comments. - T corrects Ss’ mistakes if necessary and give the answer key. 4. Post – listening (10 minutes) - T introduce the chant in part 4 on page 51. Small and Big The music room’s small. - Ss listen to the song twice. The classroom’s small. - Ss listen and repeat each line of the song. Hi-ho the derry-o - Some Ss sing the song aloud. They are so small. - T focuses Ss on rhythm and intonation The school is big. The library’s big. Hi-ho the derry-o They are very big..

(100) 5. Consolidation and homework (3 minutes) - T summaries the lesson. Do the exercises in part C - Teacher gives students exercises (Sentence patterns) and D - T gives feedback. (Reading) on page 29 -31 in Ss’ book Week 15; Period 43 Making date: Tuesday, November 22 nd 2011 Teaching date: Thursday, November 24 th 2011. Unit 7 : PLACES IN MY SCHOOL. Lesson 3: 1-2; Page: 52 I.Objectives. By the end of the lesson, Students will be able to ask and answer about school rooms. II. Language focus. + Vocabulary: old, new, short, long. + Structure: Is this old? →Yes, it is →No, it isn’t. It’s new. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up (6 minutes) - Ss sing the song “Small and big” on page 51, lesson 2 of the Ss’ book. - T asks Some Ss to sing aloud. - Others observe and give comments. - T gives comments.. Contents. Small and Big The music room’s small. The classroom’s small. Hi-ho the derry-o They are so small. The school is big. The library’s big. Hi-ho the derry-o They are very big. 2. Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson 3 The dialogue Mai: Is this your computer room? of the Ss’ book and asks Ss to describe it. Peter: Yes, it is. - T elicits from Ss’ responses to introduce the dialogue. Mai: Is it old? - Ss listen to the dialogue once. Peter: No, it isn’t. It’s new. - Ss listen and repeat the dialogue. Vocabulary - Some pairs of Ss role play the dialogue. old: cũ - T focuses Ss on intonation. new: mới - T gives out some new words. short: ngắn - Ss listen and repeat the vocabulary. long: dài - Some Ss read the vocabulary aloud. Model - T focuses Ss on pronunciation. * Is this old? - T introduces the new structure and writes them on the → Yes, it is board. → No, it isn’t. It’s new. - Ss listen and repeat the model. 3. Practice (12 minutes) - T explaints the task and asks Ss to complete the sentences The answer a. Is it big? - Ss look at the pictures and complete the sentences. → Yes, it is. - Others observe and give comments. b. Is it big? - T corrects Ss’ mistakes if necessary and gives the right → No, it isn’t. It’s small. answers. c. Is it short?.

(101) → Yes, it is. d. Is it short? → No, it isn’t. It’s long. 4. Production (9 minutes) - T asks Ss to do the exercises in part C (Sentence patterns) C. Sentence patterns on page 29-30 of the Ss’ book. . 1 – A; 2 – B; 3 – A. - Some Ss do the exercises on the boad. . 1 – c; 2 – d; 3 – a; 4 – b. - Others give comments. - T corrects Ss’ mistakes if necessary and give the answer key. 5. Consolidation and homework (3 minutes) - Teacher summaries the lesson and gives student exercises Do the exercises in part D - T gives feedback (Reading) on page 30-31 in Ss’ book Week 15; Period 44 Making date: Wednesday, November 23 rd 2011 Teaching date: Friday, November 25 th 2011. Unit 7 : PLACES IN MY SCHOOL. Lesson 3: 3-4; Page: 53 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about school rooms and develop their writing skill. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the game “Slap the board”. - T explaints the game and calls on three Ss of three smal groups to go to the board and play the game.. big short. new. old. 2. Pre-writing (6 minutes) - T sets the scene by showing the pictures in part 3 on - What school is it? page 52 of the Ss’ book and asks Ss to describe them. → Rose Primary School. - Is it small? - Some Ss describe the pictures. → No, it isn’t. It’s big. - T elicits from Ss’ responses to introduce the task. - Is this a computer room? → No, it isn’t. It’s a music room. … 3. While – writing (15 minutes) - T explaints the task and asks Ss to write by complete the 3. Write. 1. This is my school. sentences in part 3, lesson 3 on page 52 of the Ss’ book. It is big. - Some Ss go to the board and do the writing..

(102) - Others observe and give comments. 2. That is my music room. - T corrects Ss’ mistakes if necessary and gives the It is small. comments and the answer key. 4. Post – writing (10 minutes) - T explaints the “Crossword puzzle”, and asks Ss to play Crossword Puzzle The Crossword puzzle on page 53 of the game. the Ss’ book - Some Ss go to the board and complete the tables. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the right answers. 5. Consolidation and homework (3 minutes) - Teacher summaries the lesson - Teacher gives students exercises Do the exercises in part E (Write) on - T gives feedback page 31 in Ss’ book Week 16; Period 45 Making date: Saturday , November 26 th 2011 Teaching date: Monday, November 28 th 2011. Unit 8 : SCHOOL THINGS. Lesson 1: 1-2; Page: 54 I.Objectives. By the end of the lesson, Students will be able to name some specific school things. II. Language focus. + Vocabulary: backpack, ruler, pencil sharpener, pencil, rubber, school bag. + Structure: What’s this? → It’s a book. What’s that? → It’s a rubber. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up (6 minutes) - T asks Ss to play the game “hangman”, with the word : “book” - T introduces the game and asks Ss to guess the letters of the word. - T elicits from the game to introduce the new lesson.. Contents BOOK. 2. Presentation (10 minutes) - T sets the scene by showing the pictures in part 1, lesson I. Vocab ruber : cục tẩy 1, on page 54 and asks Ss to describe them. backpack : ba lô - T elicits from Ss’ responses to introduce the texts. ruler : thước - Ss listen to the recording once. pencil : bút chì - T introduces the new words in writes them on the board. pencil sharpener : cái gọt bút chì - Ss listen and repeat the vocab. school bag : cặp sách - Some Ss read them aloud. II. Grammar - T focuses Ss on pronunciation. 1. What’s this? - T plays the recording again and introduces the model → It’s a book. sentences and write them on the board. 2. What’s that? - Ss listen and repeat the structure. → It’s a rubber. 3. Practice (12 minutes).

(103) - T explaints the exercise 2, lesson 1 on page 54 and asks Ss to complete the sentences. - Ss complete the sentences in pairs. - T calls on some pairs to say aloud. - Others observe and give comments. - T gives comments and corrects Ss’ mistakes if necessary and gives the right answers.. The answer key: a. What’s this? → It’s a backpack. b. What’s this? → It’s a ruler. c. What’s this? → It’s a pencil sharpener. d. What’s that? → It’s a pencil. e. What’s that? → It’s a rubber. f. What’s that? → It’s a school bag. 4. Production (9 minutes) - T asks Ss to ask and answer in pairs about their school S1: What’s that? things. S2: It’s a ruler. S3: What’s this? - T calls on some pairs to speak aloud. S4: It’s a pencil. - Others observe and gives comments. … - T corrects Ss’ mistakes if necessary and gives commets. 5. Consolidation and homework (3 minutes) - T asks Ss to repeat what they’ ve just learnt. - Summaries the lesson. - T corrects Ss’ mistakes if necessary and summaries the - Ss do the exercises in part lesson. A(Phonics), and B(Vocabulary) in their workbook. - T asks Ss to do the exercises in part A(Phonics), and B(Vocabulary) in their workbook. [. Week 16; Period 46 Making date: Saturday , November 26 th 2011 Teaching date: Tuesday, November 29 th 2011. Unit 8 : SCHOOL THINGS. Lesson 1: 3-4; Page: 55 I.Objectives. By the end of the lesson, Students will be able to review the way to name some specific school things. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to asks and answer about school Ex: things. S1: What’s that? - Others obseve and give comments. S2: It’s a ruler. - T corrects Ss’ mistakes if necessary and gives comments, S3: What’s this? S4: It’s a pencil. mark. … 2. Pre – speaking (6 minutes) - T sets the scene by showing the pictures in part 3, lesson - The pictures in part 3, lesson 1 1 on page 55 and asks Ss to identify them. on page 55. - T elicits from Ss’ responses to introduce the new lesson. 3. While – speaking (15 minutes).

(104) S1: What’s that? S2: It’s a rubber. S3: What’s this? S4: It’s a pencil. S5: What’s that? S6: It’s a ruler. S7: What’s this? S8: It’s a pencil sharpener. … 4. Post – speaking (10 minutes) - T introduces the chant. Let’s chant What’s this? - Ss lissten to the chant twice. What’s this? - Ss listen and repeat the chant. A book - T asks Ss to swap their parts to repeat the chant. It’s a book. - T focuses Ss on intonation and rhythm when necessary. What’s that? - T asks Ss some questions to check Ss’ comprehension of What’s that? the language. A school bag. It’s a school bag. 5. Consolidation and homework (3 minutes) - T asks Ss to repeat what they’ ve just learnt. - Ss learn by heart the chant and - T corrects Ss’ mistakes if necessary and summaries the do the exercises in part A(Phonics), and B(Vocabulary) in lesson. - T asks Ss to learn by heart the chant and do the exercises their workbook. in part A(Phonics), and B(Vocabulary) in their workbook. - T explaints the task and asks Ss to ask and answer about those school things. - Some pairs of Ss speak aloud in front of the class. - Others observe and give comments. - T corrects Ss’mistakes if necessary and gives the right answers.. Week 16; Period 47 Making date: Tuesday, November 29 th 2011 Teaching date: Thursday, December 1 st 2011. Unit 8 : SCHOOL THINGS. Lesson 2: 1-2; Page: 56 I.Objectives. By the end of the lesson, Students will be able to dedscribe some school things and develop their listening skill. II. Language focus. + Vocabulary: all, year. + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about S1: What is this? school things. S2: It’s a ruler. S3: What are those? - Others observe and give comments. S4: They are books. - T gives comments and marks. …… 2. Pre – listening (9 minutes) - T introduces the task and asks Ss to look at the words that pens pencils have coloured differently in part 1 on page 56. - T asks some Ss to read these words aloud. Pens and pencils - T focuses Ss on pronunciation and guide Ss to read Books and bags correctly..

(105) Rulers and rubbers They’re school things They’re all new For my new school year! 3. While listening (12 minutes) - T sets the scene by showing the pictures in part 2 on page The transcript. 56 and asks Ss to realize those things. 1. A: What’s this? - T introduces the task. B: It’s a pen. - T plays the recording twice. A: It’s a pen. B: Yes, it is - Some Ss give their answers. 2. A: What’s that? - Others gives comments. B: It’s a rubber. - T corrects Ss’ mistakes if necessary and gives the right A: It’s a rubber. answers. B: Yes, it is. - Ss listen to the texts once again to check the answers. 4. Post listening (10 minutes) - T calls on some pairs of Ss to ask and answer about S1: What is this? school things. S2: It’s a ruler. S3: What are those? - Some pairs speak aloud. S4: They are books. - Others observe and give comments. S5: What is that? - T corrects Ss’ mistakes if necessary. S6: It’s a notebook. S7: What are those? S8: They’re pens. …… 5. Consolidation and homework (3 minutes) - T asks Ss to repeat what they’ ve just learnt. - Ss do the exercises in part - T corrects Ss’ mistakes if necessary and summaries the C(Sentence patterns) in their workbook. lesson. - T asks Ss to do the exercises in part C(Sentence patterns) in their workbook. Week 16; Period 48 Making date: Wednesday, November 30th 2011 Teaching date: Friday, December 2nd 2011 - Ss listen and repeat. - T plays the recording twice. - Ss listen and repeat the chant.. Unit 8 : SCHOOL THINGS. Lesson 2: 3-4; Page: 57 I.Objectives. By the end of the lesson, Students will be able to review the way to dedscribe some school things and develop their reading skill. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play game “ Slap the board” - Teacher is a guider pen rubber pencil ruler - Students play game pencil case * Rules: Students make two groups . When teacher reads a backpack word, they have to run to the board and cricle the word 2. Pre-reading (6 minutes) - T sets the scene by showing the real things and asks Ss: - It’s a pen.

(106) - It’s a ruler - It’s a pencil case - It’s a backpack - It’s a rubber - It’s a pencil 3. While – reading (12 minutes) - T reads the text once The answer key: - Some Ss read the text aloud. 1–c 2–e - T focuses Ss on pronunciation and intonation. 3–f - T asks Ss to read the text and then match them with the 4–a suitable pictures. 5–b - Some Ss give their answers. 6–d - Others obsever and give comments. - T corrects Ss’ mistakes and gives the answer. 4. Post – reading (13 minutes) - T introduces the song The song - Ss listen to the song twice. My school things - Ss listen and repeat the song. Linda, Peter, have you got any - some Ss sing the song aloud. pen? - T focuses Ss on intonation and rhythm. Yes, Sir. Yes, Sir. Here they are. One is my new pen and one is Linda’s. And one for my little friend Peter down the class. 5. Consolidation and homework (3 minutes) - Teacher summaries the lesson - Ss do the exercises in part - Teacher gives students exercises D(Reading) in their workbook. And learn by heart the song. What is this? - T introduces the the contents of the reading text. Week 17; Period 49 Making date: Friday, December 2nd 2011 Teaching date: Monday, December 5th 2011. Unit 8 : SCHOOL THINGS. Lesson 3: 1-2; Page: 58 I.Objectives. By the end of the lesson, Students will be able to ask and answer about some specific school things II. Language focus. + Vocabulary: these, those + Structure: What are these? → They are books. What are those? → They are pencils. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to sing the song “My school things” on My school things page 57 in the Ss book aloud Linda, Peter, have you got any - Others observe and give comments pen? - T gives comments. Yes, Sir. Yes, Sir. Here they are. One is my new pen and one is Linda’s..

(107) And one for my little friend Peter down the class. 2. Presentation (9 minutes) - T sets the scene by showing the picture in part 1 on page 1. What are these? 58 and asks Ss to describe it. → They are books. - Some Ss describe it. 2. What are those? → They are pencils. - T elicits from Ss’ responses to inroduce the dialogue. - T plays the recording twice - Ss listen and repeat the dialogue. - Some pairs of Ss role play the dialogue. - T introduces the new structure ans write them on the board. - Ss listen and repeat the model sentences. 3. Practice (9 minutes) - T explaints the new task in part 2 on page 58 and asks Ss 1. What are these? to ask and answer in pairs. → They are books. 2. What are these? - Some pairs say aloud. → They are pencil sharpeners. - T focuses Ss on intonation and corrects Ss’ mistakes if 3. What are those? necessary. → They are pencils. - T gives the answer and writes them on the board. 4. What are those? → They are school bags. 4. Production (13 minutes) - T asks Ss to ask answer in pairs abouts school things. S1: What are those? - Some pairs talk aloud. S2: They are pencils. - Others observe and give comments. S3: What are these? S4: They are pencil sharpeners. - T gives comments. … 5. Consolidation and homework (3 minutes) - T asks Ss to repeat what they’ve just learnt. - Ss do the exercises in part - T corrects Ss’ mistakes if necessary and summaries the E(Writing) in their workbook. lesson - Give student exercises - T gives feedback Week 17; Period 50 Making date: Monday, December 5th 2011 Teaching date: Tuesday, December 6th 2011. Unit 8 : SCHOOL THINGS. Lesson 3: 3-4; Page: 59 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about some specific school things II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about some S1: What are those?.

(108) S2: They are pencils. S3: What are these? S4: They are pencil sharpeners … 2. Pre – Writing (6 minutes) - T sets the scene by showing the pictures in part 3 on page The pictures in part 3 on page 59 59 and asks Ss to describe them. - T elicits from Ss’ responses to introduce the new task. 3. While – Writing (13 minutes) - T explaints the exercise and asks Ss to complete the a. What is this ? sesntences in pairs. It is a book. - Some pairs read aloud their answer. b. What is that ? It is a rubber. - Others observe and give comments. c. What are these ? - T gives comments and gives the answer. They are pens. - Ss copy down. d. What are those ? They are rulers. 4. Post – Writing (12 minutes) - T asks Ss to play the game “Slap the board”. rulers rubber backpack - T stick the pictures on the board and explaints the game. pen book pencil case pencil pencil sharpener - T calls on three Ss of three group to go to the board and play the game. 5. Consolidation and homework (3 minutes) - T summaries the lesson and gives Ss excercises. - Redo all exerecises in unit 8. specific school things. - Others observe and give comments. - T gives comments and marks.. Week 17 Period 51 Making date: Tuesday, December 6th 2011 Teaching date: Thursday, December 8th 2011. REVIEW I.Objectives. By the end of the lessons, Students will be able to review the vocabulary and structures they have learnt. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, chalks, boad, pictures... IV. Teaching methods : - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the game slap the board. can what are large - T calls on some Ss to go to the board and play the game. classroom big library ruler she meet book - Others observe and give comments. …… - T gives comments. 2. Presentation (6 minutes) - T gives some exercises and explaints the way to do and I. Complete the sentences below. asks Ss to do them. 1. This … my classroom. 2. Is she your friend? …, she is. 3. That’s Tony. … is my friend. 4. … this girl new ? No, she isn’t. 5. What … this? It’s a ruler. …… 3. Practice (13 minutes).

(109) I. 1. is 2. Yes. 3. He 4. Is 5. is …… 4. Post – Writing (12 minutes) - T asks Ss to redo all the exercises in their workbook. - The exercises in their workbook - T explaints some difficult exercises. 5. Consolidation and homework (3 minutes) - T summaries the lesson and gives Ss excercises. - Redo all exerecises - T gives feedback. - Some Ss go to the board and do them. - Others give comments. - T corrects Ss’ mistakes if necessary and gives the answer.. Week 17; Period 52 Making date: Wednesday, December 7th 2011 Teaching date: Friday, December 9th 2011. REVIEW I.Objectives. By the end of the lessons, Students will be able to review the vocabulary and structures they have learnt. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, chalks, boad, pictures... IV. Teaching methods : - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the game Chinese whisper 1. This is my classroom - T calls on three Ss to go to the board and read their 2. He is my friend. sentence. 3. It is a pencil case. - Ss play the game in three groups. - T gives comments. 2. Presentation (6 minutes) - T gives some exercises and explaints the way to do and I. Answer the questions below. asks Ss to do them. 1. What’s your name? 2. What are those? 3. How do you spell your name? 4. What are these? 5. May I open the book? 6. Is that your friend? 7. Which is your school? 8. What school is it? 9. Is this your computer room? 10. What is this? 3. Practice (13 minutes) - Some Ss go to the board and do them. I. The answer. - Others give comments. 1. My name is Nam/ … - T corrects Ss’ mistakes if necessary and gives the answer. 2. They are rulers/ pens/… 3. N-A-M/ Q-U-A-N/… 4. They’re books/ chairs/… 5. Yes, you can/ No, you can’t. 6. Yes, she/ he is./ No, she/he isn’t.

