Giao an tieng anh lop 3 moi

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(1)ME AND MY FRIENDS Week: 1. Period: 1st.. Date of teaching: Thursday, September 8th, 2011.. UNIT 1: HELLO Lesson 1 I. Aims: Practice greeting and self – introducing. II. Objectives: - By the end of this lesson, students will be able to greet and self – introduce. - Develop speaking skill. III. Teaching methods: - Communicative approach. - Techniques: + Ask and answer (say individually) + Work in pairs/ groups. + Discuss. IV. Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets. - Students’ aids: books, notebooks, workbooks. V. Languages focus: - Phonics: Hi/ Hello. - Vocabulary: hi, hello - Structures: Hello. I’m Mai. / Hi, Mai. VI. Procedures: Time 1’ 5’. 10’. Steps/Activities I. II.. Class organization. New lesson. 1. Warm up: Chatting. - Let Ss introduce some information about themselves (maybe in Vietnamese) and introduces oneself in English. Example: Hello. I’m Duyen. (Hi. I am Duyen). 2. Presentation: * Pre- teach: Teaching vocabulary. + I (translate) + Hello/Hi (translate) + am = ’m (translate). - Get Ss to read all the new words in chorus, in groups, then individual. * Checking vocabulary: Slap the board. - Giving introduction of the text (set the scene): Mai and Nam greet each other. - Play the recording and asks Ss to listen to the tape twice. - T asks Ss to listen and repeat in chorus three times.. Work arrangement T-WC T-WC. T-WC Whole class, group and individual.. T-WC.

(2) - Let Ss practice the dialogue in pairs - Gets some pairs to read it aloud. * Presenting new structure: - T gives a situation to present (using picture) - T elicits the structures by asking Ss to speak out the model sentence: Hello. I’m Mai. Hi, Mai. I’m Nam.. Group work Pair- work T – whole class. I’m + name (I’m = I am) 10’. -. 10. -. -. 3. Practice: Have Ss look at the pictures a,b,c,d and introduce four characters: Nam, Mai, Nga, Phong. (/Using the puppets). T models the dialogue (use a picture) Nga: Hello, I’m Nga. Phong: Hello, I’m Phong. Have Ss to repeat the sentences in the bubbles a few times Call on one pair and ask them to pretend to be Nam and Mai. Call on one more pair to be Nga and Phong and do the same way. Have the class repeat all the phrases Have Ss to work in pairs: Nam, Mai, Nga and Phong. Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary. Call on some pairs to perform the task at the front of the class. Others observe and comment. Make some questions to check Ss’ comprehension of language Have the whole class repeat all the phrases to reinforce their pronunciation. 4. Production: Have Ss look at the pictures on page 7 and identify the characters in the pictures. Point to Picture a, ask Ss to guess what the girls would say to greet each other. A: Hello, I’m Mai. B: Hi, Mai. I’m Nga. Have Ss to repeat the sentences in the bubbles a few times before let them practice freely. Have Ss to work in pairs (use the names in their books or the real names to practice. Monitor the activity and offer help when necessary/ correct typical pronunciation errors. Call on a pair to demonstrate at the front of the class.. T – whole class. Pair- work. T – whole class. Pair – work.

(3) 4’. - Have the whole class repeat all the phrases to reinforce their pronunciation. III. Other activities: - Consolidate the content of the lesson IV. Home- link: - Learn and write new words and structures. - Prepare for the next lesson. T – whole class. Date of teaching: Friday, September 9th, 2011.. Week: 1 Period: 2nd.. UNIT 1: HELLO Lesson 2 I. Aims: Practice listening and numbering the pictures about greeting “Hello/Hi” and self – introducing. II. Objectives: - By the end of this lesson, students will be able listen to the dialogue and tick on the pictures about greeting “Hello/ Hi” and self – introducing. - 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, extra board, tape, cassette. - Student’s aids: book, notebook, workbook. V. Language focus: - Revision the structures: Hi/ Hello. I am/ I’m + name. - Phonics: Hi, Hello VI. Procedures: Time 1’. Steps/Activities I. II.. Work arrangement. Class organization. New lesson: 1. Warm up: Noughts and crosses. T-WC. 5’. 2. 10’. I Nam Hi. Nga am Phong. Hello Mai Hi, Mai. Lis. ten and repeat - Have Ss open the book page 8, look at the words hello, hi and notice the letter coloured differently in both words. - Produce the sound of the letter h in the word hello and that in the word hi.. T-WC.

