giao an family and friends 4

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(1)Date: Week: 1 Period: 1. Starter : Welcome back ! Lesson: 1  Aim(s): places in a home.  Objective(s): by the end of the lesson, students will be able to identify identify different places in a home fluently.  Skill(s): listening, speaking.  Teaching – aids: CD tracks 1-2, Starter story Poster .  Procedures: Time Contents Teacher’s activities Students’ activities I. WARM UP: - Smiling and say Hello. - clap hands. - Encourage children to say - saying Hello to Teacher. Hello back to you. Say It’s a new year. Welcome back! - Begining the class with - greeting together. some common greetings. Ss then practice greeting each other in pairs or small groups. II. PRESENTATION: * Set the sence:. SENTENCE PATTERN Where’s …? This is… These are…. III. PRACTICE:  Activity 1: Recording 1. - Using the Starter Story Poster to present the story. - Point to the characters for children to say the names. Ask What’s happening in the story?/ Where’s Billy?/ Is he behind the door?... - Eliciting the important words from the story and write them on the board. - Introducing new sentence pattern. - checking concept: from, use, meaning, intonation. - Telling Ss to open their books. - Playing the recording again as Ss follow in their books. - monitoring.. - looking carefully.. - Explaining that they’re going to listen to a 'Welcome back' song and then sing it. Play the recording once for Ss to listen and follow the. - listening to T.. - listening and answering.. - listening carefully. - listening carefully. - listening and answering. - opening their books. - listening to the record carefully.. - singing the song..

(2)  Activity2: Song actions.  Activity 3: Exercise 1 Look and write: 2. dining room 3. He’s in the bedroom. 4. She’s in the kitchen. 5. He’s in the bathroom..  Activity 4: Exercise 2. IV. PRODUCTION: Guessing game:. V. HOMEWORK: Have Ss to do the exercises in W.B.. song in their books. Focus attention on the words. Read each line for Ss to repeat after you. Play the recording again for children to sing along. - Ask children to think of some actions for the song. Play the song again for Ss to sing and do their actions. Repeat if you wish.. - thinking actions for the song. - performing.. - Asking Ss to look at pictures and write the correct answers about name’s rooms. - modelling. - Getting Ss to do the task. - Monitoring. - checking Ss’ task. - Evaluating.. - looking at pictures and writing the correct answers about name’s rooms. - looking carefully. - doing the task.. - Asking Ss to find and circle the clothes words. - Modeling. - Getting Ss to do the task. - Monitoring. - checking. - evaluating.. - finding and circling the clothes words. - listening carefully. - doing task.. - Describing a character from the story for Ss to guess who it is, e.g. She’s in the kitchen. - Asking different Ss to describe another character for the class to guess. - monitoring. - giving feedback.. - listening and guessing who it is.. - setting to task for Ss to do at home.. - taking note.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. - checking. - listening.. - checking. - listening.. - giving guess.. - listening.. ........., ngày …tháng …năm 20… Duyệt của BGH.

(3) Date: Week: 1 Period: 2. Starter : Welcome back ! Lesson: 2  Aim(s): Introducing friends  Objective(s): by the end of the lesson, Ss will be able to introducing friends fluently.  Skill(s): listening, speaking.  Teaching – aids: CD tracks 1-2, Starter story Poster .  Procedures: Time Contents Teacher’s activities Students’ activities I. WARM UP: - Getting Ss to sing the - singing the Welcome Singing the Welcome song Welcome song (p. 4) and do song (p. 4) and doing the the actions to energize the actions to energize the class. class. - Asking Ss if they can - listening and answering. remember what happened in the story in the previous lesson. - Holding up the Starter story - answering. poster to encourage ideas. - Asking questions about the - answering. people in the story, e.g. Where’s Billy? Is he behind the door?... - Monitoring. - Evaluating. - listening. II. PRESENTATION: * Review the pattern. This is my… His name’s…/ her name’s… He’s…/ She’s…. - pointing to flashcards to review the structure. - asking Ss to repeating these sentences. - checking concept again.. - looking and listening. III. PRACTICE:  Activity 1:. - Asking Ss to turn to the story on page 4 of their Class Books. Play the recording, asking Ss to repeat. - Playing the recording again for Ss to mime the actions as they listen. Ss practise acting out the story in their groups. - Asking some of the groups to act out the story before the class. - Monitoring. - Evaluating.. - repeating.. - listening and repeating. - listening and answering.. - practising acting out the story in their groups. - performing.. - listening..

(4)  Activity2: Key: (1 T, 2 F, 3 T, 4 F ,5 F 6T).  Activity3:. IV. PRODUCTION: Introducing circle:. V. HOMEWORK: Have Ss to do the exercises in W.B.. - Asking Ss to look at the sentences in the book. Asking: Is grandma in the kitchen? to establish that the first sentence is true. Allowing time for them to read all the sentences again and decide whether they are true or false. - Getting Ss to do the task. - Monitoring. - Checking Ss’ task. - Evaluating.. - reading all the sentences again and deciding whether they are true or false.. - Asking a S to read the dialogue. - Saying the dialogue again. - Asking them to practice the dialogue in pairs. - Asking some pairs to say the dialogues aloud for the class. - Evaluating.. - reading the dialogue.. - Asking Ss to stand in a circle. - Asking the first S to introduce the person on his left to the person on his right. The person on the right then introduces the one on his left. Continue in this way around the class to introduce the friend. - Modeling. - Monitoring - Giving feedback.. - standing in a circle.. - setting to task for Ss to do at home.. - taking note.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. - doing the task. - performing. - listening.. - listening. - practicing the dialogue in pairs. - performing. - listening.. - introducing the person.. - listening. - listening to T.. ........., ngày …tháng …năm 20… Duyệt của BGH.

(5) Date: Week: 1 Period: 3. Starter: Welcome back ! Lesson: 3  Aim(s): Identifying toys and possession.  Objective(s): by the end of the lesson, students will be able to identify toys and possession fluently.  Skill(s): listening, speaking.  Teaching – aids: CD tracks 3, Extra Practical Classroom Activities: Word search pair activity, Bingo.  Procedures: Time. Contents I. WARM UP: Word search pair activity. II. PRESENTATION: * Review the structure. What’s this?  It’s…. III. PRACTICE:  Activity 1: Keys: s1 Tim’s 2 Rosy’s 3 Tim’s 4 Rosy’s 5 Rosy’s. Teacher’s activities - Giving half the class the ‘A’ sheet and half the class the ‘B’ sheet. - Asking Ss work individually to find the five words in the word search grid, circle the words in the box as they do so. Once all the Ss have finished, they work with a partner (‘A’s’ with ‘B’s’). They take turns to dictate their words and look for those words in the grid. At the end of the activity, they should all have found the ten words. - Checking together as a class to elicit all ten words. - evaluating.. Students’ activities - receiving sheet.. - Asking Ss what they can remember about the story from lesson 1. Asking Where’s Billy in the story? - asking Ss to repeating these sentences. - checking concept again.. - listening and answering. - Asking Ss to identify the characters Rosy and Tim; name the different toys they can see. - Getting Ss to read the words. - identifying the characters ; naming the different toys.. - listening to T. - taking part in the game.. - checking. - listening.. - listening and repeating. - listening and answering.. - reading the words,.

(6)  Activity 2:. IV. PRODUCTION: Bingo. V. HOMEWORK: Have Ss to do the exercises in W.B.. in the word pool, pointing out the possessive’s in both cases. - Getting Ss to complete the sentences with the correct name for each toy. - Give feedback.. pointing out the possessive’s .. - Asking one S to read the example dialogue. Saying the dialogue again. - Asking Ss to practice the dialogue in pairs. - Asking them to make new dialogues, pointing at different items in the picture. - Asking some pairs to say their dialogues aloud for the class. - giving feedback.. - reading the example dialogue.. - Giving each S a whole worksheet. - Telling them to cut up the pictures and choose nine of the pictures to stick on the bingo grid. You need to keep a copy of the worksheet as well. Reading out the words one by one, and Ss can cross off the words as they hear them. The first S to have a complete row, three across, three down or diagonally shouts Bingo! He’s the winner. - starting the game. - monitoring. - Giving feedback. - receiving worksheet.. - setting to task for Ss to do at home.. - taking note.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. - completing the sentences with the correct name. - listening carefully.. - practicing the dialogue in pairs. - making new dialogues. - saying their dialogues aloud for the class. - listening to T.. - listening carefully.. - taking part in the game. - listening.. ........., ngày …tháng …năm 20… Duyệt của BGH. Date:.

(7) Week: 1 Period: 4. Starter: Welcome back ! Lesson: 3  Aim(s): Identifying toys and possession .  Objective(s): by the end of the lesson, students will be able to identify toys and possession fluently.  Skill(s): listening, speaking.  Teaching – aids: CD tracks 3, Extra Practical Classroom Activities: Song worksheet.  Procedures: Time. Contents I. WARM UP: Team work. II. PRESENTATION: * Set the scence:. III. PRACTICE:  Activity 1:.  Activity 2: Suggested song actions * Monday, Tuesday, Wednesday, Jump! – jump in the air * Thursday, Friday, down with a bump! – sit down on chairs. Teacher’s activities - asking Ss to write the names of the toys they know/ like. - monitoring. - checking Ss’ task. - evaluating.. Students’ activities - writing the names of the toys they know/ like.. - Asking Ss to open Class book, p. 6 and look at the pictures. - Asking Ss: What can you see? Eliciting the actions the SS are doing (jumping, waving).. - looking at the pictures.. - Playing the recording once for Ss to listen. - Reading each line of the song aloud for Ss to repeat after you. - Playing the recording again for Ss to sing along (more than once if you wish). - monitoring. - checking Ss’ tasks.. - listening carefully.. - Asking Ss to look at the pictures and decide together on what the actions should be. - Playing the recording for Ss to listen, sing, and do their actions. - monitoring.. - deciding together on what the actions should be.. - taking part in the game. - listening.. - answering to T.. - repeating in chorus. - singing the song.. - checking.. - listening carefully..

(8) * Saturday, Sunday, let’s say ‘Hi!’ – wave hello * Days of the week, let’s say ‘Goodbye!’ – turn around and wave IV. PRODUCTION:  Activity 1: Song worksheet.  Activity 2: e.g. * Monday, Tuesday, Wednesday, clap! * Thursday, Friday, Touch your head…. V. HOMEWORK: Have Ss to review the words at home and prepaire for the next lesson.. - checking Ss’ tasks. - evaluating.. - performing. - listening.. - Giving each S a song worksheet. - Asking Ss to listen and fill in the missing words (prompted by pictures) . - Monitoring. - Getting Ss to check with their partner. - Checking Ss’ task. - Evaluating.. - receiving workshhet.. - Telling Ss that they are going to make their own version of the song. - Writing the words to the song on the board with the actions missing. - Inviting different Ss to suggest new actions. - Getting Ss to fill in the gaps on the board, sing the new song and perform the new actions with the class. - monitoring. - playing game. - giving feedback.. - listening to T.. - setting to task for Ss to do at home.. - taking note.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. - listening and filling.. - checking with their partner. - correct. - listening.. - looking carefully. - suggesting new actions. - filling in the gaps on the board, singing the new song and perform the new actions. - taking part in the game. - listening. ........., ngày …tháng …năm 20… Duyệt của BGH. Date: Week: 2.

(9) Period: 5. Starter: Welcome back ! Lesson: 4  Aim(s): Identifying school objects and possession.  Objective(s): by the end of the lesson, students will be able to identify school objects and possession fluently.  Skill(s): speaking, listening.  Teaching – aids: CD tracks 3- 4.  Procedures: Time. Contents I. WARM UP: * Sing the song : Monday, Tuesday, Wednesday, Jump! * Revise colours red, black, blue, green and pink.. II. PRESENTATION: * Review the structure. I've got... * Set the scence:. III. PRACTICE:  Activity 1: Recording 4: * Luke: red ruler, blue pen, black pencil * Sarah: black pen, green pencil, rubber, book. Teacher’s activities - Getting Ss to sing the song. - Asking questions to practise using colours for revising colours , e.g. hold up a bag and say What colour is this bag? - Evaluating.. Students’ activities - singing the song in chorus. - practising using colours.. - pointing to flashcards to review the structure. - checking concept again. - Asking Ss to look at the table with the class. Pointing to each item in the column heading and ask What is this? What colour is it? - Telling Ss they are going to hear a recording of the children talking about what they have in their bags. They must listen and say which child owns each object.. - looking and listening. - Playing the first part of the recording, Luke’s speech, and demonstrate the example. - Playing the whole recording again for Ss to listen and tick. - modeling. -monitoring -checking Ss’ task.. - listening.. - listening and answering. - listening and answering. - listening to T.. - listening carefuly.. - listening and ticking.. - listening carefully..

(10) - listening.  Activity 2:. IV. PRODUCTION:. V. HOMEWORK: Have Ss to review the words at home and prepaire for the next lesson.. - Asking one S to read the example dialogue. - Saying the dialogue again, pausing after each line for the class to repeat. - Asking Ss to work in pairs and say the dialogue with their partner. Encouraging Ss to name different objects. - monitoring. - checking Ss’ tasks. - evaluating. - Reading the example sentence to the class. Then reading it again, pausing for the class to repeat. - Holding up some items from your bag and describing these to the class in the same way. Saying an item that you haven’t got. - monitoring. - giving feedback. - setting to task for Ss to do at home.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. - reading the example dialogue. - repeating the dialogue - saying the dialogue with partner.. - checking - listening. - listening and repeating.. - listening to T.. - taking part in the game. - listening. - taking note. ........., ngày …tháng …năm 20… Duyệt của BGH. Date: Week: 2 Period: 6.

(11) Starter: Welcome back ! Lesson: 4  Aim(s): Identifying school objects and possession.  Objective(s): by the end of the lesson, students will be able to identify school objects and possession fluently.  Skill(s): listening, speaking.  Teaching – aids: Extra Practical Classroom Activities: Board game.  Procedures: Time. Contents I. WARM UP: Talk about your school bag. II. PRESENTATION: * Review the structure: I’ve got…. III. PRACTICE:  Activity 1: Exercise 1: Key: 1b, 2a, 3d, 4c.  Activity 2: Exercise 2: Key: 1. I’ve got; 2. I haven’t got; 3. I haven’t got; 4. I’ve got. Teacher’s activities - Holding up some items from your bag and describe these to the class in the same way. Saying an item that you haven’t got. - Encouraging Ss to talk about their school bags in the same ways. - monitoring. - evaluating.. Students’ activities - listening to T.. - Asking Ss to open their workbook, p. 7. Asking them to look at the pictures. - Pointing to each item in the pictures and asking What is this? What colour is it? - checking concept again.. - looking carefully.. - Telling Ss that they are going to look at the pictures carefully and saying which S owns which object. - Asking them to read the bubbles and number them. Then colour the pictures. - Getting Ss to do the task. - monitoring. - checking Ss’ task. - evaluating.. - looking carefully.. - Asking Ss to look at the pictures carefully and saying which object each child owns.. - looking at the pictures carefully .. - Asking Ss to write I’ve got or I haven’t got in the gaps.. - writing I’ve got or I haven’t got in the gaps.. - talking about their school bags. - listening.. - answering to T. - listening and answering.. - reading the bubbles and numbering. - doing the task. - checking. - listening..

(12) - monitoring. - checking Ss’ task. - evaluating. IV. PRODUCTION: Guessing game. I’ve got or I haven’t got …. V. HOMEWORK: Have Ss to do the exercises in W.B.. - correcting. - listening.. - holding a thing in bag (hiding it in bag ).asking Ss to guess: have got or haven’t got. - modeling. - monitoring. - giving feedback.. - guessing.. - setting to task for Ss to do at home.. - taking note.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. - looking carefully. - taking part in the game. - listening.. ........., ngày …tháng …năm 20… Duyệt của BGH. Date: Week: 2 Period: 7.

(13) UNIT 1: A new friend ! Lesson: 1  Aim(s): Describing someone's appearance.  Objective(s): by the end of the lesson, students will be able to describe someone's appearance fluently.  Skill(s): listening, speaking.  Teaching – aids: My friends flashcards 1-6, Story Poster 1, CD tracks 5-7, PMB p.4: Extra Activity 1 Worksheet .  Procedures: Time. Contents I. WARM UP: Singing Monday, Tuesday, Wednesday, Jump!. Teacher’s activities - getting Ss to sing the song. - Evaluating. - Reminding Ss of the last story. Telling Ss that today's story is about friends. Asking several Ss to tell you the name of one of their friends.. Students’ activities - singing the song in chorus. - telling the name of one of their friends.. II. PRESENTATION: * Pre – teach vocabulary:. - eliciting- modelingchecking meaning and pronunciation. + mime + mime + translation + translation + translation. - listening and repeating in chorus and individual. + possible answers.. - checking memory.. - trying to remember.. - Asking Ss to look at their Class Books/ p. 8. - Playing the 1st part of the recording for Ss to listen & point to the appropriate picture. - Playing the 2nd part of the recording for Ss to repeat. - Play the recording all the way through for Ss to listen, point and repeat the words.. - looking at their Class Books/ p. 8. - listening & pointting to the appropriate picture.. o Long o Short o Blond o Brown o straight * checking vocabulary: What and where III. PRACTICE:  Activity 1: Listen, point and repeat.. - repeating the words. - listening, pointting and repeating the words.. - monitoring. - evaluating.. - listening to T. - Playing the recording for Ss. - listening to the chant..

(14)  Activity 2: Listen and chant..  Activity 3: Listen and read.. IV. PRODUCTION: Extra Activity 1: 2. curly hair 3. He’s got brown hair. 4. She’s got straight hair. 5. He’s got blond hair. She’s got short hair. V. HOMEWORK: Have Ss to do the exercises in W.B.. to listen to the chant. - Playing the chant a second - saying the words. time for Ss to say the words. - monitoring. - evaluating. - listening. - Using Story poster 1 to present the story. Asking What's happening? Encouraging predictions from different members of the class. - Asking Ss to look at the poster, listen to the recording, point to each speech bubble. - Asking Who's Rosy's new friend? What's Alice got? Who's Tim's new friend? Are the new friends cousins? - Asking Ss to open their Class Books, listen again and follow the words in the story. - monitoring. - giving feedback.. - predicting.. - looking at the poster, listening, pointting to each speech bubble. - answering.. - listening again and follow the words in the story.. - listening to T. - giving Ss a extra worksheet. - getting Ss to find the odd- receiving worksheet. one-out, circle. Then write and say. - finding the odd-one-out, - monitoring. circling. - checking Ss’ task. - giving feedback. - checking. - setting to task for Ss to do - listening. at home. - taking note.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. ........., ngày …tháng …năm 20… Duyệt của BGH. Date: Week: 2 Period: 8.

(15) UNIT 1: A new friend ! Lesson: 1  Aim(s): Describing my appearance.  Objective(s): by the end of the lesson, students will be able to describe my appearance fluently.  Skill(s): listening, speaking .  Teaching – aids: My friends flashcards 1-6.  Procedures: Time. Contents I. WARM UP: Appearance.. II. PRESENTATION: * Set the scence:. * Present the pattern: My … is …; My … are …;. III. PRACTICE:  Activity 1: Exercise 1.  Activity 2: Exercise 2:. Teacher’s activities - Asking six Ss to come to the front of the class. Giving each S one of the flashcards (1-6). - Playing the recording again. The Ss at the front stamp their feet when their hair type is mentioned. - monitoring. - evaluating.. Students’ activities - receiving flashcard.. - Explaining that you are going to describe yourself. E.g. (Point to your hair): My hair is black. (Point to your eyes): My eyes are brown. - giving the sentence pattern. - checking concept. + form + use + meaning. - listening to T.. - Explaining that Ss are going to draw themselves. - Asking them to complete the drawing in the Work books. Then color it. - monitoring. - evaluating.. - drawing themselves.. - Asking Ss to look at their picture, read the sentences and circle the appropriate word to describe their appearance. - monitoring. - checking Ss’ task.. - reading the sentences and circle the appropriate word to describe their appearance.. - listening and stamping feet when their hair type is mentioned. - listening.. - listening carefully. - answering to T.. - complete the drawing and coloring it - listening.. - correcting..

(16)  Activity 3: Exercise 3:. IV. PRODUCTION: Who am I? E.g. My hair is curly. My eyes are blue. My ….Who am I?. V. HOMEWORK: Have Ss to do the exercises in W.B.. - evaluating.. - listening.. - asking Ss to write the answers for each of the questions. - Then asking Ss to practice asking and answering in pairs. - monitoring. - checking Ss’ task. - evaluating.. - writing the answers for each of the questions.. - Reminding Ss of Rosy, Tim, Alice and Adam. Asking one child to come before the class, imagine that he/ she were one of the four children. - Asking him/ her to describe himself/ herself. - The class listen carefully and say who she/ he is. E. g. You are Alice. He who gives correct answer will come before the class and describe himself. - getting Ss to part in the game. - monitoring. - giving feeback.. - imagining characters.. - setting to task for Ss to do at home.. - taking note.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. - practicing asking and answering in pairs. - correcting. - listening.. - describing himself/ herself. - listening and giving correct answers.. - taking part in the game. - listening.. ........., ngày …tháng …năm 20… Duyệt của BGH. Date: Week: 3 Period: 9.

(17) UNIT 1: A new friend ! Lesson: 2  Aim(s): Describing someone’s appearance.  Objective(s): by the end of the lesson, students will be able to describe someone’s appearance fluently.  Skill(s): speaking, listening.  Teaching – aids: p.74: Grammar Reference Ex. 1; My friends flashcards 1-6, Story Poster 1, CD track 7.  Procedures: Time. Contents I. WARM UP: Board slap. II. PRESENTATION: * Sentence pattern: She’s got… He’s got…. III. PRACTICE:  Activity 1: Exercise 2 E.g. She’s got long hair..  Activity 2: Writing e.g. She _____ straight hair. He _____ curly hair.. Teacher’s activities - Put the appearance flashcards on the whiteboard and bring up two teams of 3 Ss to the front. - Two Ss from each team compete against each other to slap the correct flashcard as the teacher spells the word. The first S to touch for their team wins a point. - starting game. - Monitoring. - Evaluating.. Students’ activities - looking carefully.. - using flashcard to present the pattern. - checking concept. + form + use + meaning. - present the pattern.. - holding up different flashcards, asking Ss to describe the person in each flashcard. - modeling. - monitoring. - evaluating.. - describing the person in each flashcard.. - Putting flashcards on the board again and writing a gapped sentence like the ones in the Class Book. - Eliciting the target structure and getting two Ss to come to the front to write the. - looking carefully.. - slapping the correct flashcard as the teacher spells the word.. - taking part in the game - listening. - answering to T.. - listening to T. - listening.. - writing the missing words..

(18) missing words. - getting Ss to do Exercise 3. - monitoring. - checking Ss’task. - evaluating..  Activity 3: Pronunciation. IV. PRODUCTION: * Grammar Reference. * Game. V. HOMEWORK: Have Ss to do the exercises in W.B.. - Focusing on the contractions of He has got (He’s got) and He has not got (He hasn’t got) and having Ss practicing the words as a class, groups and pairs. - modeling. - monitoring. - evaluating. - Asking Ss to open their Class Books to p.74 and do the Unit 1 Grammar activity to practice the target structure further. - monitoring. - evaluating.. - doing exercise. - correcting. - listening. - practicing the words as a class, groups and pairs.. - listening carefully. - listening. - doing the Unit 1 Grammar activity to practice the target structure further. - listening. - choosing a flashcard.. - Asking a S to come before the class. He chooses a flashcard and keeps secret. - The class will say what each person has got / hasn't got. When they say correctly, the S shows the flashcard and it is the next S’s turn. - monitoring. - taking part in the game. - giving feedback.. - saying what each person has got / hasn't got... - taking part in the game. - listening. - taking note.. - setting to task for Ss to do at home.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. ........., ngày …tháng …năm 20… Duyệt của BGH. Date: Week: 3 Period: 10.

(19) UNIT 1: A new friend ! Lesson: 2  Aim(s): Describing someone’s appearance.  Objective(s): by the end of the lesson, students will be able to describe someone’s appearance fluently.  Skill(s): listening, speaking.  Teaching – aids: My friends flashcards 1-6.  Procedures: Time. Contents I. WARM UP: Snap !. II. PRESENTATION: * Review strucrure: She’s got… He’s got…. III. PRACTICE:  Activity 1: Exercise 1.  Activity 2: Exercise 2. Teacher’s activities - Saying what each person has got. - Showing the flashcards one by one. If the word is different to the picture, the Ss say the word matching the picture. If it is the same they shout “Snap” and the first S to say it can hold the flashcard for the rest of the game. - starting game. - monitoring. - evaluating.. Students’ activities - listening carefully.. - using flashcard to review the pattern. - checking concept again. + form + use + meaning. - looking carefully.. - Asking Ss to read the descriptions of Sarah and Rick in Exercise 1 carefully. - then getting Ss to draw and color them. - monitoring - checking Ss’ task. - evaluating.. - reading the descriptions carefully.. - Asking Ss to look at the pictures of Sarah and Rick again . - Getting Ss to write what. - looking at the pictures again.. - listening and shouting.. - taking part in the game. - listening.. - listening and answering.. - drawing and coloring them. - checking. - listening.. - writing what each.

(20) IV. PRODUCTION: Game. V. HOMEWORK: Have Ss to do the exercises in W.B.. each person has got or has not got. - modeling - monitoring. - checking Ss’task. - evaluating.. person has got or has not got. - listening.. - Asking Ss to work in groups of four to six. - They take turns to describe a member of the group while the rest of the group guess who it is. E.g. The first child says: She’s got long hair. It’s straight and black. She’s got brown eyes… - starting game. - monitoring. - giving feedback.. - working in groups of four to six. - describing a member of the group. - Other group members say:  It’s Lan.. - setting to task for Ss to do at home.. - taking note.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. - doing the exercise. - listening.. - taking part in the game. - listening. ........., ngày …tháng …năm 20… Duyệt của BGH. Date: Week: 3 Period: 11.

(21) UNIT 1: A new friend ! Lesson: 3  Aim(s): Identifying and describing shapes.  Objective(s): by the end of the lesson, students will be able to identify and describe shapes, fluently.  Skill(s): listening, speaking.  Teaching – aids: Shapes flashcards 7-10, CD tracks 8-9, Extra Practical Classroom Activities: Song work sheet.  Procedures: Time. Contents I. WARM UP: Simon says.... II. PRESENTATION: * Pre –teach vocabulary: o Circle o Rectangle o Triangle o Square * checking vocabulary: ROR * Present the structure: It's got...; It hasn't got…; They're... III. PRACTICE:  Activity 1: Recording 8. Teacher’s activities Students’ activities - giving instructions. - listening to the rules. - getting Ss to start the game. - starting the game. - monitoring. - evaluating. - listening. - eliciting- modelingchecking meaning and - listening and repeating pronunciation. in chorus and individual. + picture + possible answers. + picture + picture + picture - checking memory. - trying to remember. - using flashcard to present the pattern. - checking concept . + form + use + meaning - Asking Ss to look at the pictures and playing the first and second parts of the recording as Ss point to the words. - Playing again for Ss to repeat the words after the audio. - monitoring. - evaluating.. - looking carefully. - listening and answering.. - listening and pointing to the words.. - repeating the words after the audio. - listening.. . Activity 2: Recording 9. - Using the song worksheet (without opening the Class Book) where Ss listen and fill. - listening and filling in the correct words..

(22) in the correct words. - asking Ss to sing along with the CD and then sing together without the CD audio. - monitoring. - checking Ss’task. - evaluating. Activity 3: Sing and act E.g.: It's got three/ four sides. . - Telling Ss they are going to sing the song again, but this time they are going to do the actions. - holding up right number of fingers It hasn't got sides shake heads. It's a square /circle /rectangle /triangle! draw shapes in the air. - modelling. - monitoring. - evaluating.. - singing along with the CD.. - checking. - listening. - sing the song and doing the actions. - drawing shapes in the air.. - looking carefully. - listening.. IV. PRODUCTION: Drawing. - Dividing the class into groups of four to six. - Giving each S a piece of plain paper and each group a selection of coloured shapes and a glue stick. Ss make pictures by sticking the shapes onto their piece of paper. - getting Ss to do the task. - monitoring. - giving feedback.. - working in groups. - receiving tools. - making pictures by sticking the shapes onto their piece of paper.. - doing the task. - listening.. V. HOMEWORK: Have Ss to do the exercises in W.B.. - setting to task for Ss to do at home.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. - taking note.. ........., ngày …tháng …năm 20… Duyệt của BGH. Date: Week: 3 Period: 12.

(23) UNIT 1: A new friend ! Lesson: 3  Aim(s): Identifying and describing shapes.  Objective(s): by the end of the lesson, students will be able to identify and describing shapes fluently.  Skill(s): listening, speaking.  Teaching – aids: Shapes flashcards 7-10.  Procedures: Time. Contents I. WARM UP: Singing the song. II. PRESENTATION: * Review the structure: It's got...; It hasn't got…; They're... III. PRACTICE:  Activity 1: Exercise 1. . Activity 2: Exercise 2:. Teacher’s activities - Singing the song from Class Book p.10 again, with Ss doing the actions at the same time. - Singing a second time, with Ss at the front holding the four flashcards (circle, rectangle, triangle, square) and every time they hear their word they hold the card up in the air. - monitoring. - evaluating.. Students’ activities - singing the song and doing the actions at the same time.. - pointing to shape cards to review the structure. - checking concept again.. - looking and listening. - Asking Ss to find and count the shapes. - Getting Ss to work in pairs, point to each shape and ask How many (triangles)? Then they write the answers in their books. - modeling. - monitoring. - checking Ss’ task. - evaluating.. - finding and counting the shapes. - working in pairs.  Their partner answers Five - writing the answers in their books. - looking carefully. - doing the task. - checking. - listening.. - Asking Ss to look at the picture from Exercise 1 again. - Getting Ss to read the sentences carefully and complete them. They then. - looking at the picture again.. - singing again and holding card.. - listening.. - listening and answering.. - reading the sentences carefully and completing them, writing the answers.

(24) IV. PRODUCTION: Game. V. HOMEWORK: Have Ss to do the exercises in W.B.. write the answers in the gaps. - monitoring. - checking Ss’task. - evaluating.. in the gaps.. - Asking Ss to work in groups of 4 -6. - Giving a set of shape cards (more than one for some of the shapes) to each group. - Asking a S to show their group a shape. E.g. a square. Their group describes it. E.g. It’s got four sides. They’re all the same. Then the S asks How many squares? And the group answers. E.g. Three. Ss take turns to practice in groups. - getting Ss to start playing game. - monitoring. - giving feedback.. - working in groups .. - setting to task for Ss to do at home.. - taking note.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. - checking. - listening.. - receiving cards. - listening to the rules.. - taking part in the game. - listening.. ........., ngày …tháng …năm 20… Duyệt của BGH. Date: Week: 4 Period: 13.

(25) UNIT 1: A new friend ! Lesson: 3  Aim(s): Describing someone's appearance.  Objective(s): by the end of the lesson, students will be able to describing someone's appearance fluently.  Skill(s): writing, speaking.  Teaching – aids: Shapes flashcards 7-10, PMB p.2 Extra Writing worksheet, Extra Practical Classroom Activities: Bingo.  Procedures: Time. Contents I. WARM UP: *Describing * Bingo. II. PRESENTATION: * Review the structure: She’s got…. He’s got…. III. PRACTICE:  Activity 1: Picture Dictionary.  Activity 2: Writing Exercise 1 ( from the Extra writing worksheet ). Teacher’s activities - Puting the flashcards around the room, on the walls. - Showing some parts of a real object or point to a real object. E.g. A door. Ss point to the corresponding flashcard and say the shape of the object. E.g. rectangle. - starting game. - monitoring. - Getting Ss to play Bingo again to revise the vocabulary and sentence structures . - evaluating.. Students’ activities - looking carefully.. - using flashcards to review the structure. - checking concept again.. - looking and listening. - Asking Ss to colour in the hair styles (Number 1, My friends and shapes) and then point and describe the persons, using the target sentence structures with their partner. - modeling. - monitoring. - checking Ss’ task. - evaluating. - asking Ss to circle the odd one out and write the correct word. - Eliciting the spelling and. - colouring in the hair styles. - describing the persons.. - listening to the rules.. - taking part in the game. - playing pingo.. - listening.. - listening and answering.. - looking carefully. - doing the task. - checking. - listening. - circling the odd one out and writing the correct word. - writing the words on the.