(110) 7. This/ That one. 8. It’s Hoa Mai/ Hoa Mi/… school 9. Yes, it is./ No, it isn’t. 10. It’s a pen/ book/…. 4. Post – Writing (12 minutes) - T asks Ss to redo all the exercises in their workbook. - The exercises in their workbook - T explaints some difficult exercises. 5. Consolidation and homework (3 minutes) - T summaries the lesson and gives Ss excercises. - Redo all exerecises - T gives feedback. Week 18; Period 53 Making date: Monday, December 5th 2011 Teaching date: Monday, December 12th 2011 THE FIRST FINAL TEST I.Objectives. By the end of the test, Students will be able to check their knowledge in English. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Paper tests IV. Teaching methods : V. Teaching procedure. I. Match the words in column A with their Vietnamese meaning in column B, the first has been done for you.(Nèi c¸c tõ ë cét A víi nghÜa cña chóng ë cét B, c©u 1 lµ vÝ dô) 5 X 0.5 = 2.5 points A 1. Large 2. Backpack 3. Classroom 4. Big 5. Ruler 6. New. B a. Líp häc b. Ba l« c. Lín d. Réng e. Míi f. Thíc. II. Use the words in the circles to complete the dialogues below, the first has been done for you. (Dùng những từ trong các vòng tròn để điền vào các bài hội thoại sau, câu 1 là ví dô) 5 X 0.5 = 2.5 points 1.. School. it. Mai : …This… is my school. Nam : Is it Nguyen Du Primary …………… ? Mai : No, …………… isn’t. It’s Kim Dong Primary School. 2.. Yes. Tom. :. ……………. this Tina?. She.

(111) Linda : ……………, she is. …………… is my friend. III. Circle the best options A, B or C to complete the sentences below, the first has been done for you. (Khoanh tròn đáp án đúng nhất A, B hoặc Cđể hoàn thành các câu sau, câu 1 lµ vÝ dô) 5 X 0.5 = 2.5 points 1. What school is it? A. My name’s Kim Lien B. It’s Kim Lien Primary School C. Yes, it is 2. Is the music room large? A. Yes, it is B. No, it is C. Yes, it isn’t 3. How are you? A. No, it isn’t B. My name’s Nam C. Fine, thanks 4. How do you spell your name? A. My name’s Linda B. She’s Linda C. L-I-N-D-A 5. Is this Mary? A. She’s my friend B. That’s M-A-R-Y C. No, she isn’t 6. This is …… classroom. A. a. B. music. C. computer. IV. Reorder the words below to make sentences, the first has been done for you.(S¾p xếp các từ sau để tạo thành câu đúng, câu 1 là ví dụ) 5 X 0.5 = 2.5 points 1. is / pencil / That / your / . à That is your pencil. 2. small / is / It / . à ....................................................................................................................................................... 3. This / my / is / rubber / . à ....................................................................................................................................................... 4. is / It / new / . à ....................................................................................................................................................... 5. school / is / What / it / ? à ....................................................................................................................................................... 6. Queen / It / School / Primary / is / . à ........................................................................................................................................................ The end! Week 18; Period 54 Making date: Monday, December 5th 2011 Teaching date: Tuesday, December 13th 2011 THE ANSWER FOR THE FIRST FINAL TEST.

(112) I.Objectives. By the end of the test, Students will be able to know their knowledge in English and their test’s mark. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Paper tests IV. Teaching methods : V. Teaching procedure. I. 5 X 0.5 = 2.5 points 1. d 2. b 3. a 4. c 5. f 6. e II. 5 X 0.5 = 2.5 points 1. This – School – it. 2. Is – Yes – She. III. 3 X 0.5 = 1.5 points 1. B 2. A 3. C 4. C 5. C 6. A IV. 5 X 0.5 = 2.5 points 1. That is your pencil. 2. It is small. 3. This is my rubber. 4. It is new 5. What school is it? 6. It is Queen Primary School. Week 18; Period 55 Making date: Tuesday, December 13th 2011 Teaching date: Thursday, December 15th 2011. REVIEW I.Objectives. By the end of the lessons, Students will be able to review the vocabulary and structures they have learnt. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, chalks, boad, pictures... IV. Teaching methods : - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up (6 minutes). Contents.

(113) - T asks Ss to play the game Chinese whisper 1. My pencil is long - T calls on three Ss to go to the board and read their 2. She is my friend 3. They are my rubbers. sentence. - Ss play the game in three groups. - T gives comments. 2. Presentation (6 minutes) - T gives some exercises and explaints the way to do and I. Read and then write T for true or F for false. asks Ss to do them. This is my classroom. It is small. This is my school bag. It is big and old. That is my pencil sharpener. It is new. These are my pens. They are short and new too. I like my school things. 1. The classroom is small. 2. The school bag is small and new. 3. The pencil shapener is new. 4. The pens are long and old. 3. Practice (13 minutes) - Some Ss go to the board and do them. I. The answer. - Others give comments. 1. T - T corrects Ss’ mistakes if necessary and gives the answer. 2. F 3. T 4. F 4. Post – Writing (12 minutes) - T asks Ss to redo all the exercises in their workbook. - The exercises in their workbook - T explaints some difficult exercises. 5. Consolidation and homework (3 minutes) - T summaries the lesson and gives Ss excercises. - Redo all exerecises - T gives feedback. Week 18; Period 56 Making date: Wednesday, December 14th 2011 Teaching date: Friday, December 16th 2011. □. □. □ □. REVIEW. I.Objectives. By the end of the lessons, Students will be able to review the vocabulary and structures they have learnt. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, chalks, boad, pictures... IV. Teaching methods : - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the game quikly writing T: ngồi xuống, đứng lên, thước, - T calls on three Ss to go to the board and play the game bút chì, cục tẩy, nhỏ, lớn, lớp học, trường học, đây là Nam, … - Others observe and give comments. Ss: sit down, stand up, ruler, - T gives comments. pencil, rubber, small, big, classroom, school, this is Nam,….

(114) 2. Presentation (6 minutes) - T gives some exercises and explaints the way to do and I. Reorder the words to make asks Ss to do them. sentences. 1. is / What / this / ? 2. a / desk / is / It / . 3. are / What / these / ? 4. are / chairs / They / . 5. my / This / pencil case / is / . 6. is / It / long / . 7. classroom / Is / your / big / ? 8. it / Yes / is / , / . 9. Le Loi / It / School / is/ Primary. 10. your / Linda / Is / friend / . 3. Practice (13 minutes) - Some Ss go to the board and do them. I. The answer. - Others give comments. 1. What is this ? - T corrects Ss’ mistakes if necessary and gives the answer. 2. It is a desk. 3. What are these? 4. They are chairs. 5. This is my pencil case. 6. It is long. 7. Is your classroom big ? 8. Yes, it is. 9. It is Le Loi Primary School. 10. Is Linda your friend ? 4. Post – Writing (12 minutes) - T asks Ss to redo all the exercises in their workbook. - The exercises in their workbook - T explaints some difficult exercises. 5. Consolidation and homework (3 minutes) - T summaries the lesson and gives Ss excercises. - Redo all exerecises - T gives feedback.. THE SECOND TERM Week 19; Period 57 Making date: Sunday, January 1st 2012 Teaching date: Monday, January 2nd 2012. Unit 9 : In my classroom. Lesson 1: 1-2; Page: 60 I.Objectives. By the end of the lesson, Students will be able to perform some specific classroom instructions. II. Language focus. + Vocabulary: sit down, stand up, close, open, please. + Structure: Stand up, please. Sit down, please. Close your book, please. Open your book, please. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach.

(115) V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up - T calls on some Ss to read the rhythm on page 57 of the Ss My school things book. Linda, Peter, have you got any - Others observe and give comments. pen? - T gives comments. Yes, Sir. Yes, Sir. Here they are. One is my new pen and one is Linda’s. And one for my little friend Peter down the class. 2. Presentation - T sets the scene by showing the picture in part 1 on page Close: đóng 60 and asks Ss to describe it.. Open: mở Stand up: đứng lên - T elicits from Ss’ responses to introduce the text. Sit down: ngồi xuống - T plays the recording twice. Please: làm ơn, vui lòng - Ss listen and repeat the text. Open your book: mở sách ra - T focuses Ss on intonation. Close your book: gấp sách lại - T gives out some new words and strutures. - Ss copy down. - Ss listen and repeat them. - Some Ss read them aloud. - T focuses Ss on pronuciation. 3. Practice - T explaints the exercise and calls on some Ss to go to the Stand up, please board and give command. Sit down, please - Others obey the command. Open your book, please Close your book, please - T corrects Ss’ mitakes if necessary and gives comments. 4. Production - T asks Ss to play the game “Simon say” Stand up, please - T explaints the game. Sit down Open your book - Ss play the game by listening the command and follow. Close your book, please … 5. Consolidation and homework - Ss repeat what they’ve just learnt. - Ss do the exercises in part - T corrects Ss’ mistakes if necessary and summaries the A(Phonics) in their workbook. lesson and give student exercises - Students write down Week 19; Period 58 Making date: Sunday, January 1st 2012 Teaching date: Tuesday, January 3rd 2012. Unit 9 : In my classroom. Lesson 1: 3-4; Page: 61 I.Objectives. By the end of the lesson, Students will be able to review the way to perform some specific classroom instructions. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups.

(116) V. Teaching procedure.. - Communicative approach. Teacher and students’ activities 1. Warm up - T calls on some Ss to go to the board to give command - Others observe and give comments. - T gives comments and marks. 2. Pre - Speaking - T sets the scene by showing the pictures in part 3 on page 61 and asks Ss to describe them. - T elicits from Ss’ responses to give the new task. 3. While - Speaking - T calls on some Ss to go to the board and give command to the others. - Others follow. - T is a guider. - T give feedback. 4. Post - Speaking - T introduces the chant. - T plays the recording twice. - Ss listen and repeat the chant. - T focus Ss on intonation and rhythm.. Contents S1: Stand up, please Open your book, please S2: Sit down, please Close your book, please … The pictures in part 3 on page 61. S1: Stand up, please Open your book, please S2: Sit down, please Close your book, please …. Let’s chant Come in. Yes, Miss. Sit down. Yes, Miss. Open your book. Yes, Sir. Close your book. Yes, Sir. 5. Consolidation and homework - T summaries and gives students exercises - Ss do the exercises in part - Give student exercises B(Vocabulary) in their workbook. Week 19; Period 59 Making date: Tuesday, January 3rd 2012 Teaching date: Thursday, January 5th 2012. Unit 9 : In my classroom. Lesson 2: 1-2; Page: 62 I.Objectives. By the end of the lesson, Students will be able to ask for permission. II. Language focus. + Vocabulary: Review + Structure: May I … III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up - T calls on some Ss to recite the chant in part 4 on page 61 - Others observe and give commments. - T gives comments and marks.. Contents The chant Come in. Yes, Miss..

(117) Sit down. Yes, Miss. Open your book. Yes, Sir. Close your book. Yes, Sir. 2. Pre – Listening - T sets the scene by showing the pictures in part 2 on page 62 and asks Ss to describe them. - T elicits from Ss’ responses to introduces the new task. 3. While - Listening - T plays the recording twice. - Ss listen and tick then the right picture. - Some Ss give their answer. - Others observe and give comments. - T gives comments and gives the corrects answer.. The pictures in part 2 on page 62 The transcrip: 1. Boy:Can I open My book Miss? Lady: Open your book? Sorry you can’t. You can’t open your book now. 2. Boy: Can I sit down sir? Man: Sit down? Of course, you can. You can sit down now. The answer: 1 – b ; 2 – a.. 4. Post – Listening S1: Can I sit down sir? - T calls on some Ss to ask about permission. S2: Can I open My book Sir? - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives commnets. … 4. Consolidation and homework - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the permission, and do the exercises lesson. in their workbook. - T gives Ss exercises. Week 19; Period 60 Making date: Tuesday, January 3rd 2012 Teaching date: Thursday, January 6th 2012. Unit 9 : In my classroom. Lesson 2: 3-4; Page: 63 I.Objectives. By the end of the lesson, Students will be able to review the way to ask for permission. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up - T calls on some Ss to ask permission. - Others observe and give commnets. - T gives commnets and marks.. S1: Can I sit down sir? S2: Can I open My book Sir? …. 2. Pre - Reading - T sets the scene by showing the pictures in part 3 (Read. The pictures in part 3 (Read and.

(118) and match) and asks Ss to describe them. match) - T elicits from Ss’ responses to introduce the new task. 3. While - Reading - T read the texts once alod. The answer: 1–d - T calls on some Ss to read the texts aloud. 2–a - T focuses Ss on intonation. 3–c - Ss read the texts individually and match them with the 4 – b. suitable pictures. - Some Ss give their answer. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 4. Post - Reading - T explaints the excersise 4 on page 63 and asks Ss to do it The answer: Close, open, come in, go out, sit - Some Ss go to the board and circle. down, stand up. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 5. Consolidation and homework - T summaries the lesson and gives feedback. - Ss do the exercises in their - T gives Ss excercises. workbook. Week 20; Period 61 Making date: Saturday, January 7th 2012 Teaching date: Monday, January 9th 2012. Unit 9 : In my classroom. Lesson 3: 1-2; Page: 64 I.Objectives. By the end of the lesson, Students will be able to give some specific permission. II. Language focus. + Vocabulary: Come in, go out + Structure: May I come in ? May I go out ? → Yes, you can./ No, you can’t. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up - T calls on some Ss to recite the chant on page 61, lesson 1. - Others observe and give comments. - T gives feedback and marks.. 2. Presentation - T sets the scene by showing the picture in part 1, lesson 3 on page 64 and asks Ss to describe it. - Ss describe the picture and guess what they are talking about. - T plays the recording twice.. Contents The chant Come in. Yes, Miss. Sit down. Yes, Miss. Open your book. Yes, Sir. Close your book. Yes, Sir. Come in: Đi vào Go out: Đi ra May I come in ? May I go out ? → Yes, you can./ No, you can’t..

(119) - Ss listen and repeat the conversation. - T gives out the new words and new structure. - Ss listen and repeat the vocabulary and structure. 3. Practice - T explaints the task and asks Ss to complete the sentences and then say with their partners. - Some pairs say aloud. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer.. a. May I go out ? → Yes, you can b. May I come in ? →No, you can’t. c. May I close my book ? → Yes, you can d. May I open my book ? →No, you can’t.. 4. Production - T asks Ss to ask and give permission in pairs. - Some pairs of Ss say aloud. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives comments.. S1: May I go out ? S2: Yes, you can S3: May I come in ? S4:No, you can’t. S5: May I close my book ? S6:Yes, you can S7: May I open my book ? S8:No, you can’t. … 5. Consolidation and homework - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and give permission, and do the exercises in their workbook. lesson. - T gives Ss exercises. Week 20; Period 62 Making date: Saturday, January 7th 2012 Teaching date: Tuesday, January 10th 2012. Unit 9 : In my classroom. Lesson 3: 3-4; Page: 65 I.Objectives. By the end of the lesson, Students will be able to reciew the way to give some specific permission. II. Language focus. + Vocabulary: Review + Structure: Reciew III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up - T calls on some Ss to give permission. - Others observe and give comments. - T gives feedback and marks.. S1: May I go out ? S2: Yes, you can S3: May I come in ? S4:No, you can’t. S5: May I close my book ? S6:Yes, you can … 2. Pre - Writing.

(120) - T sets the scene by showing the picture in part 3, lesson 3 on page 65 and asks Ss to describe it. - Ss describe the picture and guess what they are talking about. - T asks Ss to complete those sentences 3. While - Writing - T calls on some Ss to go to the board and write their answer. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 4. Production - T introduces the song in part 4, lesson 3, on page 65. - T plays the song twice. - Ss listen and repeat the song.. - T summaries the lesson. - T gives Ss exercises.. The picture in part 3, lesson 3 on page 65. 1. come in 2. go out 3. close 4. open. Come in and sit down. Hello! Hello! Miss Minh Hien. May I come in and sit down? Hello! Hello! Yes, you can. Come in , sit down and study. Open your book and read aloud A B C D E F G 5. Consolidation and homework - Ss learn by heart the way to ask and give permission, and redo all the exercises in unit 9 in their workbook.. Week 20; Period 63 Making date: Tuesday, January 10th 2012 Teaching date: Thursday, January 12th 2012. Unit 10 : Our break time. Lesson 1: 1-2; Page: 66 I.Objectives. By the end of the lesson, Students will be able to name some specific games and activities. II. Language focus. + Vocabulary: break time, badminton, chess, hide and seek, chat. + Structure: What do you do at break time? → I play badminton. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the game of charade (guessing the words (Play badminton) from actions or miming) (Play hide and seek) - T explaints the game and calls on some Ss to go to the … board and do the actions or miming. - Others observe and guess the words. - T gives comments 2. Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson 1 The picture in part 1, lesson 1 on on page 66 and asks Ss to describe it. page 65 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking break time: giờ ra chơi about. badminton: cầu lông - T asks some Ss the question: “What do you usually do at.