(4) 10’. 10’. hello hi Hello. I’m Mai. Hi, Mai. I’m Nam. Hello, Nam. - Ask Ss to say what they think about when they hear the T-WC sound - Play the recording all the way through for Ss to listen while they are reading the chant in their books - Call on a group of six: three of them to repeat each line of Whole class, the chant, other three clap the syllables group and - Have Ss practice the chant in groups and clap the individual. syllables. - Monitor the activity and offer help when necessary/ correct typical pronunciation errors. - Call on a group to recite the chant. The others clap the syllables - Make a few questions to check Ss’ comprehension of language - Have the whole class recite the chant to reinforce their pronunciation. - Have Ss circle all the words containing the focused sounds hello and hi in the chant. 3. Listen and number - Have Ss look at Pictures a, b, c and d on Page 8. - Elicit the identification of the characters in the pictures and the characters’ words. - Ask Ss to listen to the recording and match the T-WC information they hear to the pictures and number the pictures. - 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and number. - 3rd: play the recording for Ss to check their answers. Group work - Have Ss trade their answers in pairs for correction Pair- work - Ask some questions to ensure Ss’ comprehension of the listening text. Transcript: 1. Hello. I’m Nam. 2. Hi. I’m Phong. 3. Hi. I’m Quan. 4. Hello. I’m Hoa. Answers: 1 – d; 2 – c; 3 – b; 4 – a. 4. Read and match.  Pre-reading: - T introduces the topic “you are going to read the sentences to get the information in order to match the pictures to the text”. T – whole.

(5) 4’. - Ask Ss to predict “What is what”.  While-reading: - 1st reading: Ss read the sentences individually and check their prediction. - 2nd reading: Ss do the task (match the sentence with a appropriate picture.) - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers. Others listen and comment.  Post-reading: - Make a few questions to check Ss’ comprehension of the sentences. - Have the whole class read each sentence in chorus to reinforce their pronunciation Answers: 1 – d; 2 – c; 3 – b; 4 – a. III. Other activities. - Consolidate the content of lesson. IV. Home- link: - Learn to greet each other and self – introduce, using hello/ hi. - Practice the sound h as in hello and hi. - Recite the chant on page 7.. Week: 2 Period: 3rd. class. T – whole class Pair- work. T – whole class. Date of teaching: Thursday, September 16th,, 2010.. UNIT 1: HELLO Lesson 3 I. Aims: Practice saying goodbye. II. Objectives: - By the end of this lesson, Students will be able to say goodbye. - 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: Tape cassette, pictures, poster, word cards..

(6) - Students’ aids: book, notebook, workbook. V. Languages focus: - Structures: Nice to meet you. / Nice to meet you too. VI. Procedures: Time. Steps/Activities. 1’. I.. Class organization.. II. 5’. 10’. -. 10’. -. 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 10. Elicit the character and have Ss guess what they are saying. Set the scene: we are going to review phrases saying hello and bye. Have Ss listen to the recording as they read the lines in the speech bubbles Play the recording again for Ss to repeat the lines in the speech bubbles two times. Divide the class into two groups. One repeat Mai’s part and the other repeat Nam’ part. Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation. Elecit the structures Bye Goodbuye.. Work arrangement T – whole class. 3. Look and say. Have Ss look at the pictures a, b, c and d on page 10 Elicit the characters in the pictures and their names. Ask Ss to guess and complete the speech bubbles. T models/ allocates the parts of characters Mai and Nam to Ss Ask them to act out the dialogue1. Repeat the step with some other pairs for pictures b, c, d Have Ss practice acting out the dialogue in pairs, using the pictures. Monitor the activity and offer helf. Correct pronunciation errors (stress, assimilation of sounds,intonation) when necssesary.. T – whole class T – whole class Whole class. Groups individually. Groupwor k. Pairwork T – whole.