(26)  Activity 3: Writing Exercise 2 ( from the Extra writing worksheet ). IV. PRODUCTION: Writing extension. V. HOMEWORK: Have Ss to do the exercises in W.B.. asking four individual Ss to come up and write the words on the board. - monitoring. - checking Ss’task. - evaluating.. board.. - Asking Ss to do the exercise 2 from the Extra writing worksheet and write sentences to describe each person. - monitoring. - evaluating.. - doing the exercise 2. - Asking Ss to draw three more persons in their notebook. - Getting Ss to give their notebook to their partner. Their partner writes below each picture, She’s got long hair. It’s brown. - Asking Ss then to swap back again and tick the sentences if they are correct. - monitoring. - Giving feedback.. - drawing three more persons in their notebook.. - setting to task for Ss to do at home.. - taking note.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. - checking. - listening.. - listening.. - giving their notebook to their partner. - writing desscribing sentences about the person in picture. - ticking the sentences if they are correct. - listening.. ........., ngày …tháng …năm 20… Duyệt của BGH. Date: Week: 4 Period: 14.

(27) UNIT 1: A new friend ! Lesson: 4  Aim(s): Phonics - digraphs th.  Objective(s): by the end of the lesson, students will be able to fluently.  Skill(s): writing, speaking.  Teaching – aids: Phonics cards 1-3, CD Tracks 10-11.  Procedures: Time Contents Teacher’s activities I. WARM UP: - Telling Ss that today they will be looking at the letters th that represent the sound /θ/. Writing th on the board in large letters. - Modeling the sound for Ss to repeat. Holding up phonics cards 33-35 one at a time, saying the words for the class to repeat. - evaluating.. pronunce digraphs th. Students’ activities - looking carefully.. - listening and repeating.. - listening.. II. PRESENTATION: * Pre- teach vocabulary: o Three o Bath o teeth. - eliciting-modeling- checking meaning and pronunciation. + translation + translation + explanation. - listening and repeating in chorus and individual. + possible answers.. * checking vocabulary: What and Where. - checking memory.. - trying to remember these words.. III. PRACTICE:  Activity 1: Recording 10. - Playing the first part of the recording for ss to listen and point to the pictures. - Playing the second part of the recording for Ss to repeat the sounds and words in chorus. - Playing the recording all the way through for Ss to point to the words and then repeat them. - evaluating.. - listening and pointing.. - Getting Ss to join in with the chant. - Putting the three cards around the room and Ss. - joinning in with the chant. - pointing as they say the chant..  Activity 2: Recording 11. - listening and repeating.. - listening, pointing, repeating. - listening ..

(28) point as they say the chant. - monitoring. - evaluating.  Activity 3: Exercise 3. - Reading the text for Ss to follow and modeling the activity first on the board. - Then Ss read and circle the sounds at the start of the words. - monitoring. - evaluating..  Activity 4: Exercise 4 Key: 1.th _2. t_ 3. th_ 4. s. - Asking Ss to look at the picture and circle the correct sound. - Monitoring. - checking Ss’ task. - Evaluating.. IV. PRODUCTION: Phonics activity. - Writing the words from Exercise 4 on the board. Theo, ten, three, slide. - Asking Ss to work in groups in 3 minutes. - Asking each group to find more words which have the same sounds as the words listed. The group who can find more words win the game. - Monitoring. - checking Ss’ task. - Giving feedback.. - listening. - listening and looking carefully. - reading and circling the sounds at the start of the words. - listening . - looking at the picture and circling the correct sound. - correcting. - listening. - looking carefully.. V. HOMEWORK: Have Ss to do the exercises in W.B.. - working in groups. - finding more words which have the same sounds as the words listed.. - checking. - listening. - taking note.. - setting to task for Ss to do at home.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. ........., ngày …tháng …năm 20… Duyệt của BGH. Date: Week: 4 Period: 15.

(29) UNIT 1: A new friend ! Lesson: 4  Aim(s): Phonics - digraphs th.  Objective(s): by the end of the lesson, students will be able to pronunce digraphs th fluently.  Skill(s): writing, speaking.  Teaching – aids: Phonics cards 1-3, Extra Practical Classroom Activities: Sounds Fun.  Procedures: Time Contents Teacher’s activities Students’ activities I. WARM UP: - Showing the phonics cards - looking and saying the and eliciting the words again. words again. - Asking individual Ss to - writing the letters on the come to the front and write board. the letters on the board. - monitoring. - Evaluating. - listening. II. PRESENTATION: * Review the sound: th. III. PRACTICE:  Activity 1: Join the letters th. - Asking the Ss to trace the letters in the air and say the sounds as they do so. - getting Ss to repeat the words again.. - tracing the letters in the air and saying the sounds. - repeating the words again.. - Asking Ss to do exercise 1, join the letters th to help Theo collect his ducks. - monitoring. - checking Ss’ task. - Evaluating.. - joining the letters th to help Theo collect his ducks. - checking. - listening..  Activity 2: Exercise 2. - doing the exercise and - Asking Ss to do the exercise and write the words. writing the words. - pointing and saying the - Putting the Ss in pairs and asking them to point and say words. the words. - doing the task. - Getting Ss to do the task. - checking. - checking. - listening. - Evaluating..  Activity 3: Exercise 3. - asking Ss to write the words with th to complete the chant about Theo. - Then getting Ss to sit in groups of 4 -6 to join in with the chant.. - writing the words with th to complete the chant about Theo. - sitting in groups of 4 -6 to join in with the chant..

(30) - monitoring. - Evaluating.  Activity 4: Sounds Fun. IV. PRODUCTION: Phonics game. V. HOMEWORK: Have Ss to do the exercises in W.B.. - listening.. - This is a dictation activity. Getting Ss to listen as you read out the words on the second page, and write them in the correct box with the corresponding sound. - asking individual Ss to come up and write the words. - checking Ss’ task. - Evaluating.. - listening and writing words in the correct box with the corresponding sound.. - Asking Ss to work in groups of two desks. - Asking each group to find more words which have the same sound th. - Encouraging Ss to make the words into a chant. - In turns, the group come before the class, join in with their own chant. - monitoring. - Giving feedback.. - working in groups .. - setting to task for Ss to do at home.. - taking note.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. - coming up and writing the words. - checking. - listening.. - finding more words which have the same sound th. - making the words into a chant. - joining in with their own chant. - listening.. ........., ngày …tháng …năm 20… Duyệt của BGH. Date: Week: 4 Period: 16.

(31) UNIT 1: A new friend ! Lesson: 5  Aim(s): Describing someone's appearance.  Objective(s): by the end of the lesson, Ss will be able to describe someone's appearance fluently.  Skill(s): reading, speaking  Teaching – aids: Flashcards 1-6, CD Track 12, Extra Practical Classroom Activities: Word search pair activity.  Procedures: Time Contents Teacher’s activities Students’ activities I. WARM UP: - getting Ss to play Slow - listening to the rules. Slow reveal reveal (see page 20) with the class using flashcards 1-6 to revise vocabulary from the unit. - Monitoring. - playing game. - Evaluating. - listening. II. PRE - READING: * Set the sence:. * Review the structure: I've got..; She's got…; He's got... III. WHILE - READING:  Activity 1: Exercise 1.  Activity2: Recording 18. - Asking Ss to look at p 12 and tell you what they can see (a letter and a picture). - Asking them to look at the bottom of the letter to see who wrote it . - Asking Where are the children? Encouraging them to name the park things in the background and predict what the letter is about . - using flashcard to review the structure. - checking concept: from, use, meaning, intonation. - Asking Ss to look at the picture again and count the friends in the foreground of the picture. - monitoring. - checking Ss’ task. - evaluating. - Explaining that Ss are going to listen to Sally reading her letter. - Playing the recording for. - telling you what they can see . - answering.  (Sally). - naming the park things in the background and predicting what the letter is about.  (Sally is describing her friends). - listening carefully. - listening and answering.. - looking at the picture again and counting the friends in the foreground of the picture. - correcting. - listening. - listening to T. - listening and following.

(32)  Activity 3: Exercise 3 Key: 1 Peter 2 Isabel 3 Polly 4 Toby 5 Sally. IV. POST - READING: Word search air activity. V. HOMEWORK: Have Ss to do the exercises in W.B.. them to listen and follow silently in their books. - Checking comprehension by asking Who is the letter to/ from? Who is Sally's best friend? Is Toby short? Where is Sally in the picture?. silently in their books.. - Ask Ss to look at the picture in Exercise 2 again. - Asking Ss to read the letter again and write down the names of the other Ss. - monitoring. - Getting Ss to do the task. - checking Ss’ task. - Evaluating.. - looking at the picture in Exercise 2 again. - reading the letter again and writing down the names of the other Ss.. - Giving half the class the ‘A’ sheet and half the class the ‘B’ sheet. - Each S works with their worksheet to find the five words in the word search grid, circle the words in the box as they do so. - Once all the ss have finished, they work with a partner (‘A’s’ with ‘B’s’). They do not show their worksheets to each other. They take turns to dictate their words and look for those words in the grid. - monitoring. - giving feedback.. - receiving sheet.. - setting to task for Ss to do at home.. - taking note.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. - listening and answering.. - doing the task. - checking. - listening.. - finding and circling the words.. - dictating their words and looking for those words in the grid.. - listening.. ........., ngày …tháng …năm 20… Duyệt của BGH Date: Week: 5 Period: 17. UNIT 1: A new friend !.

(33) Lesson: 5  Aim(s): Describing someone's appearance.  Objective(s): by the end of the lesson, Ss will be able to describe someone's appearance fluently.  Skill(s): reading, speaking.  Teaching – aids: PMB p.5 Extra Activity 2 Worksheet.  Procedures: Time Contents Teacher’s activities Students’ activities I. WARM UP: - Giving out blank pieces of - receiving paper. Picture dictation paper to each S. - Reading a description of a - listening carefully and boy slowly, e.g. He's small. drawing what they heard. He's got blue eyes. He's got short, curly hair. It's brown. Ss listen to the description and draw and colour what they hear. - Repeating with a - comparing their pictures. description of a girl. Ss turn over their papers to use the back. At the end, Ss compare their pictures. - Starting game. - playing game. - Monitoring. - Evaluating. - listening. II. PRE - READING: * Review the pattern. I've got..; She's got…; He's got.... - pointing to flashcards to review the structure. - asking Ss to repeating these sentences. - checking concept again.. - looking and listening. III. WHILE - READING:  Activity 1: Exercise 1. - Asking Ss to look at the picture. -Asking How many friends? Their names? - Explaining that Freddy is talking about his friends. - Monitoring. - evaluating. - looking at the pictures .. - Asking Ss to read the passage carefully and tick the words which Freddy uses to describe his friends. - Monitoring. - Checking Ss’ task. - Evaluating.. - reading the passage carefully and ticking the words which Freddy uses to describe his friends. - checking. - listening..  Activity2: Exercise 2. - listening and repeating. - listening and answering.. - answering. - listening to T. - listening..

(34)  Activity3: Exercise 3.  Activity4: Write and draw. IV. POST - READING: Find someone who…. V. HOMEWORK: Have Ss to do the exercises in W.B.. - Asking Ss to look back to Exercises 1 and 2, write the names of Freddy’s friends. Then color the pictures. - Monitoring. - checking. - Giving feedback.. - writing the names of Freddy’s friends, coloring the pictures... - Giving Ss the PMB activity 2 worksheet. - Asking Ss to read the description of each person, draw the picture and colour it. - Monitoring. - Checking Ss’ task (in pairs). - Evaluating.. - receiving worksheet.. - Geeting Ss to work in groups of 4-6. - Asking them to draw a table of 6 columns (long/ short/ blond/ brown/ curly/ straight). One S in the group says Find someone who has got short hair. The others will shout the name of the person with short hair. They write the names in the appropriate columns. - Monitoring. - Checking Ss’ task. - Giving feedback.. - working in groups.. - setting to task for Ss to do at home.. - taking note.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. - correcting. - listening.. - reading the description of each person, drawing the picture and colour it - listening to T.. - listening to the rules. - playing game.. - reporting before class. - listening.. ........., ngày …tháng …năm 20… Duyệt của BGH. Date: Week: 5 Period: 18. UNIT 1: A new friend !.

(35) Lesson: 6  Aim(s): Asking and Answering questions about appearance.  Objective(s): by the end of the lesson, students will be able to about appearance fluently.  Skill(s): listening, speaking.  Teaching – aids: CD track 13.  Procedures: Time Contents Teacher’s activities I. WARM UP: - Asking a S to come before the class. * Describing friends - Asking the class to describe him / her, e.g. She's got blond hair. She's got blue eyes. She's tall. - monitoring. - evaluating. II. PRE - LISTENING: - pointing to flashcards to * Review the pattern. review the structure. I've got..; - asking Ss to repeating these She's got…; sentences. He's got... - checking concept again. - Asking Ss to look at the * set the scence: picture on page 13. Pointing to the different Ss for the class to describe them. - Explaining that they are the same Ss from the previous lesson. Asking what their names are. III. WHILE - LISTENING:  Activity 1: Recording 13 - Telling Ss that they are going to hear a recording of Key: people describing the Ss in 1 Sally the picture. 2 Peter - They must number the Ss in 3 Toby the order they hear them 4 Isabel described. - monitoring. - checking Ss’ task. - Evaluating. - Modeling correct intonation  Activity 2: of the speech bubbles for the Exercise 2 class. - Asking a pair of Ss to read the dialogue aloud for the. ask and answer questions. Students’ activities - come before the class. - describing friends.. - listening. - looking and listening - listening and repeating. - listening and answering. - looking at the picture and describe them. - answering.. - listening carefully.. - number the Ss in the order they hear them described. - correcting. - listening. - listening carefully. - listening carefully..

(36) class. - Asking Ss to work in pairs; take turns to ask and answer similar questions about the Ss in Exercise 1. - monitoring. - Evaluating.  Activity 3: Exercise 3 Key: 1b2d3a4c. IV. POST - LISTENING: Sentence circle. V. HOMEWORK: Have Ss to do the exercises in W.B.. - asking and answering similar questions about the Ss in Exercise 1. - listening.. - Copying I've got blue eyes and She's got black hair onto the board. Circling I've and She's. - Asking Ss what the long forms are. - Writing the long forms next to each sentence. - monitoring. - checking Ss’ task. - Evaluating.. - looking carefully.. - Asking Ss to work in groups of 2 desks. - Asking the first S to make a sentence to describe himself. I have (I’ve) got one sister. The second S reports the first one’s word. He has (He’s) got one sister. Then this S describes himself for the third one to report. - starting the game. - monitoring. - Giving feedback. - working in groups of 2 desks. - listening to the rules.. - setting to task for Ss to do at home.. - taking note.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. - answering to T. - looking carefully. - correcting. - listening.. - taking part in the game. - listening.. ........., ngày …tháng …năm 20… Duyệt của BGH. Date: Week: 5 Period: 19. UNIT 1: A new friend !.

(37) Lesson: 6  Aim(s): Describing someone's appearance  Objective(s): by the end of the lesson, students will be able to describe someone's appearance fluently.  Skill(s): listening, speaking.  Teaching – aids: PMB p.3 Values worksheet.  Procedures: Time. Contents I. WARM UP: Chain drill.. II. PRE - LISTENING: * Review the pattern. I've got..; She's got…; He's got... III. WHILE - LISTENING:  Activity 1: Exercise 1.  Activity 2: Exercise 2.  Activity 3: Exercise 3. Teacher’s activities - Asking Ss to work in groups of 2 desks. - Asking the first S to make a sentence to describe himself. I have (I’ve) got one sister. The second S reports the first one’s word. He has (He’s) got one sister. Then this S describes himself for the third one to report. - starting the game. - monitoring. - evaluating.. Students’ activities - working in groups of 2 desks. - listening to the rules.. - pointing to flashcards to review the pattern. - asking Ss to repeating these sentences. -evaluating.. - looking and saying.. - Asking Ss to read the sentences and then write the short form. - modeling. - monitoring. - checking Ss’ tasks.. - reading the sentences and then write the shorting form. - looking carefully.. - Getting Ss to think about a best friend, circle the words to describe this friend. - monitoring. - checking Ss’ tasks. - evaluating.. - thinking about a best friend, circling the words to describe this friend. - listening carefully. - checking. - listening.. - Asking Ss to draw the friend, color and write sentences about this friend. - Asking each S to find a. - drawing ,coloring and writing sentences about this friend. - reading the sentences to. - taking part in the game. - listening.. - listening and repeating. - listening.. - checking..

(38) IV. POST - LISTENING: Values. V. HOMEWORK: Have Ss to review the words at home and prepaire for the next lesson.. partner and read the sentences to their partner. - monitoring. - evaluating.. their partner.. - Giving a copy of the Values worksheet to each Ss. - Asking them to follow the instructions and circle the good actions. - Eliciting some of them before they start the activity. - monitoring. - getting Ss to do the task. - giving feedback.. - receiving worksheet.. - setting to task for Ss to do at home.. - taking note.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. - listening.. - following the instructions and circling the good actions. - listening to T. - doing the task. - listening.. ........., ngày …tháng …năm 20… Duyệt của BGH. Date: Week: 5 Period:20. UINT 2: I like monkeys !.

(39) Lesson: 1  Aim(s): Identifying and describing zoo animals.  Objective(s): by the end of the lesson, students will be able to identify and describinge zoo animals fluently.  Skill(s): listening, speaking.  Teaching – aids: The zoo flashcards 11-16; Story Poster 2, CD tracks 14-16, PMB p. 8_ Extra Activity 1 Worksheet.  Procedures: Time Contents Teacher’s activities Students’ activities I. WARM UP: - getting Ss to sing the song. - singing the song in Singing It’s square! - Evaluating. chorus. song II. PRESENTATION: * Pre – teach vocabulary: o Elephant o Giraffe o Monkey o Big # little o tall * checking vocabulary: What and where III. PRACTICE:  Activity 1: Listen, point and repeat..  Activity 2: Listen and chant..  Activity 3: Listen and read.. - eliciting- modelingchecking meaning and pronunciation. + picture + picture + translation + translation + translation. - listening and repeating in chorus and individual. + possible answers.. - checking memory.. - trying to remember.. - Asking Ss to look the flashcards of the different animals and the adjectives. - Playing the 1st part of the recording for Ss to listen & point to the appropriate card. - Playing the 2nd part of the recording for Ss to repeat. - Play the recording all the way through for Ss to listen, point and repeat the words. - monitoring. - evaluating.. - looking at the flashcards of the different animals and the adjectives. - listening & pointting to the appropriate picture. - repeating the words. - listening, pointting and repeating the words. - listening to T. - Playing the recording for Ss - listening to the chant. to listen to the chant. - Playing the chant a second - saying the words. time for Ss to say the words. - monitoring. - evaluating. - listening. - Using Story poster 2 to present the story. Asking Who can you see? Where. - predicting..

(40) are they? What's happening? Encouraging predictions from different members of the class. - Asking Ss to look at the poster, listen to the recording, point to each speech bubble. - Asking Where is Rosy and her family? Does Billy like elephants / giraffes / monkeys? Why?/ Why not? - Asking Ss to open their Class Books, listen again and follow the words in the story. - monitoring. - giving feedback.. - looking at the poster, listening, pointting to each speech bubble. - answering.. - listening again and follow the words in the story. - listening to T.. IV. PRODUCTION: Extra Activity 1:. - giving Ss a extra worksheet. - getting Ss to work in pairs, read and draw two routes to the ice cream shop, choose their own route and then talk to their partner. - monitoring. - giving feedback. - setting to task for Ss to do at home.. V. HOMEWORK: Have Ss to do the exercises in W.B. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. - receiving worksheet. - reading and drawing two routes to the ice cream shop, choosing their own route and then talk to their partner. - listening. - taking note.. ........., ngày …tháng …năm 20… Duyệt của BGH. Date: Week: 6 Period: 21.

(41) UINT 2: I like monkeys ! Lesson: 1  Aim(s): Identifying and describing zoo animals  Objective(s): by the end of the lesson, students will be able to identify and describe zoo animals fluently.  Skill(s): listening, speaking .  Teaching – aids: The zoo flashcards 11-16.  Procedures: Time. Contents I. WARM UP:. II. PRESENTATION: * Present the pattern: I like…; I don't like…;. III. PRACTICE:  Activity 1: Exercise 1. Teacher’s activities - Putting the animal flashcards (11-13) on the board, one below the other. Giving the adjective flashcards (14-16) to three Ss. - Asking the Ss to come to the front of the class one at a time, and put the flashcard next to the animal it describes in the story. Taking the animal flashcards from the board and giving them to three different Ss. Shuffling the adjective flashcards and putting them back on the board. Asking Ss to come to the front and put the animals next to the adjectives that describe them. - monitoring. - evaluating.. Students’ activities - receiving cards.. - listening to the rules. - taking part in the game.. - listening.. - pointing to zoo flashcards to - looking carefully. present pattern. - giving the sentence pattern. - listening carefully. - answering to T. - checking concept. + form + use + meaning - Asking Ss to look at the pictures and match each picture to the appropriate animal word and its descriptive adjective. - monitoring. - checking Ss’task.. - looking at the pictures and matching each picture to the appropriate animal word and its descriptive adjective. - correcting..

(42)  Activity 2: Exercise 2 Key: 2. monkeys. They’re little. 3. elephants. They’re big.. IV. PRODUCTION: Game: Play What am I?. V. HOMEWORK: Have Ss to do the exercises in W.B.. - evaluating.. - listening.. - Reminding Ss of What are these? They are…. - Asking Ss to work in pairs. - Getting Ss to look at the pictures and the words in Exercise 1, identify and describe the zoo animals. They then write the answers. - monitoring. - checking Ss’ task. - evaluating.. - listening carefully.. - Asking Ss to work in groups of 4 -6. - Each S chooses the zoo animal they like and doesn’t tell it to other group members. He/ She describes it by miming and says I am big. Other Ss in group guess. It’s an elephant. Then it’s the turn of the S who guesses correctly. - getting Ss to part in the game. - monitoring. - giving feeback.. - working in groups of 4 -6. - listening to the rules.. - setting to task for Ss to do at home.. - taking note.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. - working in pairs. - looking at the pictures and the words, identifying and describing the zoo animals, writing the answers. - correcting. - listening.. - taking part in the game. - listening.. ........., ngày …tháng …năm 20… Duyệt của BGH. Date: Week: 6 Period: 22.

(43) UINT 2: I like monkeys ! Lesson: 2  Aim(s): Talking about likes and dislikes.  Objective(s): by the end of the lesson, students will be able to talk about likes and dislikes fluently.  Skill(s): speaking, listening.  Teaching – aids: Zoo flashcards 11-16, Story Poster 2, CD track 16.  Procedures: Time. Contents I. WARM UP: What's missing!. II. PRESENTATION: * Set the scence:. * Present pattern: I like…; I don't like…; III. PRACTICE:  Activity 1: Exercise 1.  Activity 2: Exercise 2. Teacher’s activities - Giving instructions. - starting game. - Monitoring. - Evaluating.. Students’ activities - listening carefully. - taking part in the game. - Pointing to Story poster 2 and asking Ss what happened in the story. Covering the poster and asking Ss which animals appeared in the story. - using flashcard to present the pattern. - checking concept: form, use, meaning. - answering to T, listing which animals appeared in the story.. - Asking Ss to open their books and check. - Playing the recording, pausing for Ss to repeat. - Asking Ss to work in groups of 7 and practise acting out the story. - Asking some of the groups to act before the class.. - monitoring. - evaluating.. - openning their books and checking. - repeating.. - Elicitting the pattern, e.g. I like giraffes. I don't like monkeys. They're little. I'm tall. - Reading them out loud for the class to repeat. - Explaining Ss what form be is for I, We or They. Writing I am, We are, They are on the. - listening carefully.. - listening. - present the pattern. - answering to T.. - practising acting out the story. - performing. - listening.. - repeating. - focusing carefully..

(44) board. Noting Ss of the short forms You're and They're - monitoring. - evaluating..  Activity 3: Writing Key: 1 I like lions. 2 I don't like elephants. 3 I don't like giraffes. 4 I like monkeys. - Writing some gapped sentences on the board, using animal words, e.g. I … chicks / dogs. - Next to each sentence, drawing a smiley (like) or a sad face (don’t like). Asking Ss to complete the sentences with like or don't like. - monitoring. - evaluating.. - listening. - looking carefully.. - completing the sentences with like or don't like.. - listening..  Activity 4: Exercises 4. IV. PRODUCTION: Grammar Reference. - Asking Ss to look at the pictures. Point to the different animals for Ss to name them. - Modeling the dialogue. - Asking Ss to work in pairs. - They take turns to describe the animals for their partner to guess. - monitoring. - checking Ss’task. - evaluating. - Asking Ss to open their Class Books to p.74 and do the Unit 2 Grammar activity to practice the target structure further. - monitoring. - checking. - giving feedback.. - naming different animals. - listening carefully. - working in pairs. - describing the animals for their partner to guess. - performing. - listening. - doing the Unit 2 Grammar activity to practice the target structure further. - checking. - listening.. - setting to task for Ss to do V. HOMEWORK: at home. - taking note. Have Ss to do the exercises in W.B. …………….., ngày …tháng …năm 20… ........., ngày …tháng …năm 20… Duyệt của Tổ khối Duyệt của BGH Date: Week: 6 Period: 23.

(45) UINT 2: I like monkeys ! Lesson: 2  Aim(s): Talking about likes or dislikes.  Objective(s): by the end of the lesson, students will be able to talk about likes or dislikes fluently.  Skill(s): listening, speaking.  Teaching – aids: Zoo flashcards 11-16.  Procedures: Time. Contents I. WARM UP:. II. PRESENTATION: * Review strucrure: I like…; I don't like…;. III. PRACTICE:  Activity 1: Exercise 1 Key: 1. Smiley. 2. Sad face. 3. Sad face. 4. Smiley. 5. Smiley. 6. Sad face.. . Activity 2: Exercise 2. Key: 1. don’t like giraffes. 2. like monkeys. 3. I like zebras.. Teacher’s activities - Callouting the names of animals from Exercise 4 for individual Ss to describe. e.g. T: Zebras. S: They're black and white. - Writing two sentences on the board and eliciting so that Ss can recall a smiley (like) or a sad face (don’t like). - monitoring. - evaluating.. Students’ activities - describing animals.. - using flashcard to review the pattern. - checking concept again. + form + use + meaning. - looking carefully.. - Asking Ss to read the likes or dislikes of the people in the pictures. - They then color the appropriate faces. - Getting Ss to then work in pairs and compare the answers with their partner. - monitoring - evaluating.. - reading the likes or dislikes of the people in the pictures. - coloring the appropriate faces. - comparing the answers with their partner.. - Asking Ss to look at the pictures and the faces. - Writing sentences with like or don’t like. - Getting Ss to then work in pairs and compare the. - looking at the pictures.. - recalling a smiley (like) or a sad face.. - listening.. - listening and answering.. - listening.. - writing sentences with like or don’t like. - comparing the answers with their partner..

(46) 4. I don’t like elephants.. IV. PRODUCTION: * Pair work. * Game. V. HOMEWORK: Have Ss to do the exercises in W.B.. answers with their partner. - monitoring. - checking Ss’task. - evaluating.. - checking. - listening.. - Asking Ss to work in pairs. They take turns to say whether or not they like the animals. If possible, they should give reasons. E.g. I don't like lions. They're big. - monitoring. - giving feedback.. - working in pairs - saying whether or not they like the animals.. - Asking Ss to work in groups of 4- 6. - Getting Ss to each S draw an animal for their friends to say like or dislike. He then draws a smiley or a sad face and writes their friends’ names next to the animal. Ss take turn to do the same. - monitoring. - getting Ss to perform. - Giving feedback.. - working in groups of 46. - listening to the rules.. - setting to task for Ss to do at home.. - taking note.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. - listening. - performing. - listening.. ........., ngày …tháng …năm 20… Duyệt của BGH. Date: Week: 6 Period: 24.

(47) UINT 2: I like monkeys ! Lesson: 3  Aim(s): Identifying and describing zoo animals.  Objective(s): by the end of the lesson, students will be able to identify and describe zoo animals fluently.  Skill(s): listening, speaking.  Teaching – aids: Zoo flashcards 11-19, CD tracks 17-18, Extra Practical Classroom Activities: Song work sheet.  Procedures: Time. Contents I. WARM UP:. II. PRESENTATION: * Pre –teach vocabulary: o Tiger o Snake o parrot * checking vocabulary: ROR * Present the structure: Let’s go…. III. PRACTICE:  Activity 1: Recording 17. . Activity 2: Recording 18. Teacher’s activities - Describing animals for the class to guess. e.g. It's big. It's grey. What is it? It's an elephant. - monitoring. - evaluating.. Students’ activities - guessing animals.. - eliciting- modelingchecking meaning and pronunciation. + picture + picture + picture. - listening and repeating in chorus and individual. + possible answers.. - checking memory.. - trying to remember.. - using flashcard to present the pattern. - checking concept . + form + use + meaning. - looking carefully.. - Asking Ss to look at the pictures and playing the first and second parts of the recording as Ss point to the words. - Playing again for Ss to repeat the words after the audio. - monitoring. - evaluating.. - listening and pointing to the words.. - Using the song worksheet (without opening the Class. - listening and filling in the correct words.. - listening.. - listening and answering.. - repeating the words after the audio. - listening..

(48) Book) where Ss listen and fill in the correct words. - asking Ss to sing along with the CD and then sing together without the CD audio. - monitoring. - checking Ss’task. - evaluating. Activity 3: Sing and do Song actions: tiger - hold fingers up like claws snake - wiggle one arm like a snake parrot - flap arms like wings. . IV. PRODUCTION: Miming. V. HOMEWORK: Have Ss to do the exercises in W.B.. - singing along with the CD.. - checking. - listening.. - Asking Ss to look at the pictures and decide together on what the actions should be . - Practising the actions with the class. - Playing the recording for Ss to listen and do their actions. - monitoring. - evaluating.. - deciding together on what the actions should be .. - Holding your arm in front of your nose and wave it around. Asking the class What am I? - Asking different Ss to do a mime for the rest of the class to guess. If they like, they can use the actions from the song. - getting Ss to play game. - monitoring. - giving feedback.. - looking and answering.. - setting to task for Ss to do at home.. - taking note.. …………….., ngày …tháng …năm 20… Duyệt của Tổ khối. - Practising the actions . - listening and doing their actions - listening..  an elephant. - miming.. - taking part in the game. - listening.. ........., ngày …tháng …năm 20… Duyệt của BGH. Date: Week: 7 Period: 25.

(49) UINT 2: I like monkeys ! Lesson: 3  Aim(s): Identifying and describing zoo animals.  Objective(s): by the end of the lesson, students will be able to identify and describe zoo animals fluently.  Skill(s): listening, speaking.  Teaching – aids: Zoo flashcards 11-19.  Procedures: Time. Contents I. WARM UP: Singing the song Let’s go to the zoo!. Teacher’s activities - Singing the song from Class Book p.16 again, with Ss doing the actions at the same time. - Singing a second time, with Ss at the front holding the four flashcards (tiger, snake, parrot) and every time they hear their word they hold the card up in the air. - monitoring. - evaluating.. Students’ activities - singing the song and doing the actions at the same time. - singing again and holding card.. - listening. II. PRESENTATION: * Review the words:. III. PRACTICE:  Activity 1: Exercise 1. - Using flashcards 11-19 to review zoo animal words. Holding up the cards one at a time and asking Ss to say the words. - Putting the flashcards on the board and pointing to them in a different order for Ss to say the words again.. - looking and saying the words.. - Asking Ss to open their workbook at the page 16. - Asking them to find and circle the zoo animal words, and then write the appropriate word under each animal picture. - Getting Ss to work in pairs, point to each animal and ask What is it? - modeling. - monitoring.. - openning their workbook at the page 16. - finding and circling and writing the zoo animal words .. - looking and saying the words.. - working in pairs.  A monkey - looking carefully. - doing the task..

(50) . Activity 2: Exercise 2:. Key: 1. big/ long. 2. short/ little.. IV. PRODUCTION: Game. V. HOMEWORK: Have Ss to do the exercises in W.B.. - checking Ss’ task. - evaluating.. - checking. - listening.. - Reminding Ss of the descriptive adjectives (big, little, long, short). - Asking them to look at the pictures of zoo animals and use the adjectives to describe each animal. They then write the answers in the gaps. - Getting Ss to work in pairs to check the answers with their partner. - monitoring. - checking Ss’task. - evaluating.. - trying to remember these words.. - Asking Ss to make the sounds for the parrot, snake, and tiger from the song. - Choosing different Ss each time to call out the name of an animal for the rest of the class to make their sound. All the Ss have to make the sound of that animal. - modelling - getting Ss to start playing game. - monitoring. - giving feedback.. - making the sounds for the parrot, snake, and tiger from the song. - listening the name of animal and making the sound.. - setting to task for Ss to do at home.. - taking note.. …………….., ngày …tháng …năm 20… Duyệt của Tổ trưởng. - using the adjectives to describe each animal.. - checking the answers with their partner. - checking. - listening.. - looking carefully. - taking part in the game. - listening.. ........., ngày …tháng …năm 20… Duyệt của BGH. Date: Week: 7 Period: 26.