(121) break time ?” chess: cờ - T plays the recording twice. hide and seek: trốn tìm chat: trò chuyện - Ss listen and repeat the dialogue. * Grammar. - Ss role play the dialogue in pairs. What do you do at break time? - T gives out some new words and structure. → I play badminton. - Ss listen and repeat the vocab and structure …… - T focuses Ss on pronunciation and intonation 3. Practice (12 minutes) - T explaints the task and asks Ss to do the exercise 2 on a. What do you do at break time? page 66. → I play badminton. - T calls on some pair of Ss to say aloud. b. What do you do at break time? → I play chess. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. c. What do you do at break time? → I play hide-and-seek. d. What do you do at break time? → I chat with friends. 4. Production (9 minutes) - T asks Ss to ask and answer about themselves in pairs. S1: What do you do at break time? - Some pairs speak aloud. S2: I play hide-and-seek. - Others observe and give comments. S3: What do you do at break time? - T corrects Ss’ mistakes if necessary. S4: I play chess. S5: What do you do at break time? S6: I play badminton. S7: What do you do at break time? S8: I chat with friends. …… 5. Consolidation and homework (3 minutes) - Ss reeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about the game and activities, and do the exercises in lesson. part A(Phonics) of unit 10 in their - T gives Ss exercises. workbook. - T gives feedback. Week 20; Period 64 Making date: Wednesday, January 11th 2012 Teaching date: Friday, January 13th 2012. Unit 10 : Our break time. Lesson 1: 3-4; Page: 67 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and asnwer about some specific games and activities. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to asks and answer about some S1: What do you do at break time? specific game or activities S2: I play hide-and-seek. - Some pairs of Ss speak aloud. What about you? - Others observe and givecomments. S1: I play chess..

(122) - T corrects Ss’ mistakes if necessary and gives comments. … 2. Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 1 on 1 on page 67 and asks Ss to describe it. page 67 - T explaints the task and asks to ask and answer in pairs. 3. Practice (17 minutes) - T calls on pairs of Ss to speak aloud. S1: What do you do at break time? - Others observe and give comments. S2: I play hide-and-seek. - T focuses Ss on intonation and corrects Ss’ mistakes if S3: What do you do at break time? necessary. S4: I play chess. S5: What do you do at break time? S6: I play badminton. S7: What do you do at break time? S8: I chat with friends. …… 4. Production (9 minutes) - T introduces the chant in part 4, lesson 1, on page 67. At break time - T plays the chant twice. Chess. Chess. Chess. - Ss listen and repeat the chant Chat. Chat. Chat. Badminton. Hide-and-seek. Don’t peek. 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the chant in - T corrects Ss’ mistakes and summaries the lesson, part 4 on page 67, and do the - T gives Ss exercises. exercises in part B(Vocabulary) of unit 10 in their workbook. - T gives feedback. Week 21; Period 65 Making date: Saturday, January 28th 2012 Teaching date: Monday, January 30th 2012. Unit 10 : Our break time. Lesson 2: 1-2; Page: 68 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and asnwer about some specific games and activities. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4 on page 67 The chant - Others observe and give comments. At break time - T gives comments and marks. Chess. Chess. Chess. Chat. Chat. Chat. Badminton. Hide-and-seek. Don’t peek. 2. Pre - Listening (9 minutes) - T sets the scene by showing the pictures in part 1, lesson break play 2 on page 68 and asks Ss to describe it. Break time! Break time! Break.

(123) time! What do you do at break time? I play chess. And you? I chat. And you? I play football. OK! OK! Let’s play football. At break time. 3. While listening (10 minutes) - T calls on pairs of Ss to speak aloud. S1: What do you do at break time? - Others observe and give comments. S2: I play hide-and-seek. - T focuses Ss on intonation and corrects Ss’ mistakes if S3: What do you do at break time? necessary. S4: I play chess. S5: What do you do at break time? S6: I play badminton. S7: What do you do at break time? S8: I chat with friends. …… 4. Production (12 minutes) - T calls on some pairs of Ss to asks and answer about some S1: What do you do at break time? specific game or activities S2: I play hide-and-seek. - Some pairs of Ss speak aloud. What about you? - Others observe and give comments. S1: I play chess. - T corrects Ss’ mistakes if necessary and gives comments. … 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. C(Sentences partens) of unit 10 in their workbook. - T gives feedback. - T elicits from Ss’ responses to introduce the text. - T writes two importaint words in part 1, lesson 2 and guides Ss to read them correctly. - T plays the recording twice. - Ss listen and repeat the text. - T focuses Ss on intonation.. Week 21; Period 66 Making date: Saturday, January 28th 2012 Teaching date: Tuesday, January 31st 2012. Unit 10 : Our break time. Lesson 2: 3-4; Page: 69 I.Objectives. By the end of the lesson, Students will be able to review the way to name some specific games and activities. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the game “Chinese whisper” 1. What do you do at break time? - T divides class into three groups and play the game. 2. I play badminton. - T gives comments. 3. I play hide-and-seek. 2. Pre – Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 2 on.

(124) 2 on page 69 and asks Ss to describe it. page 69 - T elicits from Ss’ responses to introduce the text. - T reads the texts once. 3. While – Reading (12 minutes) - T calls on some Ss to read the texts aloud. 1. I play hide-and-seek → c - T focuses Ss on intonation. 2. I play chess →d - T asks Ss to read and then match them with the suitable 3. I play football →b pictures. 4. I chat with my friends → a - Some Ss give their answer. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 4. Production (10 minutes) - T explaints the game “Bingo” and asks Ss to play. you he chess - T divides class into three groups and play the game. football chat Hide-and-seek - T gives comments. volleyball is badminton 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. D(Reading) of unit 10 in their workbook. - T gives feedback. Week 21; Period 67 Making date: Tuesday, January 31st 2012 Teaching date: Thursday, February 2nd 2012. Unit 10 : Our break time. Lesson 3: 1-2; Page: 70 I.Objectives. By the end of the lesson, Students will be able to ask and answer about some specifics games and activities at break time, using “Do you like playing … ?”. II. Language focus. + Vocabulary: like. + Structure: Do you like playing chess? → Yes, I do./ No, I don’t. I like doing puzzles. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to recite the chant on page 67, lesson The chant 2. At break time - Others observe and give comments. Chess. Chess. Chess. - T gives feedback and marks. Chat. Chat. Chat. Badminton. Hide-and-seek. Don’t peek. 2. Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson 3 Like: thích on page 70 and asks Ss to describe it. * Do you like playing chess? - Ss describe the picture and guess what they are talking → Yes, I do./ No, I don’t. I like doing puzzles. about. - T plays the recording twice. - Ss listen and repeat the conversation. - T gives out the new words and new structure..

(125) - Ss listen and repeat the vocabulary and structure. 3. Practice (10 minutes) - T explaints the task and asks Ss to complete the sentences a. Do you like chatting? and then say with their partners. → Yes, I do - Some pairs say aloud. b. Do you like playing badminton? →No, I don’t. I like chatting. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. c. Do you like playing football? → Yes, I do d. Do you like playing hide-anndseek? →No, I don’t. I like playing chess. e. Do you like playing chess? → Yes, I do 4. Production (12 minutes) - T asks Ss to ask and answer about games and activities at S1: Do you like playing chess? break time in pairs. S2: Yes, I do - Some pairs of Ss speak aloud. S3: Do you like playing hide-anndseek? - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives comments. S4: No, I don’t. I like chatting. S5: Do you like playing badminton? S6: Yes, I do S7: Do you like playing hide-anndseek? S8: No, I don’t. I like playing chess … 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about games and activities at break time, and do the lesson. exercises in part E(Writing) in - T gives Ss exercises. their workbook. - T gives feedback. Week 21; Period 68 Making date: Wednesday, February 1st 2012 Teaching date: Friday, February 3rd 2012. Unit 10 : Our break time. Lesson 3: 3-4; Page: 71 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about some specifics games and activities at break time, using “Do you like playing … ?”. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about some S1: Do you like playing chess? specifics games and activities at break time, using “Do S2: Yes, I do S3: Do you like playing hide-anndyou like playing … ?”.. seek? - Others observe and give comments..

(126) S4: No, I don’t. I like chatting. S5: Do you like playing badminton? S6: Yes, I do … 2. Pre – Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson 3 The picture in part 3, lesson 3 on on page 71 and asks Ss to describe it. page 71 - Ss describe the picture and guess what they are talking about. - T asks Ss to complete those sentences 3. While – Writing (13 minutes) - T calls on some Ss to go to the board and write their 1. I like playing badminton answer. 2. I don’t like playing football. I like playing chess. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 3. I like playing hide-and-seek 4. I don’t like chatting. I like doing puzzles. 4. Production (12 minutes) - T introduces the song in part 4, lesson 3, on page 71. Hide – and - seek - T plays the song twice. Hide, hide, hide – and – seek! - Ss listen and repeat the song. Let’s play hide –and –seek. - T calls some Ss to sing the song aloud Where is Tony ? - Others observe and give comments. Where is Mary ? - T focuses Ss on rhythm and gives comments. I can’t find you all. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss learn by heart the way to ask - T gives Ss exercises. and answer about games and activities at break time, and redo - T gives feedback. all the exercises in unit 10 in their workbook. - T gives feedback and marks.. Week 22; Period 69 Making date: Friday, February 3rd 2012 Teaching date: Monday, February 6th 2012. REVIEW 2. Page: 72 - 77 I.Obbjectives. By the end of the lesson, Students will be able to perform their abilities in listening, speaking, reading and writing related to the topics from unit 6 to unit 10, using the phonics, vocabulary and sentences patterns they have learnt. II. Language focus. + Vocabulary: review + Structure: review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up - T asks Ss to play the game Chinese whisper - T calls on three Ss to go to the board and read their sentence.. Contents 1. This is the library. 2. I play badminton. 3. These are my pens..

(127) - Ss play the game in three groups. - T gives comments. 2. Presentation 1. Phonics - T asks Ss to repeat all difficult words and read them aloud. - T focuses Ss on pronunciation. - T writes them on the board and reads them aloud. - Ss listen and repeat. 2. Vocabulary. - T writes some vocabularies on the board and asks Ss to play the game “slap the board”. - T explaints the game if necessary and calls on three Ss to go to the board and play the game. - Ss read those words aloud. - T focuses Ss on pronunciation. - T give feedback. 3. Sentence patterns. - T asks Ss to give out the structures they have learnt. - T corrects Ss’ mistakes if necessary and write the right structures. - Ss listen and repeat all the structures. - Ss make some short dialogues using the structures they’ve just give out. - Others observe and give comments. - T corrects Ss’ mistakes if necessary. which school small big pens pencils can school break play. school library rubber pencil old open big break time close badminton puzzle hide-and-seek music short it new. - It’s Thang Long Primary School - Which is your school? → This one./ That one. - What school is it? → Park Primary School. - Is this a classroom? Yes, it is. - The book is big. - Is it new? → Yes, it is./ No, it isn’t. It’s old. - What’s this/that? → It’s a book. - What are these/those? → They’re rulers. - What do you do at break time? → I play hide-and-seek. - I like playing football/ badminton - Do you like playing chess? → Yes, I do./No, I don’t.. 3. Practice - T asks Ss to use the knowledge they’ve just review to S1: What is this? pracrise in groups of four. S2: It’s a pencil. S3: What are those? - Some groups practise aloud. S4: They are books. - Others observe and give comments. … - T corrects Ss’ mistakes if necessary. 4. Production - T asks Ss to do the exercises which they’ve not done yet - The exercises in the workbook. in the workbook. - T goes aroud to help Ss if necessary. 5. Consolidation and homework - Teacher summaries the lesson and asks Ss to prepare the new lesson (unit 11). - Ss learn by heart all the vocabulary and structures they’ve learnt. Week 22; Period 70 Making date: Sunday, February 5th 2012 Teaching date: Tuesday, February 7th 2012. REVIEW 2.

(128) Page: 72 - 77 I.Obbjectives. By the end of the lesson, Students will be able to practise the knowledge they’ve review in the last lesson. + Vocabulary: review + Structure: review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up - Ss play the game: “Hang man” - T explaints the game if necessary. - Ss guess the letters of the word.. 2. Presentation - T asks Ss to complete parts I – V individually. - Ss trade their answers for correcttion. 3. Practice - Some Ss do the exercises on the board. - Others give comments. - T corrects Ss’ mistakes if necessary and gives the right answer. I. Complete each word. Say it aloud. - T calls on a student to go to the board and do the exercise - Other give comments. - T corrects Ss’ mistakes if necessary and gives the right answer. II. Write the missing letters. - T calls on a student to go to the board and do the exercise - Other give comments. - T corrects Ss’ mistakes if necessary and gives the right answer. III. Listen and tick. - T plays the recording twice - Ss listen and choose the right pictures. - Some Ss give their answer. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the right answer. - Ss listen to the recording again to check the answer. IV. Read and tick. - T calls on a student to go to the board and do the exercise - Other give comments. - T corrects Ss’ mistakes if necessary and gives the right answer. V. Look, read and complete. - T calls on a student to go to the board and do the exercise - Other give comments. - T corrects Ss’ mistakes if necessary and gives the right answer.. CLASSROOM. - The exercises in review 2.. I. Complete each word. Say it aloud. 1- this, 2- thanks, 3- big, 4- bag, 5- pen, 6- pencil, 7- pens, 8- pencils, 9- break time, 10- library II. Write the missing letters. 1- school, 2- library, 3- computer, 4- music, 5- small, 6- old, 7- May, 8- football, 9- puzzles, 10- badminton. III. Listen and tick. 1- a, 2- a, 3- b, 4- b, 5- a.. IV. Read and tick. 1- b, 2- a, 3- b,. 4- b,. 5- a.. V. Look, read and number. 1- bag, 2- ruler, 3- rubber, 4- pencils, 5- pencil..

(129) VI. Look and talk. - T asks Ss to look at the pictures and speak as required. - Some pairs speak aloud. - Others observe and give comments. - T corrects Ss’ mistakes if necessary.. VI. Look and talk. Suggested answer: 1. a. It’s a classroom b. It’s a music room c. It’s a libreary. d. It’s a computer room.. 2. a. They’re rubbers b. They’re school bags. c. They’re pencils. d. They’re pencil sharpener. 3. a. I chat with my friends at break time b. I play chess at break time. c. I do puzzles at break time. d. I play badminton at break time.. 4. Production - T asks Ss to do the exercises which they’ve not done yet - The exercises in the workbook. in the workbook. - T goes aroud to help Ss if necessary. 5. Consolidation and homework - Teacher summaries the lesson and asks Ss to prepare the new lesson (unit 11). - Ss learn by heart all the vocabulary and structures they’ve learnt..

(130) Week 22; Period 71 Making date: Tuesday, February 7th 2012 Teaching date: Thursday, February 9th 2012. Unit 11: My family. Lesson 1: 1-2; Page: 6 I.Objectives. By the end of the lesson, Students will be able to identify family members. II. Language focus. + Vocabulary: who, family, father, mother, brother, sister. + Structure: Who’s this? → It’s my father. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to tell about their family members. Ss’ responses - Others observe - T listens and introduces the new lesson. 2. Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson 1 The picture in part 1, lesson 1 on on page 6 and asks Ss to describe it. page 6 and Ss’ responses - Ss describe the picture and guess what they are talking * Vocab: family: gia đình about. father: bố - T plays the recording twice. mother: mẹ - Ss listen and repeat the dialogue. brother: anh, em trai - Ss role play the dialogue in pairs. sister: chị, em gái - T gives out some new words and structure. * Grammar. - Ss listen and repeat the vocab and structure Who’s this? - T focuses Ss on pronunciation and intonation → It’s my father. …… 3. Practice (12 minutes) - T explaints the task and asks Ss to do the exercise 2 on a. Who’s this? page 6. → It’s my father. b. Who’s this? - T calls on some pair of Ss to say aloud. → It’s my mother - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. c. Who’s this? → It’s my sister d. Who’s this? → It’s my brother 4. Production (9 minutes) - T asks Ss to ask and answer about themselves in pairs. S1: Who’s this? - Some pairs speak aloud. S2: → It’s my brother - Others observe and give comments. S3: Who’s this?.

(131) S4: → It’s my mother S5: Who’s this? S6: → It’s my father. S7: Who’s this? S8: → It’s my sister …… 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about family members, lesson. and do the exercises in part A(Phonics) of unit 11 in their - T gives Ss exercises. workbook. - T gives feedback. - T corrects Ss’ mistakes if necessary.. Week 22; Period 72 Making date: Tuesday, February 7th 2012 Teaching date: Friday, February 10th 2012. Unit 11: My family. Lesson 1: 3-4; Page: 7 I.Objectives. By the end of the lesson, Students will be able to review the way to identify family members. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to asks and answer about S1: Who’s this? family members. S2: → It’s my brother - Some pairs of Ss speak aloud. S3: Who’s this? - Others observe and givecomments. S4: → It’s my mother - T corrects Ss’ mistakes if necessary and gives comments. … 2. Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 1 on 1 on page 67 and asks Ss to describe it. page 67 - T explaints the task and asks to ask and answer in pairs. 3. While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud. S1: Who’s this? - Others observe and give comments. S2: → It’s my brother - T focuses Ss on intonation and corrects Ss’ mistakes if S3: Who’s this? necessary. S4: → It’s my mother S5: Who’s this? S6: → It’s my father. S7: Who’s this? S8: → It’s my sister. …… 4. Production (9 minutes) - T introduces the chant in part 4, lesson 1, on page 7. This is my mother - T plays the chant twice. I call her mummy - Ss listen and repeat the chant This is my father I call him daddy.

(132) We’re very happy In my family. 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the chant in - T corrects Ss’ mistake if necessary and summaries the part 4 on page 7, and do the lesson. exercises in part B(Vocabulary) of unit 11 in their workbook. - T gives Ss exercises. - T gives feedback. Week 23; Period 73 Making date: Saturday, February 11th 2012 Teaching date: Monday, February 13th 2012. Unit 11: My family. Lesson 2: 1-2; Page: 8 I.Objectives. By the end of the lesson, Students will be able to ask who someone is. II. Language focus. + Vocabulary: grandfather, grandpa, grandmother , grandma + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson 1 The chant This is my mother on page 7 I call her mummy - Others observe and give comments. This is my father - T gives comments and marks. I call him daddy We’re very happy In my family. 2. Pre - Listening (9 minutes) - T sets the scene by showing the pictures in part 1, lesson father mother 2 on page 8 and asks Ss to describe it. This is my grandfather - T elicits from Ss’ responses to introduce the text. I call him grandpa - T writes two importaint words in part 1, lesson 2 and That’s my grandmother guides Ss to read them correctly. I call her grandma - T plays the recording twice. Grandpa and grandma - Ss listen and repeat the text. Father and mother - T focuses Ss on intonation. Brother and sister And me We are a big family. 3. While - Listening (10 minutes) - T plays the recording twice. Transcrip. - Ss listen and choose the right pictures. 1. A: Who’s this? - Some Ss give their answers. B: It’s my grandfather. - Others give comments. A: Your grandpa? - T corrects Ss’ mistakes if necessary and gives the answer. B: Yes. He’s my grandpa.. 2. A: Who’s this? B: It’s my brother A: Your brother? B: Yes. He’s my brother..