(7) - Call on some pairs to perform the task at the front of the class class. The others observe and give comments. - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. 4. Write. 10’ - Get Ss to identify the characters in the pictures on page 11 and what they are saying. - Tell Ss that they are gooing to read and get information to write the missing words in dialogue 1 and 2. - Ss read silently and complete the dialogues. Individually - Ss trade their answers within pairs or groups for Pairwork/ corection Groupwork - Ask Ss to read the answers aloud to the class. The others listen and give comments. Answers: 1. Hi, I’m 2. boy; girl - Make somes questions to check Ss’ comprehension of the reading text. Whole class - Have the whole class read each line of the dialogues 4’ chorally to reinforce their pronunciation. III. Home- link: T-WC - Consolidate the content of the lesson. - Ask Ss to learn and write new words and structure. - Prepare for Section B: 4, 5, 6, 7. Week: 2 Date of teaching: Friday, September 16th, 2010. th Period: 4 .. UNIT 2 MY NAME IS … Lesson 1 I. Aims: To understand about making and responding to instructions. II. Objectives: - By the end of this lesson, students will be able to make and respond to instructions - Develop writing, reading skill. III. Teaching method: - Communicative method. - Techniques: - Ask and answer - Work in pairs and individually. - Work in groups, discuss. IV. Teaching aids: - Teacher’s aids: audio, stickers, puppets, flashcards. - Students’ aids: book, notebook, workbook. V. Languages focus: Sentence patterns: - Hello, I’m Mai. - Hi, Mai. I’m Nam..

(8) VI. Procedures: Time. Steps/Activities. 5’ -. 10’. -. 12’ -. 10’ -. 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. Tom: Hello, Mai. I’m Tom. Have one repeat Mai’s part, the other Tom’s part. Then have the pair swap their parts. Repeat the step with a few more pairs. Ask Ss to practice making and responding to introductions using picture a and b Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary. Call on some pairs to perform the task at the front of the class. Others observe and comment. Make some questions to check Ss’ comprehension of language Have the whole class repeat all the phrases to reinforce their pronunciation. 3. Talk Have Ss look at the pictures on page 13 and identify the characters in the pictures. Point to Picture a, ask Ss to guess what the girls should. Work arrangement T-WC Pair- work. T – whole class T T-WC. Pair- work. T- whole class. T- whole class T- whole class. Group work.

(9) -. 3’. -. Week: 3 Period: 5th. say to the boy and vice versa. Fill in the speech bubbleswith the correct phrases promted by Ss A: Hello, I’m Mai. B: Hi, Mai. I’m Nga. Have Ss to repeat the sentences in the bubbles a few times before let them practice freely. (use the pictures in their books or role – play the exchanges Have Ss to work in pairs to practice acting the greeting. Monitor the activity and offer help when necessary/ correct typical pronunciation errors. Call on a pair to demonstrate at the front of the class. Have the whole class repeat all the phrases to reinforce their pronunciation. III. Home- link: Encourage Ss to for Unit 2- Section 2.. Individually.. Group work. T- whole class. Date of teaching: Thursday, September 22nd, 2011.. 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:.

(10) Time. Steps/Activities. 1’. I. II.. Work arrangement. Class organization. New lesson: 1. Warm up: Noughts and crosses. T-WC. 5’. 2. 10’ -. I Nam Hi. Nga am Bye. Hello Goodbye Mai. Lis. ten 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 I’m Linda. How do you spell Linda? L – I – N – D – A.. T-WC. T-WC. Whole class, group and individual.. I’m Nam. How do you spell Nam? N – A – M.. 10’. - Call on a group of six: three of them to repeat each line of the chant, other three clap the syllables - Have Ss practice the chant in groups and clap the syllables. - Monitor the activity and offer help when necessary/ correct typical pronunciation errors. - Call on a group to recite the chant. The others clap the syllables - Make a few questions to check Ss’ comprehension of language - Have the whole class recite the chant to reinforce their pronunciation. 3. Listen and tick. - Have Ss look at Pictures 1a, b; 2a, b and d on Page 14 - Identify the characters and guess what they are saying. - Set the scence: “you are going to listen to the recording, match the information they hear to the pictures and tick. T-WC.