(51) UINT 2: I like monkeys ! Lesson: 3  Aim(s): Talking about likes and dislikes.  Objective(s): by the end of the lesson, students will be able to talk about likes and dislikes fluently.  Skill(s): writing, speaking.  Teaching – aids: Shapes flashcards 11-19, PMB p.6 Extra Writing worksheet, Extra Practical Classroom Activities: Bingo.  Procedures: Time. Contents I. WARM UP: *What is it? * Bingo. II. PRESENTATION: * Review the structure: I like…; I don't like…; III. PRACTICE:  Activity 1: Picture Dictionary. Teacher’s activities - Puting the flashcards around the room, on the walls. - Showing a flashcard (an elephant) and asking : What is it? - starting game. - monitoring. - Getting Ss to play Bingo again to revise the vocabulary and sentence structures . - evaluating.. Students’ activities - looking carefully.. - using flashcards to review the structure. - checking concept again.. - looking and listening. - Asking Ss to open their Workbooks to p.69. - Telling them to look at the zoo animals carefully (Number 2, The zoo) and then telling them to point and say if they like/ dislike the animals, using the target sentence structures with their partner. - Encouraging Ss to state a reason for their like or dislike. E.g. I like elephants. They’re big. - monitoring. - checking Ss’ task. - evaluating.. - openning their Workbooks to p.69. - saying if they like/ dislike the animals.. - looking carefully.  an elephant. - taking part in the game. - playing pingo.. - listening.. - listening and answering.. - looking carefully.. - doing the task. - checking. - listening..

(52)  Activity 2: Writing Exercise 1 ( from the Extra writing worksheet ) Key: 1 a.elephant, b. giraffe, c. snake 2 a. tiger, b. monkey, c. zebra  Activity 3: Writing Exercise 2. IV. PRODUCTION: Writing extension. - asking Ss to color and write the correct animal word. - Eliciting the spelling and asking individual Ss to come up and write the words on the board. - monitoring. - checking Ss’task. - evaluating.. - coloring and writing the correct animal word. - writing the words on the board.. - Asking Ss to look at the animals from Writing exercise 1. - Getting Ss to work in pairs, say which animal they like/ dislike and write sentences in the suitable columns. - monitoring. - evaluating.. - looking at the animals from Writing exercise 1.. - Holding your arm in front of your nose and waving it around while you smile. Asking the class What am I? - Getting A smiley to elicit I like. Then you write I like elephant on the board. - Asking Ss to work in groups of 4 -6, taking turns to do the same. - Asking some of Ss to do the actions before the class for the other Ss to write sentences. - monitoring. - Giving feedback.. - looking carefully and answering:. - checking. - listening.. - saying which animal they like/ dislike and writing sentences in the suitable columns. - listening..  an elephant. - looking carefully. - working in groups. - performing.. - listening.. V. HOMEWORK: - setting to task for Ss to do - taking note. Have Ss to do the at home. exercises in W.B. …………….., ngày …tháng …năm 20… ........., ngày …tháng …năm 20… Duyệt của Tổ trưởng Duyệt của BGH. Date: Week: 7 Period: 27.

(53) UINT 2: I like monkeys ! Lesson: 4  Aim(s): Phonics - Vowel sound -a.  Objective(s): by the end of the lesson, students will be able to pronunce vowel sound -a fluently.  Skill(s): writing, speaking.  Teaching – aids: Phonics cards 4-6, CD Tracks 19-20.  Procedures: Time. Contents I. WARM UP:. Teacher’s activities - Reminding Ss of th and /θ/ . - Playing the CD and saying the chant from page 11 to revise the sound /θ /. - evaluating.. Students’ activities - trying to remember. - saying the chant again.. II. PRESENTATION: * Pre- teach vocabulary: o can o fan o man. - eliciting-modeling- checking meaning and pronunciation. + translation + translation + explanation. - listening and repeating in chorus and individual. + possible answers.. * checking vocabulary: What and Where. - checking memory.. - trying to remember these words.. III. PRACTICE:  Activity 1: Recording 19. - Playing the first part of the recording for ss to listen and point to the pictures. - Playing the second part of the recording for Ss to repeat the sounds and words in chorus. - Playing the recording all the way through for Ss to point to the words and then repeat them. - evaluating.. - listening and pointing.. - Getting Ss to join in with the chant. - Putting the three cards around the room and Ss point as they say the chant. - monitoring. - evaluating.. - joinning in with the chant. - pointing as they say the chant..  Activity 2: Recording 20.  Activity 3:. - listening.. - listening and repeating.. - listening, pointing, repeating. - listening .. - listening. - looking carefully.. - Asking Ss to look at the.

(54) Exercise 3.  Activity 4: Exercise 4 Key: 1 hat 2 man 3 fan 4 cat. chant again, focus attention on the circled a in the middle of cat. . - Asking Ss to find and circle other examples of a in the middle of words. - monitoring. - evaluating. - Asking Ss to look at the picture , pointing to each one for Ss to say the word. - Writing t h a on the board. Asking a S to come before the class and write the correct word . - Getting Ss to complete the questions individually. - Monitoring. - checking Ss’ task. - Evaluating.. - finding and circling other examples of a in the middle of words. - listening . - looking at the picture and saying the words. - coming before the class and writing the correct word (hat). - completing the questions individually. - correcting. - listening. - looking carefully.. IV. PRODUCTION: Phonics activity. - Writing the words from Exercise 4 on the board. Hat, man, fan, cat. - Asking Ss to work in groups in 3 minutes. - Asking each group to find more words with a. The group who can find more words win the game. - Monitoring. - checking Ss’ task. - Giving feedback.. - working in groups. - finding more words which have the same sounds as the words listed. - checking. - listening. - taking note.. V. HOMEWORK: Have Ss to do the exercises in W.B.. - setting to task for Ss to do at home.. …………….., ngày …tháng …năm 20… Duyệt của Tổ trưởng. ........., ngày …tháng …năm 20… Duyệt của BGH. Date: Week: 7 Period: 28.

(55) UINT 2: I like monkeys ! Lesson: 4     . Aim(s): Phonics – Vowel sound -a. Objective(s): by the end of the lesson, students will be able to pronunce vowel -a fluently. Skill(s): writing, speaking. Teaching – aids: Phonics cards 4-6. Procedures:. Time. Contents I. WARM UP:. II. PRESENTATION: * Review the sound: -a. III. PRACTICE:  Activity 1: Exercise 1 1. cat, hat. 2. man, fan.  Activity 2: Exercise 2 Key: 1. The cat has got a hat. 2. The man has got a fan.  Activity 3: Exercise 3. Teacher’s activities - Holding up the flashcards one at a time for individual Ss to sound out the letters and say the words (cat, man, fan). - Asking individual Ss to come to the front and write the letters on the board. - monitoring. - Evaluating.. Students’ activities - looking, sounding out the letters and saying the words .. - Asking the Ss to trace the letters in the air and say the sounds as they do so. - getting Ss to repeat the words again.. - tracing the letters in the air and saying the sounds. - repeating the words again.. - Asking Ss to say and write the words. - Putting Ss in pairs. Asking them to point and say the words. - monitoring. - checking Ss’ task. - Evaluating.. - saying and writing the words. - working in pairs, pointing and saying the words.. - Asking Ss to do the exercise and write the the sentences to describe the pictures. - Getting Ss to do the task. - checking. - Evaluating.. - writing the letters on the board. - listening.. - checking. - listening. - doing the exercise and writing the sentences. - doing the task. - checking. - listening.. - coloring at red and an - asking Ss to color at red and blue and joinning. - finding their things. an blue and join. - Getting Ss to help the cat.

(56) and the man find their things. - monitoring. - Evaluating.  Activity 4: Sounds Fun. - This is a dictation activity. Getting Ss to listen as you read out the words on the second page, and write them in the correct box with the corresponding sound. - asking individual Ss to come up and write the words. - checking Ss’ task. - Evaluating.. - listening. - listening and writing words in the correct box with the corresponding sound. - coming up and writing the words. - checking. - listening. - working in groups .. IV. PRODUCTION: Phonics game. - Asking Ss to work in groups of two desks. - Asking each group to find more words which have the same sound as man and make sentences with the words. E.g. The cat has got a hat. - Encouraging Ss to make the words into a chant. - Asking the class to decide on actions for the chant and then to recite the chant again as they do their actions. - In turns, the group come before the class, join in with their own chant. - monitoring. - Giving feedback.. - finding more words which have the same sound man; making sentences. - making the words into a chant. - deciding on actions for the chant . - joining in with their own chant.. - listening. - taking note.. V. HOMEWORK: Have Ss to do the exercises in W.B.. - setting to task for Ss to do at home.. …………….., ngày …tháng …năm 20… Duyệt của Tổ trưởng. Week: 8 Period: 29 Preparing date:. ........., ngày …tháng …năm 20… Duyệt của BGH.

(57) Teaching date:. UINT 2: I like monkeys ! Lesson: 5  Aim(s): Identifying and describing zoo animals.  Objective(s): by the end of the lesson, Ss will be able to identify and describe zoo animals fluently.  Skill(s): reading, speaking.  Teaching – aids: CD Track 21, PMB p.40 (Cut and make 1), Extra Practical classroom activity: Crossword pair activity.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: Mime the word. II. PRE - READING: * Set the sence:. III. WHILE - READING:  Activity 1: Exercise 1 e.g. It’s a giraffe. It’s tall. It’s brown and yellow. It's got four legs..  Activity2: Recording 21. Teacher’s activities - Getting Ss to play a game with animal words to revise vocabulary. - Monitoring. - Evaluating.. Students’ activities - listening to the rules.. - Asking Ss to look at the picture and telling you what they can see . - Asking What’s the giraffe doing? - Asking Ss to try to predict what the text is about.. - telling you what they can see  a giraffe. - Asking Ss to look at the picture again. - Asking them to tell you everything they can about the giraffe in English. - monitoring. - checking Ss’ task. - evaluating.. - looking at the picture again. - telling about the giraffe.. - Playing the recording for them to listen and follow silently in their books. - Checking comprehension by asking Where is the giraffe? What does it look like? What can it see? What does it eat? How does it get its food? What does it say? - monitoring. - checking Ss’ task.. - listening and following silently in their books.. - playing game. - listening..  (It's eating leaves from a tree)  (It’s a poem about the giraffe).. - correcting. - listening.. - listening and answering.. - correcting..

(58)  Activity 3: Exercise 3 Key: 1T 2F 3F 4T. 8’ IV. POST - READING: Animal mask. - evaluating.. - listening.. - Writing The giraffe is tall. on the board. Elicitting to establish that the sentence is true. - Pointing out the example sentence in the Class Book. Asking Ss to read the other sentences and then read the poem again to see whether the sentences are true or false. - Playing the recording again as they mark their answers. - monitoring. - checking Ss’ task. - Evaluating.. - listening to T.. - Asking Ss to color the animal mask and then cut it out. - Getting Ss to cut out the holes for the eyes carefully; make small holes on the sides of the mask. - Showing Ss how to thread string through the holes. Asking Ss to put on the masks and sing Let’s go to the zoo! - monitoring. - giving feedback.. - coloring the animal mask and then cutting it out. - making small holes on the sides of the mask.. - setting to task for Ss to do at home.. - taking note.. - deciding whether the sentences are true or false.. - listening the record again. - checking. - listening.. - putting on the masks and singing.. - listening.. 1’ V. HOMEWORK: Have Ss to do the exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH. Week: 8 Period: 30 Preparing date:. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn.

(59) Teaching date:. UINT 2: I like monkeys ! Lesson: 5  Aim(s): Identifying and describing zoo animals.  Objective(s): by the end of the lesson, Ss will be able to identify and describe zoo animals fluently.  Skill(s): reading, speaking.  Teaching – aids: The zoo flashcards 11-19, PMB p.9: Extra Activity Worksheet.  Procedures: Time 5’. 6’. Contents I. WARM UP: Revision. II. PRE - READING: * Review the pattern. I like…. I don’t like…. * Set the scene:. 15’. III. WHILE - READING:  Activity 1: Exercise 2 Key: 1 parrots ,2 monkeys ,4 zebras ,6 snakes.  Activity2: Exercise 3 Key: 1T, 2F, 3T, 4T, 5F, 6T.  Activity3: Write, color and say. Teacher’s activities - Using the flashcards 11-19 to revise zoo animal words and descriptive adjectives. - Monitoring. - Evaluating.. Students’ activities - revising zoo animal words and descriptive adjectives.. - pointing to flashcards to review the structure. - asking Ss to repeating these sentences. - checking concept again.. - looking and listening. - Asking Ss to look at the picture and say what they see . - Telling Ss that they are going to read another poem..  (boys, girls, parents, monkeys, snakes…).. - Asking Ss to read the poem and tick the animals in the poem. - Monitoring. - checking Ss’ task. - evaluating. - reading the poem and ticking the animals in the poem.. - Asking Ss to read the poem again and write T/ F for each sentence. - Monitoring. - Checking Ss’ task. - Evaluating.. - reading the poem again and writing T/ F for each sentence.. - Giving Ss the PMB activity. - receiving worksheet.. - listening.. - listening and repeating. - listening and answering.. - listening to T.. - correcting. - listening.. - checking. - listening..

(60) 1. It’s big. It’s grey. It’s got four legs and big ears. 2. It’s tall. It’s yellow and brown. It’s got four long legs. 3. It’s long. It’s black, yellow and red. It hasn’t got legs. 8’. IV. POST - READING: Game. 2 worksheet. - Asking Ss to look at the pictures, write the description of each animal and colour it. - Monitoring. - Checking Ss’ task (in pairs). - Evaluating.. - Putting the cut-up pictures of animals on the table in front of you. - Picking some of them up and show them to the class. Asking What’s the animal? What can you see - an arm or a leg? - Getting Ss to work in groups of 4- 6, get different parts of the animals (legs, heads, bodies, and tails), a large piece of paper and a glue stick. - Asking Ss to stick the body parts in the correct positions so that the animal is complete. - then getting Ss to write the animal's name next to the image on the paper. say something about themselves (The giraffe poem as a model), e.g. I am a ... I've got … ears. - Monitoring. - Giving feedback.. - writing the description of each animal and colouring it. - correcting. - listening to T.. - looking careully. - looking and answering.. - working in groups.. - sticking the body parts.. - giving animal’s name and saying something about them.. - listening to T.. 1’. V. HOMEWORK: Have Ss to do the exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH Week: 8 Period: 31 Preparing date: Teaching date:. - setting to task for Ss to do - taking note. at home. ..…, ngày …tháng …năm 20… Người soạn Duyệt của Tổ trưởng.

(61) UINT 2: I like monkeys ! Lesson: 6  Aim(s): Identifying and describing zoo animals.  Objective(s): by the end of the lesson, students will be able to identify and describe zoo animals fluently.  Skill(s): listening, speaking.  Teaching – aids: CD track 22, The zoo flashcards 11- 19.  Procedures: Time 5’. Contents I. WARM UP: * What's the picture?. 6’. II. PRE - LISTENING: * set the scence:. 15’. III. WHILE - LISTENING:  Activity 1: Recording 22 Key: 1 2 3 4 5 6  Activity 2: Exercise 2. Teacher’s activities - Getting Ss to play the game to revise the animal words from the unit. - monitoring. - evaluating.. Students’ activities - playing game.. - listening.. - Putting flashcards 11-19 on - looking at the cards on the board, with the animals on the board. one side and the adjectives on the other side. - Pointing to an animal. Asking - listening and answering. different Ss What's this? Do you like lions /tigers / snakes? Encouraging Ss to give reasons why they do or don't like the animal. They should use the adjectives on the board to help them. - Telling Ss that they are going to hear children talking about the animals in the pictures. - They must listen and draw a smiley face if the child on the recording likes the animal and a sad face if he / she doesn't. - monitoring. - checking Ss’ task. - Evaluating.. - listening to T.. - Modeling the dialogue. - Asking a pair of Ss to read the dialogue aloud for the class.. - listening carefully. - listening carefully.. - listening and drawing a face.. - correcting. - listening..

(62) - Asking Ss to work in pairs; take turns to describe the animals in the box for their partner to guess. - monitoring. - Asking one S to describe an animal for the class to guess. - Evaluating.  Activity 3: Exercise 3 Key: 1 yellow, 2 green, 3 brown, 4 tall, 5 orange/ black, 6 blue. - Identifying the adjective by asking Where's the adjective? Circling the adjectives in the two sentences. - Asking Ss to look at the exercise in their Class Books and circle the adjective in each of the sentences. - monitoring. - checking Ss’ task. - Evaluating.. 8’. - describingthe animals in the box for their partner to guess. - guessing animal’s name. - listening. - looking carefully and answering to T. - circling the adjective in each of the sentences.. - correcting. - listening. - looking carefully.. IV. POST - LISTENING: Sentence making. - Writing a list of adjectives on the board, one below the other, e.g. tall, little, big, yellow, nice, black, white. - Pointing to each adjective in turn and asking the class which animal they think it could describe. - Getting Ss to write the name of the animal after the appropriate adjective. - Asking Ss to extend the animal descriptions to make complete sentences, e.g. This is a tall giraffe. - monitoring. - Giving feedback. 1’ V. HOMEWORK: Have Ss to do the exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH Week: 8 Period: 32 Preparing date: Teaching date:. - answering to T.. - writing the animal’s name. - making complete sentences.. - listening. - taking note.. - setting to task for Ss to do at home. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn.

(63) UINT 2: I like monkeys ! Lesson: 6  Aim(s): Identifying and describing zoo animals.  Objective(s): by the end of the lesson, students will be able to ientify and describe zoo animals fluently.  Skill(s): listening, speaking.  Teaching – aids: PMB p.7: Values worksheet.  Procedures: Time 5’. 6’. Contents I. WARM UP:. II. PRE - LISTENING: * Review the pattern. I like…. I don’t like…. * present the pattern: This is a tall giraffe. 15’. III. WHILE - LISTENING:  Activity 1: Exercise 1 Key: 2. This is a big dog. 3. This is a long snake. 4. He’s got short hair. 5. It’s got little ears. 6. It’s a brown monkey.  Activity 2:. Teacher’s activities - Asking Ss to work in pairs. - telling Ss They imagine they are at the zoo. They take turns to talk about the zoo animals, saying whether or not they like them. Encouraging Ss to say the reason. - monitoring. - evaluating.. Students’ activities - wprking in pairs. - saying about animal in the zoo.. - pointing to flashcards to review the structure. - asking Ss to repeating these sentences. - checking concept again.. - looking and listening. - Writing a list of adjectives on the board, one below the other, e.g. tall, little, big, yellow, nice, black, white. - Giving example and elicitting the pattern. E.g. This is a tall giraffe.. - looking carefully.. - Asking Ss to read the sentences and add an adjective to each sentence. - modeling. - monitoring. - checking Ss’ tasks. - evaluating.. - reading the sentences and then adding adjective to each sentence. - looking carefully.. - Getting Ss to think about the animals they like/ dislike.. - thinking about the animals they like/ dislike.. - listening.. - listening and repeating. - listening and answering.. - focusing on the pattern.. - checking. - listening..

(64) Exercise 2.  Activity 3: Exercise 3. - Asking Ss to circle the animals they like and underline the animals they don’t like. - Asking Ss to work in pairs, talk about their likes/ dislikes. - monitoring. - checking Ss’ tasks. - evaluating.. - circling the animals they like and underlining the animals they don’t like.. - Asking Ss to draw the animals they like/ dislike and write sentences about those animals. - monitoring. - evaluating.. - drawing and writing sentences about those animals.. - Giving a copy of the Values worksheet to each Ss. - Asking them to follow the instructions and circle the good actions in blue and the bad actions in red. - Eliciting some of them before they start the activity. - Asking Ss to draw their favorite zoo animal. - monitoring. - getting Ss to do the task. - giving feedback.. - receiving worksheet.. - setting to task for Ss to do at home.. - taking note.. - talking about their likes/ dislikes. - checking. - listening.. - listening.. 8’ IV. POST - LISTENING: Values. 1’ V. HOMEWORK: Have Ss to review the words at home and prepaire for the next lesson. ….., ngày …tháng …năm 20… Duyệt của BGH. Week: 9 Period:33 Preparing date: Teaching date:. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - following the instructions and circling the good actions, bad actions. - listening to T. - drawing the favourite zoo animal. - doing the task. - listening.. Người soạn.

(65) UINT 3: Dinnertime ! Lesson: 1  Aim(s): Identifying foods and asking about likes and dislikes.  Objective(s): by the end of the lesson, students will be able to identify foods and asking about likes and dislikes fluently.  Skill(s): listening, speaking.  Teaching – aids: The zoo flashcards 20-25; Story Poster 3, CD tracks 23-25, PMB p. 8_ Extra Activity 1 Worksheet.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - getting Ss to sing the song - singing the song in Singing Open my lunch to revise the food vocabulary chorus. box! song they already know. - Asking What other food - answering to T. words do you know? - Evaluating. - listening. 6’. II. PRESENTATION: * Pre – teach vocabulary: o rice o meet o carrots o yogurt o fish o bread * checking vocabulary: What and where. 15’. III. PRACTICE:  Activity 1: Listen, point and repeat.. . Activity 2:. - eliciting- modelingchecking meaning and pronunciation. + picture + picture + translation + translation + translation + picture.. - listening and repeating in chorus and individual. + possible answers.. - checking memory.. - trying to remember.. - Asking Ss to look the flashcards of the different foods items and the adjectives. - Playing the 1st part of the recording for Ss to listen & point to the appropriate card. - Playing the 2nd part of the recording for Ss to repeat. - Play the recording all the way through for Ss to listen, point and repeat the words. - monitoring. - evaluating.. - looking at the flashcards of the different foods and the adjectives.. - Playing the recording for Ss. - listening & pointting to the appropriate picture. - repeating the words. - listening, pointting and repeating the words. - listening to T - listening to the chant..

(66) Listen and chant..  Activity 3: Listen and read.. to listen to the chant. - Playing the chant a second - saying the words. time for Ss to say the words. - monitoring. - evaluating. - listening. - Using Story poster 3 to present the story. Asking Where are the family? What's happening? Encouraging predictions from different members of the class. - Asking Ss to look at the poster, listen to the recording, point to each speech bubble. - Asking comprehension questions, e.g. Does Billy like carrots? Does Billy like yogurt? Does Billy eat his carrots? Where does the yogurt go? - Asking Ss to open their Class Books, listen again and follow the words in the story. - monitoring. - giving feedback.. - predicting.. - looking at the poster, listening, pointting to each speech bubble. - answering.. - listening again and follow the words in the story. - listening to T.. 8’ IV. PRODUCTION: Extra Activity 1:. 1’ V. HOMEWORK: Have Ss to do the exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH Week: 9 Period: 34 Preparing date: Teaching date:. - giving Ss a extra worksheet. - getting Ss to work in pairs, find the food words, circle and write them under the appropriate pictures. - monitoring. - giving feedback. - setting to task for Ss to do at home.. - receiving worksheet. - finding the food words, circling and writing them under the appropriate pictures. - listening. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn.

(67) UINT 3: Dinnertime ! Lesson: 1  Aim(s): Identifying foods and asking about likes and dislikes.  Objective(s): by the end of the lesson, students will be able to identify foods and asking about likes and dislikes fluently.  Skill(s): listening, speaking .  Teaching – aids: food flashcards 20-25.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: Mime. II. PRESENTATION: * Present the pattern: Has got… Hasn’t got…. III. PRACTICE:  Activity 1: Exercise 1 Keys: Boy: meat, carrots, rice, Girl: yogurt, fish, carrot, bread.  Activity 2: Exercise 2 Key: The boy: I like meat and rice. I don’t like yogurt. The girl: I like fish and carrot. I don’t like meat.. Teacher’s activities Students’ activities - Asking Ss to say the chant - saying the chant again. again. When they hear the - listening to the rules. name of a food they like, they rub their tummies. When they hear the name of a food they don't like, they shake their heads. - modelling. - monitoring. - evaluating. - listening. - pointing to food flashcards to present pattern. - giving the sentence pattern. - checking concept. + form + use + meaning. - looking carefully.. - Asking Ss to look at the pictures carefuuly to know what food the boy/ the girl has got for his/ her meal. - Putting a tick or a cross in the appropriate square of the table. - monitoring. - checking Ss’task. - evaluating.. - looking at the pictures carefully.. - Asking Ss to look at the pictures from Exercise 1 again. - Getting Ss to write sentences about the boy/ the girl‘s likes and dislikes. - monitoring.. - looking carefully.. - listening carefully. - answering to T.. - ticking or a crossing in the appropriate square of the table. - correcting. - listening.. - writing sentences about the boy/ the girl‘s likes and dislikes..

(68) 8’. 1’. IV. PRODUCTION: Talking about likes or dislikes. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. Week: 9 Period: 35 Preparing date: Teaching date:. - checking Ss’ task. - evaluating.. - correcting. - listening.. - Asking Ss to work in groups of 4 – 6. - Getting Ss to talk about the food they like or dislike. A secretary takes notes of the likes/ dislikes. - monitoring. - Asking one S from each group to report before the class. - giving feeback.. - working in groups of 4 -6. - talking about the food they like or dislike. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - reporting. - listening.. Người soạn.

(69) UINT 3: Dinnertime ! Lesson: 2  Aim(s): Identifying foods and asking about likes and dislikes.  Objective(s): by the end of the lesson, students will be able to identify foods and ask about likes and dislikes fluently.  Skill(s): speaking, listening.  Teaching – aids: Food flashcards 20- 25, Story Poster 3, CD track 25.  Procedures: Time 5’. Contents I. WARM UP: Guessing game!. Teacher’s activities - Drawing foods from the previous lesson on the board. - Having Ss to guess what it is. - Asking individual Ss to tell the class I like / don't like carrots, etc. - starting game. - Monitoring. - Evaluating.. Students’ activities - looking carefully. - guessing. - performing likes and dislikes. - taking part in the game - listening. 6’. 15’. II. PRESENTATION: * Present pattern: Do you like….?  Yes, I do;  No, I don't III. PRACTICE:  Activity 1: Exercise 1. - using flashcard to present the pattern. - checking concept: form, use, meaning - Asking Ss to open their books and check how many items of food they remember. - Playing the recording, pausing for Ss to repeat. - Asking Ss to work in groups of 7 and practise acting out the story. - Asking some of the groups to act before the class.. - monitoring. - evaluating.. - present the pattern. - answering to T. - openning their books and checking. - repeating. - practising acting out the story. - performing. - listening..  Activity 2: Exercise 2. - Elicitting the pattern, e.g. Do you like meat? Yes, I do, or No, I don't. - Reading them out loud for the class to repeat. - Asking Ss to look at the short answers to the questions do + not = don't.. - listening carefully. - repeating. - focusing carefully..

(70) - monitoring. - evaluating. - listening..  Activity 3: Writing Key: 1. Yes, I do. 2. No, I don't. 3 .No, I don't. 4 .Yes, I do.. - Writing some gapped sentences on the board, e.g. Do you like bread / rice? - Elicitting the answers. E.g. nod your head for Yes, I do and shake your head for No, I don't. - Getting Ss to look at the pictures and write the answers. - monitoring. - evaluating.. - looking carefully. - looking carefully.. - writing the answers.. - listening.. 8’. 1’.  Activity 4: Exercises 4 1. Do you like meat?  Yes, I do. 2 .Do you like rice?  Yes, I do. 3. Do you like ice cream?  Yes, I do. 4. Do you like yogurt?  No, I don't. 5 .Do you like bread?  Yes, I do. 6. Do you like tomatoes?  No, I don't. IV. PRODUCTION: Grammar Reference. V. HOMEWORK: Have Ss to do the exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH Week: 9 Period: 36 Preparing date: Teaching date:. - Asking Ss to look at the pictures. Point to the different types of food for Ss to name them. - Modeling the dialogue. - Asking Ss to work in pairs. - They take turns to ask Do you like ... ? and replies Yes, I do or No, I don't. - monitoring. - checking Ss’task. - evaluating. - Asking Ss to open their Class Books to p.74 and do the Unit 3 Grammar activity to practice the target structure further. - monitoring. - checking. - giving feedback. - setting to task for Ss to do at home. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - naming types of food.. - listening carefully. - working in pairs. - asking and answering.. - performing. - listening. - doing the Unit 3 Grammar activity to practice the target structure further. - checking. - listening. - taking note. Người soạn.

(71) UINT 3: Dinnertime ! Lesson: 2  Aim(s): Identifying foods and asking about likes or dislikes.  Objective(s): by the end of the lesson, students will be able to identify foods and ask about likes or dislikes fluently.  Skill(s): listening, speaking.  Teaching – aids: Food flashcards 20-25.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: Talking about myself.. II. PRESENTATION: * Review strucrure: Do you like….?  Yes, I do;  No, I don't III. PRACTICE:  Activity 1: Exercise 1 Key: 2. Yes, I do. 3. Do you like carrots? 4. No, I don’t. 5. Do you like bread? 6. Yes, I do.. . Activity 2: Exercise 2. Key: 2. Do…like 3. Do…like…/ don’t 4. like. 8’. IV. PRODUCTION:. Teacher’s activities - Asking Ss to work in their pairs. They take turns to ask the questions E.g. Do you like (ice-cream)? - monitoring. - evaluating.. Students’ activities - answering about themselves. E.g. Yes, I do./ No, I don’t.. - using flashcard to review the pattern. - checking concept again. + form + use + meaning. - looking carefully.. - Asking Ss to read the cues and order the words to have complete sentences. - Getting Ss to then work in pairs and compare the answers with their partner. - monitoring - evaluating.. - reading the cues and order the words to have complete sentences. - comparing the answers with their partner.. - Asking Ss to look at the story of Rosy, Billy and their mom. - Getting Ss to read it again, fill in each gap with do, like, don’t, Do. - Getting Ss to then work in pairs and compare the answers with their partner. - monitoring. - Asking Ss to work in groups of 3 and act out the story. - evaluating.. - looking at the story.. - listening.. - listening and answering.. - listening.. - reading it again, filling in each gap with do, like, don’t, Do. - comparing the answers with their partner. - acting out the story. - listening..

(72) * Game Find someone who…. Name Mary. 1’. likes …….. dislikes ……….... V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - Asking Ss to work in groups of 4- 6, ask about likes and dislikes and take notes of them... E.g. (Tom) Do you like carrots? (Mary) Yes, I do. Tom then writes Mary in the Find s/o who… column and carrot in the likes column. - Asking Ss to do the activity at the same time. - Encouraging them to ask about different foods. - monitoring. - Asking some of the groups to report their friends’ likes or dislikes before the class. - Giving feedback.. - working in groups of 46, asking about likes and dislikes and taking notes.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Week: 10 Period: 37 Preparing date: Teaching date:. UINT 3: Dinnertime !. - doing the task. - asking different foods - performing. - listening.. Người soạn.

(73) Lesson: 3 Aim(s): Identifying food. Objective(s): by the end of the lesson, students will be able to identify food fluently. Skill(s): listening, speaking. Teaching – aids: Food flashcards 20- 25, Drinks flashcards 26- 28, CD tracks 26-27, Extra Practical Classroom Activities: Song work sheet.  Procedures:    . Time 5’. 6’. Contents I. WARM UP: Play Bingo. II. PRESENTATION: * Pre –teach vocabulary: o Milk o Juice o Water * checking vocabulary: ROR * SENTENCE PATTERN : Imperatives. 15’. III. PRACTICE:  Activity 1: Recording 26. . Activity 2: Recording 27. Teacher’s activities - Playing Bingo (see page 21) with the food words Ss have learnt so far in the course. If necessary, show them flashcards 20-25 without saying the words. - monitoring. - evaluating.. Students’ activities - playing game.. - eliciting- modelingchecking meaning and pronunciation. + picture + picture + picture. - listening and repeating in chorus and individual. + possible answers.. - checking memory.. - trying to remember.. - using flashcard to present the pattern. - checking concept . + form + use + meaning. - looking carefully.. - Asking Ss to look at the pictures and playing the first and second parts of the recording as Ss point to the words. - Playing again for Ss to repeat the words after the audio. - monitoring. - evaluating.. - listening and pointing to the words.. - Using the song worksheet (without opening the Class. - listening and filling in the correct words.. - listening.. - listening and answering.. - repeating the words after the audio. - listening..