(133) The answer 1 – b; 2 – a. 4. Post - Listening (12 minutes) - T calls on some pairs of Ss to asks and answer about S1: Who’s this? family members S2: It’s my brother - Some pairs of Ss speak aloud. S3: Who’s this? - Others observe and give comments. S4: It’s my mother - T corrects Ss’ mistakes if necessary and gives comments. S5: Who’s this? S6: It’s my father. S7: Who’s this? S8: It’s my sister. …… 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. C(Sentences partens) of unit 11 in - T gives feedback. their workbook. Week 23; Period 74 Making date: Saturday, February 11th 2012 Teaching date: Tuesday, February 14th 2012. Unit 11: My family. Lesson 2: 3-4; Page: 9 I.Objectives. By the end of the lesson, Students will be able to review the way to ask who someone is. II. Language focus. + Vocabulary: man, woman. + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the game “Chinese whisper” 1. This is my grandfather - T divides class into three groups and play the game. 2. Who is this? - T gives comments. 3. This is my mother. 2. Pre – Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 2 on 2 on page 9 and asks Ss to describe it. page 9 - T elicits from Ss’ responses to introduce the text. - T reads the text once. 3. While – Reading (12 minutes) - T calls on some Ss to read the text aloud. The answer. - T focuses Ss on intonation. 1. The man is mr Ninh - T asks Ss to read and then complete the sentences below. 2. The woman is Mrs binh - Some Ss give their answers. 3. The boy is Nam - Others observe and give comments. 4. The girl is Hoa - T corrects Ss’ mistakes if necessary and gives the answer. 4. Production (10 minutes) - T asks Ss to play the game “Bingo” this sister grandmother - T explaints the game and asks Ss to play. man who woman - T divides class into three groups and play the game. family is father.

(134) - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. D(Reading) of unit 11 in their - T gives feedback. workbook. Week 23; Period 75 Making date: Tuesday, February 14th 2012 Teaching date: Thursday, February 16th 2012. Unit 11: My family. Lesson 3: 1-2; Page: 10 I.Objectives. By the end of the lesson, Students will be able to ask and answer about names of family members. II. Language focus. + Vocabulary: Review + Structure: What’s his name ? His name’s Peter What’s her name ? Her name’s Linda III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to recite the chant on page 8, lesson 2. The chant This is my grandfather - Others observe and give comments. I call him grandpa - T gives feedback and marks. That’s my grandmother I call her grandma Grandpa and grandma Father and mother Brother and sister And me We are a big family. 2. Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson 3 on page 10 and asks Ss to describe it. * What’s his name ? - Ss describe the picture and guess what they are talking → His name’s Peter * What’s her name ? about. → Her name’s Linda - T plays the recording twice. - Ss listen and repeat the conversation. - T gives out the new structure. - Ss listen and repeat the structure. 3. Practice (10 minutes) - T explaints the task and asks Ss to complete the sentences a. What’s his name ? and then say with their partners. → His name’s John Brown b. What’s her name ? - Some pairs say aloud. → Her name’s Kathy Brown - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. c. What’s her name ? → Her name’s Linda d. What’s his name ?.

(135) → His name’s Peter 4. Production (12 minutes) - T asks Ss to ask and answer about games and activities at S1: What’s his name ? break time in pairs. S2: His name’s Tony S3: What’s her name ? - Some pairs of Ss speak aloud. S4: Her name’s Mary - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives comments. S5: What’s his name ? S6: His name’s Tom S7: What’s her name ? S8: Her name’s Hoa … 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about names of family members, and do the exercises in lesson. part E(Writing) in their workbook. - T gives Ss exercises. - T gives feedback. Week 23; Period 76 Making date: Wednesday, February 15th 2012 Teaching date: Friday, February 17th 2012. Unit 11: My family. Lesson 3: 3-4; Page: 11 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about names of family members. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer ask and S1: What’s his name ? answer about names of family members. S2: His name’s Tom - Others observe and give comments. S3: What’s her name ? S4: Her name’s Mary - T gives feedback and marks. … 2. Pre – Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson 3 The picture in part 3, lesson 3 on on page 11 and asks Ss to describe it. page 11 and Ss’ responses. - Ss ask and answer about people in the picture. - T asks Ss to complete those sentences 3. While – Writing (13 minutes) - T calls on some Ss to go to the board and write their This is Linda and her family. answer. This is her father. - Others observe and give comments. 1. His name is John brown. - T corrects Ss’ mistakes if necessary and gives the answer. 2. This is her mother. 3. Her name is Kathy brown. 4. This is her brother. 5. His name is Peter..

(136) 4. Post - Writing (12 minutes) - T introduces the song in part 4, lesson 3, on page 11. The song: - T plays the song twice. A happy family - Ss listen and repeat the song. Happy, happy, happy father - T calls some Ss to sing the song aloud Happy, happy, happy mother - Others observe and give comments. Happy, happy, happy children - T focuses Ss on rhythm and gives comments. Happy, happy, happy family Yes, yes, yes, yes, We are a happy family. Yes, yes, yes, yes, We are a happy family. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss learn by heart the way to ask - T gives Ss exercises. and answer about names of family memberfs, and redo all the - T gives feedback. exercises in unit 11 in their workbook. Week 24; Period 77 Making date: Saturday, February 18th 2012 Teaching date: Monday, February 20th 2012. Unit 12: How old are you?. Lesson 1: 1-2; Page: 12 I.Objectives. By the end of the lesson, Students will be able to ask and answer about ages. II. Language focus. + Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten. + Structure: How old are you? → I’m nine years old. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the game “Bingo” Ex: S1: hai - T explaints the game and asks Ss to prepare a piece of năm bảy paper and then write 3 numbers from 1 to 10. S2: … - T gives feedback. 2. Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson 1 The picture in part 1, lesson 1 on on page 12 and asks Ss to describe it. page 12 and Ss’ responses - Ss describe the picture and guess what they are talking * Vocab: One: 1 about. Two: 2 - T plays the recording twice. Three:3 - Ss listen and repeat the dialogue. Four: 4 - Ss role play the dialogue in pairs. Five: 5 - T gives out some new words and structure. Six: 6 - Ss listen and repeat the vocab and structure Seven: 7 - T focuses Ss on pronunciation and intonation Eight: 8 Nine: 9 Ten: 10 * Grammar..

(137) How old are you? → I’m nine years old. …… 3. Practice (12 minutes) - T explaints the task and asks Ss to do the exercise 2 on a. How old are you? page 12. → I’m nine years old. b. How old are you? - T calls on some pair of Ss to say aloud. → I’m seven years old. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. c. How old are you? → I’m eight years old. d. How old are you? → I’m nine years old. 4. Production (9 minutes) - T asks Ss to ask and answer about themselves in pairs. S1: How old are you? - Some pairs speak aloud. S2: I’m nine years old. - Others observe and give comments. S3: How old are you? - T corrects Ss’ mistakes if necessary. S4: I’m ten years old. S5: How old are you? S6: I’m eight years old. S7: How old are you? S8: I’m seven years old. …… 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about ages, and do lesson. the exercises in part A(Phonics) of unit 12 in their workbook. - T gives Ss exercises. - T gives feedback. Week 24; Period 78 Making date: Monday, February 20th 2012 Teaching date: Tuesday, February 21st 2012. Unit 12: How old are you?. Lesson 1: 3-4; Page: 13 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about ages. II. Language focus. + Vocabulary: Review + Structure: Review. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the game “Bingo” Ex: S1: two - T explaints the game and asks Ss to prepare a piece of six nine paper and then write 3 numbers from 1 to 10. S2: … - T gives feedback. 2. Pre - Speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 1 on 1 on page 13 and asks Ss to describe it. page 13.

(138) - T explaints the task and asks to ask and answer in pairs. 3. While - Speaking (17 minutes) - T calls on pairs of Ss to speak aloud. S1: How old are you? - Others observe and give comments. S2: I’m nine years old. - T focuses Ss on intonation and corrects Ss’ mistakes if S3: How old are you? necessary. S4: I’m ten years old. S5: How old are you? S6: I’m eight years old. S7: How old are you? S8: I’m seven years old. …… 4. Post - Speaking (9 minutes) - T introduces the chant in part 4, lesson 1, on page 13. The chant. One, two, three, four, five, - T plays the chant twice. Once I caught a fish alive - Ss listen and repeat the chant Six, seven, eight, nine, ten, Then I let it go again. 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the chant in - T corrects Ss’ mistake if necessary and summaries the part 4 on page 13, and do the lesson. exercises in part B(Vocabulary) of unit 12 in their workbook. - T gives Ss exercises. - T gives feedback. Week 24; Period 79 Making date: Tuesday, February 21st 2012 Teaching date: Thursday, February 23rd 2012. Unit 12: How old are you?. Lesson 2: 1-2; Page: 14 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about ages. II. Language focus. + Vocabulary: eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty. + Structure: Review. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson 1 on page 13 - Others observe and give comments. - T gives comments and marks.. Contents The chant. One, two, three, four, five, Once I caught a fish alive Six, seven, eight, nine, ten, Then I let it go again.. 2. Pre - Listening (9 minutes) - T sets the scene by showing the pictures in part 1, lesson how ten 2 on page 13 and asks Ss to describe it. How old are you? - T elicits from Ss’ responses to introduce the text. I’m ten - T writes two importaint words in part 1, lesson 2 and How about you? guides Ss to read them correctly. I’m ten too..

(139) We’re both ten.. - T plays the recording twice. - Ss listen and repeat the text. - T focuses Ss on intonation.. 3. While - Listening (10 minutes) - T asks Ss to guess how old they are. Transcrip. 1.Linda: How old are you, Tom? - Ss guess the age of people in the pictures. Tom: I’m nine years old. - T elicits from Ss’ responses to introduces the task Linda: You are nine? - T plays the recording twice. Tom: Yes, I am. - Ss listen and choose the right pictures. 2. A: How old are you, Linda ? - Some Ss give their answers. B: I’m nine years old. - Others give comments. A: You are nine? - T corrects Ss’ mistakes if necessary and gives the answer. B: Yes, I am. 3. A: How old are you, Phong ? B: I’m seven years old. A: You are seven? B: Yes, I am. 4. A: How old are you, Hoa ? B: I’m eight years old. A: You are eight? B: Yes, I am. The answer 2–nine(9); 3–seven(7), 4– eight(8) 4. Post - Listening (12 minutes) - T ask Ss to play the game “Slap the board” with the eleven fifteen fourteen numbers from eleven to twenty. nineteen twelve - T explaints the game and calls three Ss of three groups to go to the board and play the game. eighteen sixteen seventeen - Others observe and give comments. twenty thirteen - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. C(Sentences partens) of unit 12 in their workbook. - T gives feedback. Week 24; Period 80 Making date: Wednesday, February 22nd 2012 Teaching date: Thursday, February 24th 2012. Unit 12: How old are you?. Lesson 2: 3-4; Page: 15 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about ages. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up (6 minutes). Contents.

(140) - T calls on some pairs of Ss to ask and answer about ages - Some pairs of Ss ask and answer about ages. - Others observe and give comments. - T gives comments.. S1: How old are you?. S2: I’m nine years old. S3: How old are you? S4: I’m ten years old. S5: How old are you? S6: I’m eight years old. …… 2. Pre – Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 2 on 2 on page 15 and asks Ss to describe it. page 15 - T elicits from Ss’ responses to introduce the text. - T reads the text once. 3. While – Reading (12 minutes) - T calls on some Ss to read the text aloud. The answer. - T focuses Ss on intonation. 7 8 9 - T asks Ss to read and then complete the table. Mai - Some Ss give their answers.  - Others observe and give comments. Peter  - T corrects Ss’ mistakes if necessary and gives the answer. Mary  4. Post - Reading (10 minutes) - T asks Ss to play the game “Bingo” Ex: - T explaints the game and asks Ss to play. S1: three, seven, thirteen, fifteen, eighteen. - Each Ss write five numbers from one to twenty … - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. D(Reading) of unit 12 in their - T gives feedback. workbook. Week 25; Period 81 Making date: Saturday, February 25th 2012 Teaching date: Monday, February 27th 2012. Unit 12: How old are you?. Lesson 3: 1-2; Page: 16 I.Objectives. By the end of the lesson, Students will be able to ask and answer about ages of family members. II. Language focus. + Vocabulary: Review + Structure: How old is he ? → He’s nine years old. How old is she ? → She’s eight years old. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about ages S1: How old are you? - Some pairs of Ss ask and answer about ages. S2: I’m nine years old. - Others observe and give comments. S3: How old are you? - T gives comments. S4: I’m ten years old. S5: How old are you?.

(141) S6: I’m eight years old. …… 2. Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson 3 on page 16 and asks Ss to describe it. * How old is he ? - Ss describe the picture and guess what they are talking → He’s nine years old. * How old is she ? about. → She’s eight years old. - T plays the recording twice. - Ss listen and repeat the conversation. - T gives out the new structure. - Ss listen and repeat the structure. 3. Practice (10 minutes) - T explaints the task and asks Ss to complete the sentences a. How old is he ? and then say with their partners. → He’s nine years old. b. How old is she ? - Some pairs say aloud. → She’s seven years old. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. c. He’s nine years old. → She’s nine years old. d. How old is he ? → He’s eight years old. 4. Production (12 minutes) - T asks Ss to ask and answer about ages of their friends. S1: How old is he ? - Some pairs of Ss speak aloud. S2: He’s nine years old. - Others observe and give comments. S3: How old is she ? - T corrects Ss’ mistakes if necessary and gives comments. S4: She’s seven years old. S5: How old is he ? S6: He’s ten years old. S7: How old is she ? S8: She’s eight years old. … 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about ages of family lesson. members, and do the exercises in part E(Writing) in their workbook. - T gives Ss exercises. - T gives feedback. Week 25; Period 82 Making date: Monday, February 27th 2012 Teaching date: Tuesday, February 28th 2012. Unit 12: How old are you?. Lesson 3: 3-4; Page: 17 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about ages of family members. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up (6 minutes). Contents.

(142) S1: How old is he ? S2: He’s nine years old. S3: How old is she ? S4: She’s seven years old. … 2. Pre – Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson 3 The picture in part 3, lesson 3 on on page 17 and asks Ss to describe it. page 17 and Ss’ responses. - Ss ask and answer about people in the picture and their ages. - T asks Ss to complete those sentences 3. While – Writing (13 minutes) - T calls on some Ss to go to the board and write their 1. This is Tom. answer. He is nine years old. 2. This is Mary. - Others observe and give comments. She is seven years old. - T corrects Ss’ mistakes if necessary and gives the answer. 3. This is Linda. She is nine years old. 4. This is Peter. He is eight years old. 4. Post - Writing (12 minutes) - T asks Ss to play the game “Listen, point and say” 1 2 3 4 5 - T explaints the game and calls three Ss of three groups to 6 7 8 9 10 go to the board and play the game. 11 12 13 14 15 16 17 18 19 20 - Others observe and give comments. - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss learn by heart the way to ask - T gives Ss exercises. and answer about ages of their friends, and redo all the exercises - T gives feedback. in unit 11 in their workbook. - T calls on some pairs of Ss to ask and answer ask and answer about ages of their friends. - Others observe and give comments. - T gives feedback and marks.. Week 25; Period 83 Making date: Tuesday, February 28th 2012 Teaching date: Thursday, March 1st 2012. Unit 13: My house. Lesson 1: 1-2; Page: 18 I.Objectives. By the end of the lesson, Students will be able to identify rooms in the house. II. Language focus. + Vocabulary: house, living room, dining room, bedroom, bathroom, kitchen, garden, + Structure: There is a living room/ dining room/ bedroom/ … III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the game “Chinese whisper” 1. This is my father - T divides class into three groups and play the game. 2. This is my school - T gives comments. 3. This is my classroom 2. Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson 1 The picture in part 1, lesson 1 on.

(143) on page 18 and asks Ss to describe it. - Ss describe the picture and guess what they are talking about. - T plays the recording twice. - Ss listen and repeat the dialogue. - Ss role play the dialogue in pairs. - T gives out some new words and structure. - Ss listen and repeat the vocab and structure - T focuses Ss on pronunciation and intonation. page 18 and Ss’ responses * Vocab: house: Nhà living room: phòng khách dining room: phòng ăn bedroom: phòng ngủ bathroom: phòng tắm kitchen: nhà bếp garden: vườn * Grammar. There is a living room. There is a dining room. …. 3. Practice (12 minutes) - T explaints the task and asks Ss to do the exercise 2 on a. There is a bedroom. page 18. b. There is a bathroom c. There is a kitchen - T calls on some Ss to say aloud. d. There is a garden. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 4. Production (9 minutes) - T asks Ss to draw their house and then introduce it for Ex: S1: This is my house their patners in pairs. There is a bathroom - Some Ss speak aloud. S2: This is my house - Others observe and give comments. There is a garden. - T corrects Ss’ mistakes if necessary. S3: This is my house There is a bedroom. S4: This is my house There is a kitchen S5: This is my house There is a dining room. S6: This is my house There is a living room. …… 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to - T corrects Ss’ mistake if necessary and summaries the introduce rooms in the house, and do the exercises in part lesson. A(Phonics) of unit 13 in their - T gives Ss exercises. workbook. - T gives feedback. Week 25; Period 84 Making date: Wednesday, February 29th 2012 Teaching date: Friday, March 2nd 2012. Unit 13: My house. Lesson 1: 3-4; Page: 19 I.Objectives. By the end of the lesson, Students will be able to review the way to identify rooms in the house. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure..