(11) the box in the appropriate picture. - 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and tick the correct pictures. - 3rd: play the recording for Ss to check their answers. - Have Ss trade their answers in pairs for correction - Ask some questions to ensure Ss’ comprehension of the listening text. Transcrip 1. Mai: How do you spell your name? Tony: T – O – N – Y. Mai: Sorry? Tony: Tony. T – O – N – Y. 2. Phong: How do you spell your name? Linda: L – I – N – D – A. Phong: Sorry? Linda: L – I – N – D – A. 10’. 4’. Group work Pair- work. T – whole class. Answers: 1 – a: 2 – b. 4. Read and match. - Ask Ss to identify the characters in the pictures on page 15. T – whole - Set the scence: “ you are going to read the dialoguesto get class the information in order to match the pictures to the appropriate dialogues.” - Have a revisionof the language: “How do you spell your Pair- work name?” – “L – I – N – D – A.” - Ask Ss to read the dialogues and do the task (match the Individually sentence with a appropriate picture.) - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers. Others listen and comment. - Make a few questions to check Ss’ comprehension of the sentences. T – whole - Have the whole class read each sentence in chorus to class reinforce their pronunciation Answers: 1 – b; 2 – a III. Summary - Ss have revised how to greet and say goodbye - Say the letters in the alphabet, using How do you spell your name? - Produce the sound of the letter l in Linda and that the letter n in Nam. IV. Home- link: - Sing The ABC Song on page at home..

(12) Date of teaching: Friday, September 23rd,. Week: 3 2010. Period: 6th. 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: 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. Work arrangement T – whole class. T – whole class.

(13) -. 10’. 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 pronunciation. 3. Look and say. - Have Ss look at the pictures a, b, c and d on page 16 - Elicit the characters in the pictures and their names. - Set the scence “ we are going to practice spelling names” - Ask Ss to guess and complete the speech bubbles. - T models the dialogue ◦ Assign a pair to pretend to be the characters in the pictures. ◦ Ask the pair to act out the question and answer about spelling. Repeat the step but have the pair swap their parts. ◦ Continue the activities with sonme pairs. - Ask Ss to practice asking and answering - Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary. - Call on some pairs to perform the task at the front of the class. Others observe and comment. - Have the whole class repeat the question and answer in chorus to reinforce their pronunciation. 4. Write. - Get Ss to identify the characters in the pictures on page 17 and what they are saying. - Tell Ss that they are gooing to read and get information to write the missing words in task 1 and 2. - Ss read silently and complete the sentences. - Monitor the activity and offer help when necessary - Ss trade their answers within pairs or groups for corection - Ask some Ss to read their answers aloud to the class. The others listen and give comments. Answers: 1. Mai; Tony.. Whole class. Groups individually. Groupwork. Pairwork. Pairwork/ Groupwork Individually.

(14) 4’. 2. L – I – N – D – A. - Make somes questions to ensure Ss’ comprehension of the writing text. - Have the whole class read each line of the dialogues chorally to reinforce their pronunciation. III. Summary - Ss have learnt to ask and answer about names and to spell simple names, using How do you spell your name? IV. Homelink - Ss spell their own names and the names of their family members at home.. Week: 4 Period: 7th.. T – whole class. T – whole class. 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: 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. A V X Z T Y. N D P H O N. A E L M N O. B F R W Y P. C M L I N D. D U T S Q P. E F G H I J. T – whole class T.