(74) Book) where Ss listen and fill in the correct words. - asking Ss to sing along with the CD and then sing together without the CD audio. - monitoring. - checking Ss’task. - evaluating.. . 8’. 1’. Activity 3: Sing and do. IV. PRODUCTION: Yum or Yuck!. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH Week: 10 Period: 38 Preparing date: Teaching date:. - singing along with the CD.. - checking. - listening.. - Asking Ss to look at the pictures and decide together on what the actions should be . - Practising the actions with the class. - Playing the recording for Ss to listen and do their actions. - monitoring. - evaluating.. - deciding together on what the actions should be .. - Teaching Ss the words Yum! (for a food or drink they like) and Yuck! (for a food or drink they don't like). They can make appropriate facial expressions as they practise saying the words. - Holding up flashcards from Lessons 1 and 3. Ss respond by saying Yum' and Yuck! to describe foods and drinks they like and don't like. - getting Ss to play game. - monitoring. - giving feedback.. - looking and remembering.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. UINT 3: Dinnertime !. - Practising the actions . - listening and doing their actions - listening.. - listening to the rules.. - taking part in the game. - listening.. Người soạn.

(75) Lesson: 3  Aim(s): Identifying foods and asking and answering about likes or dislikes.  Objective(s): by the end of the lesson, students will be able to identify foods and ask and answer about likes or dislikes fluently.  Skill(s): listening, speaking.  Teaching – aids: Food flashcards 20- 25, Drinks flashcards 26- 28.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: Singing the song Drink your milk! II. PRESENTATION: * Review the words:. III. PRACTICE:  Activity 1: Exercise 1 Key: 2. Water 3. Milk 4. Fish 5. Juice. . Activity 2: Exercise 2:. Key: 1. milk. 2. water. 3. juice. Teacher’s activities - Singing the song from Class Book p.22 again, with Ss doing the actions at the same time. - evaluating.. Students’ activities - singing the song and doing the actions at the same time.. - Using flashcards 20-28 to review food and drinks words. Holding up the cards one at a time and asking Ss to say the words. - Putting the flashcards on the board and pointing to them in a different order for Ss to say the words again.. - looking and saying the words.. - Asking Ss to open their workbook at the page 22. - Asking them to look at each set of food and drink and find out what’s next. - Getting Ss to work in pairs, Children work in pairs, point to each set and ask : What’s next? - modeling. - monitoring. - checking Ss’ task. - evaluating.. - openning their workbook at the page 22. - looking at each set of food and drink and finding out what’s next. - working in pairs.. - Reminding Ss of asking and answering about likes or dislikes. - Asking them to look at the pictures write the appropriate word in each gap and choose the best answer about themselves.. - trying to remember.. - listening.. - looking and saying the words..  bread. - looking carefully. - doing the task. - checking. - listening.. - writing the appropriate word in each gap and choose the best answer about themselves..

(76) 8’. 1’. IV. PRODUCTION: Game. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. Week: 10 Period: 39 Preparing date: Teaching date:. - Getting Ss to work in pairs ask and answer about the food and drinks they like/ dislike. - monitoring. - checking Ss’task. - evaluating.. - asking and answering about the food and drinks they like/ dislike.. - Getting Ss to work in groups of 4 -6. Each S writes a list of food and drinks they know. - Encouraging them to write down different kinds of food and drinks. In turn, each S asks Do you like (water)? to his/ her friends. The friends then say Yum! (for a food or drink they like) and Yuck! (for a food or drink they don't like). The S takes notes of his/ her friends’ names and their likes/ dislikes. - modelling - getting Ss to start playing game. - monitoring. - Asking some of the Ss to report before the class. - giving feedback.. - working in groups.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - checking. - listening.. - listening to the rules.. - looking carefully. - taking part in the game. - performing. - listening.. Người soạn.

(77) UINT 3: Dinnertime ! Lesson: 4  Aim(s): Identifying foods and asking about likes and dislikes.  Objective(s): by the end of the lesson, students will be able to identify foods and ask about likes and dislikes fluently.  Skill(s): writing, speaking.  Teaching – aids: Food flashcards 20- 25, Drinks flashcards 26- 28, PMB p.10 Extra Writing worksheet, Extra Practical Classroom Activities: Bingo.  Procedures: Time 5’. Contents I. WARM UP: *What is it? * Bingo. 6’. 15’. II. PRESENTATION: * Review the structure: Do you like…?  Yes, I do.  No, I don’t. III. PRACTICE:  Activity 1: Picture Dictionary E.g. Do you like bread?  Yes, I do. / No, I don’t..  Activity 2: Writing Exercise 1. Teacher’s activities - Puting the flashcards around the room, on the walls to help Ss review food and drinks words. - Showing a flashcard (bread) and asking : What is it? - monitoring. - Getting Ss to play Bingo again to revise the vocabulary and sentence structures . - evaluating.. Students’ activities - looking carefully.. - using flashcards to review the structure. - checking concept again.. - looking and listening. - Asking Ss to open their Workbooks to p.69.(Number 3, Food and drinks). - Telling them to look at at the pictures and identify the food and drinks and then tell them to point and say the words. E.g. bread/ carrots… - Asking Ss to work in pairs, ask and answer about the food or drinks they like or dislike. - monitoring. - checking Ss’ task. - evaluating.. - openning their Workbooks to p.69.. - asking Ss to look at the pictures, identify the food or. - identifying the food or drinks, and writing the. - looking carefully.  bread. - playing pingo.. - listening.. - listening and answering.. - identifying the food and drinks and telling them to point and say the words. - asking and answering about the food or drinks they like or dislike. - doing the task. - checking. - listening..

(78) ( from the Extra writing worksheet ) Key: 2. Bread, 3. Rice, 4. Yogurt, 5. Water, 6. Juice.  Activity 3: Writing Exercise 2 E.g. Do you like fish?  Yes, I do. / No, I don’t.. 8’. IV. PRODUCTION: Speaking and writing extension: E.g. Do you like carrots?  Yes, I do. / No, I don’t.. drinks, and write the correct word to finish the puzzle. - Eliciting the spelling and asking individual Ss to come up and write the words on the board. - monitoring. - checking Ss’task. - evaluating.. correct word to finish the puzzle. - writing the words on the board.. - Asking Ss to look at the pictures, write the appropriate word in each gap. - Getting Ss to work in pairs, ask and answer about the food/ drinks they like/ dislike. - monitoring. - evaluating.. - writing the appropriate word in each gap.. - Asking each S to draw some food and drinks or write the food and drinks words. They then draw a smiley or a sad face next to each kind of food or drinks to show that he/ she like or dislike it. - Asking them to work in pairs, ask and answer about the food and drinks they like or dislikes, using the target pattern. - Getting Ss to write what they’ve said in their notebooks. - monitoring. - Giving feedback.. - drawing or writing some food and drinks .. - checking. - listening.. - asking and answering about the food/ drinks they like/ dislike. - listening.. - asking and answering about the food and drinks they like or dislikes. - writing what they’ve said in their notebooks. - listening.. 1’. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH Week: 10 Period: 40 Preparing date: Teaching date:. - setting to task for Ss to do at home. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - taking note. Người soạn.

(79) UINT 3: Dinnertime ! Lesson: 4  Aim(s): Phonics - CVC words /e/.  Objective(s): by the end of the lesson, students will be able to pronunce CVC words /e/ fluently.  Skill(s): writing, speaking.  Teaching – aids: Phonics cards 7-9, CD Tracks 28-29.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP:. Teacher’s activities - Reminding Ss the words from the lesson that contained the sound (cat, man, and fan). - Playing the CD and saying the chant from page 17 to revise the sound /æ/. - evaluating.. Students’ activities - trying to remember.. II. PRESENTATION: * Pre- teach vocabulary: o bed o pen o red. - eliciting-modeling- checking meaning and pronunciation. + picture + picture + explanation. - listening and repeating in chorus and individual. + possible answers.. * checking vocabulary: What and Where. - checking memory.. - trying to remember these words.. III. PRACTICE:  Activity 1: Recording 28. - Playing the first part of the recording for ss to listen and point to the pictures. - Playing the second part of the recording for Ss to repeat the sounds and words in chorus. - Playing the recording all the way through for Ss to point to the words and then repeat them. - evaluating.. - listening and pointing.. - Getting Ss to join in with the chant. - Putting the three cards around the room and Ss point as they say the chant. - monitoring.. - joinning in with the chant. - pointing as they say the chant..  Activity 2: Recording 29. - saying the chant again. - listening.. - listening and repeating.. - listening, pointing, repeating. - listening .. - listening..

(80) - evaluating. - looking carefully.  Activity 3: Exercise 3.  Activity 4: Exercise 4. 8’. 1’. IV. PRODUCTION: Phonics activity. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH Week: 11 Period: 41 Preparing date: Teaching date:. - Asking Ss to look at the chant again, focus attention on the circled e in the middle of Ken. . - Asking Ss to find and circle other examples of e in the middle of words. - monitoring. - evaluating. - Asking Ss to look at the picture , pointing to each one for Ss to say the word. - Getting Ss to pay attention to the e and the /e/ sounds. Modeling a pair of rhyming words Ken and pen to show how they rhyme. - Asking Ss to draw lines to match the other rhyming words. - Monitoring. - checking Ss’ task. - Evaluating.. - finding and circling other examples of e in the middle of words. - listening . - looking at the picture and saying the words. - listening carefully.. - matching the other rhyming words. - correcting. - listening. - looking carefully.. - Writing the words from Exercise 4 on the board. Ken, pen, bed, red. - Asking Ss to work in groups to find more words with e (/e/). The group who can find more words win the game. - Monitoring. - checking Ss’ task. - Giving feedback.. - working in groups, finding more words which have the same sounds as the words listed. - checking. - listening. - taking note.. - setting to task for Ss to do at home. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn.

(81) UINT 3: Dinnertime ! Lesson: 4     . Aim(s): Phonics – CVC words – /e/. Objective(s): by the end of the lesson, students will be able to pronunce vowel -e fluently. Skill(s): writing, speaking. Teaching – aids: Phonics cards 7-9, Extra practical classroom activity: Sounds Fun. Procedures:. Time 5’. 6’. 15’. Contents I. WARM UP:. II. PRESENTATION: * Review the sound: -e. III. PRACTICE:  Activity 1: Exercise 1 1. Bed, red. 2. Pen, Ken.  Activity 2: Exercise 2 Key: 1. Red. 2. Ken 3. bed. Teacher’s activities - Reading out these sentences in turn: This is my pen. The apple is red. It's my pen. Is Ken in bed? You've got ten pens . - Asking Ss to tap the table when they hear a word with the /e/ sound. They then say the sound and repeat the word - monitoring. - Evaluating.. Students’ activities - listening carefully .. - Asking the Ss to trace the letters in the air and say the sounds as they do so. - getting Ss to repeat the words again.. - tracing the letters in the air and saying the sounds. - repeating the words again.. - Asking Ss to say and write the words. - Putting Ss in pairs. Asking them to point and say the words. - monitoring. - checking Ss’ task. - Evaluating.. - saying and writing the words. - working in pairs, pointing and saying the words.. - Asking Ss to do the exercise and write in the missing words to complete the chant. - Getting Ss to compare their work in pairs and join in the chant with the class as a whole. - checking.. - tapping the table when they hear a word with the /e/ sound.. - listening.. - checking. - listening. - doing the exercise and writing the missing words. - joining in the chant with the class . - checking. - listening..

(82) - Evaluating.  Activity 3: Exercise 3.  Activity 4: Sounds Fun. - listening carefully. - Reminding Ss of the letter a and /æ/ from unit 2. Contradicting them with the letter e and /e/. - Asking Ss to do exercise 3, look at the pictures and write the word that rhymes. - monitoring. - Evaluating. - This is a dictation activity. Getting Ss to listen as you read out the words on the second page, and write them in the correct box with the corresponding sound. - asking individual Ss to come up and write the words. - checking Ss’ task. - Evaluating.. - looking at the pictures and writing the word that rhymes. - listening. - listening and writing words in the correct box with the corresponding sound. - coming up and writing the words. - checking. - listening. - working in groups .. 8’. 1’. IV. PRODUCTION: Phonics game. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH Week: 11 Period: 42 Preparing date: Teaching date:. - Asking Ss to work in groups of 4-6. - Asking each group to find more rhymed words (a and /æ/ or e and /e/). - Asking one group to say the words for the class to tap the table when they hear e and /e/ and clap their hands when they hear a and /æ. - monitoring. - Giving feedback.. - finding more rhymed words (a and /æ/ or e and /e/). - listening and tapping or slapping.. - listening. - taking note.. - setting to task for Ss to do at home. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn.

(83) UINT 3: Dinnertime ! Lesson: 5  Aim(s): Identifying foods and talking about likes and dislikes.  Objective(s): by the end of the lesson, Ss will be able to identify foods and talk about likes and dislikes fluently.  Skill(s): reading, speaking.  Teaching – aids: CD Track 30, Extra Practical classroom activity: Crossword pair activity.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - Playing A long sentence - listening to the rules. A long sentence (see page 21) with food and drinks words to energize the class and revise vocabulary from the unit. - Modelling: - listening carefully. E.g. (Teacher) In my lunch box I've got a sandwich. (A child continues), In my lunch box I've got a sandwich and a banana. - Getting Ss to continue until - playing game. Ss can't think of any more words. - Monitoring. - Evaluating. - listening. 6’ II. PRE - READING: * Set the sence: - Asking Do you go to cafes? - listening to T. What kind of food can you eat in a café? - Telling Ss to imagine they - answering to T. are in a café. What kind of food would they order? - Asking them to look at the - looking at the menu. text on the black background and teach the word menu. 15’. III. WHILE - READING:  Activity 1: Exercise 1. - Asking Ss to look at the menu. Checking understanding of the different categories: food, desserts, and drinks. - Asking Ss to work in pairs. They take turns to point to the types of food they like on the menu and say the words. - monitoring. - Asking some of the Ss to. - looking at the menu, answering to T.. - pointing to the types of food they like on the menu and say the words. - telling to the class..

(84) tell the class which food they like. - evaluating..  Activity2: Recording 30 e.g. Does Emma like ice cream I fish? Does Sally like apple juice? Who likes bananas - Emma or Sally?.  Activity 3: Exercise 3. 8’. 1’. IV. POST - READING: Crossword pair activity. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH Week: 11 Period: 43 Preparing date: Teaching date:. - listening.. - Asking Ss to look at the photos of Sally and Emma. - Asking what they are looking at (menus). Elicitting that they are talking about the food they like on the menu. - Playing the recording for Ss to listen and follow the text in their books. - Playing the recording a second time, then check comprehension. - monitoring. - evaluating.. - looking at the photos.. - Asking Ss to look at the different types of food in the table. - Asking Ss to read the text and tick () the food that the Ss like and cross () the food they don't like. - monitoring. - checking Ss’ task. - Evaluating.. - looking at the different types of food in the table.. - Asking Ss to work in pairs. Try to work out all the food and drinks words and then write the words. - monitoring. - giving feedback.. - working out all the food and drinks words .. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - answering to T.. - listening and following the text in their books. - answering to T.. - listening.. - reading the text and ticking, cross () the food they don't like. - checking. - listening.. - listening.. Người soạn.

(85) UINT 3: Dinnertime ! Lesson: 5  Aim(s): Identifying foods and talking about likes and dislikes.  Objective(s): by the end of the lesson, Ss will be able to identify foods and talk about likes and dislikes fluently.  Skill(s): reading, speaking.  Teaching – aids: PMB p.13: Extra Activity Worksheet, CD track 30.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP:. II. PRE - READING: * Review the pattern. I’ve got… She’s got… He’s got… III. WHILE - READING:  Activity 1: Exercise 1 Key: Eggs, bread, tomatoes, grapes, ice cream, orange juice, fish, rice, carrots, yogurt, apple, water..  Activity2: Exercise 2. Teacher’s activities - Telling Ss to close their books. Telling them that you are going to play the recording 30 again. - Asking them to say the words Yum! and Yuck! to show that they like or don't like foods. - Playing the recording again; they say Yum! or Yuck! when they hear the foods Emma and Sally like or don't like. - Monitoring. - Evaluating.. Students’ activities - closing their books.. - pointing to flashcards to review the structure. - asking Ss to repeating these sentences. - checking concept again.. - looking and listening. - Asking Ss to read the poem and pick up the food and drinks words in the poem. - Asking Ss to put the words into different categories: food, drinks, desserts… - Monitoring. - checking Ss’ task. - evaluating. - reading the poem and picking out the animals in the poem. - putting the words into different categories.. - Asking Ss to read the poem again and say what Steve or Alice has got. - Getting Ss to write the. - reading the poem again and saying what Steve or Alice has got. - writing and matching. - saying the words Yum! and Yuck. -listening the recording again; they say Yum! or Yuck. - listening.. - listening and repeating. - listening and answering.. - correcting. - listening..

(86)  Activity3: Talking about likes and dislikes. 8’. 1’. IV. POST - READING: Game. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. names under each kind of food or drinks and match. - Monitoring. - Checking Ss’ task. - Evaluating.. names under each kind of food or drinks .. - Giving Ss the PMB activity 2 worksheet. - Asking Ss to draw a smiley (for the food and drinks they like) or a sad face (for the food and drinks they dislike). - Getting Ss to work in pairs, ask and answer about likes or dislikes. - Monitoring. - Checking Ss’ task. - Evaluating.. - receiving worksheet.. - Getting Ss to sit in groups of 4-6. - Giving a blank piece of paper to each S and asking them to draw a table similar to the one in their Class Books, write the names of their friends. Ss take turns to ask their friends which foods they like / don't like. The others should listen. Everyone completes the information in their charts. - Getting Ss to do the task. - Monitoring. - Giving feedback.. - working in groups.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Week: 11 Period: 44 Preparing date: Teaching date:. UINT 3: Dinnertime !. - checking. - listening.. - draw a smiley or a sad face . - working in pairs, asking and answering about likes or dislikes. - correcting. - listening to T.. - listening to the rules.. - doing the task. - listening.. Người soạn.

(87) Lesson: 6  Aim(s): Identifying food, talking about likes and dislikes.  Objective(s): by the end of the lesson, students will be able to identify food, talk about likes and dislikes fluently.  Skill(s): listening, speaking.  Teaching – aids: CD track 31.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: Order the letters. II. PRE - LISTENING: * set the scence:. III. WHILE - LISTENING:  Activity 1: Recording 31 Key: 1.  2.  3.  4.  5.  6. .  Activity 2: Exercise 2. Teacher’s activities - Asking Ss to name as many types of food from the menu in the last lesson as they can. - Putting the relevant flashcards on the board. Using the words on the board to play Order the letters (see page 20). - monitoring. - evaluating.. Students’ activities - naming as many types of food.. - Asking Ss to look at the photograph of the father and daughter in Exercise 1. - Asking Ss what they think they are doing. - looking at the photograph.. - Telling Ss that the girl is going to tell her dad what food she likes and doesn't like and Ss must listen and draw a smiley if the girl likes the food and a sad face if she doesn't. - Playing the recording for Ss to point to the foods, then pause after the first item to show the example answer. - Playing the recording again for Ss to complete their answers. - monitoring. - checking Ss’ task. - Evaluating.. - drawing a smiley or a sad face.. - Modeling the dialogue. - Asking a pair of Ss to read the dialogue aloud for the class.. - listening carefully. - listening carefully.. - playing the game.. - listening..  they are looking at a menu.. - listening to the recording. - completing their answers. - checking. Listening to T..

(88) - Asking Ss to work in pairs; - asking and answering. take turns to ask and answer the question What do you like? using the food and drinks on the menu. Encourage children to say which kinds of food they don't like as well. - monitoring. - Asking one S to talk before - talking before the class. the class. - Evaluating. - listening.  Activity 3: Exercise 3. 8’. 1’. IV. POST - LISTENING: Likes or dislikes. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - Elicitting to show three of the contractions are short for (not). - Getting Ss to circle n’t and match the sentences with contractions to the ones with full forms. - monitoring. - checking Ss’ task by asking What letter is missing? (o) to focus on the contraction n’t. - Evaluating.. - listening carefully .. - Asking Ss to work in groups of 4 -6, take turns to ask and answer about the food and drinks they like or dislike. - Getting Ss to take notes of their friends’ likes or dislikes. They then report before the class. - monitoring. - Giving feedback. - asking and answering about the food and drinks they like or dislike.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Week: 12 Period: 45 Preparing date: Teaching date:. UINT 3: Dinnertime !. - circling n’t and matching the sentences with contractions to the ones with full forms. - answering to T. - listening.. - taking notes.. - listening.. Người soạn.

(89) Lesson: 6  Aim(s): Identifying healthy food and talking about likes and dislikes  Objective(s): by the end of the lesson, students will be able to identify healthy food and talk about likes and dislikes fluently.  Skill(s): listening, speaking.  Teaching – aids: PMB p.11: Values worksheet.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP:. II. PRE - LISTENING: * Review the pattern. Contractions n’t III. WHILE - LISTENING:  Activity 1: Exercise 1.  Activity 2: Exercise 2.  Activity 3: Exercise 3. Teacher’s activities - Asking Ss to work in groups of 4- 6. - Telling them that they are going to make menus for their own cafe. Giving each S a piece of plain paper and each group a set of coloured pencils. Ss think of a name for their cafe and write it at the top of their menus. Ss write their menus and illustrate them. - Collecting the menus and display them on the wall. - monitoring. - evaluating.. Students’ activities - working in groups.. - pointing to words to review contractions n’t. - checking concept again.. - looking and listening. - Asking Ss to read the sentences and circle the contraction n’t. - monitoring. - checking Ss’ tasks. - evaluating.. - reading the sentences and circling the contraction n’t. .. - Asking Ss to read the sentences, rewrite them in short form with the contraction n’t. - monitoring. - checking Ss’ tasks. - evaluating.. - reading the sentences, rewriting them in short form with the contraction n’t.. - Asking Ss to draw smiley. - drawing smiley or sad. - listening to the rules.. - looking at the wall. - listening.. - listening and answering.. - checking. - listening.. - checking. - listening..

(90) 8’. 1’. IV. POST - LISTENING: Values. V. HOMEWORK: Have Ss to review the words at home and prepaire for the next lesson.. ….., ngày …tháng …năm 20… Duyệt của BGH. or sad face next to the food they like or dislike. - Getting Ss to work in pairs, ask and answer the questions What do you like? What don’t you like? To talk about the food they like or dislike. - monitoring. - evaluating.. face.. - Giving a copy of the Values worksheet to each Ss. - Asking them to look and tick the healthy food and then draw a healthy lunch in their lunch box. Encouraging them to state a reason why the food/ lunch is healthy. - monitoring. - getting Ss to do the task. - giving feedback.. - receiving worksheet.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Week: 12 Period: 46 Preparing date: Teaching date:. Review lesson. - asking and answering the questions.. - listening.. - looking and ticking the healthy food and then drawing a healthy dinner .. - doing the task. - listening.. Người soạn.

(91) Lesson: 1  Aim(s): reviewing language of identifyin and describing.  Objective(s): by the end of the lesson, students will be able to review language of identifying and describing fluently.  Skill(s): writing, speaking.  Teaching – aids: My friends flashcards 1-6.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - Asking Ss to sing the songs - singing in chorus. Sing the songs. It’s a square!( or Let’s go to the zoo! drink your milk!) to warm up the class. - monitoring. - evaluating. - listening. 6’ II. PRESENTATION: * Review the structure: - pointing a flashcard and - looking and listening * He has got/ hasn’t got… reviewing the structure. * Do you like…? - checking concept again. - listening and answering. Yes, I do./ No, I don't. 15’. III. PRACTICE:  Activity 1: Exercise 1 : Key: 2. hasn’t got, 3. hasn’t got, 4. ‘s got, 5. hasn’t got 6. ‘s got. . Activity 2: Exercise 2:. - asking Ss to look at these pictures and describe Toby and Tanya. - Getting Ss to write hasn’t got or‘s got in the blanks. - getting Ss to do the task. - checking Ss’ task. - evaluating.. - Eliciting the example for Ss to see that the adjective Match. comes before the noun in a 2. This is a tall giraffe. 3. This is a big elephant. noun phrase. - Giving them time to finish 4. This is a green snake. the exercise. - monitoring. - checking Ss’task. - evaluating.  Activity 3: - Asking Ss to work in groups Key: of 4- 6 Shapes: triangle, - Getting Ss to put the words rectangle. in the box into different Food: rice, carrots. categories. Animals: tiger, snake, - getting Ss to do the task. parrot. Drinks: milk, yogurt, juice, - monitoring. - checking Ss’task. water - evaluating.. - looking carefully and describing Toby and Tanya. - writing hasn’t got or‘s got in the blanks. - doing the task. - checking. - listening. - looking carefully.. - doing the task. - checking. - listening. - working in groups. - putting the words in the box into different categories. - doing the task. - checking. - listening..

(92)  Activity 4: Key: 2. I don’t like parrots. 3. Do you like snakes? 4. No, I don’t. 5. Do you like tigers? 6. Yes, I do.. - Asking Ss to order the words to make complete sentences. - getting Ss to do the task. - monitoring. - checking Ss’task. - evaluating.. - ordering the words to make complete sentences..  Activity 5: Key: 2b. I don’t like giraffes. 3a. I don’t like monkeys. 4c. I like zebras.. - Telling Ss that they are going to read and write like in the blank if they see a smiley and dislike if they see a sad face. - Getting Ss to match the sentences to appropriate pictures. - getting Ss to do the task. - monitoring. - checking Ss’task. - evaluating.. - reading and writing like or dislike.. - Giving examples to review the digraphs th, ch, sh. - Asking Ss to write th, ch, sh before each word. - getting Ss to do the task. - monitoring. - checking Ss’task. - evaluating.. - reviewing the digraphs th, ch, sh. - writing th, ch, sh before each word. - doing the task.. - Giving instructions. - Getting Ss to play the game. - monitoring. - evaluating.. - listening carefully. - playing the game.. - setting to task for Ss to do at home.. - taking note.. . Activity 6:. - doing the task. - checking. - listening.. - matching the sentences to appropriate pictures. - doing the task. - checking. - listening.. - checking. - listening.. 8’ IV. PRODUCTION: Musical cards. - listening.. 1’ V. HOMEWORK: Have Ss to do the exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH. Week: 12 Period: 47 Preparing date: Teaching date:. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn.

(93) Review lesson Lesson: 2  Aim(s): reviewing language of identifyin and describing  Objective(s): by the end of the lesson, students will be able to review language of identifyin and describing fluently.  Skill(s): listening, speaking.  Teaching – aids: flashcards ( zoo, food).  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: ‘Jump.’. II. PRESENTATION: * Review the structure: * He has got/ hasn’t got… * Do you like…? Yes, I do./ No, I don't. III. PRACTICE:  Activity 1: Exercise 1 : Key: 2. Rectangle, 3. Parrot, 4. Yogurt,5. Meat. . Activity 2: Exercise 2:. Key: 1. It’s got…It hasn’t got ,2. It hasn’t got…It’s got 3. It hasn’t got…It’s got, 4. It hasn’t got…It’s got. . Activity 3:. Teacher’s activities - asking Ss to stand up. - showing them one flashcard at a time.(zoo) - saying a word (sometimes the same word as the picture on the card, sometimes a different word). If the word is the same as the picture, the Ss jump. If the word is different, they don’t move. - modeling. - starting game. - monitoring. - evaluating.. Students’ activities - standing up. - looking carefully.. - using cards to review the structure. - checking concept again.. - looking and listening. - asking Ss to work in pairs, circle the odd-one-out. - getting Ss to do the task. - checking Ss’ task. - evaluating.. - working in pairs, circling the odd-one-out. - doing the task. - checking. - listening.. - Asking Ss to write It’s got / It hasn’t got to finish the sentences. - Getting Ss to work in pairs, take turns to describe their favorite animal. - monitoring. - checking Ss’task. - evaluating.. - writing It’s got / It hasn’t got to finish the sentences.. - listening the rules.. - looking carefully. - taking part in the game. - listening.. - listening and answering.. - describing their favorite animal. - checking. - listening..

(94)  Activity 4: Key: a: man, cat, fan e: bed, pen, red. . 8’. Activity 5:. IV. PRODUCTION: A long sentence. - Asking Ss to look at the pictures and circle like or don’t like. - getting Ss to do the task. - monitoring. - checking Ss’task. - evaluating.. - looking at the pictures and circling like or don’t like. - doing the task.. - Reviewing the vowels a and e. - Asking Ss to work in pairs and finish the exercise. - getting Ss to do the task. - monitoring. - checking Ss’task. - evaluating.. - reviewing the vowels a and e. - working in pairs and finishing the exercise. - doing the task.. - Asking Ss to read and color the smiley for the results of their work. - getting Ss to do the task. - monitoring. - checking Ss’task. - evaluating. - reading and coloring the smiley for the results of their work. - doing the task.. - Asking Ss to work in groups of 2 desks. - Asking the first S to say a sentence e.g. I like zebras. Other Ss in turns continue the sentence, adding a new word to the end. E.g. I like zebras and monkeys. - getting Ss to start playing game. - monitoring. - giving feedback.. - working in groups. - checking. - listening.. - checking. - listening.. - checking. - listening.. - listening to the rules.. - taking part in the game. - listening.. 1’. V. HOMEWORK: Have Ss to do the exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH Week: 13 Period:50 Preparing date: Teaching date:. - setting to task for Ss to do - taking note. at home. ..…, ngày …tháng …năm 20… Người soạn Duyệt của Tổ khối.

(95) UINT 4: Tidy up! Lesson: 1  Aim(s): Identifying things in a bedroom.  Objective(s): by the end of the lesson, students will be able to identify things in a bedroom fluently.  Skill(s): listening, speaking.  Teaching – aids: My bedroom flashcards 29-34; Story Poster 4, CD tracks 36-38, PMB p. 16_ Extra Activity 1 Worksheet.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - getting Ss to sing the song - singing the song in Singing Come into my to revise the houses chorus. house song vocabulary they already know. - Talking about bedrooms - answering to T. with Ss. Asking What's in your bedroom? Is it tidy or messy? - Evaluating. - listening. 6’ II. PRESENTATION: * Pre – teach vocabulary: - eliciting- modeling- listening and repeating checking meaning and in chorus and individual. pronunciation. + possible answers. o Rug + picture + picture o Bed + translation o Cupboard + translation o Shefl + translation o Pillow + picture. o Blanket * checking vocabulary: - checking memory. - trying to remember. What and where 15’. III. PRACTICE:  Activity 1: Listen, point and repeat.. - Asking Ss to look the flashcards of the different bedroom objects. - Playing the 1st part of the recording for Ss to listen & point to the appropriate card. - Playing the 2nd part of the recording for Ss to repeat. - Play the recording all the way through for Ss to listen, point and repeat the words. - monitoring. - evaluating.. - looking at the flashcards of the different bedroom objects. - listening & pointting to the appropriate picture. - repeating the words. - listening, pointting and repeating the words. - listening to T.

(96)  Activity 2: Listen and chant..  Activity 3: Listen and read.. 8’ IV. PRODUCTION: Extra Activity 1:. 1’ V. HOMEWORK: Have Ss to do the exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH Week: 13 Period: 51 Preparing date: Teaching date:. - Playing the recording for Ss - listening to the chant. to listen to the chant. - Playing the chant a second - saying the words. time for Ss to say the words. - monitoring. - evaluating. - listening. - Using Story poster 4 to present the story. Asking Where are Rosy and Grandma? Where’s Billy? What rooms can you see? Encouraging predictions from different members of the class. - Asking Ss to look at the poster, listen to the recording, point to each speech bubble. - Asking comprehension questions, e.g Is Rosy’s room tidy? What does Rosy do? Is the flat tidy? Why is the kitchen messy? - monitoring. - giving feedback.. - predicting.. - looking at the poster, listening, pointting to each speech bubble. - answering.. - listening to T.. - giving Ss a extra worksheet. - receiving worksheet. - getting Ss to work in pairs, identify things in a bedroom. - identifying things in a They then write sentences. bedroom . E.g. There’s a bag under the table. - monitoring. - giving feedback. - listening. - setting to task for Ss to do at home. - taking note. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn.