(144) Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to introduce their house. - Some Ss speak aloud. - Others observe and give comments. - T corrects Ss’ mistakes if necessary.. Ex: S1: This is my house There is a bathroom S2: This is my house There is a garden. … 2. Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 1 on 1 on page 19 and asks Ss to describe it. page 19 - T explaints the task and asks to ask and answer in pairs. 3. While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud. Ex: S1: This is my house - Others observe and give comments. There is a bathroom - T focuses Ss on intonation and corrects Ss’ mistakes if S2: This is my house necessary. There is a garden. S3: This is my house There is a bedroom. S4: This is my house There is a kitchen S5: This is my house There is a dining room. …… 4. Post - Speaking (9 minutes) - T asks Ss to play the game “noughts and crosses” garde bedroom this on - T explaints the game and divide class into three groups n and play the game. father mother hous is - T gives feedback e Brithe living room sister ar r e kitchen bathroom that old 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. B(Vocabulary) of unit 13 in their workbook. - T gives feedback. Week 26; Period 85 Making date: Friday, March 2nd 2012 Teaching date: Monday, March 5th 2012. Unit 13: My house. Lesson 2: 1-2; Page: 20 I.Objectives. By the end of the lesson, Students will be able to review the way to identify rooms in the house. II. Language focus. + Vocabulary: teddy bear, chair, cat, run, fast. + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure..

(145) Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to introduce their house. - Some Ss speak aloud. - Others observe and give comments. - T corrects Ss’ mistakes if necessary.. Ex: S1: This is my house There is a bedroom S2: This is my house There is a living room … 2. Pre - Listening (9 minutes) - T sets the scene by showing the pictures in part 1, lesson kitchen bedroom 2 on page 20 and asks Ss to describe it. There is a teddy bear - T elicits from Ss’ responses to introduce the text. On the chair - T writes two importaint words in part 1, lesson 2 and In the kitchen guides Ss to read them correctly. - T plays the recording twice. There is a cat - Ss listen and repeat the text. Running do fast - T focuses Ss on intonation. On the bedroom 3. While - Listening (10 minutes) - T asks Ss to describe the pictures in part 2 on page 20 Transcrip. 1. A: This is a garden. - T elicits from Ss’ responses to introduces the task B: Wow! A big garden. - T plays the recording twice. A: Yes, it is. - Ss listen and choose the right pictures. 2. A: There is a living room - Some Ss give their answers. B: Wow! A nice living room - Others give comments. A: Yes, it is. - T corrects Ss’ mistakes if necessary and gives the answer. 3. A: There is a bathroom B: One bathroom? A: Yes. One bathroom 4. A: There is a bedroom B: One bedroom? A: Yes. One bedroom The answer 1 – b; 2 – c; 3 – d; 4 – a. 4. Post - Listening (12 minutes) bathroom house there is - T ask Ss to play the game “Slap the board” with the words they have learnt. nineteen bedroom - T explaints the game and calls three Ss of three groups to go to the board and play the game. garden sixteen kitchen - Others observe and give comments. living room dining room - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. C(Sentences partens) of unit 13 in - T gives feedback. their workbook. Week 26; Period 86 Making date: Monday, March 5th 2012 Teaching date: Tuesday, March 6th 2012. Unit 13: My house. Lesson 2: 3-4; Page: 21 I.Objectives. By the end of the lesson, Students will be able to review the way to identify rooms in the house. II. Language focus..

(146) + Vocabulary: flat + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the game “Chinese whisper” 1. This is a living room - T divides class into three groups and play the game. 2. This is a kitchen 3. This is my house - T gives comments. 2. Pre - Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 2 on 2 on page 21 and asks Ss to describe it. page 21 - T elicits from Ss’ responses to introduce the text. - T reads the text once. 3. While - Reading (12 minutes) - T calls on some Ss to read the text aloud. The answer. - T focuses Ss on intonation. This is my flat. There is a living - T asks Ss to read and then complete the table. room. There is a kitchen. There is - Some Ss give their answers. a bathroom. And there is a - Others observe and give comments. bedroom. - T corrects Ss’ mistakes if necessary and gives the answer. → The flat b. 4. Post - Reading (10 minutes) - T introduces the song “The way I clean my house” The song: - T plays the recording twice. The way I clean my house. - Ss listen and repeat the song. This is the way I clean my house - Some Ss sing the song aloud. Clean my house, clean my house. - T focuses Ss on intonation and rhythm. This is the way I clean my house - T gives comments. So early in the morning 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. D(Reading) of unit 13 in their workbook. - T gives feedback. Week 26; Period 87 Making date: Tuesday, March 6th 2012 Teaching date: Thursday, March 8th 2012. Unit 13: My house. Lesson 3: 1-2; Page: 22 I.Objectives. By the end of the lesson, Students will be able to talk about rooms in the house in plural. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up (6 minutes). Contents.

(147) - T calls on some Ss to sing the rhythm “The way I clean The way I clean my house. my house“ on page 21. This is the way I clean my house - Some Ss to sing the rhythm on page 21. Clean my house, clean my house. - Others observe and give comments. This is the way I clean my house - T gives comments. So early in the morning 2. Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson 3 on page 22 and asks Ss to describe it. * There is a bedroom. * There are two bedrooms. - Ss describe the picture and guess what they are talking about. - T plays the recording twice. - Ss listen and repeat the conversation. - T gives out the new structure. - Ss listen and repeat the structure. 3. Practice (10 minutes) - T explaints the task and asks Ss to complete the sentences a. There is a bedroom. and then say with their partners. b. There are two bedrooms. - Some pairs say aloud. c. There is a bathroom. d. There are two bathrooms. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 4. Production (12 minutes) - T asks Ss to talk about rooms in a house or school S1: There is a bathroom. objects. S2: There are two bedrooms. S3: There are five rulers - Some Ss talk aloud. S4: There are fifteen desks. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives comments. S5: There are four pens S6: There is a school bag. S7: There are six pencils S8: There is a table. … 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to talk - T corrects Ss’ mistakes if necessary and summaries the about rooms in a house or things in plural, and do the exercises in lesson. part E(Writing) in their workbook. - T gives Ss exercises. - T gives feedback. Week 26; Period 88 Making date: Wednesday, March 7th 2012 Teaching date: Friday, March 9th 2012. Unit 13: My house. Lesson 3: 3-4; Page: 23 I.Objectives. By the end of the lesson, Students will be able to review the way to talk about rooms in the house in plural. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents.

(148) 1. Warm up (6 minutes) - T asks Ss to talk about rooms in a house or school S1: There are six pencils objects. S2: There are two bedrooms. - Some Ss talk aloud. S3: There is a table. S4: There are fifteen desks. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives comments. S5: There is a bathroom. S6: There is a school bag. S7: There are four pens S8: There are five rulers … 2. Pre - Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson 3 The picture in part 3, lesson 3 on on page 23 and asks Ss to describe it. page 23 and Ss’ responses. - T elicits from Ss’ responses and asks Ss to complete those sentences 3. While - Writing (13 minutes) - T calls on some Ss to go to the board and write their a. There is a bedroom. answer. b There is a bathroom. c. There are two bedrooms. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. d. There are two bathrooms. 4. Post - Writing (12 minutes) - T introduces the chant I part 4 on page 23 The chant. - T plays the recording twice. One, two - Ss listen and repeat the song. Do up your shoes. Three, four - Some Ss sing the song aloud. Open the door. - T focuses Ss on intonation and rhythm. Five, six - T gives comments. Pick up sticks. Seven, eight Don’t be late. Nine, ten A big fat hen. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss learn by heart the way to talk - T gives Ss exercises. about rooms in the house or things - T gives feedback. in plural, and redo all the exercises in unit 13 in their workbook. Week 27; Period 89 Making date: Monday, March 5th 2012 Teaching date: Monday, March 12th 2012 THE PROGRESSIVE TEST I.Objectives. By the end of the test, Students will be able to check their knowledge in English. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Paper tests IV. Teaching methods : V. Teaching procedure. I. Circle the odd one out, the first has been done for you. (Khoanh tròn từ khác loại, câu 1 là ví dụ) 5 X 0.5 = 2.5 points 1. she his you.

(149) 2. 3. 4. 5. 6.. big father pencil number please. small family library eight come in. book sister classroom twelve sit down. III. Circle the best options A, B or C to complete the sentences below, the first has been done for you. (khoanh tròn đáp án đúng nhất A, B hoặc C để hoàn thành các câu sau, câu 1 là ví dụ) 5 X 0.5 = 2.5 points 1. Is this Mary ? Yes, ……is. A. she B. he C. it 2. That’s Tony. …… is my friend. A. She B. He C. It 3. …… is this? It’s a book. A. What B. Which C. How 4. This …… my classroom. It’s big. A. a B. are C. is 5. Is your classroom big ? No, it isn’t. It’s …… . A. new B. small C. short 6. What do you do …… break time ? A. on B. in C. at II. Use the words in the box to complete the paragraph below, the first has been done for you. (dùng những từ trong hộp để hoàn thành đoạn văn sau, câu 1 là ví dụ) 5 X 0.5 = 2.5 points She. sister. is. my. years. His. This is my family. This is … father. … name is Quang. He’s fourty six years old. That … my mother. Her name is Phuong. … is fourty two years old. And this is my … . Her name is Hoa. She is thirteen … old. Answer: 1 my ; 2 - .....................................; 3...........................................; 4 - ...............................; 5 - .....................................; 6............................................. IV. Reorder the words to make sentences below, the first has been done for you. (Sắp xếp các từ sau để tạo thành câu đúng, câu 1 là ví dụ) 3 X 0.5 = 1.5 points 1. is / brother / This / my. à This is my brother. 2. name / is / his / What / ? à ............................................................................................................. 3. old / How / she / is / ? à ............................................................................................................. 4. years / He / nine / old / is. à ..............................................................................................................

(150) V. Answer the quetions below, the first has been done for you. (Trả lời các câu hỏi sau, câu 1 là ví dụ) 5 X 0.25 = 1.0 points 1. How old are you ? à I’m eleven years old. 2. Do you like playing badminton? à ............................................................................................................. 3. What do you do at break time ? à ............................................................................................................. 4. What are these ? à ............................................................................................................. 5. How old is she ? à ............................................................................................................. The end! Week 27; Period 90 Making date: Monday, March 5th 2012 Teaching date: Tuesday, March 13th 2012 THE ANSWER FOR THE PROGRESSIVE TEST I.Objectives. By the end of the test, Students will be able to know their knowledge in English and their test’s mark. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Paper tests IV. Teaching methods : V. Teaching procedure. I. 5 X 0.5 = 2.5 points 1. his 2. book 3. family 4. pencil 5. number 6. please II. 5 X 0.5 = 2.5 points 13. A 14. B 15. A 16. C 17. B 18. C III. 6 X 0.5 = 3.0 points 2. my 3. His 4. is.

(151) 5. She 6. sister 7. years IV. 3 X 0.5 = 1.5 points. 1. This is my brother. 2. What is his name? 3. How old is she? 4. He is nine years old. V. 4 X 0.25 = 1.5 points 1. I’m eleven years old 2. Yes, I do/ No I don’t. 3. I play chess/ badminton/ football/ … 4. They are pens/ books/ backpacks/ … 5. She is eight/ nine/ ten / …. Week 27; Period 91 Making date: Tuesday, March 13th 2012 Teaching date: Thursday, March 15th 2012. Unit 14: Our room. Lesson 1: 1-2; Page: 24 I.Objectives. By the end of the lesson, Students will be able to ask and answer about location of things in the room. II. Language focus. + Vocabulary: ball, here, in, on, above, under, behind. + Structure: Where ……? → It’s + preposition + location III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the matching game. bathroom - T divides the board into two columns. In one colums, living room write a list of words for rooms in a house. In the other, draw simple sketches describing the words in the first kitchen column, putting them at random. bedroom - T calls on two Ss to go to the board. One of the student reads a word, and the other draw a line to join the word to dining room its appropriate picture. garden - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives comments. 2. Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson 1 The picture in part 1, lesson 1 on on page 24 and asks Ss to describe it. page 24 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking ball: bóng about. here: đây - T plays the recording twice. on: trên - Ss listen and repeat the dialogue. above: phía trên - Ss role play the dialogue in pairs..

(152) - T gives out some new words and structure. - Ss listen and repeat the vocab and structure - T focuses Ss on pronunciation and intonation. under: dưới behind: phía sau in: trong * Grammar. Where ……? → It’s + preposition + location Ex: Where is the ball? → It’s on the bed. …. 3. Practice (12 minutes) - T explaints the task and asks Ss to do the exercise 2 on a. Where is the book? page 24. → It’s on the table. b. Where is the picture? - T calls on some Ss to say aloud. → It’s above the table. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. c. Where is the ball? → It’s under the table. d. Where is the chair? → It’s behind the table. 4. Production (9 minutes) - T asks Ss to ask and answer about their position of the Ex: S1: Where is the chair? school things in pairs. S2: It’s behind the table. - Some pairs of Ss speak aloud. S3: Where is the picture? - Others observe and give comments. S4: It’s on the wall. - T corrects Ss’ mistakes if necessary. S5: Where is the book? S6: It’s in the school bag. …… 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about location of things in the room, and do the lesson. exercises in part A(Phonics) of unit - T gives Ss exercises. 14 in their workbook. - T gives feedback. Week 27; Period 92 Making date: Wednesday, March 14th 2012 Teaching date: Friday, March 16th 2012. Unit 14: Our room. Lesson 1: 3-4; Page: 25 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about location of things in the room. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the in prepositions they have learnt. - T explaints the game and calls three Ss of three groups to. Contents here. behind above.

(153) go to the board and play the game. under on - Others observe and give comments. - T gives comments. 2. Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 1 on 1 on page 25 and asks Ss to describe it. page 25 - T explaints the task and asks to ask and answer in pairs. 3. While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud. Ex: S1: Where is the book? - Others observe and give comments. S2: It’s in the school bag. - T focuses Ss on intonation and corrects Ss’ mistakes if S3: Where is the chair? necessary. S4: It’s behind the table. S5: Where is the picture? S6: It’s on the wall. …… 4. Post - Speaking (9 minutes) - T introduces the song “The bedroom in the house” The song: - T plays the recording twice. The bedroom in the house - Ss listen and repeat the song. The bedroom in the house - Some Ss sing the song aloud. The bedroom in the house - T focuses Ss on intonation and rhythm. I-E-I-E-O. The bedroom in the - T gives comments. house. The kitchen in the house The kitchen in the house I-E-I-E-O. The kitchen in the house. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. B(Vocabulary) of unit 14 in their workbook. - T gives feedback. Week 28; Period 93 Making date: Friday, March 16th 2012 Teaching date: Monday, March 18th 2012. Unit 14: Our room. Lesson 2: 1-2; Page: 26 I.Objectives. By the end of the lesson, Students will be able to specify location of things in the room. II. Language focus. + Vocabulary: floor, mirror, desk, bed. + Structure: Where are the chairs? → Behind the desk. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: Where is the book? location of things in the classroom aloud. S2: It’s in the school bag. - Others observe and give comments. S3: Where is the chair? - T corrects Ss’ mistakes if necessary..

(154) S4: It’s behind the table. S5: Where is the picture? S6: It’s on the wall. …… 2. Pre - Listening (12 minutes) - T sets the scene by showing the pictures in part 1, lesson chairs bed 2 on page 26 and asks Ss to describe it. Where is the bag? - T elicits from Ss’ responses to introduce the text. On the floor. - T writes two importaint words in part 1, lesson 2 and Where is the mirror? guides Ss to read them correctly. Near the door. - T plays the recording once Where are the chairs? - T gives out some new words and introduces the new Behind the desk. structure and writes them on the board. Where are the rulers? - Ss listen and repeat the vocabulary and the model. Under the bed. - Some Ss read them aloud. Vocab. - T focuses Ss on pronunciation and intonation. floor: sàn nhà - Ss listen and repeat the text. door: cửa chính - T introduces new task. mirror: gương desk: bàn học sinh Model. Where are the chairs? → Behind the desk. 3. While - Listening (12 minutes) - T asks Ss to describe the pictures in part 2 on page 26 Transcript. 1. A: Where is the lamp? - T elicits from Ss’ responses to introduces the task B: Sorry? - T plays the recording twice. A: The lamp. Where is it? - Ss listen and choose the right pictures. B: Oh, it’s over there. On the - Some Ss give their answers. desk. - Others give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 2. A: Where are the pens? B: What? A: The pens. Where are they? B: Oh, they are over there. On the floor. The answer 1 – a; 2 – b. 4. Post - Listening (7 minutes) - T asks Ss to play the game “Chinese whisper” 1. Where are the chairs? - T divides class into three groups and play the game. 2. They are on the floor. 3. They are in the room. - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. C(Sentences partens) of unit 14 in their workbook. - T gives feedback. Week 28; Period 94 Making date: Monday, March 19th 2012 Teaching date: Tuesday, March 20th 2012. Unit 14: Our room. Lesson 2: 3-4; Page: 27 I.Objectives. By the end of the lesson, Students will be able to review the way to specify location of things in the room. II. Language focus. + Vocabulary: Review.

(155) + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: Where are the chairs? location of things in the classroom aloud. S2: They are behind the table. - Others observe and give comments. S3: Where is the pencil? - T corrects Ss’ mistakes if necessary. S4: It’s in the school bag. S5: Where is the pictures? S6: They are on the wall. …… 2. Pre - Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 2 on 2 on page 27 and asks Ss to describe it. page 27 - T elicits from Ss’ responses to introduce the text. - T reads the text once. 3. While - Reading (12 minutes) - T calls on some Ss to read the text aloud. This is my bedroom. There are - T focuses Ss on intonation. many things in the bedroom. There is a table. There is a book on the - T asks Ss to read and then draw the picture. table. There are two chairs behind - Some Ss give their answers. the table. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 4. Post - Reading (10 minutes) - T introduces the game “Spot the differences”and ask Ss to The game: Spot the differences Ex: play in three groups. - Ss of each group say sentences that have different location G1: The picture is on the wall. G2: The book is under the table. to the other. G3: The chairs are near the table. - T corrects Ss’ mistakes if necessary. - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. D(Reading) of unit 14 in their - T gives feedback. workbook. Week 28; Period 95 Making date: Tuesday, March 20th 2012 Teaching date: Thursday, March 22nd 2012. Unit 14: Our room. Lesson 3: 1-2; Page: 28 I.Objectives.By the end of the lesson, Students will be able to describe a bedroom. II. Language focus. + Vocabulary: nice, tidy, untidy + Structure: It’s nice and tidy. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents.