(15) F H G I J A O K U X Y Z N A M L V T X Q P O N M. 10’. 12’. - 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 present the situation) - Explain the situation and the use of the titles Mr, Mrs and Miss - Play the recording and asks Ss to listen to the tape twice. - T asks Ss to listen and repeat in chorus two times. - Hold up the specific character puppets in the air / point to each character and tell the whole class to say the appropriate linein the dialouge. - Have whole class repeat all the phrases a few times to reinforce their pronunciation. Note:  Children do not tend to ask each other How are you? (That is something adults do to each other and to children, but not child to child  Thanks is an informal expression of thank you. 2. Look and say - Have Ss look at the pictures a and bon page 18. - Ask them to identify the characters in the pictures, recall the greeting phrases. - Point to Picture a, ask Ss to guess what each character should say. Fill the speech bubbles with correct phrases prompted by the Ss and have Ss to repeat the lines a few times - T models the dialogue ◦ Assign a pair to pretend to be Tom and Mrs Lan in picture a Mrs Lan: How are you, Tom? Tom: I’m fine, thank you. And you? Mrs Lan: Fine, thanks. Have one repeat Mrs Lan’s part, the other Tom’s part. Then have the pair swap their parts. Repeat the step with a few more pairs. - Ask Ss to act the dialouge using picture a and b - Monitor the activity, check the pronunciation ( sound,. T-WC. Pair- work. T- whole class. T- whole class. T- whole class. Group work T – whole class. Pair – work.

(16) 10’ -. 3’ Week: 4 Period:8th. assimilation of sound and intonation) and offer help when necessary. Call on some pairs to perform the task at the front of the class. Others observe and comment. Have the whole class repeat all the phrases to reinforce their pronunciation. 3. Talk Have Ss look at the pictures on page 19 and identify the characters in the pictures. Recall the titles Mr., Mrs., Miss. Point to Picture a, ask Ss to guess what the characters should say. Fill in the speech bubbleswith the correct phrases promted by Ss A: How are you? B: I’m fine, thank you. And you? A: Fine, thanks. Have Ss to repeat the lines in the bubbles a few times before let them practice freely. (use the characters in their books to practice or role play the greeting phrases. Have Ss to work in pairs to practice acting the greeting. Monitor the activity and offer help when necessary/ correct typical pronunciation errors. Call on a pair to demonstrate at the front of the class. Have the whole class repeat all the phrases to reinforce their pronunciation. III. Home- link: Encourage Ss to prepare for Unit 3 - Lesson 2.. T- whole class. Group work. Pair – work. T – whole class. 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.

(17)  Vocabulary: how, thank, thanks, fine, and.  Sentence patterns: - How are you? I’m fine, thank you. And you? I’m fine, thanks. V. Procedures: Time. Steps/Activities. 5’ 10’. -. -. 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. How are you? I’m fine, thank you. Call on a group of six: three of them to repeat each line of the chant, other three clap the syllables Have Ss practice the chant in groups and clap the syllables. Monitor the activity and offer help when necessary/ correct typical pronunciation errors. Call on a group to recite the chant. The others clap the syllables Make a few questions to check Ss’ comprehension of language Have the whole class recite the chant to reinforce their pronunciation. 2. Listen and tick. Have Ss look at Pictures 1a, b; 2a, b and d on Page 20 Identify the characters and their relationship. Set the scence: “you are going to listen to the recording,. Work arrangement T – whole class T – whole class. T – whole class. Whole class, group and. T – whole class.

(18) 10’. 4’. match the information they hear to the pictures and tick the box in the corner of the correct picture.. - 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books - 2nd: play the recording for Ss to listen and tick the correct pictures. - 3rd: play the recording for Ss to check their answers. - Have Ss trade their answers in pairs for correction - Ask some questions to ensure Ss’ comprehension of the listening text. Transcrip 1. Nam: Hello, Mr Loc. How are you? Mr Loc: I’m fine, thank you. And you, Nam? Nam: I’m fine. Thank you, Mr Loc. 2. Tom: Hi, Mary. How are you? Mary: Hi, Tom. I’m fine, thanks. Answers: 1 – b: 2 – a. 3. Read and match. - Ask Ss to identify the characters in the pictures on page 21 and identify the characters in the pictures - Set the scence: “ you are going to read the dialogues to match each of them with the right picture..” - Ask Ss to read the dialogues and do the task (match the sentence with a appropriate picture.) - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers. Others listen and comment. - Make a few questions to check Ss’ comprehension of the sentences. - Have the whole class chorally read each line of the dialogues to reinforce their pronunciation Answers: 1 – b; 2 – a III. Summary - Ss have learn how to greet and express greeting phrases, using How are you?/ fine/ thank you/ thanks/ and you? - Produce the sound of the letter l in hello and a in thanks IV. Home- link: - Ss recite the chant and clap the syllables on page 20 of the Student Book at home.. Week: 5 Period: 9th. Individually. Pair- work. T – whole class Individually Pair – work T – whole class. T – whole class. Date of teaching: Thursday, October 6th, 2010.. UNIT 3 HOW ARE YOU? Lesson 3.