(97) UINT 4: Tidy up ! Lesson: 1  Aim(s): Identifying things in a bedroom.  Objective(s): by the end of the lesson, students will be able to identify things in a bedroom fluently.  Skill(s): listening, speaking .  Teaching – aids: My bedroom flashcards 29-34.  Procedures: Time 5’. Contents I. WARM UP: Mime. Teacher’s activities - Pretending to open the doors of a cupboard. - Asking a S to come to the front and mime using another bedroom object. - monitoring. - evaluating.. Students’ activities - calling out cupboard. - miming using another bedroom object. - listening.. 6’. II. PRESENTATION: * Review the words:. - Asking Ss to say the chant again to review my bedroom words.. - saying the chant again.. 15’. III. PRACTICE:  Activity 1: Exercise 1. - Asking Ss to look at the pictures carefully, read and draw things (pillow, blanket, book, pen, T-shirt, teddy) in the bedroom. - Getting Ss to work in pairs to compare their works. - monitoring. - checking Ss’task. - evaluating.. - looking at the pictures carefully, drawing things .. - Asking Ss to look at the pictures from Exercise 1 again. - Getting Ss to identify things in the bedroom. - Asking Ss to practice asking and answering in pairs. - monitoring. - checking Ss’ task. - evaluating.. - looking carefully..  Activity 2: Exercise 2 Key: 1. Where’s the pillow? It’s on the bed. 2. Where’s the book? It’s on the shelf. 3. Where’s the blanket? It’s on the bed. 4. Where’s the pen? It’s on the shelf. 5. Where’s the T-shirt? It’s in the cupboard. 6. Where’s the teddy? It’s. - comparing their works. - correcting. - listening.. - identifying things in the bedroom. - practicing asking and answering in pairs. - correcting. - listening..

(98) on the rug. 8’. IV. PRODUCTION: My bedroom. 1’. V. HOMEWORK: Have Ss to do the exercises in W.B.. - Asking Ss to draw a large rectangle on the board. - Telling the class that it is a bedroom. Inviting individual Ss to come to the front of the class and draw the different things in the rectangle, e.g. Max, please draw a cupboard. Rebecca, please draw a bed. Continue until the bedroom is complete. - monitoring. - giving feeback.. - drawing a large rectangle on the board - listening to T. - drawing different things in the rectangle.. - listening.. ….., ngày …tháng …năm 20… Duyệt của BGH. - setting to task for Ss to do at home. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Week: 13 Period: 52 Preparing date: Teaching date:. UINT 4: Tidy up!. - taking note. Người soạn.

(99) Lesson: 2  Aim(s): Identifying things in a bedroom.  Objective(s): by the end of the lesson, students will be able to identify things in a bedroom fluently.  Skill(s): speaking, listening.  Teaching – aids: My bedroom flashcards 29- 34, Story Poster 4, CD track 38.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: Snap!. Teacher’s activities - Using flashcards 29- 34 to energize the class and revise the vocabulary from the previous lesson. - starting game. - Monitoring. - Evaluating.. Students’ activities - looking carefully.. II. PRESENTATION: * Present pattern: There is… There are…. - using flashcard to present the pattern. - checking concept: form, use, meaning. - present the pattern.. III. PRACTICE:  Activity 1: Exercise 1. - Asking Ss to turn to the story on page 30 of their Class Books. - Playing the recording, pausing for Ss to repeat. - Dividing the class into groups of three to play the parts of Rosy, Grandma, and Billy. - Asking Ss to practise acting out the story in groups, then before the class. - monitoring. - evaluating.. - turning to the story on page 30 .. - Using different flashcards to elicit the pattern There's and There are. - Saying different sentences using plural and singular objects, e.g. There's a book on the desk. There are some pens on the book.. - Getting Ss to pay attention to the contraction: There’s =. - listening carefully..  Activity 2: Exercise 2. - taking part in the game - listening. - answering to T.. - repeating. - playing roles.. - practising acting out the story, performing. - listening.. - repeating.. - focusing carefully..

(100) There is - monitoring. - evaluating..  Activity 3: Writing.  Activity 4: Exercises 4 E.g. How many blankets? There’s one blanket.. 8’. 1’. IV. PRODUCTION: Grammar Reference. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH Week: 14 Period: 53 Preparing date: Teaching date:. - listening.. - Writing three or four gapped sentences on the board using bedroom objects. e.g. _____a cupboard. _____ two pillows. _____a bed. _____two rugs. - Pointing to each sentence in turn and ask There's or There are? Asking Ss to complete the sentences on the board and say them with the class. - monitoring. - evaluating.. - looking carefully.. - Asking Ss to sit in pairs, look at the pictures from Ex 3. - They then practice asking and answering. - monitoring. - checking Ss’task. - evaluating.. - looking at the pictures .. - Asking Ss to open their Class Books to p.74 and do the Unit 4 Grammar activity to practice the target structure further. - monitoring. - checking. - giving feedback.. - doing the Unit 4 Grammar activity to practice the target structure further.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. UINT 4: Tidy up !. - looking carefully. - writing the answers.. - listening.. - working in pairs. - asking and answering. - performing. - listening.. - checking. - listening.. Người soạn.

(101) Lesson: 2  Aim(s): Identifying things in a bedroom.  Objective(s): by the end of the lesson, students will be able to identify things in a bedroom fluently.  Skill(s): listening, speaking.  Teaching – aids: My bedroom flashcards 29-34.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP:. Teacher’s activities - Asking Ss to work in pairs, They turn back to the story on page 30 of their Class Books. - Getting Ss to take turns to tell each other about the things they can see, e.g. There's a shelf. There are six books. - monitoring. - evaluating.. Students’ activities - turning back to the story.. II. PRESENTATION: * Review strucrure: There’s (There is) … There are…. - using flashcard to review the pattern. - checking concept again. + form + use + meaning. - looking carefully.. III. PRACTICE:  Activity 1: Exercise 1 Key: 2. There are 3. There are 4. There is. - Asking Ss to read the sentences and circle the correct option: There’s or There are. - Getting Ss to then work in pairs and compare the answers with their partner. - monitoring - evaluating.. - reading the sentences and circling the correct option: There’s or There are. - comparing the answers with their partner.. - Asking Ss to look at the the picture of a room. - Getting Ss to identify the things in that room and complete the sentences with There’s or There are. - Getting Ss to then work in pairs and compare the answers with their partner.. - looking at the picture.. . Activity 2: Exercise 2. Key: 2. There are 3. There are 4. There are 5. There is 6. There is. - telling each other about the things they can see.. - listening.. - listening and answering.. - listening.. - identifying the things in that room and completing the sentences with There’s or There are. - comparing the answers with their partner..

(102) - monitoring. - evaluating. 8’. 1’. IV. PRODUCTION: * Game: Our bedroom. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - listening.. - Asking Ss to work in groups of 4- 6. - Giving each group a blank sheet of paper. -Asking one S to draw a large rectangle on the sheet. - Telling the group that it is a bedroom. Inviting individual group member to identify different things in the rectangle, e.g. (Mary), There is a cupboard. (David), There is a bed. Continue until the bedroom is complete. Encouraging Ss to state the position of each item. - Asking one S from each group to come before the class and talk about their bedroom. - Giving feedback.. - working in groups of 46. - receving a blank sheet of paper. - drawing a large rectangle on the sheet - listening to the rules.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Week: 14 Period: 54 Preparing date: Teaching date:. UINT 4: Tidy up ! Lesson: 3. - performing.. - listening.. Người soạn.

(103)  Aim(s): Using numbers 11 - 20.  Objective(s): by the end of the lesson, students will be able to use numbers 11 – 20 fluently.  Skill(s): listening, speaking.  Teaching – aids: Number flashcards 35- 44, CD tracks 39- 40, Extra Practical Classroom Activities: Song work sheet.  Procedures: Time 5’. 6’. Contents I. WARM UP: Revise numbers 1- 10.. II. PRESENTATION: * Pre –teach vocabulary: Numbers: 11, 12, 13, 14,15,16,17,18,19,20 * checking vocabulary: ROR * SENTENCE PATTERN : Imperatives. III. PRACTICE:  Activity 1: Recording 39. 15’. . Activity 2: Recording 30. Teacher’s activities - Asking ten Ss to come to the front of the class. - Giving each one a number flashcard and asking them to arrange themselves so they are standing in the correct order from one to ten. - monitoring. - evaluating.. Students’ activities - playing game.. - eliciting- modelingchecking meaning and pronunciation. + number cards.. - listening and repeating in chorus and individual. + possible answers.. - checking memory.. - trying to remember.. - using flashcard to present the pattern. - checking concept . + form + use + meaning. - looking carefully.. - Asking Ss to look at the numbers and playing the first and second parts of the recording as Ss point to the words. - Playing again for Ss to repeat the words after the audio. - monitoring. - evaluating.. - listening and pointing to the words.. - Using the song worksheet (without opening the Class Book) where Ss listen and fill in the correct words.. - listening and filling in the correct words.. - listening.. - listening and answering.. - repeating the words after the audio. - listening..

(104) . 8’. Activity 3: Sing and do. IV. PRODUCTION: Count and sing. - asking Ss to sing along with the CD and then sing together without the CD audio. - monitoring. - checking Ss’task. - evaluating.. - singing along with the CD.. - Asking Ss to look at the pictures and decide together on what the actions should be . - Practising the actions with the class. - Playing the recording for Ss to listen and do their actions. - monitoring. - evaluating.. - deciding together on what the actions should be .. - Counting around the class. - Getting Ss to say one and then point to the S nearest you to say two. The S nearest him / her says three, and so on. Continue to count around to twenty and then continue with one again till the last S of the class. - Playing the recording 40. Asking Ss to listen to the song and jump up in the air if they hear their number. - monitoring. - giving feedback.. - counting . - listening to the rules.. - checking. - listening.. - Practising the actions . - listening and doing their actions - listening.. - taking part in the game. - listening and jumping up in the air if they hear their number. - listening.. 1’. V. HOMEWORK: Have Ss to do the exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH. - setting to task for Ss to do - taking note. at home. ..…, ngày …tháng …năm 20… Người soạn Duyệt của Tổ trưởng. Week: 14 Period: 55 Preparing date: Teaching date:. UINT 4: Tidy up ! Lesson: 3.

(105)  Aim(s): Using numbers 11 - 20.  Objective(s): by the end of the lesson, students will be able to use numbers 11 - 20 fluently.  Skill(s): listening, speaking.  Teaching – aids: Number flashcards 35- 44.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: Forwards & backwards. II. PRESENTATION: * Review the words:. III. PRACTICE:  Activity 1: Exercise 1. . 8’. Activity 2: Exercise 2:. IV. PRODUCTION: Game. Teacher’s activities - Getting Ss to play Forwards and backwards (see page 21) if the class feel confident using numbers one to ten. - evaluating.. Students’ activities - playing game.. - Using flashcards 35-44 to review numbers 11- 20. Holding up the cards one at a time and modeling the words for Ss to repeat . - Asking ten different Ss to come to the front of the class. As before, give each one a flashcard and ask them to stand in the correct order. Say the numbers with the class.. - looking and saying the words.. - Asking Ss to open their workbook at the page 32. - Asking them to to join the dots from 1 - 20 to find out what it is (a bed). - Getting Ss to work in pairs, say the numbers and check them with a friend. - monitoring. - checking Ss’ task. - evaluating.. - openning their workbook at the page 32. - joinning the dots from 1 20 to find out what it is (a bed). - working in pairs.. - Getting Ss to work in pairs find and circle the words. - They then write the words underneath the numbers. - monitoring. - checking Ss’task. - evaluating.. - finding and circling the words. - writing the words underneath the numbers. - Writing number words on the board in a random order,. - looking carefully.. - listening.. - looking and saying the numbers.. - doing the task. - checking. - listening.. - checking. - listening..

(106) e.g. eighteen, thirteen, five, twenty, seven. - Asking individual Ss to come to the front of the class one at a time and write the correct digits underneath the numbers. - modelling - getting Ss to start playing game. - monitoring. - giving feedback. 1’. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - setting to task for Ss to do at home. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Week: 14 Period: 56 Preparing date: Teaching date:. UINT 4: Tidy up ! Lesson: 4  Aim(s): Explaining where things are in a bedroom.. - listening to the rules.. - looking carefully. - taking part in the game. - listening. - taking note.. Người soạn.

(107)  Objective(s): by the end of the lesson, students will be able to explain where things are in a bedroom fluently.  Skill(s): writing, speaking.  Teaching – aids: Extra Practical Classroom Activities: Bingo, p.70 Picture Dictionary- 4 My bedroom and numbers 1-20, Numbers flashcards 35-44, PMB p.14 Extra Writing w/sheet.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: *Arrange * Bingo. II. PRESENTATION: * Review the structure: Yes, I do. No, I don’t. III. PRACTICE:  Activity 1: Picture Dictionary.  Activity 2: Writing Exercise 1 ( from the Extra writing worksheet ). Teacher’s activities - Revising numbers 11- 20. Asking ten Ss to come to the front of the class. - Giving each one a number flashcard and asking them to arrange themselves so they are standing in the correct order from 11 to 20. - monitoring. - Getting Ss to play Bingo again to revise the bedroom words and numbers. - evaluating.. Students’ activities - coming to the front of the class.. - using flashcards to review the structure. - checking concept again.. - looking and listening. - Asking Ss to open their Workbooks to p.70.(Number 4, Food and drinks). - Telling them to look at the pictures and identify the things in a bedroom and review numbers and then tell them to point and say the words. E.g. bed/ cupboard/ …/ eleven/ twelve… - Asking Ss to work in pairs, check their answers. - monitoring. - checking Ss’ task. - evaluating.. - openning their Workbooks to p.70.. - Asking them to look at the pictures, identify the things in a bedroom and numbers and write the correct words to finish the puzzle. - Elicitting the spelling and. - arranging themselves so they are standing in the correct order from 11 to 20. - playing pingo. - listening.. - listening and answering.. - identifying the things in a bedroom and reviewing numbers, saying the words.. - checking their answers in pairs. - checking. - listening. - identifying the things in a bedroom and numbers, finishing the puzzle..

(108) asking some individual Ss to come up and write the words on the board. - Asking the class to say the words. - monitoring. - evaluating.. - writing the words on the board. - saying the words. - listening..  Activity 3: Writing Exercise 2 Key: 1. There’s a football under my bed. 2. There are dolls on my rug. 3. There is a train in my cupboard. 4. There is a teddy on my bed. 8’. 1’. - Asking Ss to look at the picture of a bedroom, complete the sentences with There’s, There are and a preposition to identify the things and their positions. - Getting Ss to work in pairs and compare the answers. - monitoring. - evaluating.. ….., ngày …tháng …năm 20… Duyệt của BGH. - comparing the answers. - listening.. - Asking each S to draw a bedroom with different things. IV. PRODUCTION: - Getting Ss to work in group, Speaking and writing take turns to identify things in extension. E.g. There are two dolls in the bedroom. - monitoring. my bedroom. - Giving feedback.. V. HOMEWORK: Have Ss to do the exercises in W.B.. - completing the sentences with There’s, There are and a preposition.. - setting to task for Ss to do at home.. - drawing a bedroom with different things. - identifying things in the bedroom. - listening. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Week: 15 Period: 57 Preparing date: Teaching date:. UINT 4: Tidy up ! Lesson: 4. Người soạn.

(109)  Aim(s): Phonics - CVC words /i/.  Objective(s): by the end of the lesson, students will be able to pronunce CVC words /i/ fluently.  Skill(s): writing, speaking.  Teaching – aids: Phonics cards 10-12, CD Tracks 41-43.  Procedures: Time 5’. 6’. Contents I. WARM UP:. Teacher’s activities - Reminding Ss the words from the lesson that contained the sound (pen, Ken, and red). - Playing the CD and saying the chant from page 23 to revise the sound /e/. - evaluating.. Students’ activities - trying to remember.. - eliciting-modeling- checking meaning and pronunciation. + picture + picture + explanation. - listening and repeating in chorus and individual. + possible answers.. * checking vocabulary: What and Where. - checking memory.. - trying to remember these words.. III. PRACTICE:  Activity 1: Recording 41. - Playing the first part of the recording for ss to listen and point to the pictures. - Playing the second part of the recording for Ss to repeat the sounds and words in chorus. - Playing the recording all the way through for Ss to point to the words and then repeat them. - evaluating.. - listening and pointing.. - Getting Ss to join in with the chant. - Putting the three cards around the room and Ss point as they say the chant. - monitoring. - evaluating.. - joinning in with the chant. - pointing as they say the chant.. II. PRESENTATION: * Pre- teach vocabulary: o Bin o Fig o Tin. 15’.  Activity 2: Recording 42.  Activity 3: Exercise 3. - saying the chant again. - listening.. - listening and repeating.. - listening, pointing, repeating. - listening .. - listening. - looking carefully.. - Asking Ss to look at the chant again, focus attention.

(110) on the circled i in the middle of big. - Asking Ss to find and circle other examples of i in the middle of words. - monitoring. - evaluating.  Activity 4: Recording 43. 8’. 1’. IV. PRODUCTION: Phonics activity. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - Getting Ss to look at the pictures. Playing the recording for Ss to listen and link the letters to find out what is in the bin. - Playing the recording again for Ss to check their answers. - Monitoring. - checking Ss’ task. - Evaluating.. - finding and circling other examples of i in the middle of words. - listening . - looking at the picture . - listening carefully, finding out what is in the bin. - checking their answers.. - correcting. - listening.. - Writing the words from Exercise 4 on the board: bin, fig, tin . - Asking Ss to work in groups to find more words with e (/i/). The group who can find more words win the game. - Monitoring. - checking Ss’ task. - Giving feedback.. - looking carefully.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - working in groups, finding more words which have the same sounds as the words listed. - checking. - listening.. Người soạn. Week: 15 Period: 58 Preparing date: Teaching date:. UINT 4: Tidy up! Lesson: 4  Aim(s): Phonics – CVC words – /i/.  Objective(s): by the end of the lesson, students will be able to pronunce vowel -i fluently..

(111)  Skill(s): writing, speaking.  Teaching – aids: Phonics cards 10-12, Extra practical classroom activity: Sounds Fun.  Procedures: Time 5’. Contents I. WARM UP:. 6’. II. PRESENTATION: * Review the sound: -i. 15’. III. PRACTICE:  Activity 1: Exercise 1.  Activity 2: Exercise 2 Key: tin, fig, bin.  Activity 3: Exercise 3. Teacher’s activities - Reading out chant A big, big fig. In a big, big tin .Eat the big fig. Put the tin in the bin. - Asking Ss to tap the table when they hear a word with the /i/ sound. They then say the sound and repeat the word - monitoring. - Evaluating.. Students’ activities - listening carefully .. - Asking the Ss to trace the letters in the air and say the sounds as they do so. - getting Ss to repeat the words again.. - tracing the letters in the air and saying the sounds. - repeating the words again.. - Asking Ss to say and write the words: bin, tin; fig, big. - Putting Ss in pairs. Asking them to point and say the words. - monitoring. - checking Ss’ task. - Evaluating.. - saying and writing the words. - working in pairs, pointing and saying the words.. - Asking Ss to do the exercise and write in the missing words to complete the chant. - Getting Ss to compare their work in pairs and join in the chant with the class as a whole. - checking. - Evaluating.. - tapping the table when they hear a word with the /i/ sound.. - listening.. - checking. - listening. - doing the exercise and writing the missing words. - joining in the chant with the class . - checking. - listening. - listening carefully.. - Reminding Ss of the vowel I in ig or in . - Asking Ss to do exercise 3, colour ig red, colour in green and then join. Ss then work in. - colouring ig red, in green and then joinning..

(112) pairs and compare the answers. - monitoring. - Evaluating.  Activity 4: Sounds Fun. - This is a dictation activity. Getting Ss to listen as you read out the words on the second page, and write them in the correct box with the corresponding sound. - asking individual Ss to come up and write the words. - checking Ss’ task. - Evaluating.. - listening. - listening and writing words in the correct box with the corresponding sound. - coming up and writing the words. - checking. - listening. - looking carefully.. 8’. 1’. IV. PRODUCTION: Phonics game. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - Putting the bin and pen phonics cards at different ends of the board. - Reading out the following list of words fig, bed, tin, red, ten, big, Tim, six, leg, net, fish When Ss hear an /i/ sound they point to the bin. When Ss hear an /e/ sound, they point to the pen. - monitoring. - Giving feedback.. - listening and pointing to cards,. - listening. - taking note.. - setting to task for Ss to do at home. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 15 Period: 59 Preparing date: Teaching date:. UINT 4: Tidy up! Lesson: 5  Aim(s): Identifying things in a bedroom.  Objective(s): by the end of the lesson, Ss will be able to identify things in a bedroom fluently.  Skill(s): reading, speaking..

(113)  Teaching – aids: CD Track 44, Extra Practical classroom activity: Crossword pair activity.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - Getting Ss to play What's - listening to the rules. missing? (see page 20) to revise house and bedroom words. - Talking about football with - listening carefully, the class. Ask individual answering to T. children Do you like football? - Monitoring. - Evaluating. - listening. 6’. 15’. II. PRE - READING: * Set the sence:. III. WHILE - READING:  Activity 1: Exercise 1.  Activity2: Recording 44 Check comprehension: e.g. - What's the room in the picture? - How many books are on Jamie's shelf? - What are Jamie's favourite clothes? - What's in the toy box? - How old is Jamie?. - Asking Ss to look at the picture of the bedroom and the photo of the boy. Explaining that the boy's name is Jamie. - Asking them to try to predict what the text is about . Asking: What does Jamie like?. - listening to T.. - Asking Ss to look at the pictures again. Point to the different bedroom objects for Ss to say the words. - Asking Ss to work in pairs. They take turns to point to different bedroom objects and say the words. - Ask How many footballs are there on the rug / blanket / pillow / in the box? - monitoring. - evaluating.. - looking at pictures. - saying the words.. - Explainning that Jamie is writing a letter Junior Magazine describing his bedroom. - Playing the recording for Ss to listen and follow silently in their books. - Playing the recording a second time. Checking comprehension - monitoring. - evaluating.. - listening carefully... - answering to T.  (Jamie is describing his bedroom).  Football.. - pointing to different bedroom objects and saying the words. - answering to T.. - listening.. - listening carefully. - answering to T.. - listening..

(114)  Activity 3: Exercise 3 Key: 1F 2F 3F 4T 5T 6T. 8’. 1’. IV. POST - READING: Crossword pair activity. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - Writing the first sentence on the board. - Saying There are photos on his blanket – Yes or No? (No) Asking Is the sentence true or false? to establish that it is false. - Writing F next to the sentence on the board. Pointing out the example answer in the Class Book. - Asking Ss to read the other sentences and then read the letter again to see whether they are true or false They mark them accordingly. - monitoring. - checking Ss’ task. - Evaluating.. - looking carefully.. - Asking Ss to work in pairs. Try to work out all the things in a bedroom and then write the words. - monitoring. - giving feedback.. - working out all the things in a bedroom and then writing the words.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - listening carefully.. - looking carefully.. - doing exercise.. - checking. - listening.. - listening.. Người soạn. Week: 15 Period: 60 Preparing date: Teaching date:. UINT 4: Tidy up ! Lesson: 5  Aim(s): Identifying things in a bedroom.  Objective(s): by the end of the lesson, Ss will be able to identify things in a bedroom fluently..

(115)  Skill(s): reading, speaking.  Teaching – aids: PMB p.17: Extra Activity Worksheet, CD track 44.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: Memory game. II. PRE - READING: * Review the pattern. I’ve got… III. WHILE - READING:  Activity 1: Exercise 1 Key: - I’ve got a purple pillow and a purple blanket. - I’ve got lots of books on my shelf and lots of clothes in my cupboard..  Activity2: Exercise 2 Key: 1d,2g,3a,4b,5f,6h,7c,8e..  Activity3: Talking about the bedroom.. Teacher’s activities - Asking Ss to close their books. - Asking Ss to make statements about Jamie's room. - Getting Ss to listen to each statement and stand up if the statement is true and sit down if it’s false. Try to find the Ss who can’t follow and start a joke on them. - Monitoring. - Evaluating.. Students’ activities - closing their books.. - pointing to flashcards to review the structure. - checking concept again.. - looking and listening. - Asking Ss read the letter from Lola and identify the things she’s got in her bedroom. - They then work in pairs and compare the answers. - Monitoring. - checking Ss’ task. - evaluating. - reading, identifying the things she’s got in her bedroom .. - Asking Ss to read the letter again and match the answer to each question. - They then work in pairs and compare the answers. - Monitoring. - Checking Ss’ task. - Evaluating.. - reading the letter again and matching the answer to each question. - comparing the answers. - Giving Ss the PMB activity 2 worksheet. - Asking Ss to read the statements carefully and identify the position for each item, then draw the item in. - receiving worksheet.. - making statements about Jamie's room. - listening to the rules.. - listening.. - listening and answering.. - comparing the answers. - correcting. - listening.. - checking. - listening.. - reading the statements carefully, identifying the position, drawing the item in suitable place in a.

(116) suitable place in a bedroom. - Getting Ss to work in pairs, compare the answers. - Monitoring. - Checking Ss’ task. - Evaluating.. bedroom . - working in pairs, comparing the answers.. - Doing a picture dictation with the class using your own picture of a bedroom. - Giving each S a piece of paper. - Describing your picture, asking Ssto draw the things as you describe them. When you have finished, show your picture to the class for Ss to compare it with their drawings. - Getting Ss to play a game. - Monitoring. - Giving feedback.. - listening carefuuly.. - setting to task for Ss to do at home.. - taking note.. - correcting. - listening to T.. 8’ IV. POST - READING: Game e.g. There's a big bed. There's a teddy bear under the bed. There's a rug. There are three books on the rug.. - receiving a piece of paper. - listening to the rules.. - playing a game. - listening.. 1’ V. HOMEWORK: Have Ss to do the exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 16 Period: 61 Preparing date: Teaching date:. UINT 4: Tidy up ! Lesson: 6  Aim(s): explain where things are in a bedroom.  Objective(s): by the end of the lesson, students will be able to explain where things are in a bedroom fluently.  Skill(s): listening, speaking.  Teaching – aids: CD track 45..

(117)  Procedures: Time Contents 5’ I. WARM UP: Play Musical cards. 6’. 15’. II. PRE - LISTENING: * set the scence:. III. WHILE - LISTENING:  Activity 1: Recording 45 Key: 1B 2B 3A 4B 5A 6B.  Activity 2: Exercise 2. Teacher’s activities - Getting Ss to play Musical cards to revise house and bedroom words. - monitoring. - evaluating.. Students’ activities - playing the game.. - Asking what they can remember about Jamie's letter. Encouraging them to describe Jamie's room in as much detail as they can. - Asking What's Jamie's favourite sport? What's in his room? - Asking them to open their books and check. - Pointing out the two pictures, A and B, in Exercise 1. Asking Ss to name as many things in each one as they can.. - describing Jamie's room.. - Telling Ss that they are going to hear a recording of someone describing the things in the two pictures. - Playing the recording the whole way through. Continue playing, pausing after each description for Ss to write A or B. - Playing the recording again for Ss to complete their answers. - monitoring. - checking Ss’ task. - Evaluating.. - listening to the recording.. - Modeling the dialogue. - Asking a pair of Ss to read the dialogue aloud for the class. - Asking Ss to work in pairs; take turns to ask and answer the question to explain where things are in a bedroom. Where are/ is……?. - listening carefully. - listening carefully.. - listening.. - answering to T. - checking. - naming as many things.. - writing A or B.. - completing their answers. - checking. Listening to T.. - asking and answering..  They’re/ It’s ..

(118) - monitoring. - Asking one S to talk before the class. - Evaluating.  Activity 3: Exercise 3. 8’. 1’. IV. POST - LISTENING: Things in my bedroom. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - talking before the class. - listening.. - Elicitting to show the questions mark and the full stop. - Getting Ss to look at the exercise in their books. Allowing time for them to write the question marks and full stops in the boxes. - As they are working, writing the remaining questions on the board. - Go through the answers with the class - Evaluating.. - listening carefully .. - Asking each S to draw a bedroom. - They then work in groups of 4 -6, take turns to explain where things are in their bedroom. - monitoring. - Asking some Ss to explain before the class. - Giving feedback. - drawing a bedroom.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - writinge the question marks and full stops in the boxes. - doing the task. - checking. - listening.. - explaining where things are in their bedroom.. - performing. - listening.. Người soạn. Week: 16 Period: 62 Preparing date: Teaching date:. UINT 4: Tidy up ! Lesson: 6  Aim(s): Identifying things in a bedroom.  Objective(s): by the end of the lesson, students will be able to identify things in a bedroom fluently.  Skill(s): listening, speaking..

(119)  Teaching – aids: PMB p.15: Values worksheet, Extra practical classroom activity: Board game.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: Board game:. II. PRE - LISTENING: * Review the pattern. There’s… There are… 1.The bag is... the table. 2.The books are ... the bag. 3.The pen is... the table. III. WHILE - LISTENING:  Activity 1: Exercise 1.  Activity 2: Exercise 2.  Activity 3: Exercise 3 E.g. There are two books in my bedroom. There is a. Teacher’s activities - Giving each pair of Ss a copy of board game There is/ are…. - Asking them to talk about classroom objects, using the target language. When one of the Ss moves to the Finish. - monitoring. - evaluating.. Students’ activities - working in pairs.. - Revising prepositions on, in, under with the class by writing the following gapped sentences on the board. - Elicitting and encourage Ss to fill in each gap with one suitable preposition. - checking concept again.. - looking and listening.. - Reminding Ss of the question mark and the full stop. - Asking them to read the sentences and underline the question mark and circle the full stop. - monitoring. - checking Ss’ tasks. - evaluating.. - trying to remember.. - Asking Ss to read the sentences, write the capital letters and the question mark or the full stop. - monitoring. - checking Ss’ tasks. - evaluating.. - reading the sentences, writing the capital letters and the question mark or the full stop.. - Asking Ss to circle the things in their bedroom and write how many. - Getting Ss to work in pairs,. - circling the things in their bedroom and writing how many. - talking about the things. - listening to the rules. - playing the game.. - listening.. - listening and answering. - checking.. - reading the sentences, underlining the question mark and circling the full stop. - checking. - listening.. - checking. - listening..

(120) blanket on my bed..  Activity 4: Exercise 4 E.g. There are three teddies on the rug. There is a book on the shelf.. talk about the things they have in their bedroom. - monitoring. - evaluating.. they have in their bedroom. - Asking Ss to draw their bedroom, identify things there. They then write sentences about their bedroom. - monitoring. - evaluating.. - drawing bedroom, identify things there, writing sentences about their bedroom.. - Giving a copy of the Values worksheet to each Ss. - Asking Ask them to look and circle the mess in each room, They then draw a tidy bedroom. - They then work in pairs, identify things in a bedroom and explain where the things are. Encouraging them to explain why they need to keep their room tidy. - monitoring. - getting Ss to do the task. - giving feedback.. - receiving worksheet.. - setting to task for Ss to do at home.. - taking note.. - listening.. - listening.. 8’ IV. POST - LISTENING: Values. - looking and circling the mess in each room, drawing a tidy bedroom. - identifying things in a bedroom and explaining where the things are.. - doing the task. - listening.. 1’ V. HOMEWORK: Have Ss to review the words at home and prepaire for the next lesson. ….., ngày …tháng …năm 20… Duyệt của BGH Week: 16 Period: 63 Preparing date: Teaching date:. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. UINT 5: Action Boy can run! Lesson: 1  Aim(s): Describing what someone can do.  Objective(s): by the end of the lesson, students will be able to describe what someone can do fluently.  Skill(s): listening, speaking..

(121)  Teaching – aids: Verb flashcards 45-50, Story Poster 5, CD tracks 46-48, PMB p. 20_ Extra Activity 1 Worksheet .  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - getting Ss to sing the song - singing the song in Singing Let's go to the to revise animals vocabulary chorus. zoo! song they already know. - Telling Ss that today's story - listening to T. is about things people can or - answering to T. can't do. Talking about abilities with Ss. Asking Can you swim / climb / run quickly? - Evaluating. - listening. 6’ II. PRESENTATION: * Pre – teach vocabulary: - eliciting- modeling- listening and repeating checking meaning and in chorus and individual. pronunciation. + possible answers. o Run + picture + picture o Fly + translation o Walk + translation o Talk + translation o Swim + picture. o Climb * checking vocabulary: - checking memory. - trying to remember. What and where 15’. III. PRACTICE:  Activity 1: Listen, point and repeat..  Activity 2: Listen and chant.. - Asking Ss to look the flashcards of the different actions. - Playing the 1st part of the recording for Ss to listen & point to the appropriate card. - Playing the 2nd part of the recording for Ss to repeat. - Play the recording all the way through for Ss to listen, point and repeat the words. - monitoring. - evaluating.. - looking at the flashcards of the different actions. - listening & pointting to the appropriate picture. - repeating the words. - listening, pointting and repeating the words. - listening to T. - Playing the recording for Ss - listening to the chant. to listen to the chant. - Playing the chant a second - saying the words. time for Ss to say the words. - monitoring. - evaluating. - listening..