(156) 1. Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the smal prepositions they have learnt. - T explaints the game and calls three Ss of three groups to go to the board and play the game. new - Others observe and give comments. - T gives comments.. short. big. lon g. old. 2. Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson 3 on 3 on page 28 and asks Ss to describe it. page 28 and Ss’ responses. - Ss describe the picture and guess what they are talking about. - T plays the recording twice. - T gives out some new words and writes on the board - Ss listen and repeat the vocab. - Some Ss read the vocab aloud. - T focuses Ss on pronunciation. - Ss listen and repeat the conversation. - T gives out the new structure. - Ss listen and repeat the structure. 3. Practice (10 minutes) - T explaints the task and asks Ss to complete the a. It’s small sentences and then say with their partners. b. It’s large - Some pairs say aloud. c. It’s tidy. d. It’s untidy. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 4. Production (12 minutes) - T asks Ss to describe their own bedroom. S1: This is my bedroom. It’s small. - Some Ss speak aloud. S2: This is my bedroom. It’s large. S3: This is my bedroom. It’s tidy. - Others observe and give comments. S4: This is my bedroom. It’s small - T corrects Ss’ mistakes if necessary and gives and tidy. comments. S5: This is my bedroom. It’s untidy. … 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to - T corrects Ss’ mistakes if necessary and summaries the describe a bedroom, and do the exercises in part E(Writing) in their lesson. workbook. - T gives Ss exercises. - T gives feedback. Week 28; Period 96 Making date: Wednesday, March 21st 2012 Teaching date: Friday, March 23rd 2012. Unit 14: Our room. Lesson 3: 3-4; Page: 29 I.Objectives. By the end of the lesson, Students will be able to review the way to describe a bedroom. II. Language focus. + Vocabulary: nice, tidy. + Structure: This is my bedroom. It’s nice and tidy. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures....

(157) IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - Ss play the game: “Hang man” - T explaints the game if necessary. - Ss guess the letters of the word. - T gives comments. BEDROOM. 2. Pre - Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson 3 The picture in part 3, lesson 3 on on page 29 and asks Ss to describe it. page 29 and Ss’ responses. - T elicits from Ss’ responses and asks Ss to use the words in the box to complete the paragraph. 3. While - Writing (13 minutes) - T calls on some Ss to go to the board and write their 1. two answer. 2. picture - Others observe and give comments. 3. table - T corrects Ss’ mistakes if necessary and gives the answer. 4. lamp. 4. Post - Writing (12 minutes) - T introduces the chant in part 4 on page 29 The chant. - T plays the recording twice. When I wake up In my bed - Ss listen and repeat the chant I want to see - Some Ss sing the chant aloud. The sun so red. - T focuses Ss on intonation and rhythm. - T gives comments. When I go to bed At night I want to see The moon so bright. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss learn by heart the way to - T gives Ss exercises. describe a bedroom, and redo all - T gives feedback. the exercises in unit 14 in their workbook. Week 29; Period 97 Making date: Saturday, March 24th 2012 Teaching date: Monday, March 26th 2012. Unit 15: At home. Lesson 1: 1-2; Page: 30 I.Objectives. By the end of the lesson, Students will be able to identify family activities at leisure. II. Language focus. + Vocabulary: read, cook, sing, skate, jump, run. + Structure: What is she doing? She’s skipping. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure..

(158) Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the game: “Guessing” - A student’s gestures or actions - T explaints the game: One student go to the board and use - Others: reading, skipping, him/her gestures or actions. Others guess the actions. listening, cooking, … - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives comments. 2. Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson 1 The picture in part 1, lesson 1 on on page 30 and asks Ss to describe it. page 30 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking read: đọc about. cook: nấu ăn - T plays the recording twice. sing: hát - Ss listen and repeat the dialogue. skate: trượt bằng giày có bánh - Ss role play the dialogue in pairs. jump: nhảy - T gives out some new words and structure. run: chạy - Ss listen and repeat the vocab and structure * Grammar. - T focuses Ss on pronunciation and intonation What is she doing? → She’s skipping. 3. Practice (12 minutes) - T explaints the task and asks Ss to do the exercise 2 on a. What is he doing? page 30. → He’s reading. - T calls on some Ss to say aloud. b. What is she doing? → She’s cooking - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. c. What is she doing? → She’s singing. d. What is he doing? → He’s skating e. What is he doing? → He’s jumping. f. What is he doing? → He’s running. 4. Production (9 minutes) - T asks Ss to ask and answer about the activities of their Ex: S1: What is he doing? family members or friends in pairs. S2: He’s running. - Some pairs of Ss speak aloud. S3: What is she doing? - Others observe and give comments. S4: She’s cooking - T corrects Ss’ mistakes if necessary. S5: What is he doing? S6: He’s skating …… 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about family activities lesson. at leisure, and do the exercises in part A(Phonics) of unit 15 in their - T gives Ss exercises. workbook. - T gives feedback. Week 29; Period 98 Making date: Sunday, March 25th 2012 Teaching date: Tuesday, March 27th 2012. Unit 15: At home. Lesson 1: 3-4; Page: 31 I.Objectives..

(159) By the end of the lesson, Students will be able to review the way to family activities at leisure II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the reading cooking singing V_ing they have learnt. - T explaints the game and calls three Ss of three groups to go to the board and play the game. skating jumping running - Others observe and give comments. - T gives comments. 2. Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 1 on 1 on page 31 and asks Ss to describe it. page 31 - T explaints the task and asks to ask and answer in pairs. 3. While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud. The prompt answer. a. S1: What is she doing? - Others observe and give comments. S2: She’s cooking. - T focuses Ss on intonation and corrects Ss’ mistakes if b. S3: What is she doing? necessary. S4: She’s skipping c. S5: What is he doing? S6: He’s running. d. S7: What is he doing? S8: He’s skating. …… 4. Post - Speaking (9 minutes) - T introduces the chant in part 4 on page 31. The chant: - T plays the recording twice. He is a robot. - Ss listen and repeat the chant. He is skipping and jumping. He is a robot. - Some Ss read the chant aloud. He is skating and running - T focuses Ss on intonation and rhythm. He is a robot. - T gives comments. He is speaking and singing. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. B(Vocabulary) of unit 15 in their - T gives feedback. workbook. Week 29; Period 99 Making date: Tuesday, March 27th 2012 Teaching date: Thursday, March 29th 2012. Unit 15: At home. Lesson 2: 1-2; Page: 32 I.Objectives. By the end of the lesson, Students will be able to describe ongoing activities. II. Language focus..

(160) + Vocabulary: around, along, groud, high, sky. + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: What is he doing? activities at leisure S2: He’s running. - Others observe and give comments. S3: What is she doing? - T corrects Ss’ mistakes if necessary. S4: She’s cooking S5: What is he doing? S6: He’s skating …… 2. Pre - Listening (12 minutes) - T sets the scene by showing the pictures in part 1, lesson sky skipping 2 on page 32 and asks Ss to describe it. Robot! Robot! Skipping aroud. - T elicits from Ss’ responses to introduce the text. Robot! Robot! Skating along the - T writes two importaint words in part 1, lesson 2 and groud guides Ss to read them correctly. Robot! Robot! Jumping up high. - T plays the recording once Robot! Robot! Touching the sky. - T gives out some new words and introduces the new structure and writes them on the board. Vocab. - Ss listen and repeat the vocabulary and the model. around: xung quanh - Some Ss read them aloud. along: dọc theo - T focuses Ss on pronunciation and intonation. groud: mặt đất - Ss listen and repeat the text. high: cao - T introduces new task. sky: bầu trời. 3. While - Listening (12 minutes) - T asks Ss to describe the pictures in part 2 on page 32 Transcript. 1. A: What’s Mai doing? - T elicits from Ss’ responses to introduces the task B: She’s skipping. - T plays the recording twice. A: She’s skipping? - Ss listen and choose the right pictures. B: Yes, she’s skipping - Some Ss give their answers. 2. A: What’s Peter doing? - Others give comments. B: He’s jumping. - T corrects Ss’ mistakes if necessary and gives the answer. A: He’s jumping? B: Yes, he’s jumping 3. A: What’s Nam doing? B: He’s skating. A: He’s skating? B: Yes, he’s skating. 4. A: What’s Quan doing? B: He’s running. A: He’s running? B: Yes, he’s running. The answer 1 – c; 2 – d; 3 – a; 4 – b. 4. Post - Listening (7 minutes) - T asks Ss to play the game “Chinese whisper” 1. What is she doing - T divides class into three groups and play the game. 2. She is skipping - T gives comments. 3. He is skating. 5. Consolidation and homework (3 minutes).

(161) - Ss do the exercises in part C(Sentences partens) of unit 15 in their workbook.. - T summaries the lesson. - T gives Ss exercises. - T gives feedback. Week 29; Period 100 Making date: Wednesday, March 28th 2012 Teaching date: Friday, March 30th 2012. Unit 15: At home. Lesson 2: 3-4; Page: 33 I.Objectives. By the end of the lesson, Students will be able to review the way to describe ongoing activities. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure..

(162) Week 30; Period 101 Making date: Saturday, March 31st 2012 Teaching date: Monday, April 2nd 2012. Unit 15: At home. Lesson 3: 1-2; Page: 34 I.Objectives. By the end of the lesson, Students will be able to ask and answer about family activities in progress. II. Language focus. + Vocabulary: Review + Structure: What are they doing? → They are reading. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: What is he doing? activities at leisure S2: He’s running. - Others observe and give comments. S3: What is she doing? - T corrects Ss’ mistakes if necessary. S4: She’s cooking S5: What is he doing? S6: He’s skating …… 2. Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson 3 on 3 on page 34 and asks Ss to describe it. page 34 and Ss’ responses. - Ss describe the picture and guess what they are talking The model: about. What are they doing? - T plays the recording twice. → They are reading. - Ss listen and repeat the conversation. - T gives out some new structure and writes on the board - Ss listen and repeat the structure. - Some Ss read the structure aloud. - T focuses Ss on intonation. 3. Practice (10 minutes) - T explaints the task and asks Ss to complete the a What are they doing? sentences and then say with their partners. → They are cooking. - Some pairs say aloud. b. What are they doing? → They are reading. - Others observe and give comments. c. What are they doing? - T corrects Ss’ mistakes if necessary and gives the → They are skipping. answer. d. What are they doing? → They are skating. 4. Production (12 minutes) - T asks Ss to ask and answer about activities in progress S1: What are they doing? of their friends in pairs. S2: They are skating. S3: What are they doing? - Some pairs of Ss speak aloud. S4: They are cooking. - Others observe and give comments. S5: What are they doing? - T corrects Ss’ mistakes if necessary and gives S6: They are writing. comments. ….

(163) 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about family activities lesson. in progress, and do the exercises in part E(Writing) in their workbook. - T gives Ss exercises. - T gives feedback.. Week 30; Period 102 Making date: Saturday, March 31st 2012 Teaching date: Tuesday, April 3rd 2012. Unit 15: At home. Lesson 3: 3-4; Page: 35 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about family activities in progress. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson 1 I love my mummy on page 13 I love you, mummy. I love you, - Others observe and give comments. mummy. - T gives comments and marks. I love you so much. Do you know that? You never know how much I love you. Oh, Mummy! I love you so much. 2. Pre - Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson 3 The picture in part 3, lesson 3 on on page 35 and asks Ss to describe it. page 35 and Ss’ responses. - T elicits from Ss’ responses and asks Ss to use the words in the box to complete the paragraph. 3. While - Writing (13 minutes) - T calls on some Ss to go to the board and write their 1. Linda is skipping answer. 2. Tom is skating - Others observe and give comments. 3. mai and her brother are reading - T corrects Ss’ mistakes if necessary and gives the answer. 4. Post - Writing (12 minutes) - T asks Ss to ask and answer about activities in progress of S1: What are they doing? their friends in pairs. S2: They are skating. S3: What is she doing? - Some pairs speak aloud in front of the class. S4: She is cooking. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives comments. S5: What is he doing? S6: He is writing. … 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss learn by heart the way to ask - T gives Ss exercises. and answer about activities in.

(164) progress, and redo all the exercises in unit 15 in their workbook.. - T gives feedback. Week 30; Period 103 Making date: Tuesday, April 3rd 2012 Teaching date: Thursday, April 5th 2012. Review 3. Page: 36 - 41 I.Obbjectives. By the end of the lesson, Students will be able to perform their abilities in listening, speaking, reading and writing related to the topics from unit 11 to unit 15, using the phonics, vocabulary and sentences patterns they have learnt. II. Language focus. + Vocabulary: review + Structure: review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up - T asks Ss to play the game Chinese whisper - T calls on three Ss to go to the board and read their sentence. - Ss play the game in three groups. - T gives comments. 2. Presentation 1. Phonics - T asks Ss to repeat all difficult words and read them aloud. - T focuses Ss on pronunciation. - T writes them on the board and reads them aloud. - Ss listen and repeat. 2. Vocabulary. - T asks Ss to repeat all the vocabulary they have learnt. - T writes some vocabularies on the board and asks Ss to play the game “slap the board”. - T explaints the game if necessary and calls on three Ss to go to the board and play the game. - Ss read those words aloud. - T focuses Ss on pronunciation. - T give feedback.. 3. Sentence patterns. - T asks Ss to give out the structures they have learnt. - T corrects Ss’ mistakes if necessary and write the right structures. - Ss listen and repeat all the structures. - Ss make some short dialogues using the structures they’ve just give out. - Others observe and give comments. - T corrects Ss’ mistakes if necessary. Contents 1. There is a bedroom. 2. What are they doing? 3. They are playing baminton.. father mother how ten kitchen bedroom chairs bed skying skipping. family, father, mother, brother, sister, grandmother, grandfather, who, year, old, how, both, numbers 1 – 20, house, living room, kitchen, dining room, bathroom, bedroom, garden, table, bed, desk, picture, ball, lamp, large, tidy, untidy, nice, on, above, under, behind, near, robot, children, read, do, cook, sing, skate, jump, run. - Who’s this? → It’s my father. - What is his name? → His name’s Peter. - How old are you? → I’m nine years old. - How old is she? → She’s eight years old. - This is my house..

(165) - There is a living room - There are two bedrooms. - Where is it? → It’s in your bedroom. - Where are the chairs? → They’re behind the desk. - It’s nice and tidy. - What’s Mai doing? → She’s skipping. - What are they doing? → They are reading. 3. Practice - T asks Ss to use the knowledge they’ve just review to pracrise in groups of four. - Some groups practise aloud. - Others observe and give comments. - T corrects Ss’ mistakes if necessary.. S1: Who is this? S2: It’s my father S3: Where is the ruler? S4: It’s in the bag. S5: What is Nam doing? S6: He’s playing football. …. 4. Production - T asks Ss to do the exercises which they’ve not done yet - The exercises in the workbook. in the workbook. - T goes aroud to help Ss if necessary. 5. Consolidation and homework - Teacher summaries the lesson and asks Ss to prepare the new lesson (unit 11). - Ss learn by heart all the vocabulary and structures they’ve learnt. Week 30; Period 104 Making date: Wednesday, April 4th 2012 Teaching date: Friday, April 6th 2012. REVIEW 3. Page: 36 - 41 I.Obbjectives. By the end of the lesson, Students will be able to practise the knowledge they’ve review in the last lesson. II.Language focus. + Vocabulary: review + Structure: review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up - Ss play the game: “Hang man” - T explaints the game if necessary. - Ss guess the letters of the word.. SKATING.

(166) 2. Presentation - T asks Ss to complete parts I – V individually. - Ss trade their answers for correcttion. 3. Practice - Some Ss do the exercises on the board. - Others give comments. - T corrects Ss’ mistakes if necessary and gives the right answer. I. Complete each word. Say it aloud. - T calls on a student to go to the board and do the exercise - Other give comments. - T corrects Ss’ mistakes if necessary and gives the right answer. II. Write the missing letters. - T calls on a student to go to the board and do the exercise - Other give comments. - T corrects Ss’ mistakes if necessary and gives the right answer. III. Listen and tick. - T plays the recording twice - Ss listen and choose the right pictures. - Some Ss give their answer. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the right answer. - Ss listen to the recording again to check the answer. IV. Read and tick. - T calls on a student to go to the board and do the exercise - Other give comments. - T corrects Ss’ mistakes if necessary and gives the right answer. V. Look, read and complete. - T calls on a student to go to the board and do the exercise - Other give comments. - T corrects Ss’ mistakes if necessary and gives the right answer. VI. Look and talk. - T asks Ss to look at the pictures and speak as required. - Some pairs speak aloud. - Others observe and give comments. - T corrects Ss’ mistakes if necessary.. - The exercises in review 2.. I. Complete each word. Say it aloud. 1- mother, 2- brother, 3- chairs, 4- mirrors, 5- room 6- ruler, 7- kitchen, 8- chair, 9- skip, 10- sky II. Write the missing letters. 1- seven, 2- house, 3- computer, 4- kitchen, 5- skiping III. Listen and tick. 1- b, 2- a, 3- b, 4- a.. IV. Read and tick. 1- b, 2- a, 3- b,. 4- a.. V. Look, read and number. 1- is, 2- are, 3- on, 4- lamp, 5- picture. VI. Look and talk. Suggested answer: 1. a. This is my father b. This is my brother c. This is my mother 2. a. The children are skating. b. The mother is cooking. c. The father is reading (a book). 4. Production - T asks Ss to do the exercises which they’ve not done yet - The exercises in the workbook. in the workbook. - T goes aroud to help Ss if necessary. 5. Consolidation and homework - Teacher summaries the lesson and asks Ss to prepare the new lesson (unit 16). - Ss learn by heart all the vocabulary and structures they’ve learnt. Week 31; Period 105.