(19) 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: 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. - T models the dialogue ◦ Assign a pair to pretend to be Linda and Miss Hien to act out the dialogue.. Work arrangement T – whole class. T – whole class. Whole class. T – whole class. Pair – work.

(20) 10’. 3’. 2’. ◦ Repeat the step but have the pair swap their parts. Have the whole class repeat all the phrases. Ask Ss to practice in pairs Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary. Call on some pairs to perform the task at the front of the class. Others observe and comment. Have the whole class repeat the question and answer in chorus to reinforce their pronunciation. 3. Write.. - Get Ss to identify the characters in the pictures on page 23 - Ask them to talk about the situation in each picture. - Tell Ss that they are going to read and get information to write the missing words in task in the dialogue, using those from the frame on the top of the page. - Ss read silently and complete the sentences. - Monitor the activity and offer help when necessary - Ss trade their answers within pairs or groups for corection - Ask some Ss to read their answers aloud to the class. The others listen and give comments. Answers: 1. Hi 2. How 3. thank 4. thanks - Make somes questions to ensure Ss’ comprehension of the writing text. - Have the whole class read each line of the dialogues chorally to reinforce their pronunciation. III. Summary - Ss have learnt to ask and answer about names and to spell simple names, using How do you spell your name? IV. Homelink - Ss spell their own names and the names of their family members at home.. Week: 5 Period: 10th. T – whole class. Individually Pair – work. T – whole class. T – whole class. Date of teaching: Friday, October 7th, 2011. UNIT 4 WHAT’ S YOUR NAME?.

(21) 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: Time. Steps/Activities I.. 5’. 10’. -. 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. Ask them to identify the characters in the pictures and repeat each name a few times. Point to P.a and ask Ss what the character should say to respond to the question What’s your name?. Work arrangement T – WC. T – WC. Whole class, group and individual.. T – whole class.

(22) -. 10 3’ 2’ -. Fill the bubble on the left edge of the page with the phrase prompted by Ss and have Ss to repeat the question and answer a few times before going on with other pictures Call on a few pairs and allocate the characters in Picture a, b, c and d. have them pretend to be these character to ask and answer. Ask Ss to practice asking and answering in pairs Monitor the activity and offer help. Correct pronunciation error(s) ( street, assimilation of sounds and intonation) when necessary. Call on some pairs to demonstrate at the front of the class. Others observe and comment. Make some questions to check Ss’ comprehension of language Have the whole class repeat all the questions to reinforce their pronunciation. 3. Talk Have Ss look at the pictures on page 25 and identify the characters in the pictures. Point to Picture a, ask Ss to pretend to be Hoa, ask them what they should say to respond to the question What’s your name? Fill in the speech bubble with the answer promted by Ss A: What’s your name? B: My name’s Hoa. Repeat the step swith other pictures. Have Ss to repeat the lines in the bubbles a few times before letting them practice freely. (use the names of the characters in their books or their own names. Have Ss to work in pairs to practice. Monitor the activity and offer help when necessary/ correct typical pronunciation errors. Call on some volunteers to perform the task at the front of the class. Ask Ss a few questions to check Ss’ comprehension of the language. Have the whole class repeat all the phrases to reinforce their pronunciation. III. Summary Ss have learnt to ask and answer aboutnames, using What’s your name? and My name’s + name. IV. Home- link: Encourage Ss to listen and try to sing the song What is your name? at home.. Group work Pair- work. T – whole class. T – whole class. Pair- work. T – whole class. T – whole class.

(23) 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: 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 arrangement T-WC. T – whole class. Whole class.