(122)  Activity 3: Listen and read.. 8’ IV. PRODUCTION: Extra Activity 1: E. g. Can you swim? Yes, I can. No, I can’t. He / She can’t run fast.. - Using Story poster 5 to present the story. Asking What has Billy got? Encouraging predictions from different members of the class. - Asking Ss to look at the poster, listen to the recording, point to each speech bubble in turn as you hear the text . - Asking comprehension questions, e.g Can Action Boy run / fly / walk / talk? - monitoring. - giving feedback.. - predicting.. - giving Ss a extra worksheet. - Asking Ss to look at the table, write Yes, I can or No, I can’t. - Getting Ss to work in pairs, ask and answer questions to know what someone can or can’t do. Asking them to write the answers down. - monitoring. - giving feedback.. - receiving worksheet.. - looking at the poster, listening, pointting to each speech bubble. - answering.. - listening to T.. - writing Yes, I can or No, I can’t. - ask and answer questions to know what someone can or can’t do.. - listening. 1’ V. HOMEWORK: Have Ss to do the exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 16 Period: 64 Preparing date: Teaching date:. UINT 5: Action Boy can run! Lesson: 1  Aim(s): Identifying actions.  Objective(s): by the end of the lesson, students will be able to identify actions fluently.  Skill(s): listening, speaking ..

(123)  Teaching – aids: Verb flashcards 45- 50.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: Mime. II. PRESENTATION: * Review the words: III. PRACTICE:  Activity 1: Exercise 1.  Activity 2: Exercise 2 Key: 1. Fly 2. Climb 3. Walk 4. Run 5. Talk. 8’. IV. PRODUCTION: Simon says. Teacher’s activities - Decidinge on an action for each word from the chant. - Either Ss can mime the actions at their desks as if they were walking, running etc. or they could use fingers to walk / run along the table, link thumbs and wave hands to fly, and so on. - Getting Ss to do the actions as they say the words. - monitoring. - evaluating.. Students’ activities - listening to T.. - Asking Ss to say the chant again to review action words.. - saying the chant again.. - Asking Ss to look at the pictures carefully, find and circle the words walk, run, climb, talk, swim, fly. - Getting Ss to work in pairs to compare their works. - monitoring. - checking Ss’task. - evaluating.. - looking at the pictures carefully, finding and circling the words walk, run, climb, talk, swim, fly. - comparing their works.. - Asking Ss to look at the pictures from Exercise 1 again. - Getting Ss to identify the actions and write the words for each action. - Asking Ss to practice saying the words in pairs. - monitoring. - checking Ss’ task. - evaluating.. - looking carefully.. - listening to the rules.. - doing actions. - listening.. - correcting. - listening.. - identifying the actions and writing the words for each action. - practicing saying the words in pairs. - correcting. - listening.. - groups work. - Putting Ss in group of five. - Telling them that their group - listening to the rules. is now a ‘hand’ and five of them have to do the same action. - listening to T. - Giving the instructions.

(124) (Simon says) run/ fly /walk/ talk / swim / climb for Ss to mime the actions. If any of the group does a different action, the group must stop the game. - Getting Ss to play the game. - monitoring. - giving feeback. 1’. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - setting to task for Ss to do at home.. - taking part in the game. - listening. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 17 Period: 65 Preparing date: 1/12/2012 Teaching date: 10/12/2012. UINT 5: Action Boy can run! Lesson: 2  Aim(s): Describing what someone can or can’t do.  Objective(s): by the end of the lesson, students will be able to describle what someone can or can’t do fluently.  Skill(s): speaking, listening..

(125)  Teaching – aids: Verbs flashcards 45- 50, Story Poster 5, CD track 48.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: Mime the word !. II. PRESENTATION: * Present pattern: S/he can (fly). S/he can’t (fly). Can she play football? Yes, she can. / No, she can't.. III. PRACTICE:  Activity 1: Exercise 1.  Activity 2: Writing Key: 1 She can't talk. 2 She can run. 3 She can't climb. 4 She can walk. 5 She can swim. 6 She can't fly.. Teacher’s activities - Using verb flashcards to energize the class and revise the vocabulary from the previous lesson. - starting game. - Monitoring. - Evaluating.. Students’ activities - looking carefully.. - using flashcard to present the pattern He can swim. He can't fly. Can he climb? - Asking Ss to look at the pictures in their Class Books and say each sentence. - checking concept: form, use, meaning. - Getting Ss to pay attention to the contraction: “can't”= can+ not.. - present the pattern.. - Asking Ss to turn to the story on page 37 of their Class Books. - Playing the recording, pausing for Ss to repeat. - Dividing the class into groups of three to play the parts of Billy, Uncle, Tim, and Rosy. - Asking Ss to practise acting out the story in groups, then before the class. - monitoring. - evaluating.. - turning to the story on page 37 .. - Showing Ss a doll and tell them that it is 'Action Girl'. - Asking Ss to write three or four gapped sentences on the board, using actions, e.g. She walk / talk / swim. Eliciting the sentences to show what Action Girl can or can’t do. - Writing the words in the. - looking carefully.. - taking part in the game - listening. - repeating. - listening and answering. - focusing carefully.. - repeating. - playing roles.. - practising acting out the story, performing. - listening.. - writing three or four gapped sentences , using actions.. - doing exercise..

(126) gaps. Asking Ss to do Exercise 3 - monitoring. - checking. - evaluating..  Activity 3: Exercises 4. 8’. 1’. IV. PRODUCTION: Grammar Reference. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - listening.. - Asking Ss to sit in pairs, look at the pictures from Ex 3. - Modeling the question and answer with a S in the class. - Asking Ss to work in pairs.They then practice asking and answering about what Action Girl can do.. - monitoring. - checking Ss’task. - evaluating.. - looking at the pictures .. - Asking Ss to open their Class Books to p.75 and do the Unit 5 Grammar activity to practice the target structure further. - monitoring. - checking. - giving feedback.. - doing the Unit 4 Grammar activity to practice the target structure further.. - setting to task for Ss to do at home.. - taking note.. - listening carefully. - working in pairs. - asking and answering.. - performing. - listening.. - checking. - listening.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 17 Period: 66 Preparing date: 1/12/2012 Teaching date: 12/12/2012. UINT 5: Action Boy can run! Lesson: 2  Aim(s): Talking about what someone can or can’t do.  Objective(s): by the end of the lesson, students will be able to talk about what someone can or can’t do fluently.  Skill(s): listening, speaking.  Teaching – aids: Verbs flashcards 45-50..

(127)  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: E. g. Action Boy can run. Action Boy can’t fly. E.g. Can Action Boy walk? Yes, he can.. Teacher’s activities - Asking Ss if they remember Action Boy and what he can or can’t do. - Putting flashcards 45- 50 on the board. - Asking Ss to work in pairs and take turns to use the actions on the board to say what Action Boy can or can't do. - Asking Ss to take turns to ask and answer questions about what Action Boy can do. - monitoring. - evaluating.. Students’ activities - answering to T.. II. PRESENTATION: * Review strucrure: Can s/he…? S/he can… S/he can’t…. - using flashcard to review the pattern. - checking concept again. + form + use + meaning. - looking carefully.. III. PRACTICE:  Activity 1: Exercise 1 Key: 2. can’t, 3. can, 4. can’t, 5. can, 6. can’t. - Asking Ss to look at the pictures and identify if a person or an animal can or can’t do something. - Asking Ss to write can or can’t in the gaps. - Getting Ss to then work in pairs and compare the answers with their partner. - monitoring - evaluating.. - identifying if a person or an animal can or can’t do something.. - Asking Ss to look at the the pictures. - Getting Ss to identify the things someone can or can’t do and answer the questions with Yes, … can or No, … can’t. - Getting Ss to then work in pairs and practice asking and. - looking at the picture.. . Activity 2: Exercise 2. Key: 2. Yes, he can. 3. Yes, she can. 4. No, she can’t 5. Yes, it can. 6. No, it can’t.. - looking carefully. - saying what Action Boy can or can't do.. - asking and answering questions about what Action Boy can do. - listening.. - listening and answering.. - writing can or can’t in the gaps. - working and comparing the answers with their partner. - listening.. - identifying the things someone can or can’t do and answering the questions with Yes, … can or No, … can’t. - practicing asking and answering..

(128) answering. - monitoring. - evaluating. 8’. 1’. IV. PRODUCTION: * Game:. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - listening.. - Giving each S a piece of plain paper. - Asking Ss to quickly draw an action figure or doll. - Getting Ss to work in pairs, ask and answer about what their toy/ character can or can’t do. Ss then take turns to use the actions they’ve learnt to say what their toy / character can or can't do. - checking Ss’task. - Giving feedback.. - receiving a plain paper.. - setting to task for Ss to do at home.. - taking note.. - drawing an action figure or doll. - asking and answering about what their toy/ character can or can’t do. - performing. - listening.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 17 Period: 67 Preparing date: 2/12/2012 Teaching date: 13/12/2012. UINT 5: Action Boy can run! Lesson: 3  Aim(s): Describing what I can do.  Objective(s): by the end of the lesson, students will be able to describle what I can do fluently.  Skill(s): listening, speaking.  Teaching – aids: Number flashcards 45- 53, CD tracks 49- 50, .Extra Practical Classroom Activities: Song work sheet.  Procedures:.

(129) Time 5’. 6’. 15’. Contents I. WARM UP: Freeze!. Teacher’s activities - giving instructions. - getting Ss to start playing the game. - monitoring. - evaluating.. II. PRESENTATION: - eliciting- modeling* Pre –teach vocabulary: checking meaning and o write pronunciation. + mime. o draw o sing - checking memory. * checking vocabulary: ROR * SENTENCE PATTERN : - using flashcard to present the pattern. I can… - checking concept : form,use, meaning III. PRACTICE:  Activity 1: Recording 49. . . Activity 2: Recording 50. Activity 3: Sing and do. Students’ activities - listening to the rules. - playing game. - listening. - listening and repeating in chorus and individual. + possible answers. - trying to remember. - looking carefully. - listening and answering.. - Asking Ss to look at the actions in their Class Books. - Playing the first and second parts of the recording as Ss point to the words. - Playing again for Ss to repeat the words after the audio. - Play the recording all the way through again for Ss to listen and point and then repeat. - monitoring. - evaluating.. - looking at the book.. - Using the song worksheet (without opening the Class Book) where Ss listen and fill in the correct words. - asking Ss to sing along with the CD and then sing together without the CD audio. - monitoring. - checking Ss’task. - evaluating.. - listening and filling in the correct words.. - Asking Ss to look at the pictures and decide together. - deciding together on what the actions should be .. - listening and pointing to the words. - repeating the words after the audio. - listening, pointing and then repeating.. - listening.. - singing along with the CD.. - checking. - listening..

(130) on what the actions should be . - Practising the actions with the class. - Playing the recording for Ss to listen and do their actions. - monitoring. - evaluating. 8’. 1’. IV. PRODUCTION: Compose a song:. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - Practising the actions . - listening and doing their actions - listening.. - Ask children to work in groups of 4 – 6. - Getting Ss to think of different actions they can do and write down the actions as the following lines from the song: I can write … I can draw … I can sing … - Play the song again. - Asking Ss to sing their new version of the song. - monitoring. - giving feedback.. - working in groups of 4 – 6. - think of different actions they can do.. - setting to task for Ss to do at home.. - taking note.. -listening to the song.. - listening.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 17 Period: 68 Preparing date: 2/12/2012 Teaching date: 14/12/2012. UINT 5: Action Boy can run! Lesson: 3  Aim(s): Describing what someone can do.  Objective(s): by the end of the lesson, students will be able to describle what someone can do fluently.  Skill(s): listening, speaking.  Teaching – aids: Verbs flashcards 45- 53,PMB p.18- Extra Writing w/sheet .  Procedures: Time. Contents. Teacher’s activities. Students’ activities.

(131) 5’. I. WARM UP: Recite the song: I can write … I can draw … I can sing …. - Writing the following lines from the song on the board: - Asking Ss to think of different endings for these lines. - Playing the song again. Getting Ss to sing their new version of the song. - evaluating.. - looking carefully. - thinking other endings. - singing their new version of the song. - listening.. 6’. II. PRESENTATION: * Review the words:. - Using flashcards 45-53 to review the verbs. Holding up the cards one at a time and modeling the words for Ss to repeat .. - looking and saying the words.. 15’. III. PRACTICE:  Activity 1: Exercise 1 Key : 1.sing 2. draw 3. write. - Asking Ss to open their workbook at the page 38. - Asking them to look at the pictures and say what each person can do. - They then choose the suitable verb to describe each picture. - Ask them to work in pairs, say the verbs and check them with a friend. - monitoring. - checking Ss’ task. - evaluating.. - openning their workbook at the page 38. - looking at the pictures and say what each person can do. - choosing the suitable verb to describe each picture. - working in pairs, saying the verbs .. - Asking Ss to look at the pictures carefully, identify the actions and finish the cross word puzzle. - Getting they then work in pairs, check the answers and practise asking and answering about what someone can do. - monitoring. - checking Ss’task. - evaluating.. - identifying the actions and finishing the cross word puzzle.. - Asking Ss to prepare a list of actions that they want to know about their friends. - Getting they then ask around to find out what their. - preparing carefully.. Activity 2: Exercise 2: E.g. What can you do? I can swim. Can you fly? No, I can’t. Can a bird fly? Yes, it can.. . 8’. IV. PRODUCTION: Find someone who can E.g. Can you swim, Ann? (Ann says) Yes, I can.. - doing the task. - checking. - listening.. - practising asking and answering about what someone can do. - checking. - listening.. - asking around to find out what their friends can do..

(132) friends can do. - Writing their friend’s name in the list. Asking them to report in front of the class. - getting Ss to start playing game. - monitoring. - giving feedback. 1’. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - setting to task for Ss to do at home.. - writing their friend’s name - listening to the rules. - taking part in the game. - listening. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 18 Period: 71 Preparing date: Teaching date:. UINT 5: Action boy can run! Lesson: 4  Aim(s): Phonics - CVC words /o/  Objective(s): by the end of the lesson, students will be able to pronunce - CVC words /o/ fluently.  Skill(s): writing, speaking.  Teaching – aids: Phonics cards 13- 15, CD Tracks 51- 52.  Procedures: Time 5’. Contents I. WARM UP:. Teacher’s activities - Revising the vowel /i/.. Students’ activities - Revising the vowel /i/..

(133) * Revise. 6’. 15’. II. PRESENTATION: * Pre-teach vocabulary: o Dog o Fox o Log * Checking vocabulary: III. PRACTICE:  Activity 1: Recording 51.  Activity 2: Recording 52.  Activity 3: Exercise 3.  Activity 4: Key: 1 log 2 tin 3 fox 4 big. - Ask Ss to say the chant from page 41 to energize the class and revise the sound /i/. - evaluating.. - saying the chant from page 41 to energize the class and revise the sound /i/. - listening.. - eliciting- modelingchecking meaning and pronunciation. + mime. - checking memory.. - listening and repeating in chorus and individual. + possible answers.. - Playing the first part of the recording for ss to listen and point to the pictures. - Playing the second part of the recording for Ss to repeat the sounds and words in chorus. - Playing the recording all the way through for Ss to point to the words and then repeat them. - evaluating.. - listening and pointing.. - Getting Ss to join in with the chant. - Putting the three cards around the room and Ss point as they say the chant. - monitoring. - evaluating.. - joinning in with the chant. - pointing as they say the chant.. - Asking Ss to look at the chant again, focus attention on the circled o in the middle of dog. - Asking Ss to find and circle other examples of i in the middle of words. - monitoring. - evaluating.. - looking carefully.. - Asking Ss to look at the pictures. - Pointing to each one for Ss to say the word. Making sure they are correctly producing. - looking at the picture .. - trying to remember.. - listening and repeating.. - listening, pointing, repeating. - listening .. - listening.. - finding and circling other examples of i in the middle of words. - listening .. - saying the words..

(134) and differentiating the /o/and the /i/ sounds each time. - Asking Ss to draw lines to match four pair of the rhyming words. - checking Ss’ task. - Evaluating. 8’. IV. PRODUCTION: Phonics activity. 1’. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - drawing lines to match four pair of the rhyming words. - correcting. - listening.. - Writing the words from Exercise 4 on the board: dog, fox, log. - Asking Ss to work in groups to find more words with o (/o/). The group who can find more words win the game. - Monitoring. - checking Ss’ task. - Giving feedback.. - looking carefully.. - setting to task for Ss to do at home.. - taking note.. - working in groups, finding more words which have the same sounds as the words listed. - checking. - listening.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 18 Period: 72 Preparing date: Teaching date:. UINT 5: Action boy can run! Lesson: 4     . Aim(s): Phonics – CVC words – /o/. Objective(s): by the end of the lesson, students will be able to pronunce vowel -o fluently. Skill(s): writing, speaking. Teaching – aids: Phonics cards 10-12, Extra practical classroom activity: Sounds Fun. Procedures:. Time 5’. Contents I. WARM UP:. Teacher’s activities - Asking Ss to join in the. Students’ activities - joining in the chant.

(135) 6’. 15’. II. PRESENTATION: * Review the sound: -i. III. PRACTICE:  Activity 1: Exercise 1 Dog, log, box, fox.  Activity 2: Exercise 2 Key: log, fox, box. chant again. - Getting Ss then think of some actions for the chant. - Playing the chant again. Ss do their actions as they say the words. - monitoring. - Evaluating.. again. - thinking of some actions for the chant. - doing their actions as they say the words.. - Asking the Ss to trace the letters in the air and say the sounds as they do so. - getting Ss to repeat the words again.. - tracing the letters in the air and saying the sounds. - repeating the words again.. - Asking Ss to say and write the words: dog, fox, log, box. - Putting Ss in pairs. Asking them to point and say the words. - monitoring. - checking Ss’ task. - Evaluating.. - saying and writing the words. - working in pairs, pointing and saying the words.. - Asking Ss to do the exercise and write in the missing words to complete the chant. - Getting Ss to compare their work in pairs and join in the chant with the class as a whole. - checking. - Evaluating.. - listening.. - checking. - listening. - doing the exercise and writing the missing words. - joining in the chant with the class . - checking. - listening. - listening carefully..  Activity 3: Exercise 3 Key: 1. Fox/ box 2. Bin/ tin 3. Log/ dog 4. Big. Fig.  Activity 4: Sounds Fun. - Reminding Ss of pairs of the rhythms. - Getting Ss then write the words that rhyme. - Asking Ss to work in pairs and compare the answers. - monitoring. - Evaluating. - This is a dictation activity. Getting Ss to listen as you read out the words on the second page, and write them. - writing the words that rhyme. - working in pairs and comparing the answers - listening. - listening and writing words in the correct box with the corresponding sound..

(136) in the correct box with the corresponding sound. - asking individual Ss to come up and write the words. - checking Ss’ task. - Evaluating.. - coming up and writing the words. - checking. - listening. - listening carefully.. 8’. IV. PRODUCTION: Phonics game. 1’. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - Read out the pairs of words below, pausing between them: box/fig, log/dog, - clapping their hands. bin/box, big/fig, fox/box, log/big, bin/tin. When Ss hear two words that match, they clap their hands. - listening. - monitoring. - Giving feedback. - taking note. - setting to task for Ss to do at home. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 19 Period: 73 Preparing date: Teaching date:. UINT 5: Action boy can run! Lesson: 5  Aim(s): Describing what animals can or can’t do.  Objective(s): by the end of the lesson, Ss will be able to describle what animals can or can’t do fluently.  Skill(s): reading, speaking.  Teaching – aids: Zoo flashcards 11 – 13 and 17- 19, CD track 53, Extra Practical classroom activity: Crossword pair activity  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - Getting Ss to play a game - playing a game of Jump of Jump to revise the words to revise the words for.

(137) 6’. 15’. II. PRE - READING: * Review the structure: It can… It can’t… * Set the sence:. III. WHILE - READING:  Activity 1: Exercise 1. for zoo animals. - Monitoring. - Evaluating.. zoo animals.. - Miming the action to review the structure. - checking concept again.. - looking and answering to T. - answering to T.. - Asking Ss to look at the pictures of the animals and try to predict what the text is about (there are two descriptions of animals). - Asking Do you like tigers / parrots? Encouraging Ss to give reasons for their answers. Ss ask each other questions about animals they like and don't like in pairs.. - predicting what the text is about.. - Asking Ss to look at the pictures again. - Asking What colour is the tiger / parrot? Teach the word stripes. Asking Which animal has got stripes? (the tiger). - Asking Ss to name any other animals they can think of that have (or can have) stripes.. - looking carefully.. - monitoring. - evaluating..  Activity2: Recording 53 Check comprehension: e.g. Has the tiger got stripes? Can it climb trees? Can the parrot sing / write? Does it like meat / fruit and nuts?  Activity 3: Exercise 3. - Playing the recording for Ss to listen and follow silently in their books. - Playing the recording a second time. Checking comprehension - monitoring. - evaluating.. - listening.. - answering to T.. - answering to T.. - naming any other animals they can think of that have (or can have) stripes : e.g. zebras, cats, birds, and snakes - listening to T. - listening carefully. - answering to T.. - listening. - Explaining that you are going to do an exercise to see what the animals can do. - Eliciting for Ss to know that they will put ticks when an animal can or can’t do. - listening carefully. - listening carefully..

(138) something in the right columns. - Asking Ss to read the other statements and then read the text again. They tick the box if the statement is true for that animal. - checking Ss’ task. - Evaluating. 8’. 1’. IV. POST - READING: Crossword pair activity. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - Asking Ss to work in pairs. Try to work out all the verbs and write them down. - They then talk about what Action Boy can or can’t do. - monitoring. - giving feedback. - setting to task for Ss to do at home.. - doing exercise.. - checking. - listening. - working out all the verbs and writing them down. - talking about what Action Boy can or can’t do. - listening. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 19 Period: 74 Preparing date: Teaching date:. UINT 5: Action boy can run! Lesson: 5  Aim(s): Describing animals or what someone can or can’t do.  Objective(s): by the end of the lesson, Ss will be able to describle animals or what someone can or can’t do fluently.  Skill(s): reading, speaking.  Teaching – aids: PMB p.21: Extra Activity Worksheet.  Procedures: Time 5’. Contents I. WARM UP: Memory game. Teacher’s activities - Writing the sentences It's a tiger and It's a parrot on the. Students’ activities - looking carefully..

(139) 6’. 15’. E.g. (Teacher says) It's got stripes.  (Children say) It’s a tiger. Here are more statements: It can talk. (parrot). It's blue, green, red, and yellow. (parrot). It can run. (tiger). It eats meat. (tiger). It can be a pet. (parrot).. board and make statements about these two animals. - Getting Ss to listen to the teacher and chorus It's a tiger if they think the teacher is describing a tiger or It's a parrot if it’s a parrot. - Monitoring. - Evaluating.. II. PRE - READING: * Review the pattern. I’ve got…. - pointing to flashcards to review the structure. - checking concept again.. - looking and listening. - Asking Ss read the description of flamingos and then color the picture. - Asking Ss some comprehension questions. - checking Ss’ task. - evaluating. - reading, colouring the picture.. - Asking Ss to read the description again and complete the statements. - They then work in pairs and compare the answers. - Monitoring. - Checking Ss’ task. - Evaluating.. - reading the description again and complete the statements . - comparing the answers. - Giving Ss the PMB activity 2 worksheet. - Asking Ss to read the statements carefully, look at the picture and find the persons. - Getting Ss to then describe what those persons can or can’t do. - Getting Ss to work in pairs, practice asking and answering. - Monitoring. - Checking Ss’ task. - Evaluating.. - receiving worksheet.. - Dividing the class into. - working in group.. III. WHILE - READING:  Activity 1: Exercise 1 e.g. Can flamingos swim/ fly/stand on one leg?.  Activity2: Exercise 2 Key: 1bird, 2 pink, 3 eyes, 4 long, 5leg, 6white.  Activity3: Describing what someone can or can’t do:. 8’. IV. POST - READING:. - listening carefully.. - listening.. - listening and answering.. - listening ang answering to T. - correcting. - listening.. - checking. - listening.. - reading the statements carefully, looking at the picture and find the persons. - describing what those persons can or can’t do. - working in pairs, comparing the answers. - correcting. - listening to T..

(140) Game. groups of four to six. Giving each child a piece of plain paper and each group a set of coloured pencils. - Telling Ss that they are going to draw a picture of their favourite zoo animal. - Asking some of the Ss to show and describe their animals to the class. - Getting Ss to play a game. - Monitoring. - Giving feedback.. - receiving a piece of paper.. - setting to task for Ss to do at home.. - taking note.. - listening to the rules. - describing their animals. - playing a game. - listening.. 1’ V. HOMEWORK: Have Ss to do the exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 19 Period: 75 Preparing date: Teaching date:. UINT 5: Action boy can run! Lesson: 6  Aim(s): Describing what animals can or can’t do.  Objective(s): by the end of the lesson, students will be able to describe what animals can or can’t do fluently.  Skill(s): listening, speaking.  Teaching – aids: CD track 54, The zoo flashcards 11- 13 and 17 - 19.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - Asking Ss to name as many - naming as many Eg: I'm thinking of an animals as they can. animals as. animal. It lives in a zoo. - Writing the names of the - looking carefully. It's brown / white / little / animals on the board. big, etc. - evaluating. - listening..

(141) 6’. II. PRE - LISTENING: * set the scence:. 15’. III. WHILE - LISTENING:  Activity 1: Recording 54 Key: 1 giraffe 2 lion 3 snake 4 chick 5 monkey.  Activity 2: Exercise 2.  Activity 3: Exercise 3 Key : 1 b 2 d 3 a 4 c. 8’. IV. POST - LISTENING: Guessing game:. - Asking Ss to talk about the tiger and the parrot from the last lesson. - Asking Ss to name the animals on the page 41. Encouraging them to describe the animals and say what they can or can’t do.. - talking about the tiger and the parrot from the last lesson. - naming the animals on the page 41.. - Telling Ss that they are going to hear a recording of people talking about the animals in the pictures. They will number the animals in the order they hear them mentioned. - Playing the recording the whole way through. Continue playing, pausing after each description for Ss to number. - Playing the recording again for Ss to complete their answers. - checking Ss’ task. - Evaluating.. - listening.. - Eliciting the speech bubbles. - Modeling correct intonation for the class. - Asking Ss to work in pairs. They take turns to ask and answer similar questions about the animals in Exercise 1. - Evaluating.. - listening carefully. - listening carefully.. - Copying the example onto the board. Elicit the contraction can't = can not. - Asking Ss to match the sentences with contractions to the ones with full forms. - checking Ss’ task. - Evaluating.. - looking carefully .. - Asking Ss to sit in groups of 4 -6.. - sitting in group.. - numbering the animals in the order they hear them mentioned.. - checking. - listening to T.. - asking and answering.. - listening.. - matching the sentences with contractions to the ones with full forms. - checking. - listening..

(142) E.g. - It’s got four legs. It can run. It’s brown and big. - Is it a lion? - Yes, it is.. 1’. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - Asking one S to describes an animal for the others to guess what it is. - Asking some of the groups to talk before the class. - Giving feedback. - describing an animal for the others to guess what it is. - performing.. - setting to task for Ss to do at home.. - taking note.. - listening.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 19 Period: 76 Preparing date: Teaching date:. UINT 5: Action boy can run! Lesson: 6  Aim(s): Describing what animals or someone can or can’t do.  Objective(s): by the end of the lesson, students will be able to describe what animals or someone can or can’t do fluently.  Skill(s): listening, speaking.  Teaching – aids: The zoo flashcards 11- 13 and 17 – 19, Extra practical classroom activity: Spelling quiz.  Procedures: Time 5’. Contents I. WARM UP: Spelling Quiz. Teacher’s activities - By putting pupils in teams. - Talking about the words. Students’ activities - working in teams. - listening to the rules..

(143) and how to spell them in English. Nominate a ‘secretary’ in each group who will actually write the words, although make it clear that all members in the team are responsible for helping to spell the words. - Reading all the words out (on the second page) one by one and afterwards teams can correct each others, and you can elicit the spelling from the entire class. - evaluating. 6’. 15’. - playing the game.. - listening.. II. PRE - LISTENING: * Review the pattern. It can… It can’t… I can… I can’t…. - using flashcard to review the pattern again. - checking concept again.. - looking and listening.. III. WHILE - LISTENING:  Activity 1: Exercise 1. - Reminding Ss of the contraction can’t. - Asking Ss to circle the n’t in these sentences. - checking Ss’ tasks. - evaluating.. - trying to remember.. - Asking Ss to read the sentences in exercise 1 carefully and rewrite them in full form. - monitoring. - checking Ss’ tasks. - evaluating.. - reading the sentences in exercise 1 carefully and rewriting them in full form.. - Asking Ss to read the verbs and circle what they can do and underline what they can’t do. - monitoring. - evaluating.. - reading the verbs and circling what they can do and underlining what they can’t do..  Activity 2: Exercise 2 1 A giraffe cannot swim. 2 A monkey cannot fly. 3 A snake cannot run. 4 A dog cannot talk.  Activity 3: Exercise 3.  Activity 4: - Asking Ss to draw what Exercise 4 E.g. I can swim. I can ride a they can or can’t do. - Getting Ss to write bike. I can’t fly. sentences about. - listening and answering.. - circle the n’t in these sentences. - checking. - listening.. - checking. - listening.. - listening. - drawing what they can or can’t do. - writing sentences about themselves..

(144) themselves. - Asking Ss to work in pairs. Talk about themselves. - evaluating. 8’. IV. POST - LISTENING: What’s the animal?. - Talking about themselves. - listening.. - Asking four Ss to come to the front of the class. - Giving each S a different zoo flashcard but tell them to keep it hidden. - Asking the first S to describe their animal to the class. - Inviting questions or guesses from individual Ss, until the animal has been identified. - giving feedback.. - coming to the front of the class. - receiving flashcard.. - setting to task for Ss to do at home.. - taking note.. - describing their animal to the class. - guessing the animal.. - listening.. 1’. V. HOMEWORK: Have Ss to review the words at home and prepaire for the next lesson. ….., ngày …tháng …năm 20… Duyệt của BGH. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 20 Period: 77 Preparing date: Teaching date:. UINT 5: Action boy can run! Lesson: 6  Aim(s): Identifying healthy activities.  Objective(s): by the end of the lesson, students will be able to describe what animals or someone can or can’t do fluently.  Skill(s): writing, speaking.  Teaching – aids: PMB p.19: Values w/sheet,Verbs flashcards 45- 53, Extra practical classroom activity: Board game.  Procedures: Time 5’. Contents I. WARM UP: Board game. Teacher’s activities - Giving each pair of Ss a copy of board game Can you…?. - Asking them to talk about. Students’ activities - receiving the copy of board game. - listening to the rules..

(145) feelings, using the target language. When one of the Ss move to the Finish. The game is over - Getting Ss to play the game. - evaluating.. - playing the game. - listening.. 6’. 15’. II. PRE - LISTENING: * Review the pattern. I can… I can’t…. - using flashcard to review the pattern again. - checking concept again.. - looking and listening.. III. WHILE - LISTENING:  Activity 1: Exercise 1 Find the healthy activities. - Giving a copy of the Values worksheet (PMB p. 19) to each S. - Asking them to look at the pictures from Exercise 1 carefully, find the healthy activities and color them. - Getting Ss to discuss about the healthy activities. Encouraging Ss to state a reason why the activity is healthy or not. - Asking some Ss to talk before the class. - evaluating.. - receiving a copy.. - Asking Ss to think of the healthy activities from Exercise 1. - Getting Ss to decide on the healthy activities for their weekend. - Asking Ss to draw a picture about their weekend activities. - Asking Ss to show their picture for the class and talk about their activities. - evaluating.. - thinking of the healthy activities from Exercise 1.. - Asking Ss to work in groups of 4 – 6. - In turns, getting Ss to suggest the activities for their weekend. If the. - working in groups..  Activity 2: Exercise 2 My healthy weekend. - listening and answering.. - looking at the pictures, finding the healthy activities and coloring them. - discussing about the healthy activities.. - talking before the class. - listening.. - deciding on the healthy activities for their weekend. - drawing a picture about their weekend activities. - showing their picture for the class and talk about their activities. - listening.. 8’ IV. POST - LISTENING: Game: Yeah or Oops! E.g. - At weekend, I can swim. – Yeah! ; - At weekend, I can play. - listening to the game..