(167) Making date: Saturday, April 7th 2012 Teaching date: Monday, April 9th 2012. Unit 16: The weather. Lesson 1: 1-2; Page: 42 I.Objectives. By the end of the lesson, Students will be able to identify the weather. II. Language focus. + Vocabulary: weather, sunny, rainy, cloudy, windy. + Structure: What is the weather like? → It’s sunny. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson 3, I love my mummy unit 15 on page 33 I love you, mummy. I love you, - Others observe and give comments. mummy. - T gives comments and marks. I love you so much. Do you know that? You never know how much I love you. Oh, Mummy! I love you so much. 2. Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson 1 The picture in part 1, lesson 1 on on page 42 and asks Ss to describe it. page 42 and Ss’ responses - Ss describe the picture and guess what they are talking * Vocab: weather: thời tiết about. sunny: có nắng - T plays the recording twice. rainy: có mưa - Ss listen and repeat the dialogue. cloudy: có mây - Ss role play the dialogue in pairs. windy: có gió - T gives out some new words and structure. * Grammar: - Ss listen and repeat the vocab and structure What is the weather like? - T focuses Ss on pronunciation and intonation → It’s sunny. 3. Practice (12 minutes) - T explaints the task and asks Ss to do the exercise 2 on a. What is the weather like? page 42. → It’s sunny. - T calls on some Ss to say aloud. b. What is the weather like? → It’s rainy - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. c. What is the weather like? → It’s cloudy. d. What is the weather like? → It’s windy. 4. Production (9 minutes) - T asks Ss to ask and answer about the weather in pairs. Ex: S1: What is the weather like? - Some pairs of Ss speak aloud. S2: It’s cloudy. - Others observe and give comments. S3: What is the weather like? - T corrects Ss’ mistakes if necessary. S4: It’s rainy and windy. S5: What is the weather like? S6: It’s sunny and cloudy. …….

(168) 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about the weather, and lesson. do the exercises in part A(Phonics) of unit 16 in their - T gives Ss exercises. workbook. - T gives feedback. Week 31; Period 106 Making date: Sunday, April 8th 2012 Teaching date: Tuesday, April 10th 2012. Unit 16: The weather. Lesson 1: 3-4; Page: 43 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about the weather. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the sunny weather windy weather words. - T explaints the game and calls three Ss of three groups to go to the board and play the game. rainy cloudy - Others observe and give comments. - T gives comments. 2. Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 1 on 1 on page 43 and asks Ss to describe it. page 43 - T explaints the task and asks to ask and answer in pairs. 3. While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud. The prompt answer. a. What is the weather like? - Others observe and give comments. → It’s sunny. - T focuses Ss on intonation and corrects Ss’ mistakes if b. What is the weather like? necessary. → It’s rainy c. What is the weather like? → It’s cloudy. d. What is the weather like? → It’s windy. 4. Post - Speaking (9 minutes) - T introduces the chant in part 4 on page 43. The chant: The weather song - T plays the recording twice. What is the weather like?(2) - Ss listen and repeat the chant. It is sunny and windy - Some Ss read the chant aloud. In my hometown. - T focuses Ss on intonation and rhythm. What is the weather like?(2) - T gives comments. It is cloudy and rainy In my hometown..

(169) 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. B(Vocabulary) of unit 16 in their - T gives feedback. workbook. Week 31; Period 107 Making date: Tuesday, April 10th 2012 Teaching date: Thursday, April 12th 2012. Unit 16: The weather. Lesson 2: 1-2; Page: 44 I.Objectives. By the end of the lesson, Students will be able to describe the weather. II. Language focus. + Vocabulary: hot, cold, hometown, today. + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about the Ex: S1: What is the weather like? weather. S2: It’s cloudy. - Others observe and give comments. S3: What is the weather like? - T corrects Ss’ mistakes if necessary. S4: It’s rainy and windy. S5: What is the weather like? S6: It’s sunny and cloudy. …… 2. Pre - Listening (12 minutes) - T sets the scene by showing the pictures in part 1, lesson weather hot 2 on page 44 and asks Ss to describe it. What’s the weather like today? - T elicits from Ss’ responses to introduce the text. It’s hot - T writes two importaint words in part 1, lesson 2 and In my hometown guides Ss to read them correctly. Is it hot in your hometown? - T plays the recording once No, it’s not. - T gives out some new words and introduces the new It’s cold structure and writes them on the board. In my hometown. - Ss listen and repeat the vocabulary and the model. - Some Ss read them aloud. Vocab. - T focuses Ss on pronunciation and intonation. hot: nóng - Ss listen and repeat the text. cold: lạnh - T introduces new task. today: hôm nay hometown: quê hương 3. While - Listening (12 minutes) - T asks Ss to describe the pictures in part 2 on page 32 Transcript. 1. A: What’s the weather like in - T elicits from Ss’ responses to introduces the task your hometown today? - T plays the recording twice. B: It’s sunny today. - Ss listen and choose the right pictures. A: Sunny? - Some Ss give their answers. B: Yes, It’s sunny. - Others give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 2. A: What’s the weather like in your hometown today?.

(170) B: It’s cloudy today. A: Cloudy? B: Yes, It’s cloudy. 3. A: What’s the weather like in your hometown today? B: It’s windy today A: Windy? B: Yes, It’s windy. 4. A: What’s the weather like in your hometown today? B: It’s rainy today A: Rainy? B: Yes, It’s rainy. The answer 1 – d; 2 – b; 3 – a; 4 – c. 4. Post - Listening (7 minutes) - T asks Ss to play the game “Chinese whisper” 1. What’s the weather like today? - T divides class into three groups and play the game. 2. It’s rainy and cloudy 3. It’s sunny and windy. - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. C(Sentences partens) of unit 16 in their workbook. - T gives feedback. Week 31; Period 108 Making date: Wednesday, April 11th 2012 Teaching date: Friday, April 13th 2012. Unit 16: The weather. Lesson 2: 3-4; Page: 45 I.Objectives. By the end of the lesson, Students will be able to review the way to describe the weather. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to recite the chant in part 1, lesson 2 The chant: on page 44 What’s the weather like today? It’s hot - Others observe and give comments. In my hometown - T gives comments and marks. Is it hot in your hometown? No, it’s not. It’s cold In my hometown. 2. Pre - Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 2 on 2 on page 45 and asks Ss to describe it. page 45 - T elicits from Ss’ responses to introduce the text. - T reads the text once..

(171) 3. While - Reading (12 minutes) - T calls on some Ss to read the text aloud. Today’s weather forcast 1. It is rainy and cold in Ha Noi. - T focuses Ss on intonation. 2. It is sunny and hot in Ho Chi - T asks Ss to read and then draw the picture. Minh City. - Some Ss give their answers. 3. It is cloudy and windy in Hue. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. The answer: 1 – d, 2 – a, 3 – b&c. 4. Post - Reading (10 minutes) - T asks Ss to ask and answer about the weather in group of Ex: S1: What is the weather like in Ha four or five. - T calls on some groups of Ss to ask and answer about the Noi today? S2: It’s cloudy. weather aloud. S3: What is the weather like in Dak - Others observe and give comments. Nong today? - T corrects Ss’ mistakes if necessary. S4: It’s rainy and windy. S5: What is the weather like in Hai Phong today? S6: It’s sunny and cloudy. …… 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. D(Reading) of unit 16 in their - T gives feedback. workbook. Week 32; Period 109 Making date: Saturday, April 14th 2012 Teaching date: Monday, April 16th 2012. Unit 16: The weather. Lesson 3: 1-2; Page: 46 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about the weather. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to recite the chant in part 1, lesson 2 The chant: on page 44 What’s the weather like today? It’s hot - Others observe and give comments. In my hometown - T gives comments and marks. Is it hot in your hometown? No, it’s not. It’s cold In my hometown. 2. Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson 3 on 3 on page 46 and asks Ss to describe it. page 46 and Ss’ responses. - T plays the recording twice. The model: - Ss listen and repeat the conversation..

(172) - T gives out some new structure and writes on the board What is the weather like in Ha Noi - Ss listen and repeat the structure. today? → It’s rainy. - Some Ss read the structure aloud. - T focuses Ss on intonation. 3. Practice (10 minutes) - T explaints the task and asks Ss to complete the a. What’s the weather like in Hai sentences and then say with their partners. Phong today? - Some pairs say aloud. → It’s sunny. b. What’s the weather like in Hue - Others observe and give comments. today? - T corrects Ss’ mistakes if necessary and gives the → It’s windy. answer. c. What’s the weather like in Da Nang today? → It’s rainy d. What’s the weather like in Ho Chi Minh City today? → It’s cloudy. 4. Production (12 minutes) - T asks Ss to ask and answer about the weather in S1: What is the weather like in Nghe somewhere in pairs. An today? S2: It’s cloudy and windy. - Some pairs of Ss speak aloud. S3: What is the weather like in - Others observe and give comments. Quang Nam today? - T corrects Ss’ mistakes if necessary and gives S4: It’s rainy and cold. comments. S5: What is the weather like in Binh Dinh today? S6: It’s sunny and hot. …… 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about the weather, and lesson. do the exercises in part E(Writing) in their workbook. - T gives Ss exercises. - T gives feedback. Week 32; Period 110 Making date: Sunday, April 15th 2012 Teaching date: Tuesday, April 17th 2012. Unit 16: The weather. Lesson 3: 3-4; Page: 47 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about the weather. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs to asks Ss to ask and answer about S1: What is the weather like in.

(173) Buon Ma Thuot City today? S2: It’s cloudy and windy. S3: What is the weather like in Can Tho today? S4: It’s rainy and cold. S5: What is the weather like in Da Nang today? S6: It’s sunny and hot. …… 2. Pre - Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson 3 The picture in part 3, lesson 3 on on page 47 and asks Ss to describe it. page 47 and Ss’ responses. - T elicits from Ss’ responses and asks Ss to complete the table. 3. While - Writing (13 minutes) - T calls on some Ss to go to the board and write their 1. rainy. answer. 2. cloudy - Others observe and give comments. 3. windy - T corrects Ss’ mistakes if necessary and gives the answer. 4. sunny. 5. sunny and hot. 4. Post - Writing (12 minutes) - T introduces the chant in part 4 on page 47. The chant - T plays the recording twice. The weather - T gives out some new words and write them on the board. What’s the weather like today? - Ss listen and repeat the vocabulary. It’s fine today. - T focuses Ss on pronunciation. The sun is shining. - Ss listen and repeat the chant. The birds are flying. - Some Ss read the chant aloud. And we are cycling away. - T focuses Ss on intonation and rhythm. The vocab: - T gives comments. fine: tốt sun: mặt trời shine: chiếu sáng bird: chim fly: bay cycle: đi xe đạp 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss learn by heart the way to ask - T gives Ss exercises. and answer about the weather, and redo all the exercises in unit 16 in - T gives feedback. their workbook. the weather in somewhere. - Some pairs of Ss speak aloud. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives comments.. Week 32; Period 111 Making date: Tuesday, April 17th 2012 Teaching date: Thursday, April 19th 2012. Unit 17: Outdoor activities. Lesson 1: 1-2; Page: 48 I.Objectives. By the end of the lesson, Students will be able to identify outdoor activities. II. Language focus. + Vocabulary: paper boat, cycle, play badminton, football, fly, kite. + Structure: What are they doing? → They are playing with paper boats. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach.

(174) V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to recite the weather song in part 4, The weather song What is the weather like?(2) lesson 1, unit 16 on page 43 It is sunny and windy - Others observe and give comments. In my hometown. - T gives comments and marks. What is the weather like?(2) It is cloudy and rainy In my hometown. 2. Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson 1 The picture in part 1, lesson 1 on on page 48 and asks Ss to describe it. page 48 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking paper boat: thuyền giấy about. cycle: đạp xe - T plays the recording twice. play: chơi - Ss listen and repeat the dialogue. badminton: môn cầu lông - Ss role play the dialogue in pairs. football: môn bóng đá - T gives out some new words and structure. fly: thả,, bay - Ss listen and repeat the vocab and structure kite: diều - T focuses Ss on pronunciation and intonation * Grammar: What are they doing? → They are playing with paper boats. 3. Practice (12 minutes) - T explaints the task and asks Ss to do the exercise 2 on a. What are they doing? page 48. → They are cycling. - T calls on some Ss to say aloud. b. What are they doing? → They are playing badminton. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. c. What are they doing? → They are flying kites. d. What are they doing? → They are playing football. 4. Production (9 minutes) - T asks Ss to ask and answer about outdoor activities in Ex: S1: What are they doing? pairs. S2: They are flying kites. - Some pairs of Ss speak aloud. S3: What are they doing? - Others observe and give comments. S4: They are playing football. - T corrects Ss’ mistakes if necessary. S5: What are they doing? S6: They are playing badminton. …… 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about outdoor lesson. ctivities, and do the exercises in part A(Phonics) of unit 17 in their - T gives Ss exercises. workbook. - T gives feedback. Week 32; Period 112 Making date: Wednesday, April 18th 2012 Teaching date: Friday, April 20th 2012. Unit 17: Outdoor activities Lesson 1: 3-4; Page: 49.

(175) I.Objectives. By the end of the lesson, Students will be able to ask and answer about outdoor activities. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the words they have learnt in the last lesson. cycle play kite - T explaints the game and calls three Ss of three groups to go to the board and play the game. badminton football - Others observe and give comments. - T gives comments. 2. Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 1 on 1 on page 49 and asks Ss to describe it. page 49 - T explaints the task and asks to ask and answer in pairs. 3. While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud. The prompt answer. a. What are they doing? - Others observe and give comments. → They are flying kites. - T focuses Ss on intonation and corrects Ss’ mistakes if b. What are they doing? necessary. → They are running c. What are they doing? → They are cycling d. What are they doing? → They are skipping 4. Post - Speaking (9 minutes) - T asks Ss to play the game “Spelling game”. cycle, play, kite, badminton - T explaints the game and call on three pairs of Ss to play football, … the game. - S1 calls one word they;’ve just learnt, S2 spells and write the word on the board. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. B(Vocabulary) of unit 16 in their workbook. - T gives feedback. Week 33; Period 113 Making date: Saturday, April 21st 2012 Teaching date: Monday, April 23rd 2012. Unit 17: Outdoor activities. Lesson 2: 1-2; Page: 50 I.Objectives. By the end of the lesson, Students will be able to describe on going activities. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids..

(176) Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: What are they doing? outdoor activities. S2: They are flying kites. - Others observe and give comments. S3: What are they doing? - T corrects Ss’ mistakes if necessary. S4: They are playing football. S5: What are they doing? S6: They are playing badminton. …… 2. Pre - Listening (12 minutes) - T sets the scene by showing the pictures in part 1, lesson boat door 2 on page 50 and asks Ss to describe it. Where are the children? - T elicits from Ss’ responses to introduce the text. At the door. - T writes two importaint words in part 1, lesson 2 and What are they doing? guides Ss to read them correctly. Making paper boats - T plays the recording once And coats. - Ss listen and repeat the text. What for? - T introduces new task. For their dolls. 3. While - Listening (12 minutes) - T asks Ss to describe the pictures in part 2 on page 50 Transcript. 1. Man: What are the children - T elicits from Ss’ responses to introduces the task doing? - T plays the recording twice. Woman: They’re cycling in the - Ss listen and choose the right pictures. garden. - Some Ss give their answers. Man: Cycling in the garden? - Others give comments. - T corrects Ss’ mistakes if necessary and gives the answer. Woman: Yes. That’s right. 2. Man: What are the children doing? Woman: They’re flying kites in the garden. Man: Flying kites? Woman: Yes. That’s right. The answer 1 – b; 2 – a. 4. Post - Listening (7 minutes) - T asks Ss to play the game “Chinese whisper” 1. What are they doing? - T divides class into three groups and play the game. 2. They are flying kites. 3. They are cycling - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. C(Sentences partens) of unit 17 in their workbook. - T gives feedback. Week 33; Period 114 Making date: Sunday, April 22nd 2012 Teaching date: Tuesday, April 24th 2012. Unit 17: Outdoor activities Lesson 2: 3-4; Page: 51. I.Objectives..

(177) By the end of the lesson, Students will be able to review the way to describe the activities. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: What are they doing? outdoor activities. S2: They are flying kites. - Others observe and give comments. S3: What are they doing? - T corrects Ss’ mistakes if necessary. S4: They are playing football. S5: What are they doing? S6: They are playing badminton. …… 2. Pre - Reading (9 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 2 on 2 on page 51 and asks Ss to describe it. page 51 - T elicits from Ss’ responses to introduce the text. - T reads the text once. 3. While - Reading (12 minutes) - T calls on some Ss to read the text aloud. There are six children in the - T focuses Ss on intonation. picture. Two boys are flying kites. - T asks Ss to read and then match the text with the suitable Two boys are playing with paper boats. What about the girls? What picture. are they doing? One girl is cycling. - Some Ss give their answers. And one girl is skipping. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. The answer: picture b 4. Post - Reading (10 minutes) - T introduces the chant in part 4 on page 51. Let’s go playing - T plays the recording twice. The weather is fine today! (2) - T gives out some new words and write them on the board. Let’s go playing in the garden, - Ss listen and repeat the vocabulary. My dear friends. - T focuses Ss on pronunciation. The weather is bad today! (2) - Ss listen and repeat the chant. Let’s go playing in our room, - Some Ss read the chant aloud. My dear friends. - T focuses Ss on intonation and rhythm. - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. D(Reading) of unit 17 in their - T gives feedback. workbook. Week 33; Period 115 Making date: Tuesday, April 24th 2012 Teaching date: Thursday, April 26th 2012. Unit 17: Outdoor activities. Lesson 3: 1-2; Page: 52 I.Objectives. By the end of the lesson, Students will be able to review the way to describe the activities..

(178) II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to recite the chant in part 4, lesson 2 Let’s go playing on page 51 The weather is fine today! (2) - Others observe and give comments. Let’s go playing in the garden, - T gives comments and marks. My dear friends. The weather is bad today! (2) Let’s go playing in our room, My dear friends. 2. Presentation (9 minutes) - T sets the scene by showing the picture in part 1, lesson The picture in part 1, lesson 3 on 3 on page 52 and asks Ss to describe it. page 52 and Ss’ responses. - T plays the recording twice. The model: - Ss listen and repeat the conversation. What are they playing? - T gives out some new structure and writes on the board → They are playing football. - Ss listen and repeat the structure. - Some Ss read the structure aloud. - T focuses Ss on intonation. 3. Practice (10 minutes) - T explaints the task and asks Ss to complete the a. What are they playing? sentences and then say with their partners. → They’re playing badminton. - Some pairs say aloud. b. What are they playing? → They’re playing chess. - Others observe and give comments. c. What are they playing? - T corrects Ss’ mistakes if necessary and gives the → They’re playing hide-and-seek. answer. d. What are they playing? → They’re playing football. 4. Production (12 minutes) - T asks Ss to ask and answer about outdoor activities in S1: What are they playing? pairs. S2: They’re playing chess. S3: What are they playing? - Some pairs of Ss speak aloud. S4: They’re playing hide-and-seek. - Others observe and give comments. S5: What are they playing? - T corrects Ss’ mistakes if necessary and gives S6: They’re playing badminton. comments. …… 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistakes if necessary and summaries the and answer about outdoor activities, and do the exercises in part lesson. E(Writing) in their workbook. - T gives Ss exercises. - T gives feedback. Week 33; Period 116 Making date: Wednesday, April 25th 2012 Teaching date: Friday, April 27th 2012. Unit 17: Outdoor activities.