(24) 10’. -. 10’. This is Tony. This is Linda. This is Peter. Play the recording all the way through for Ss to listen while they are reading the chant. T claps the rhythms. Play the chant again. Have Ss repeat each line and point to each line of the chant. Call on a group of six: three of them to repeat each line of Group work the chant, other three clap the the focus sounds. Have Ss practice the chant in groups and clap the syllables. Monitor the activity and offer help when necessary/ correct typical pronunciation errors. Call on a group to recite the chant. The others clap the syllables Make a few questions to check Ss’ comprehension of language Have the whole class recite the chant to reinforce their pronunciation. 2. Listen and tick. Have Ss look at Pictures 1a, b; 2a, b and d on Page 26 and T – whole identify the characters in these pictures class Set the scence: “you are going to listen to the recording and match the information they hear to the correct picture and tick the box in the correct picture.. 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books Individually nd 2 : play the recording for Ss to listen and tick the correct pictures. Choose one or two Ss to share their answers with their classmates.. - 3rd: play the recording for Ss to check their answers. - Have Ss trade their answers in pairs for correction - Ask some questions to ensure Ss’ comprehension of the listening text. Transcrip 1. Girl: Hi, Nam. This is Peter. Boy: Peter? How do you spell that? Girl: Peter. P – E – T – E – R. 2. Boy: Hi, Linda. This is Mai. Girl: Mai? How do you spell that? Boy: Mai. M – A – I. Answers: 1 – b: 2 – a. 4. Read and match. - Ask Ss to identify the characters in the pictures on page 27 - Set the scence: “ you are going to read the text and use the information to match each of them with the right picture..”. Pair- work. T – whole class.

(25) -. 3’. 2’. Identify the characters in the pictures and detail in each picture to find out the differrences between these two pictures. - Ask Ss to read the text individually and do the task. - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on one student to report their answer. Others listen and comment. - Make a few questions to check Ss’ comprehension of the sentences. - Have the whole class chorally read each line of the dialogues to reinforce their pronunciation Answers: 1 – b; 2 – a III. Summary. - Ss have learnt to introduce someone, using This is + name. - Produce the sounds of the letters th in this and that of t in Tom IV. Home- link: - Ss recite the rhyme What is your name? on page 25 at home - Recite the chant on page 7.. Week: 6 Period: 12th. Individually Pair – work T – whole class. T – whole class. 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:.

(26) Time 5’ 10’. 10’. 10’. Steps/Activities I.. Work arrangement T – whole class. 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. T – whole - Set the scene: “we are going to recall how to spell class 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 Whole class speech bubbles two times. - Divide the class into two groups. One repeat Mai’s part and the other repeat Nam’ part. Groups - Play the recording again for the whole class to repeat individually each line in the text a few times. Ensure their correct pronunciation (sentence stress, the assimilation of sound and intonation). 2. Look and say. T – whole - Have Ss look at the pictures a, b, c and d on page 28 class - Elicit the characters in the pictures and spell the name in each picture. Recall sentence patterns “How do you spell your name?” - T models the dialogue ◦ Assign a pair to pretend to be Mary. Point to P.a and ask How do you spell your name? ◦ Have Ss repeat the answer M – A – R – Y ◦ Tell them to repeat the question and the answer. ◦ Repeat the step with the other names. - Have Ss to practice in pairs asking and answering Pairwork - Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary. - Call on some pairs to perform the task at the front of the class. Others observe and comment. T – whole - Have the whole class repeat the question and answer in class chorus to reinforce their pronunciation. 3. Write. - Get Ss to identify the characters in the pictures on page 29. - Set the scene: “We are going to choose the right word from the frame to complete the missing words.” - Ss read silently and complete the sentences. Individually - Ss trade their answers within pairs or groups for Pairwork/.

(27) 3’ 2’. corection - Ask Ss to read the answers aloud to the class. The others listen and give comments. Answers: 1. this 2. What 3. spell - Make somes questions to check Ss’ comprehension of the reading text. - Have the whole class read each line of the dialogues chorally to reinforce their pronunciation. III. Summary - Ss have learnt how to spell someone’s name, using How do you spell your name? and say the alphabet letters. IV. Homelink - Practice singing the rhyme What is your name?. Groupwork. Whole class. T – whole class.

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