(146) computer games. – Oops!. suggested activity is healthy, other Ss say: Yeah! If not, they’ll say Oops - Asking some of the Ss to come before the class, suggest the activities for the whole class to say Yeah! Or Oops! - giving feedback.. - performing.. - listening.. 1’ V. HOMEWORK: Have Ss to review the words at home and prepaire for the next lesson. ….., ngày …tháng …năm 20… Duyệt của BGH. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 20 Period: 78 Preparing date: Teaching date:. UINT 6: Our new things! Lesson: 1  Aim(s): Identifying classroom objects.  Objective(s): by the end of the lesson, students will be able to identify classroom objects fluently.  Skill(s): listening, speaking.  Teaching – aids: School things flashcards 54-59, Story Poster 6, CD tracks 55-57, PMB p. 24_ Extra Activity 1 Worksheet.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - getting Ss to sing the song - singing the song in Singing the song from Unit 5. chorus. - Ask Ss if they remember - answering to T. Billy, Rosy or Tim. - Evaluating. - listening..

(147) 6’. II. PRESENTATION: * Pre – teach vocabulary: o Classroom o Table o Computer o Peg o Board * checking vocabulary: What and where. 15’. III. PRACTICE:  Activity 1: Recording 55 Listen, point and repeat.. Activity 2: Recording 56 Listen and chant.. .  Activity 3: Listen and read.. - eliciting- modelingchecking meaning and pronunciation. + picture + picture + translation + translation. - listening and repeating in chorus and individual. + possible answers.. - checking memory.. - trying to remember.. - Asking Ss to look the flashcards of the different school things. - Playing the 1st part of the recording for Ss to listen & point to the appropriate picture. - Playing the 2nd part of the recording for Ss to repeat. - Play the recording all the way through for Ss to listen, point and repeat the words. - monitoring. - evaluating.. - looking at the flashcards of the different school things. - listening & pointting to the appropriate picture. - repeating the words. - listening, pointting and repeating the words. - listening to T. - Playing the recording for Ss - listening to the chant. to listen to the chant. - Playing the chant a second - saying the words. time for Ss to say the words. - monitoring. - evaluating. - listening. - Using Story poster 6 to present the story. - Encouraging predictions about the story from different members of the class. - Playing the recording for them to listen and point to the speech bubbles in their Class Books. - Checking comprehension, e.g. What’s in the new classroom? Do the children like their new things? Has Rosy got a new teddy? - monitoring. - giving feedback.. - looking at the poster. - predicting. - listening, pointting to each speech bubble. - answering.. - listening to T..

(148) 8’ IV. PRODUCTION: Extra Activity 1:. - Putting Ss in pairs. - Giving each pair a copy of S A and one of S B from PMB. - Asking them to read, draw and colour. - Getting S A talk to S B and S B has to listen to A, draw and colour. - monitoring. - giving feedback.. - sitting in pairs. - receiving worksheet. - reading, drawing and colouring. - listening to the instructions. - listening.. 1’. - setting to task for Ss to do at home.. V. HOMEWORK: Have Ss to do the exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - taking note.. Người soạn. Week: 20 Period: 79 Preparing date: Teaching date:. UINT 6: Our new things! Lesson: 1  Aim(s): Identifying classroom objects.  Objective(s): by the end of the lesson, students will be able to identify classroom objects fluently.  Skill(s): listening, speaking .  Teaching – aids: School things flashcards 54- 59.  Procedures: Time 5’. Contents I. WARM UP: Memory game. Teacher’s activities - Asking ss to close their Class Books and then ask them to recall the things in Rosy and Tim's new classroom. - Writing the words on the. Students’ activities - recalling the things in Rosy and Tim's new classroom. - looking carefully..

(149) board as Ss name them. - Allowing Ss to look at the story in their Class Books again to see if they remembered everything. - Putting the flashcards in different places around the room. - Playing the recording. Ss point to the flashcards as they hear the words, then repeat the words.. - looking carefully.. - listening and pointing to the flashcards .. - saying the chant again.. 6’. II. PRESENTATION: * Resent the parrten: There is…/ There are….. - Teaching Look at this…. - listening carefully. - Writing sentences 2 and 3 - listening and repeating from Exercise 2 on the board. in chorus. Elicit to teach There is…/ There are….. 15’. III. PRACTICE:  Activity 1: Exercise 1 Key: 1 classroom, 2 table, 3 peg, 4 computer, 5 pencil case, 6 board. - Asking Ss to look at the pictures carefully, identify the things in the pictures, find and circle the words. - Getting Ss to work in pairs to compare their works. - monitoring. - checking Ss’task. - evaluating.. - looking at the pictures carefully, identifying the things in the pictures, finding and circling words. - comparing their works..  Activity 2: Exercise 2 Key: 1 classroom, 2 table, 3 peg, 4 computer, 5 pencil case, 6 board. - Asking Ss to look at the pictures from Exercise 1 again. - Getting Ss to identify the new school things and write the words to complete each sentence. - Asking Ss to practice saying the words in pairs. - monitoring. - checking Ss’ task. - evaluating.. - looking carefully.. - Asking Ss to sit in pairs, talk about the school things they have. - monitoring. - checking Ss’ task. - evaluating.. - talking about the school things they have..  Activity 3: Writing E.g: There is a new pencil case. There are two new pens.. - correcting. - listening.. - identifying the new school things and writing the words to complete each sentence. - practicing saying the words in pairs. - correcting. - listening.. - performing. - listening..

(150) 8’. 1’. IV. PRODUCTION: What are there in our classroom? E.g. There is a new white board. There are twentyfour chairs.. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - Putting Ss in group of 4- 6. - Asking them to identify and talk about (new) school things in their classroom. In 3 minutes, the group which can identify more school things wins the game. This group will talk before the class. Other groups listen and can identify any other school things if they can. - Getting Ss to play the game. - monitoring. - giving feeback.. - groups work. - listening to the rules. - listening to T.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - taking part in the game. - listening.. Người soạn. Week: 20 Period: 80 Preparing date: Teaching date:. UINT 6: Our new things Lesson: 2  Aim(s): Identifying classroom objects.  Objective(s): by the end of the lesson, students will be able to identify classroom objects fluently.  Skill(s): speaking, listening.  Teaching – aids: School things flashcards 54- 59, Story Poster 6, CD track 57.  Procedures: Time 5’. Contents I. WARM UP: Word chain !. Teacher’s activities - Using flashcards to energize the class and revise the vocabulary from the previous lesson. - starting game. - Asking Ss if they can remember what happened in the story in the previous. Students’ activities - looking carefully.. - taking part in the game - remembering what happened in the story..

(151) lesson. - Showing Story poster 6 to encourage ideas. asking Ss which school things appeared in the story. - Monitoring. - Evaluating. 6’. 15’. - answering to T.. - listening. II. PRESENTATION: * Present pattern: Those are…; These are…. That is…; This is.... - using flashcard to present the pattern . - checking concept: form, use, meaning.. - present the pattern.. III. PRACTICE:  Activity 1: Exercise 1. - Asking Ss to turn to the story on page 43 of their Class Books. - Playing the recording, pausing for Ss to repeat. - Dividing the class into groups of three to play the parts of Rosy, Tim, and Miss Jones. - Asking Ss to practise acting out the story in groups, then before the class. - monitoring. - evaluating.. - turning to the story on page 43 .. - Asking the class to look at the pictures. - Getting Ss to identify the school things in each one and write the missing words. - monitoring. - checking. - evaluating.. - looking carefully.. - Asking Ss to sit in pairs. - Getting Ss to take turns to make sentences using the structures these/ those/ this and that with the words in the word pool. - monitoring. - Asking Ss to talk before the class. - evaluating.. - sitting in pairs. - making sentences using the structures..  Activity 2: Writing Key: 1 Those are bags. 2 This is a ruler. 3 These are pencils. 4 That is a computer..  Activity 3: Exercises 4. - listening and answering.. - repeating. - playing roles.. - practising acting out the story, performing. - listening.. - identifying the school things , writing the missing words. - doing exercise. - correcting. - listening.. - performing. - listening..

(152) 8’. 1’. IV. PRODUCTION: Grammar Reference. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - Asking Ss to open their Class Books to p.75 and do the Unit 6 Grammar activity to practice the target structure further. - monitoring. - checking. - giving feedback.. - doing the Unit 6 Grammar activity to practice the target structure further.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - checking. - listening.. Người soạn. Week: 21 Period: 81 Preparing date: Teaching date:. UINT 6: Our new things! Lesson: 2  Aim(s): Identifying classroom objects.  Objective(s): by the end of the lesson, students will be able to talk identifying classroom objects fluently.  Skill(s): listening, speaking.  Teaching – aids: School things flashcards 54-50.  Procedures: Time 5’. Contents I. WARM UP:. Teacher’s activities - Putting the school things flashcards on the board. - Asking Ss to identify the school things around the classroom and make sentences about them, using this/ that/ these/ those. Encouraging them to make. Students’ activities - looking carefully. - identifying the school things around the classroom and making sentences about them, using this/ that/ these/ those..

(153) as many sentences as possible in a short time. - monitoring. - evaluating. 6’. 15’. II. PRESENTATION: * Review strucrure: This is… That is… Those are… These are… III. PRACTICE:  Activity 1: Exercise 1 Key: 1d, 2c, 3b, 4a. . Activity 2: Exercise 2. Key: This/ That is…. These/ Those are….  Activity 3: Exercise 3 Key: 2 Those are pegs. 3 This is a computer. 4. That is a board.. 8’. IV. PRODUCTION: * Game:. - listening.. - using flashcard to review the pattern. - checking concept again. + form + use + meaning. - looking carefully.. - Asking Ss to look at the pictures and identify if the things are close to or far away from the person. - Asking them to match the word to the appropriate picture. - Getting Ss to then work in pairs and compare the answers with their partner. - monitoring - evaluating.. - identifying if the things are close to or far away from the person.. - Asking Ss to match this/ that/ these/ those with suitable verb form is/ are. - Getting Ss to then work in pairs and compare the answers with their partner. - monitoring. - evaluating.. - matching this/ that/ these/ those with suitable verb form is/ are. - practicing asking and answering.. - Asking Ss to loot at the pictures carefully, identify if the things are close to or far away and fill in the gaps with This/ That is…. These/ Those are… - Asking some Ss to write the sentences on the board. - monitoring. - checking Ss’ task. - evaluating.. - identifying if the things are close to or far away and filling in the gaps with This/ That is…. These/ Those are…. - Asking Ss to sit in group of 4 – 6.. - sitting in group.. - listening and answering.. - matching the word to the appropriate picture. - working and comparing the answers with their partner. - listening.. - listening.. - writing the sentences on the board. - correcting - listening..

(154) 1’ V. HOMEWORK: Have Ss to do the exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH. - Getting Ss then to identify school things around the classroom and make sentences about them, using this/ that/ these/ those. The group which can make more sentences wins the game. - getting Ss to play a game. - checking Ss’task. - Giving feedback.. - identifying school things around the classroom and making sentences .. - setting to task for Ss to do at home.. - taking note.. - playing game. - performing. - listening.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 21 Period: 82 Preparing date: Teaching date:. UINT 6: Our new things! Lesson: 3  Aim(s): Identifying classroom objects.  Objective(s): by the end of the lesson, students will be able to identify classroom objects fluently.  Skill(s): listening, speaking.  Teaching – aids: School things flashcards 54- 63, CD tracks 58- 59, Extra Practical Classroom Activities: Song work sheet.  Procedures: Time 5’. Contents I. WARM UP: What's the picture?. Teacher’s activities - Playing a game to energize the class and practise the vocabulary that Ss have learnt so far in the unit. - getting Ss to start playing the game. - monitoring. - evaluating.. Students’ activities - listening to the rules.. - playing game. - listening..

(155) 6’. II. PRESENTATION: * Pre –teach vocabulary: o poster o picture o drawer o cupboard * checking vocabulary: ROR * SENTENCE PATTERN : I can…. 15’ III. PRACTICE:  Activity 1: Recording 58. . . Activity 2: Recording 59. Activity 3: Sing and do. - eliciting- modelingchecking meaning and pronunciation. + picture + picture + picture + picture. - listening and repeating in chorus and individual. + possible answers.. - checking memory.. - trying to remember.. - using flashcard to present the pattern. - checking concept : form,use, meaning. - looking carefully.. - Asking Ss to look at the pictures in their Class Books. - Playing the first and second parts of the recording as Ss point to the words. - Playing again for Ss to repeat the words after the audio. - Play the recording all the way through again for Ss to listen and point and then repeat. - monitoring. - evaluating.. - looking at the book.. - Using the song worksheet (without opening the Class Book) where Ss listen and fill in the correct words. - asking Ss to sing along with the CD and then sing together without the CD audio. - monitoring. - checking Ss’task. - evaluating.. - listening and filling in the correct words.. - Asking Ss to look at the pictures and decide together on what the actions should be . - Practising the actions with the class. - Playing the recording for Ss. - deciding together on what the actions should be .. - listening and answering.. - listening and pointing to the words. - repeating the words after the audio. - listening, pointing and then repeating.. - listening.. - singing along with the CD.. - checking. - listening.. - Practising the actions . - listening and doing their.

(156) 8’. IV. PRODUCTION: A long sentence. to listen and do their actions. - monitoring. - evaluating.. actions. - Asking a S What's in the classroom? - Choosing another S and repeat the question. He / She should repeat the first answer and add another object. - Getting Ss to continue until all the objects have been named. - monitoring. - giving feedback.. - listening carefully, answering:e.g. A computer - repeating the first answer and adding another object. e.g. A computer and a board.. - listening.. - playing the game.. - listening. 1’. V. HOMEWORK: Have Ss to do the exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 21 Period: 83 Preparing date: Teaching date:. UINT 6: Our new things! Lesson: 3  Aim(s): Identifying classroom objects.  Objective(s): by the end of the lesson, students will be able to identify classroom objectsfluently.  Skill(s): listening, speaking.  Teaching – aids: School things flashcards 54- 63.  Procedures: Time 5’. 6’. Contents I. WARM UP: What’s in the classroom?. II. PRESENTATION: * Review the words:. Teacher’s activities - Asking Ss the question What’s in the classroom? Encourage them to answer the question with This/ That is…These/ Those are… and use the school things that the flashcards show. - evaluating.. Students’ activities - listening to T and answering.. - Using flashcards to review the words. Holding up the. - looking and saying the words.. - listening..

(157) cards one at a time and modeling the words for Ss to repeat . 15’. III. PRACTICE:  Activity 1: Exercise 1 Key : cupboard, picture, poster, drawers. . Activity 2: Exercise 2:. Key: 1 picture, 2 pencil case, 3 computer, 4 chair, 5 ruler, 6 drawers, 7 pegs, 8 books, 9 board, 10 cupboard, 11 poster. 8’. IV. PRODUCTION: Word chain e.g. classroom, table, computer, peg, pencil case, board/ poster, picture, drawers, cupboard. .. - Asking Ss to open their workbook at the page 44. - Asking them to look at the pictures find and circle the words. - Ask them to work in pairs, say the words and check them with a friend. - monitoring. - checking Ss’ task. - evaluating.. - openning their workbook at the page 44. - looking at the pictures finding and circling the words. - working in pairs, saying the verbs .. - Asking Ss to look at the pictures carefully, read the school things words in the word pool. - Asking Ss to identify the school things and write the word to finish the cross word puzzle. - monitoring. - checking Ss’task. - evaluating.. - reading the school things words in the word pool.. - Placing flashcards 54- 59 and 60- 63 on the board in one of the given sequences, - Pointing to a S. He / She says the first word in the sequence, i.e. classroom. Point to another S. He or she says the next word in the sequence, i.e. table. Continue with each S saying the next word in the sequence, returning to the beginning when necessary. - getting Ss to start playing game. - monitoring. - giving feedback.. - looking carefully.. - doing the task. - checking. - listening.. - identifying the school things and writing the word to finish the cross word puzzle. - checking. - listening.. - listening to the rules.. - taking part in the game. - listening.. 1’ V. HOMEWORK: Have Ss to do the exercises in W.B.. - setting to task for Ss to do at - taking note. home..

(158) ….., ngày …tháng …năm 20… Duyệt của BGH. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 21 Period: 84 Preparing date: Teaching date:. UINT 6: Our new things ! Lesson: 3  Aim(s): Identifying classroom objects.  Objective(s): by the end of the lesson, students will be able to identify classroom objectsfluently.  Skill(s): listening, speaking.  Teaching – aids: Extra Practical Classroom Activities: Bingo, School things flashcards 5463, PMB p.22 Extra Writing w/sheet.  Procedures: Time 5’. 6’. Contents I. WARM UP: Bingo. II. PRESENTATION: * Review the words:. Teacher’s activities - Giving instructions. - Getting Ss to play the game. - monitoring. - evaluating.. Students’ activities - listening to T. - playing the game.. - Using flashcards to review the words. Holding up the cards one at a time and modeling the words for Ss to repeat .. - looking and saying the words.. - listening..

(159) 15’. III. PRACTICE:  Activity 1: Exercise 1 Picture Dictionary: E.g. board, classroom, computer, cupboard, drawers….. . Activity 2: Writing Exercise 1. Key: 1 table, 2 drawers, 3 peg, 4 pencil case.  Activity 3: Writing Exercise 2: Key: 1b That, 2e This, 3a These, 4c This, 5d Those. 8’. IV. PRODUCTION: Speaking and writing extension: E.g. These are new chairs.. - Ask Ss to open their Workbooks to p.71 (Number 6, School things). - Telling them to look at the pictures and identify the school things and then tell them to point and say the words. - monitoring. - checking Ss’ task. - evaluating. - Getting Ss to do the exercise 1 from the Extra writing worksheet. - Asking them to look at the pictures, write the words and color the pictures. - Asking some individual Ss to come up and write the words on the board.. - Ask the class to say the words. - monitoring. - checking Ss’task. - evaluating. - Asking Ss to look at the pictures, identify if the things are close to or far away from the person. - Getting Ss to complete the sentences with This/ That is, These/ Those are and match each picture to the suitable sentence . - Asking Ss to work in pairs and compare the answers. - checking Ss’task. - evaluating. - Asking each S to draw a classroom with different school things. - Getting Ss to then work in group, take turns to identify school things or classroom. - openning their workbook at the page 71. - looking at the pictures ientifying the school things and then tell them to point and say the words. - doing the task. - checking. - listening. - doing the exercise 1 from the Extra writing worksheet. - writing the words and coloring the pictures. - coming up and writing the words on the board - saying the words. - checking. - listening. - looking at the pictures, identifying far or close. - completing the sentences.. - working in pairs. - correcting. - listening. - drawing a classroom with different school things. - identifying school things or classroom objects. - taking part in the game..

(160) objects. - getting Ss to start playing game. - monitoring. - giving feedback. 1’. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - listening. - taking note.. - setting to task for Ss to do at home.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 22 Period: 85 Preparing date: Teaching date:. UINT 6: Our new things! Lesson: 4  Aim(s): Phonics - CVC words /u /  Objective(s): by the end of the lesson, students will be able to pronunce - CVC words /u/ fluently.  Skill(s): writing, speaking.  Teaching – aids: Phonics cards 48-50, CD Tracks 60-62.  Procedures: Time 5’. 6’. Contents I. WARM UP: * Revise. II. PRESENTATION: * Pre-teach vocabulary: o Rug o Jug. Teacher’s activities - Revising the vowel /o/. - Ask Ss to say the chant from page 41 to energize the class and revise the sound /o/. - evaluating.. Students’ activities - Revising the vowel /o/. - saying the chant from page 41 to energize the class and revise the sound /o/. - listening.. - eliciting- modelingchecking meaning and pronunciation. + translation. + translation.. - listening and repeating in chorus and individual. + possible answers..

(161) 15’. o sum * Checking vocabulary:. + translation. - checking memory.. III. PRACTICE:  Activity 1: Recording 60. - Playing the first part of the recording for ss to listen and point to the pictures. - Playing the second part of the recording for Ss to repeat the sounds and words in chorus. - Playing the recording all the way through for Ss to point to the words and then repeat them. - evaluating.. - listening and pointing.. - Getting Ss to join in with the chant. - Putting the three cards around the room and Ss point as they say the chant. - monitoring. - evaluating.. - joinning in with the chant. - pointing as they say the chant.. - Asking Ss to look at the chant again, focus attention on the circled u in the middle of rug. - Asking Ss to find and circle other examples of i in the middle of words. - monitoring. - evaluating.. - looking carefully.. - Asking Ss to look at the pictures. - Pointing to each one for Ss to say the word. Making sure they are correctly producing and differentiating the /o/and the /i/, /u/ sounds each time. - Asking Ss to listen to the sounds and join the letters. - checking Ss’ task. - Evaluating.. - looking at the picture .. - Writing the words on the board: rug, dog, tin.. - looking carefully..  Activity 2: Recording 61.  Activity 3: Exercise 3.  Activity 4:. 8’. IV. PRODUCTION: Phonics activity. - trying to remember.. - listening and repeating.. - listening, pointing, repeating. - listening .. - listening.. - finding and circling other examples of i in the middle of words. - listening .. - saying the words.. - listenning to the sounds and joining the letters . - correcting. - listening..

(162) 1’. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - Asking Ss to work in groups to find more words with o, I and u. The group who can find more words win the game. - Monitoring. - checking Ss’ task. - Giving feedback.. - working in groups, finding more words which have the same sounds as the words listed.. - setting to task for Ss to do at home.. - taking note.. - checking. - listening.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 22 Period: 86 Preparing date: Teaching date:. UINT 6: Our new things! Lesson: 4     . Aim(s): Phonics – CVC words – /u/. Objective(s): by the end of the lesson, students will be able to pronunce vowel -u fluently. Skill(s): writing, speaking. Teaching – aids: Phonics cards 48-50, Extra practical classroom activity: Sounds Fun. Procedures:. Time 5’. 6’. Contents I. WARM UP:. II. PRESENTATION: * Review the sound: -u. Teacher’s activities - Asking Ss to join in the chant again. - Getting Ss then think of some actions for the chant. - Playing the chant again. Ss do their actions as they say the words. - monitoring. - Evaluating.. Students’ activities - joining in the chant again. - thinking of some actions for the chant. - doing their actions as they say the words.. - Asking the Ss to trace the letters in the air and say the. - tracing the letters in the air and saying the. - listening..

(163) 15’. III. PRACTICE:  Activity 1: Exercise 1 Rug, jug; mum, sum.  Activity 2: Exercise 2 Key: Rug, jug; mum, sum. sounds as they do so. - getting Ss to repeat the words again.. sounds. - repeating the words again.. - Asking Ss to say and write the words. - Putting Ss in pairs. Asking them to point and say the words. - monitoring. - checking Ss’ task. - Evaluating.. - saying and writing the words. - working in pairs, pointing and saying the words.. - Asking Ss to do the exercise and write in the missing words to complete the chant. - Getting Ss to compare their work in pairs and join in the chant with the class as a whole. - checking. - Evaluating.. - checking. - listening. - doing the exercise and writing the missing words. - joining in the chant with the class . - checking. - listening. - listening carefully..  Activity 3: Exercise 3 Key: 1 mum/ sum, 2 fox/ box, 3 rug/ jug, 4 4 dog/ log. - Reminding Ss of pairs of the rhythms. - Getting Ss then write the words that rhyme. - Asking Ss to work in pairs and compare the answers. - monitoring. - Evaluating..  Activity 4: Sounds Fun. - This is a dictation activity. Getting Ss to listen as you read out the words on the second page, and write them in the correct box with the corresponding sound. - asking individual Ss to come up and write the words. - checking Ss’ task. - Evaluating.. - writing the words that rhyme. - working in pairs and comparing the answers - listening. - listening and writing words in the correct box with the corresponding sound. - coming up and writing the words. - checking. - listening. - listening carefully.. 8’. IV. PRODUCTION: Phonics game. - Read out the pairs of words below, pausing between them:box/fig, log/dog, mum/ sum, bin/box, big/fig, fox/box,. - clapping their hands..

(164) 1’. log/big, bin/tin, jug/ rug. When Ss hear two words that match, they clap their hands. - monitoring. - listening. - Giving feedback. - taking note. - setting to task for Ss to do at home.. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 22 Period: 87 Preparing date: Teaching date:. UINT 6: Our new things! Lesson: 5 Aim(s): Describing my school. Objective(s): by the end of the lesson, Ss will be able to describe my school fluently. Skill(s): reading, speaking. Teaching – aids: CD track 59 & 63, Extra Practical classroom activity: Crossword pair activity.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - Asking different Ss to tell - telling something about e.g. There are posters. you something about their their classroom. There’s a computer. classroom. Encourage as many comments as possible. - Getting Ss to sing What’s in - singing the song. the classroom?again . - Monitoring. - Evaluating. - listening.    . 6’. II. PRE - READING: * Review the structure: It can… It can’t… * Set the sence:. - Miming the action to review the structure. - checking concept again.. - looking and answering to T. - answering to T.. - Pointing to the picture of the - listening careflly..

(165) e.g. There are boys and girls in the class.. 15’. III. WHILE - READING:  Activity 1: Exercise 1 e.g: (tables, classroom, chairs, board, pictures, posters, drawers, windows, book, pupils).  Activity2: Recording 63 e.g. What school does Peter go to? What’s in the classroom? What else is in the school.  Activity 3: Exercise 3 Key: 1 upstairs, 2 3C, 3 14, 4 Mrs. Cooper, 5 pictures, 6 Yes, there is.. 8’. IV. POST - READING: Crossword pair activity e.g. What’s in the classroom?. boy at the top of the text and explaining that his name is Peter. - Asking Ss to look at the pictures and guess what the text is about (Peter is describing his school). Encouraging Ss to make predictions about Peter's school.. - predicting what the text is about. - answering to T.. - Asking Ss to look at the pictures again. - Asking Ss to point to the different classroom objects and say the words. - Asking Ss to work in pairs, taking turns to point to the classroom objects and say the words. - monitoring. - evaluating.. - looking carefully.. - Playing the recording for Ss to listen and follow silently in their books. - Playing the recording a second time. Checking comprehension. - monitoring. - evaluating.. - listening carefully.. - Explainning that you are going to do an exercise where they choose the right answer out of two options. - Modeling the first one. Reading through the rest of the questions with the class and checking understanding. - Allowing time for them to reread the text and find the answer to each question. - checking Ss’ task. - Evaluating.. - listening carefully.. - Asking Ss to work in pairs. Try to work out all the school thing words and write them. - working out all the verbs and writing them down.. - saying the words. - pointing to the classroom objects and saying the words. - listening to T.. - answering to T.. - listening.. - listening carefully.. - finding the answer to each question. - checking. - listening..

(166)  There is a board.. down. - Getting Ss to work in pairs, one asks: What’s in the classroom? - monitoring. - giving feedback.. V. HOMEWORK: Have Ss to do the exercises in W.B.. 1’. - setting to task for Ss to do at home.. ….., ngày …tháng …năm 20… Duyệt của BGH. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - working in pairs, one asks. - listening. - taking note.. Người soạn. Week: 22 Period: 88 Preparing date: Teaching date:. UINT 6: Our new things! Lesson: 5     . Aim(s): Describing my school. Objective(s): by the end of the lesson, Ss will be able to describle my school fluently. Skill(s): reading, speaking. Teaching – aids: PMB p.25: Extra Activity Worksheet, School things flashcards 54- 63. Procedures:. Time 5’. 6’. Contents I. WARM UP: What’s in the classroom?. II. PRE - READING: True or False: Peter’s classroom is upstairs. (T) His teacher is a man. (F) There are lots of pictures and posters on the wall. (T). Teacher’s activities - Getting Ss to sing the song: “What’s in the classroom?” again. - Monitoring. - Evaluating.. Students’ activities - singing the song in chorus.. - Telling Ss that you are going to read some statements about the story. Some are true and some are false. - Asking Ss to listen and say True or False for each. - listening to T.. - listening.. - listening and saying True or False for each.

(167) Peter sits next to Henry. (T) There is a swimming pool. (T) Peter loves his school. (T) 15’. III. WHILE - READING:  Activity 1: Exercise 1.  Activity2: Exercise 2 Key: Tables, whiteboard, computer, posters, pictures.  Activity3: Describing someone’s classroom.. 8’. IV. POST - READING: Game. statement. - Monitoring. - Evaluating.. statement.. - Explaining Ss that they are going to read the description of Layla’s classroom. - Asking them to predict as many classroom words from Layla’s story as they can. - Getting Ss to write the words on the board. - Asking Ss to open their Work Book and find the words. - checking Ss’ task. - evaluating. - listening to T.. - Asking Ss to read the description again and circle five things in Layla’s classroom. - They then work in pairs and compare the answers. - Monitoring. - Checking Ss’ task. - Evaluating.. - reading the description again and circling five things in Layla’s classroom. - comparing the answers. - Giving Ss the PMB activity 2 worksheet. - Asking Ss to read the statements carefully, and color the pictures. - Getting Ss to work in pairs, take turns to describe each picture. Encourage them to use This/ That is… Those/ These are…. - Monitoring. - Checking Ss’ task. - Evaluating.. - receiving worksheet.. - Dividing the class into groups of four to six. - Telling Ss that they are going to draw a picture of their favourite classroom.. - working in group.. - listening.. - predicting as many classroom words from Layla’s story. - writing the words on the board. - finingd the words. - correcting. - listening.. - checking. - listening.. - reading the statements carefully, coloring the pictures. - working in pairs, describing each picture.. - correcting. - listening to T.. - listening to the rules..

(168) - Asking some of the Ss to show and describe their classroom to the class. - Getting Ss to play a game. - Monitoring. - Giving feedback.. - describing their classroom.. - setting to task for Ss to do at home.. - taking note.. - playing a game. - listening.. 1’ V. HOMEWORK: Have Ss to do the exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 23 Period: 89 Preparing date: Teaching date:. UINT 6: Our new things Lesson: 6  Aim(s): Explaining where things are in a bedroom.  Objective(s): by the end of the lesson, students will be able to explain where things are in a bedroom fluently.  Skill(s): listening, speaking.  Teaching – aids: CD track 59, 64, Extra practical classroom activity: Spelling quiz.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - Giving instructions. - listening carefully. Musical cards - Getting Ss to play game with - playing game. school things cards. - evaluating. - listening. 6’. II. PRE - LISTENING: * set the scence: * present the pattern: - Question forms: How many…? What color…? - Capital letters. - Asking Ss what they can remember about Peter’s school. Encouraging them to describe Peter’s school in as much detail as they can. - Asking Where's Peter's classroom? What's in Peter's school? - Asking them to open their books and check.. - describing Peter’s school .. - answering to T. - opening their books and checking..

(169) 15’. 8’. III. WHILE - LISTENING:  Activity 1: Recording 64 Key: (clockwise from left) 5,4,6,2, 1,3. - Telling Ss that they are going to hear a recording of a girl describing the people and things in her classroom. - Playing the recording the whole way through. Continue playing, pausing after each description for Ss to number. - Playing the recording again for Ss to complete their answers. - checking Ss’ task. - Evaluating.. - listening carefully.. - numbering.. - completing their answers. - checking. - listening to T..  Activity 2: Exercise 2. - Modeling the dialogue for the - listening carefully. class. - Asking a pair of children to - asking and answering. read the dialogue. Children work in pairs, take turns to ask and answer questions to describe things in a classroom. How many… are there? There is/ are…. What color are/ is……? They’re/ It’s …. - Evaluating. - listening..  Activity 3: Exercise 3. - Eliciting to show when to use capital letters (at the start of the sentences and at the start of the names). - Getting Ss to look at the exercise in their books. - Asking them to underline the capital letters at the start of the sentences and circle the capital letters at the start of the names. - checking Ss’ task. - Evaluating.. IV. POST - LISTENING: Spelling Quiz. - listening carefully .. - looking at the exercise. - underlining the capital letters at the start of the sentences and circling the capital letters at the start of the names. - checking. - listening.. - Putting Ss in teams. - sitting in group. - Nominating a ‘secretary’ in - listening to the rules. each group who will actually write the words, although make it clear that all members in the team are responsible for helping to spell the words..

(170) 1’. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - Reading all the words out (on the second page) one by one and afterwards teams can correct each others, and you can elicit the spelling from the entire class. - monitoring. - Giving feedback. - listening carefully.. - setting to task for Ss to do at home.. - taking note.. - listening.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 23 Period: 90 Preparing date: Teaching date:. UINT 6: Our new things! Lesson: 6  Aim(s): Identifying things in a bedroom.  Objective(s): by the end of the lesson, students will be able to identify things in a bedroom fluently.  Skill(s): writing, speaking.  Teaching – aids: PMB p.23: Values w/sheet, Extra practical classroom activity: Board game.  Procedures: Time 5’. 6’. Contents I. WARM UP: Board game.. II. PRE - LISTENING: * Review the pattern.. Teacher’s activities - Giving each pair of Ss a copy of board game In my classroom. - Asking them to talk about classroom objects, using the target language. When one of the children moves to the Finish. The game is over. - evaluating.. Students’ activities - receving a copy.. - using flashcard to review the pattern again.. - looking and listening.. - listening to the rules. - playing the game.. - listening..