(179) Lesson 3: 3-4; Page: 53 I.Objectives. By the end of the lesson, Students will be able to review the way to describe the activities. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to ask and answer about outdoor activities in S1: What are they playing? pairs. S2: They’re playing chess. - Some pairs of Ss speak aloud. S3: What are they playing? S4: They’re playing hide-and-seek. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives comments. S5: What are they playing? S6: They’re playing badminton. …… 2. Pre - Writing (6 minutes) - T sets the scene by showing the picture in part 3, lesson 3 The picture in part 3, lesson 3 on on page 53 and asks Ss to describe it. page 53 and Ss’ responses. - T elicits from Ss’ responses and asks Ss to complete the table. 3. While - Writing (13 minutes) - T calls on some Ss to go to the board and write their 1. He is running answer. 2. She is cycling 3. They are flying kites. - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 4. They are playing football. 4. Post - Writing (12 minutes) - T introduces the chant in part 4 on page 53. The chant OK, everybody, - T plays the recording twice. Let’s play! - Ss listen and repeat the chant. What are we going to do? - Some Ss read the chant aloud. Cycle? - T focuses Ss on intonation and rhythm. No! - T gives comments. Sing? No! Fly kites? Yes. We like it! 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss learn by heart the way to ask - T gives Ss exercises. and answer about the weather, and redo all the exercises in unit 17 in - T gives feedback. their workbook. Week 34; Period 117 Making date: Saturday, April 28th 2012 Teaching date: Monday, April 30th 2012. Review I.Obbjectives. By the end of the lesson, Students will be able to perform their abilities in listening, speaking, reading and writing related to the topics from unit 16 to unit 17, using the phonics, vocabulary and sentences patterns they have learnt..

(180) II. Language focus. + Vocabulary: review + Structure: review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities 1. Warm up - T asks Ss to play the game Chinese whisper - T calls on three Ss to go to the board and read their sentence. - Ss play the game in three groups. - T gives comments. 2. Presentation 1. Phonics - T asks Ss to repeat all difficult words and read them aloud. - T focuses Ss on pronunciation. - T writes them on the board and reads them aloud. - Ss listen and repeat. 2. Vocabulary. - T asks Ss to repeat all the vocabulary they have learnt. - T writes some vocabularies on the board and asks Ss to play the game “slap the board”. - T explaints the game if necessary and calls on three Ss to go to the board and play the game. - Ss read those words aloud. - T focuses Ss on pronunciation. - T give feedback. 3. Sentence patterns. - T asks Ss to give out the structures they have learnt. - T corrects Ss’ mistakes if necessary and write the right structures. - Ss listen and repeat all the structures. - Ss make some short dialogues using the structures they’ve just give out. - Others observe and give comments. - T corrects Ss’ mistakes if necessary 3. Practice - T asks Ss to use the knowledge they’ve just review to pracrise in groups of four. - Some groups practise aloud. - Others observe and give comments. - T corrects Ss’ mistakes if necessary.. Contents 1. What are they doing? 2. They are playing football. 3. She is flying kite.. weather. hot boat. door. weather, today, sunny, windy, rainy, cloudy, hot, cold, fine, fly, kite, play football, badminton, cycle, boy, girl.. - What’s the weather like? → It’s sunny - What’s the weather like in Ha Noi today? → It’s rainy - What are they doing? → They’re playing with paper boats. - What are they playing? → They’re playing football. S1: What are they playing? S2: They’re playing chess. S3: What’s the weather like in Ho Chi Minh City today? S4: It’s sunny and windy S5: What are they doing? S6: They’re flying kites. …. 4. Production - T asks Ss to do the exercises which they’ve not done yet - The exercises in the workbook. in the workbook. - T goes aroud to help Ss if necessary. 5. Consolidation and homework - Teacher summaries the lesson and asks Ss to prepare the new lesson (unit 11)..

(181) - Ss learn by heart all the vocabulary and structures they’ve learnt. Week 34; Period upload.123doc.net Making date: Sunday, April 29th 2012 Teaching date: Tuesday, May 1st 2012. Review I.Obbjectives. By the end of the lesson, Students will be able to practise the knowledge they’ve review in the last lesson. II. Language focus. + Vocabulary: review + Structure: review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T asks Ss to play the game quikly writing T: bàn học sinh, mẹ, lạnh, có - T calls on three Ss to go to the board and play the game mây, thời tiết, mười tám, cái thước, hát, chơi cầu lông, thả - Others observe and give comments. diều,… - T gives comments. Ss: desk, mother, cold, cloudy, weather, eighteen, ruler, sing, play badminton, fly kite, … 2. Presentation (6 minutes) - T gives some exercises and explaints the way to do and I. Reorder the words to make sentences. asks Ss to do them. 1. is / Who / this / ? 2. a / desk / is / It / . 3. are / What / these / ? 4. are / chairs / They / . 5. my / This / pencil case / is / . 6. are / doing / What / they / ? 7. flying / They / are / kites / . 8. is / cycling / She / . 9. weather / is / What / the / like / ? 10. rainy / It / is / . 3. Practice (13 minutes) - Some Ss go to the board and do them. I. The answer. - Others give comments. 1. What is this ? - T corrects Ss’ mistakes if necessary and gives the answer. 2. It is a desk. 3. What are these? 4. They are chairs. 5. This is my pencil case. 6. What are they doing? 7. They are flying kites. 8. She is cycling 9. What is the weather like? 10. It is rainy. 4. Post – Writing (12 minutes) - T asks Ss to redo all the exercises in their workbook. - The exercises in their workbook - T explaints some difficult exercises. 5. Consolidation and homework (3 minutes).

(182) - T summaries the lesson and gives Ss excercises. - T gives feedback.. - Redo all exerecises. Week 34; Period 119 Making date: Tuesday, May 1st 2012 Teaching date: Thursday, May 3rd 2012. Review I.Obbjectives. By the end of the lesson, Students will be able to practise the knowledge they’ve learnt. II. Language focus. + Vocabulary: review + Structure: review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the computer chair in words they have learnt in the last lesson. - T explaints the game and calls three Ss of three groups to kitchen play go to the board and play the game. - Others observe and give comments. picture rainy tidy - T gives comments. 2. Presentation (6 minutes) - T gives some exercises and explaints the way to do and I. Circle the best options A, B or C to complete the sentences below asks Ss to do them. 1. Is your brother? Yes, … is. A. She B. He C. It 2. This is my sister. … name’s Hoa A. Her B. His C. Its 3. How old … your brother. A. is B. are C. is 4. There … three books on the desk A. is B. are C. is 5. There …a bathroom in my house A. is B. are C. is 6. … is the chair? It’s behind the table. A. What B. Who C. Where 7. What is Nam …? He’s skating. A. playing B. doing C. going 8. … is that? It’s my father. A. What B. Who C. Where 9. There is … rubber in my bag. A. one B. two C. three 10. There are …chairs in the room A. a B. one C. two 3. Practice (13 minutes) - Some Ss go to the board and do them. I. The answer. - Others give comments. 1. B; 2. A; 3. C; 4. B; 5. A; - T corrects Ss’ mistakes if necessary and gives the answer. 6. C; 7. B; 8. B; 9. A; 10. C. 4. Post – Writing (12 minutes).

(183) - T asks Ss to redo all the exercises in their workbook. - The exercises in their workbook - T explaints some difficult exercises. 5. Consolidation and homework (3 minutes) - T summaries the lesson and gives Ss excercises. - Redo all exerecises, learn by - T gives feedback. heart all the vocabulary and structures to prepare for thr final test. Week 34; Period 120 Making date: Friday, May 27th 2012 Teaching date: Friday, May 4th 2012. The final test. Time allow: 40 minutes I.Obbjectives. By the end of the test, Students will be able to check their knowledge in English. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Test papers, chalks, boad,... IV. Teaching methods : V. Teaching procedure. I. Listen and tick the right answers, the first has been done for you. (Nghe và đánh dấu nhân ( X) vào câu đúng, câu 1 là ví dụ) 5 X 0.5 = 2.5 points. □.There is one bed 2. □.That’s the bathroom 3. □.She’s reading 4. □.They’re skipping 5. □.The book is on the table 6. □.This is my mother. □ x .There are two beds □.That’s the bedroom □.She’s cooking □.They’re skating □.The book is on the desk □.This is my father.. 1.. II. Match the word in column A with its picture in column B, the first has been done for you. (Nối những từ ở cột A với hình của chúng ở cột B, câu 1 là ví dụ) 5 X 0.5 = 2.5 points A B 1. book a. 2. chair. b.. 3. bed. c.. 4. computer. d.. 5. lamp. e.. 6. ruler Answer(Trả lời):. f. 1 - ..... e .... ; 4 - ..............;. 2 - ..............; 5 - ..............;. 3 - ..............; 6 - .............. ..

(184) III. Circle the best options A, B or C to complete the sentences below, the first has been done for you. (Khoanh tròn đáp án đúng nhất để hoàn thành các câu sau, câu 1 là ví dụ) 5 X 0.5 = 2.5 points 1. A: … is this? → It’s a ruler. A. Who B. How C. What 2. There … a lamp on the desk. A. is B. are C. am 3. What is the weather … ? → It’s sunny. A. do B. like C. go 4. … old is she? → She is nine years old. A. How B. What C. Who 5. There … two chairs near the table. A. is B. am C. are 6. How old is your sister? → … is eleven years old. A. He B. She C. It IV. Reorder the words below to make right sentences, the first has been done for you, (Sắp xếp các từ sau để tạo thành câu đúng, câu 1 là ví dụ) 5 X 0.5 = 2.5 points 1. are / two / There / chairs / . à There are two chairs. 2. doing / she / What / is / ? à ............................................................................................................. 3. are / They / skipping / . à ............................................................................................................. 4. bedroom / This / my / is / . à ............................................................................................................. 5. the / What’s / like / weather / ? à ............................................................................................................. 6. cooking / mother / My / is / . à ............................................................................................................. The end! Week 35; Period 121 Making date: Friday, May 27th 2012 Teaching date: Monday, May 7th 2012. The answer key for the final test Time allow: 40 minutes.

(185) I.Obbjectives. By the end of the test, Students will be able to know their knowledge in English and their test’s mark. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Test papers, chalks, boad,... IV. Teaching methods : V. Teaching procedure. I. 5 X 0.5 = 2.5 points The transcrips. 7. There are two beds. 8. That’s the bedroom. 9. She’s reading. 10. They’re skipping 11. The book is on the desk. 12. This is my mother. II. 5 X 0.5 = 2.5 points 19. e 20. c 21. f 22. a 23. d 24. b III. 5 X 0.5 = 2.5 points 8. C 9. A 10. B 11. A 12. C 13. B IV. 5 X 0.5 = 2.5 points 1. There are two chairs. 2. What is she doing ? 3. They are skipping. 4. This is my bedroom. 5. What’s the weather like ? 6. My mother is cooking. Week 35; Period 122 Making date: Sunday, May 6th 2012 Teaching date: Tuesday, May 8th 2012. Unit 18: Colours. Lesson 1: 1-2; Page: 54 I.Objectives. By the end of the lesson, Students will be able to identify colours. II. Language focus. + Vocabulary: colour, red, orange, yellow, green, blue, pink. + Structure: What colour is it? → It’s red. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures....

(186) IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some Ss to recite the weather song in part 4, The chant OK, everybody, lesson 3, unit 17 on page 53 Let’s play! - Others observe and give comments. What are we going to do? - T gives comments and marks. Cycle? No! Sing? No! Fly kites? Yes. We like it! 2. Presentation (10 minutes) - T sets the scene by showing the picture in part 1, lesson 1 The picture in part 1, lesson 1 on on page 54 and asks Ss to describe it. page 54 and Ss’ responses * Vocab: - Ss describe the picture and guess what they are talking colour: màu sắc about. red: màu đỏ - T plays the recording twice. orange: màu cam - Ss listen and repeat the dialogue. yellow: màu vàng - Ss role play the dialogue in pairs. green: màu xanh lá cây - T gives out some new words and structure. blue: màu xanh dương - Ss listen and repeat the vocab and structure pink: màu hồng - T focuses Ss on pronunciation and intonation * Grammar: What colour is it? → It’s red. 3. Practice (12 minutes) - T explaints the task and asks Ss to do the exercise 2 on a. What colour is it? page 54. → It’s red b. What colour is it? - T calls on some Ss to say aloud. → It’s orange - Others observe and give comments. - T corrects Ss’ mistakes if necessary and gives the answer. c. What colour is it? → It’s yellow d. What colour is it? → It’s green e. What colour is it? → It’s blue f. What colour is it? → It’s pink 4. Production (9 minutes) - T asks Ss to ask and answer about colour of their things in Ex: S1: What colour is it? pairs. S2: It’s pink - Some pairs of Ss speak aloud. S3: What colour is it? - Others observe and give comments. S4: It’s green - T corrects Ss’ mistakes if necessary. S5: What colour is it? S6: It’s orange …… 5. Consolidation and homework (3 minutes) - Ss repeat what they’ve just learnt. - Ss learn by heart the way to ask - T corrects Ss’ mistake if necessary and summaries the and answer about colour, and do the exercises in part A(Phonics) of lesson. unit 18 in their workbook. - T gives Ss exercises. - T gives feedback..

(187) Week 35; Period 123 Teaching date: Tuesday, May 8th 2012 Teaching date: Thursday, May 10th 2012. Unit 18: Colours. Lesson 1: 3-4; Page: 55 I.Objectives. By the end of the lesson, Students will be able to review the way to ask and answer about colours. II. Language focus. + Vocabulary: Review + Structure: Review III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T ask Ss to play the game “Slap the board” with the pink colour blue words they have learnt in the last lesson. - T explaints the game and calls three Ss of three groups to go to the board and play the game. red orange - Others observe and give comments. - T gives comments. green yellow 2. Pre - speaking (5 minutes) - T sets the scene by showing the pictures in part 3, lesson The pictures in part 3, lesson 1 on 1 on page 55 and asks Ss to describe it. page 55 - T explaints the task and asks to ask and answer in pairs. 3. While - speaking (17 minutes) - T calls on pairs of Ss to speak aloud. The prompt answer. a. What colour is it? - Others observe and give comments. → It’s red - T focuses Ss on intonation and corrects Ss’ mistakes if b. What colour is it? necessary. → It’s orange c. What colour is it? → It’s yellow d. What colour is it? → It’s green e. What colour is it? → It’s blue f. What colour is it? → It’s pink 4. Post - Speaking (9 minutes) - T introduces the chant in part 4 on page 55. white: màu trắng - T plays the recording twice. brown: màu nâu - T gives out some new words and write them on the board. The chant: Colours - Ss listen and repeat the vocabulary. Red, blue and yellow - T focuses Ss on pronunciation. Green and white - Ss listen and repeat the chant. And pink and brown. - Some Ss read the chant aloud. Red, blue and yellow - T focuses Ss on intonation and rhythm. These are beautiful colours. - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part.

(188) B(Vocabulary) of unit 18 in their workbook.. - T gives Ss exercises. - T gives feedback. Week 35; Period 124 Teaching date: Wednesday, May 9th 2012 Teaching date: Friday, May 11th 2012. Unit 18: Colours. Lesson 2: 1-2; Page: 56 I.Objectives. By the end of the lesson, Students will be able to express their likes about colours. II. Language focus. + Vocabulary: rose, cherry, like, sky, sea. + Structure: I like + colours. III. Teaching aids. Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures... IV. Teaching methods : - Work in pairs and work in groups - Communicative approach V. Teaching procedure.. Teacher and students’ activities. Contents. 1. Warm up (6 minutes) - T calls on some pairs of Ss to ask and answer about Ex: S1: What colour is it? colours S2: It’s pink - Others observe and give comments. S3: What colour is it? - T corrects Ss’ mistakes if necessary. S4: It’s green S5: What colour is it? S6: It’s orange …… 2. Pre - Listening (12 minutes) - T sets the scene by showing the pictures in part 1, lesson like blue 2 on page 50 and asks Ss to describe it. Roses are red. - T elicits from Ss’ responses to introduce the text. Cherries are red too. - T writes two importaint words in part 1, lesson 2 and I like red. guides Ss to read them correctly. The sky is blue. - T plays the recording once The sea is blue too. - T gives out some new words and new struture. I like blue. - Ss listen and repeat the vocab and structure. Vocab: - T gives examples. rose: hoa hồng - Ss listen and repeat the text. cherry: quả anh đào - T introduces new task. like: thích sky: bầu trời sea: biển Model: I like + colour Ex: I like red I like green… 3. While - Listening (12 minutes) - T asks Ss to describe the pictures in part 2 on page 56 Transcript. 1. A: What colour do you like, - T elicits from Ss’ responses to introduces the task Nam? - T plays the recording twice. B: I like red. - Ss listen and choose the right pictures. A: What colour? - Some Ss give their answers. B: Red. I like red. - Others give comments. - T corrects Ss’ mistakes if necessary and gives the answer. 2. A: What colour do you like,.

(189) Mai? B: I like yellow. A: What colour? B: Red. I like yellow. 3. A: What colour do you like, Phong? B: I like green. A: What colour? B: Red. I like green. 4. A: What colour do you like, Hoa? B: I like pink. A: What colour? B: Red. I like pink. The answer 1 – red; 2 – yellow; 3 – green; 4 – pink. 4. Post - Listening (7 minutes) - T asks Ss to play the game “Chinese whisper” 1. What colour is it? - T divides class into three groups and play the game. 2. It is orange. 3. I like yellow. - T gives comments. 5. Consolidation and homework (3 minutes) - T summaries the lesson. - Ss do the exercises in part - T gives Ss exercises. C(Sentences partens) of unit 18 in their workbook. - T gives feedback..

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