(171) Questions forms Capital letters. - checking concept again.. - listening and answering.. III. WHILE - LISTENING:  Activity 1: Exercise 1. - Reminding Ss of the capital letters at the start of the sentences and at the start of the names. - Asking Ss to write the sentences again with capital letters. - checking Ss’ tasks. - evaluating.. - trying to remember.. - Asking Ss What’s in your classroom? - Getting Ss then read the words and circle the things in their classroom. - monitoring. - checking Ss’ tasks. - evaluating.. - answering to T.. - Asking Ss to draw their classroom and write sentences about it. - Getting Ss then work in pairs, describe the things they have in their classroom. - monitoring. - evaluating.. - drawing their classroom and writing sentences about it - describing the things they have in their classroom.. - Giving a copy of the Values worksheet (PMB p. 23) to each Ss. - Asking them to look at each pair of pictures and tick the tidy one or cross the messy one. Encouraging them to state a reason. - Getting them draw a poster to encourage their friends to keep the classroom tidy. - Asking Ss to work in pairs, describe things in the classroom, using This/ That is… These/ Those are… (E.g. This is my classroom. This is the door. These are. - receiving wooksheet.. 15’.  Activity 2: Exercise 2 Key: E.g. tables, chairs, board, cupboard, drawers, computer, window, door, pegs, boys, girls, teachers.  Activity 3: Exercise 3 E.g. This is my classroom. This is the window. These are books. That is a board.. 8’. IV. POST - LISTENING: Values. - writing the sentences again with capital letters. - checking. - listening.. - reading the words and circling the things in their classroom. - checking. - listening.. - listening.. - ticking the tidy one or cross the messy one. - drawing a poster. - describing things in the classroom..

(172) books. That is a board.). - Encouraging them to explain why they need to keep their classroom tidy. - Asking some Ss to describe their classroom before the class. - giving feedback. 1’. V. HOMEWORK: Have Ss to review the words at home and prepaire for the next lesson.. ….., ngày …tháng …năm 20… Duyệt của BGH. - setting to task for Ss to do at home.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - giving the explaination. - performing. - listening. - taking note.. Người soạn. Week: 23 Period: 91 Preparing date: Teaching date:. Review lesson Lesson: 1  Aim(s): Reviewing target language and structures.  Objective(s): by the end of the lesson, students will be able to review target language and structures fluently.  Skill(s): writing, reading.  Teaching – aids: Flashcards from units 4- 6.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - Choosing a word from the - looking carefully. Hangman. last 3 units and draw lines to represent each letter on the board. - Telling Ss , ey can guess - listening to the rules. letters to fill in the word. If they are right you will write the letter in the correct place, if they are wrong you will draw a part of the hangman picture (or any picture you choose). If the picture is completed before they have guessed the word, they lose, if they can guess the word.

(173) before the picture is finished, they win. - Getting Ss to play game. - evaluating. 6’. 15’. II. PRESENTATION: There is… There are…. Can/ can’t… This is/ That is…. These are/ Those are….. - playing game. - listening.. - pointing a flashcard and reviewing the structure. - checking concept again.. - looking and listening. - asking Ss to look at these pictures and circle the oddone-out. - Getting Ss to write the words out in the blanks. - checking Ss’ task. - evaluating. - Asking Ss to look at the picture carefully. - Asking Ss to read these staments carefully and write T or F. - checking Ss’task. - evaluating.. - looking carefully and circlinge odd-one-out..  Activity 3: Key: 1can, 2 can’t, 3 can’t, 4 can. - Asking Ss to look at pictures carefully. - Asking Ss write can or can’t in the blanks. - checking Ss’task. - evaluating.. - looking carefully..  Activity 4 Key: 1 This is a pencil. 2 That is a computer. 3 Those are chairs. 4 These are books.  Activity 5: Key: 1u, 2i, 3e, 4o, 5a. - Getting Ss to match the words to correct pictures. - checking Ss’task. - evaluating.. - matching the words to correct pictures. - checking. - listening.. - Asking Ss to look at the pictures carefully and circle correct vowel. - monitoring. - checking Ss’task. - evaluating.. - looking the pictures carefully and circling correct vowel.. - Asking Ss to look at the. - looking carefully.. III. PRACTICE:  Activity 1: Exercise 1 : Key: 1 climb, 2 twelve, 3 table, 4 pencil case, 5 write. . Activity 2: Exercise 2:. Key: 1T, 2T, 3F, 4F, 5T. . Activity 6:. - listening and answering.. - writing the words in the blanks. - checking. - listening. - looking carefully. - doing the task. - checking. - listening.. - writing can or can’t. - checking. - listening.. - checking. - listening..

(174) Key: 1fan, 2 pen, 3fig, 4 log, 5jug. 8’. IV. PRODUCTION: Bingo!. V. HOMEWORK: Have Ss to do the exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH. pictures again and write the words based on the given vowel. - monitoring. - checking Ss’task. - evaluating.. - writing the words based on the given vowel.. - Giving instructions. - Getting Ss to play the game. - monitoring. - evaluating.. - listening carefully. - playing the game.. - correcting. - listening.. - listening.. 1’. - setting to task for Ss to do - taking note. at home. ..…, ngày …tháng …năm 20… Người soạn Duyệt của Tổ trưởng. Week: 23 Period: 92 Preparing date: Teaching date:. Review lesson Lesson: 2  Aim(s): Reviewing target language and structures.  Objective(s): by the end of the lesson, students will be able to rview target language and structures fluently.  Skill(s): reading, writing.  Teaching – aids: flashcards from 3 units.  Procedures: Time 5’. Contents I. WARM UP: Order the letters.. Teacher’s activities - Showing class a flashcard and eliciting word. Hiding the card. - Writing the jumbled-up letters of that word on the board, followed by the correct number of lines for the number of letters. - Calling Ss to come to the board to write one letter at a time to complete the word. - starting game. - monitoring. - evaluating.. Students’ activities - looking carefully. - looking carefully.. - writing one letter at a time to complete the word. - taking part in the game. - listening..

(175) 6’. 15’. II. PRESENTATION: * Review the structure: There is… There are…. Can/ can’t… This is/ That is…. These are/ Those are…. III. PRACTICE:  Activity 1: Exercise 1 :. . . . . 8’. Activity 2: Exercise 2:. Activity 3:. Activity 4:. Activity 5:. IV. PRODUCTION: miming game.. - using cards to review the structure. - checking concept again.. - looking and listening. - Asking Ss to write That is, this is, these are, those are to finish the sentences. - monitoring. - checking Ss’task. - evaluating.. - writing That is, this is, these are, those are to finish the sentences.. - Asking Ss arrange these words in correct column. - monitoring. - checking Ss’task. - evaluating.. - arranging these words in correct column.. -Asking Ss to order these words into meaningful sentences. - monitoring. - checking Ss’task. - evaluating.. - ordering these words into meaningful sentences.. - Asking Ss to fill in the blanks with correct vowel. - monitoring. - checking Ss’task. - evaluating. - filling in the blanks with correct vowel.. - Asking Ss to write about themselves by answering these given questions. - monitoring. - checking Ss’task. - evaluating. - writing about themselves by answering these given questions.. - Shuffling all of the flashcards. - Asking one Ss come out to the front of the class and secretly show them one flashcard. They must mime that word to the whole class.. - looking carefully.. - listening and answering.. - checking. - listening.. - checking. - listening.. - checking. - listening.. - checking. - listening.. - checking. - listening.. - listening to the rules..

(176) The first S guess the word correctly can then come out and mime the next word. - getting Ss to start playing game. - monitoring. - giving feedback. 1’. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - setting to task for Ss to do at home.. - taking part in the game. - listening. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ khối. Người soạn. Week: 24 Period: 95 Preparing date: Teaching date:. UINT 7: They’re happy now! Lesson: 1 Aim(s): Identifying feelings. Objective(s): by the end of the lesson, students will be able to identify feeling fluently. Skill(s): listening, speaking. Teaching – aids: Feelings flashcards 64-69, Story Poster 7, CD tracks 59,65-67, PMB p. 28_ Extra Activity 1 Worksheet.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - getting Ss to sing the song - singing the song in Singing the song from Unit 6. chorus. “What’s in the - Encouraging Ss to retell the - answering to T. classroom?” last story. Asking What are the new things in the classroom? Do the Ss like the new things? What is Rosy's new thing?. - Evaluating. - listening. 6’ II. PRESENTATION: * Pre – teach vocabulary: - eliciting- modeling- listening and repeating checking meaning and in chorus and individual. o Hot pronunciation. + possible answers. + picture o Cold + picture o Hungry + translation    .

(177) 15’. o Thirsty o Happy o Sad * checking vocabulary: What and where III. PRACTICE:  Activity 1: Recording 65 Listen, point and repeat.. Activity 2: Recording 66 Listen and chant.. .  Activity 3: Listen and read.. + translation + picture - checking memory.. - trying to remember.. - Asking Ss to look the flashcards of the different feelings and emotions. - Playing the 1st part of the recording for Ss to listen & point to the appropriate picture. - Playing the 2nd part of the recording for Ss to repeat. - Play the recording all the way through for Ss to listen, point and repeat the words. - monitoring. - evaluating.. - looking at the flashcards of the different feeelings and emotions. - listening & pointting to the appropriate picture. - repeating the words. - listening, pointting and repeating the words. - listening to T. - Playing the recording for Ss - listening to the chant. to listen to the chant. - Playing the chant a second - saying the words. time for Ss to say the words. - monitoring. - evaluating. - listening. - Using Story poster 7 to present the story. - Encouraging predictions about the story from different members of the class. - Playing the recording for them to listen and point to the speech bubbles in their Class Books. - Checking comprehension, e.g. Are the babies hot / hungry? Do the babies eat the apples? Do they like the apples? - monitoring. - giving feedback.. - looking at the poster.. - Putting Ss in pairs. - Giving each pair a copy of Extra Activity 1 Worksheet from PMB.. - sitting in pairs. - receiving worksheet.. - predicting. - listening, pointting to each speech bubble. - answering.. - listening to T.. 8’ IV. PRODUCTION: Extra Activity 1:.

(178) - Asking them to read and match each sentence to the picture showing appropriate feeling or emotion. - monitoring. - giving feedback.. - reading, matching each sentence to the picture showing appropriate feeling or emotion.. - setting to task for Ss to do at home.. - taking note.. - listening.. 1’ V. HOMEWORK: Have Ss to do the exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 24 Period: 96 Preparing date: Teaching date:. UINT 7: They’re happy now! Lesson: 1     . Aim(s): Identifying feelings. Objective(s): by the end of the lesson, students will be able to identify feeling fluently. Skill(s): listening, speaking . Teaching – aids: Feelings flashcards 64-69, CD track 66. Procedures:. Time 5’. Contents I. WARM : Game. Teacher’s activities - Showing the feelings flashcards 64- 69. - Asking Ss to look at the actions and facial expressions of the Ss in the pictures. - Calling out different emotions for Ss to copy the actions and expressions, e.g. for sad Ss rub their eyes and pretend to cry. - Dividing the class into six groups - one for each feeling or emotion. Playing the chant again. Ss say the words and mime the actions.. Students’ activities - looking carefully. - looking carefully.. - listening carefully.. - saying the words and miming the actions..

(179) 6’. 15’. II. PRESENTATION: * Resent the parrten: He’s…/ She’s….. III. PRACTICE:  Activity 1: Exercise 1 Key: 1b hot, 2a cold, 3f hungry, 4c thirsty, 5e happy, 6d sad.  Activity 2: Exercise 2 Key: 2 She’s hungry. 3 He’s sad. 4 He’s cold. 5 She’s hot. 6 She’s thirsty..  Activity 3: Writing. 8’. IV. PRODUCTION: Miming game E.g. The first child rubs his eyes and pretends to cry. Other group members say He’s sad.. - Teaching He’s/ She’s…. - listening carefully. - Writing sentences 2 and 3 - listening and repeating from Exercise 2 on the board. in chorus. Elicit to teach He’s/ She’s…. - Asking Ss to look at the pictures carefully, match the words to the picture with suitable feeling or emotion. - Getting Ss to work in pairs to compare their works. - monitoring. - checking Ss’task. - evaluating. - Asking Ss to look at the pictures from Exercise 1 again. - Getting Ss to identify the feelings or emotions of the persons in those pictures and write the suitable word to complete each sentence. - Asking Ss to compare the answers in pairs. - monitoring. - checking Ss’ task. - evaluating. - Asking Ss to sit in pairs, talk about the feelings or emotions of the persons in the pictures. - monitoring. - checking Ss’ task. - evaluating. - Putting Ss in groups of 6one for each feeling or emotion (hot, cold, hungry, thirsty, happy, sad). - Getting Ss to take turns to mime the feelings or emotions for other Ss to make sentences. - Getting Ss to play the game. - monitoring.. - looking carefully, matching the words to the picture with suitable feeling or emotion. - comparing their works. - correcting. - listening. - looking carefully. - identifying the feelings or emotions of the persons in pictures and write the suitable word to complete each sentence. - comparing the answers in pairs. - correcting. - listening. - talking about the feelings or emotions of the persons in the pictures. - performing. - listening. - listening to T.. - listening to the rules.. - taking part in the game..

(180) - giving feeback. - listening. 1’. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 25 Period: 97 Preparing date: Teaching date:. UINT 7: They’re happy now! Lesson: 2  Aim(s): Talking about feelings.  Objective(s): by the end of the lesson, students will be able to talking about feelings fluently.  Skill(s): speaking, listening.  Teaching – aids: Feelings flashcards 64-69, Story Poster 7, CD track 67.  Procedures: Time 5’. 6’. Contents I. WARM UP: Word chain !. II. PRESENTATION: * Present pattern:. Teacher’s activities - Using flashcards to energize the class and revise the vocabulary from the previous lesson. - starting game. - Asking Ss if they can remember what happened in the story in the previous lesson. - Showing Story poster 7 to encourage ideas. asking Ss which feelings/ emotions were appeared in the story. - Monitoring. - Evaluating.. Students’ activities - looking carefully.. - using flashcard to present the pattern .. - present the pattern.. - taking part in the game - remembering what happened in the story. - answering to T.. - listening.

(181) They’re…; We’re…. They are/ they aren’t.... - checking concept: form, use, meaning.. - listening and answering.. - Asking Ss to turn to the story on page 53 of their Class Books. - Playing the recording, pausing for Ss to repeat. - Dividing the class into groups of six to play the parts of characters. - Asking Ss to practise acting out the story in groups, then before the class. - monitoring. - evaluating.. - turning to the story on page 53 .. - Asking the class to look at the pictures. - Modeling the first one. - Then asking them to finish the exercise. - monitoring. - checking. - evaluating.. - looking carefully.. - Asking Ss to look at the pictures. - Getting Ss to identify how the Ss are feeling and give the correct answer for each question. - monitoring. - Asking Ss to talk before the class. - evaluating.. - looking at the pictures.. - Asking Ss to open their Class Books to p.75 and do the Unit 7 Grammar activity to practice the target structure further. - monitoring. - checking. - giving feedback.. - doing the Unit 7 Grammar activity to practice the target structure further.. - setting to task for Ss to do. - taking note.. 15’ III. PRACTICE:  Activity 1: Exercise 1.  Activity 2: Writing Key: 1 They're 2 We're 3 We're 4 They're.  Activity 3: Exercises 4 Key: 1 Yes, they are. 2 No, we aren't. 3 No, they aren't. 4 Yes, we are.. 8’. 1’. IV. PRODUCTION: Grammar Reference. V. HOMEWORK: Have Ss to do the. - repeating. - playing roles. - practising acting out the story, performing. - listening.. - listening carefully. - doing exercise. - correcting. - listening.. - identifying how the Ss are feeling and give the correct answer for each question. - performing. - listening.. - checking. - listening..

(182) exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH. at home. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 25 Period: 98 Preparing date: Teaching date:. UINT 7: They’re happy now! Lesson: 2     . Aim(s): Talking about feelings. Objective(s): by the end of the lesson, students will be able to talk about feelings fluently. Skill(s): listening, speaking. Teaching – aids: Feelings flashcards 64-69. Procedures:. Time 5’. Contents I. WARM UP:. Teacher’s activities - Asking two or three Ss to come to the front of the class. - Showing them a flashcard (e.g. cold) for them to mime being cold. - Asking the class Are they hot? (No, they aren't). - Getting Ss to pactise we are as well as they are, ask some questions directly to the Ss who are miming, e.g. Are you cold? (Yes, we are). - monitoring. - evaluating.. Students’ activities - coming to the front of the class. - looking carefully. - Repeating with other Ss. - pactising.. - listening. 6’. II. PRESENTATION: * Review strucrure: They’re…;. - using flashcard to review the pattern. - checking concept again. + form. - looking carefully. - listening and answering..

(183) 15’. We’re…. They are/ they aren’t.... + use + meaning. III. PRACTICE:  Activity 1: Exercise 1 Key: 1 I’m, 2 She’s, 3 He’s, 4 They’re, 5 We’re. - Asking Ss to look at the pictures of people’s feeling and emotions. - Getting Ss then write the one of the words (They’re, I’m, We’re, She’s, He’s) to complete the sentences. - Getting Ss to then work in pairs and compare the answers with their partner. - monitoring - evaluating.. - identifying if the things are close to or far away from the person. - doing the exercise.. - working and comparing the answers with their partner. - listening.. . Activity 2: Exercise 2. Key: 1 Are/ aren’t. 2 they. 3 they’re. 4 They’re/ we’re.. - Asking Ss to look at the story and write they’re, they, we’re, They’re, Are, or aren’t to finish the story. - Asking Ss then work in groups of five and act out the story. - monitoring. - getting Ss to come in front of the class and act out the story. - evaluating.. - writing words to finish the story. - working in groups.. - performing. - listening.. 8’. IV. PRODUCTION: Speaking activity E.g. I’m happy. I’ve got good marks. They are thirsty….. - Asking Ss to sit in group of 4 – 6. - Getting Ss take turns to talk about their feelings. - Asking Ss to take notes of their friends’ feelings or emotions. - They then report about their group. Encourage them to use They're…; We're…; They are/ aren't …; I’m…; He’s…; She’s… in their report and try to state some reasons for those feelings or emotions. Ss can point to the friends they are talking about. - getting Ss to play a game - Giving feedback.. - sitting in group. - talking about their feelings.. - reporting about their group.. - playing game..

(184) - listening. 1’. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 25 Period: 99 Preparing date: Teaching date:. UINT 7:They’re happy now! Lesson: 3 Aim(s): Talking about feelings. Objective(s): by the end of the lesson, students will be able to talk about feelings fluently. Skill(s): listening, speaking. Teaching – aids: Feelings flashcards 64- 73, CD tracks 68- 69, Extra Practical Classroom Activities: Song work sheet.  Procedures:    . Time 5’. 6’. Contents I. WARM UP: Snap!. II. PRESENTATION: * Pre –teach vocabulary: o o o o. Tired Angry Scared Brave. * checking vocabulary: ROR. Teacher’s activities - Playing a game to energize the class and practise the vocabulary that Ss have learnt so far in the unit. - getting Ss to start playing the game. - monitoring. - evaluating.. Students’ activities - listening to the rules.. - eliciting- modelingchecking meaning and pronunciation. + picture + picture + picture + picture. - listening and repeating in chorus and individual. + possible answers.. - checking memory.. - trying to remember.. - using flashcard to present. - looking carefully.. - playing game. - listening..

(185) * SENTENCE PATTERN : If you’re… 15’ III. PRACTICE:  Activity 1: Recording 68. . . Activity 2: Recording 69. Activity 3: Sing and do. 8’ IV. PRODUCTION: Game E. g. * If you’re hungry and you know it, Eat your cake, yum-yum!. the pattern. - checking concept : form,use, meaning. - listening and answering.. - Asking Ss to look at the pictures in their Class Books. - Playing the first and second parts of the recording as Ss point to the words. - Playing again for Ss to repeat the words after the audio. - Play the recording all the way through again for Ss to listen and point and then repeat. - monitoring. - evaluating.. - looking at the book.. - Using the song worksheet (without opening the Class Book) where Ss listen and fill in the correct words. - asking Ss to sing along with the CD and then sing together without the CD audio. - monitoring. - checking Ss’task. - evaluating.. - listening and filling in the correct words.. - Asking Ss to look at the pictures and decide together on what the actions should be . - Practising the actions with the class. - Playing the recording for Ss to listen and do their actions. - monitoring. - evaluating.. - deciding together on what the actions should be .. - Asking Ss to work in groups of 4- 6. - Encouraging them to think about different verses for the song. The group with the most interesting verse wins the game.. - working in groups.. - listening and pointing to the words. - repeating the words after the audio. - listening, pointing and then repeating.. - listening.. - singing along with the CD.. - checking. - listening.. - Practising the actions . - listening and doing their actions - listening.. - thinking about different verses for the song..

(186) * If you’re hungry and you know it, Drink your juice, ah ah!.. 1’ V. HOMEWORK: Have Ss to do the exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH. - getting Ss to play the game. - monitoring. - giving feedback.. - playing the game.. - setting to task for Ss to do at home.. - taking note.. - listening.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 25 Period: 100 Preparing date: Teaching date:. UINT 7: They’re happy now! Lesson: 3     . Aim(s): Talking about feelings. Objective(s): by the end of the lesson, students will be able to talk about feelings fluently. Skill(s): listening, speaking. Teaching – aids: Feelings flashcards 64-73. Procedures:. Time 5’. Contents I. WARM UP: Action game. Teacher’s activities - Showing the feelings flashcards 64- 73 at random for the class to mime. - Start slowly, then start changing between instructions more and more quickly until Ss find it hard to keep up. It’s the end of the game. Start the game again if you want to. - evaluating.. Students’ activities - looking carefully. - listening to T and finding cards... - listening.. 6’. II. PRESENTATION: * Review the pattern: They're…; We're; They…; Are; Aren't. - using flashcard to present - looking carefully. the pattern. - checking concept : form,use, - listening and answering. meaning. 15’. III. PRACTICE:. - Asking Ss to open their. - openning their workbook at.

(187)  Activity 1: Exercise 1 Key : 2c These girls are hungry. 3e Are they angry? 4a These boys aren’t cold. 5b We aren’t tired.. . Activity 2: Exercise 2:. Key: E. g. 1 hungry  He’s hungry. 2 happy, 3 angry, 4 scare, 5 brave, 6 cold, 7 thirsty, 8 hot, 9 tired, 10 sad. 8’. 1’. IV. PRODUCTION: Word chain e.g. hungry, happy, angry, scare, brave, cold, thirsty, hot, tired, sad. V. HOMEWORK: Have Ss to do the exercises in W.B.. workbook at the page 45. - Asking them to order the words to make meaningful sentences. - Getting Ss to look at the pictures, find and match the sentences to suitable pictures. - Asking them to work in pairs, and talk about people’s feelings, then write the sentences on the board. - monitoring. - checking Ss’ task. - evaluating.. the page 45. - ordering the words to make meaningful sentences. - finding and matching the sentences to suitable pictures.. - Asking Ss to look at the pictures carefully, find and circle the words of feelings or emotions. - Asking Ss to write the words beneath each picture. - Asking Ss to make sentences about each person. - monitoring. - checking Ss’task. - evaluating.. - finding and circling the words of feelings or emotions.. - Placing flashcards 64-73 on the board in one of the given sequences, - Pointing to a S. He / She says the first word in the sequence, i.e. hungry. Point to another S. He or she says the next word in the sequence, i.e. happy. Continue with each S saying the next word in the sequence, returning to the beginning when necessary. - getting Ss to start playing game. - monitoring. - giving feedback.. - looking carefully.. - working in pairs, talking and writing the sentences on the board. - doing the task. - checking. - listening.. - writing the words beneath each picture. - making sentences about each person. - checking. - listening.. - listening to the rules.. - taking part in the game. - listening.. - setting to task for Ss to do at - taking note. home..

(188) ….., ngày …tháng …năm 20… Duyệt của BGH. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 26 Period: 101 Preparing date: Teaching date:. UINT 7: They’re happy now ! Lesson: 3 Aim(s): Talking about feelings. Objective(s): by the end of the lesson, students will be able to talk about feelings fluently. Skill(s): writing, speaking. Teaching – aids: Extra Practical Classroom Activities: Bingo, feelings flashcards 64-73, PMB p.26 Extra Writing w/sheet.  Procedures:    . Time 5’. Contents I. WARM UP: Bingo. Teacher’s activities - Giving instructions. - Getting Ss to play the game. - monitoring. - evaluating.. Students’ activities - listening to T. - playing the game. - listening.. 6’. II. PRESENTATION: * Review the words:. - Using flashcards to review the words. Holding up the cards one at a time and modeling the words for Ss to repeat .. - looking and saying the words.. 15’. III. PRACTICE:  Activity 1: Picture Dictionary: E.g. hungry, happy, angry, scare…. E. g. She’s tired. He’s brave.. - Ask Ss to open their Workbooks to p.71 . - Telling them to look at the pictures and point and say the words. - Asking Ss to work in pairs and talk about the feelings or emotions of the person in each picture.. - openning their workbook at the p.71. - looking at the pictures ,pointing and saying the words. - talking about the feelings or emotions of the person in each picture..

(189) - monitoring. - checking Ss’ task. - evaluating.. - doing the task. - checking. - listening.. - Getting Ss to do the exercise 1 from the Extra writing worksheet. - Asking them to look at the pictures, complete the puzzle. - Asking some individual Ss to come up and write the words on the board.. - Ask the class to say the words. - monitoring. - checking Ss’task. - evaluating.. - doing the exercise 1 from the Extra writing worksheet. - completing the puzzle..  Activity 3: Writing Exercise 2: Key: 1 aren’t, 2 Is /she isn’t, 3 Is/ he isn’t/ He’s, 4 Are they / they aren’t. /They’re.. - Asking Ss to look at the pictures, ask and answer about how the persons feel. - Asking Ss to work in pairs and practise asking and answering about feelings or emotions. - checking Ss’task. - evaluating.. - looking ,asking and answering about how the persons feel. - practising asking and answering about feelings or emotions.. IV. PRODUCTION: Speaking and writing extension: E.g. I’m happy. I’m brave. I’m not scared. E. g. He’s happy. He’s brave. He isn’t scared. - Asking Ss to sit in groups of 4. - Each S talks about their own feelings or emotions.The other Ss to listen to him and report. - Getting Ss to take turns to talk about their own feelings or emotions for their friends to report. - Asking Ss to write sentences about themselves and about their friends. - getting Ss to start playing game. - monitoring. - giving feedback.. - sitting in groups.. - setting to task for Ss to do at home.. - taking note.. . Activity 2: Writing Exercise 1. Key: 2 hot, 3 angry, 4 scare, 5 happy, 6 brave. 8’. 1’. V. HOMEWORK: Have Ss to do the exercises in W.B.. - coming up and writing the words on the board - saying the words. - checking. - listening.. - correcting. - listening.. - talking about their own feelings or emotions. - talking about their own feelings or emotions for their friends to report - writing sentences about themselves and about their friends. - taking part in the game. - listening..

(190) ….., ngày …tháng …năm 20… Duyệt của BGH. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 26 Period: 102 Preparing date: Teaching date:. UINT 7: They’re happy now! Lesson: 4  Aim(s): Phonics – diagraphs.  Objective(s): by the end of the lesson, students will be able to pronunce Phonics diagraphs fluently.  Skill(s): writing, speaking.  Teaching – aids: Phonics cards 16-18, CD Tracks 70-72.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: * Revise. II. PRESENTATION: * Pre-teach vocabulary: o Chair o Teacher o Shoes o Fish o Thumb o bath * Checking vocabulary: III. PRACTICE:  Activity 1:. Teacher’s activities - Revising the vowel /o/. - Ask Ss to say the chant from page 45 to energize the class and revise the sound /u/. - evaluating.. Students’ activities - Revising the vowel /o/. - saying the chant from page 45 to energize the class and revise the sound /u/. - listening.. - eliciting- modelingchecking meaning and pronunciation. + translation. + translation. + translation. + picture + picture + picture - checking memory.. - listening and repeating in chorus and individual. + possible answers.. - Playing the first part of the recording for Ss to listen and. - listening and pointing.. - trying to remember..

(191) Recording 70.  Activity 2: Recording 71.  Activity 3: Exercise 3.  Activity 4: Recording 72. point to the pictures. - Playing the second part of the recording for Ss to repeat the sounds and words in chorus. - Playing the recording all the way through for Ss to point to the words and then repeat them. - evaluating.. - listening and repeating.. - listening, pointing, repeating. - listening .. - Getting Ss to join in with the chant. - Putting the three cards around the room and Ss point as they say the chant. - monitoring. - evaluating.. - joinning in with the chant.. - Asking Ss to come to the board, read the first line of the chant and find a word with the letter ch, sh or th (e.g. teacher). - Asking Ss to look at the chant in their books, find and circle the letters ch, sh, th. - monitoring. - evaluating.. - reading the first line of the chant and finding a word with the letter ch, sh or th .. - Playing the recording. - Asking Ss to listen, follow the sounds and words in the maze and draw a line to connect the letters to find out what the teacher has got shoes, a chair, or a thumb (a chair). - checking Ss’ task. - Evaluating.. - pointing as they say the chant. - listening.. - finding and circling the letters. - listening . - listening carefully. - listenning to the sounds and drawing a line.. - correcting. - listening. - working in groups.. 8’. IV. PRODUCTION: Phonics activity. - Dividing the class into the groups. - Assigning each group one of the sounds /tf/,/f/, and /θ/. - Asking each group to find more words with the sound. - Monitoring. - checking Ss’ task.. - looking carefully. - finding more words with the sound. - checking. - listening..

(192) - Giving feedback. 1’. - taking note. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - setting to task for Ss to do at home.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 26 Period: 103 Preparing date: Teaching date:. UINT 7: They’re happy now! Lesson: 4  Aim(s): Phonics – diagraphs.  Objective(s): by the end of the lesson, students will be able to pronunce Phonics – diagraphs fluently.  Skill(s): writing, speaking.  Teaching – aids: Phonics cards 16-18, CD Tracks 71, Extra practical classroom activity: Sounds Fun.  Procedures: Time 5’. Contents I. WARM UP:. Teacher’s activities - Dividing the class into the groups. - Assigning each group one of the sounds /tf/,/f/, and /θ/. - Playing the chant again. When Ss hear a word containing their sound, they clap their hands. - monitoring. - Evaluating.. Students’ activities - working in groups. - listening carefully. - clapping their hands.. - listening.. 6’. II. PRESENTATION: * Review the sound: ch, sh, th. - Asking the Ss to trace the letters in the air and say the sounds as they do so. - getting Ss to repeat the words again.. - tracing the letters in the air and saying the sounds. - repeating the words again.. 15’. III. PRACTICE:  Activity 1:. - Asking Ss to look at the letters, say the sound, say. - looking at the letters, say the sound, saying the.

(193) Exercise 1 Key: 2 teacher, 3 thumb, 4 fish.  Activity 2: Exercise 2 Key: 2 th, 3 ch, 4 ch, 5 th, 6 sh.  Activity 3: Exercise 3 Key: 2 chair, 3 shoes, 4 bath, 5 fish, 6 teacher.  Activity 4: Sounds Fun. 8’. 1’. IV. PRODUCTION: Phonics game. V. HOMEWORK: Have Ss to do the exercises in W.B.. the words and circle the word that contains that sound. - monitoring. - checking Ss’ task. - Evaluating.. words and circling the word that contains sound.. - Asking Ss to look at the pictures and write in the missing letters. - Getting Ss to compare their work in pairs and say the words and the sounds. - checking. - Evaluating.. - looking at the pictures and writing in the missing letters. - saying the words and the sounds.. - Asking Ss to write in the missing words to complete the chant. - Asking Ss to work in pairs, join in the chant with the class as a whole. - monitoring. - Evaluating.. - writing in the missing words to complete the chant. - working in pairs and joining in the chant.. - This is a dictation activity. Getting Ss to listen as you read out the words on the second page, and write them in the correct box with the corresponding sound. - asking individual Ss to come up and write the words. - checking Ss’ task. - Evaluating.. - listening and writing words in the correct box with the corresponding sound.. - Dividing the class into 3 big groups. - Assigning each group one of the sounds /tf/,/f/, and /θ/. - Asking each group to find more words with the sound. Asking the representative from each group to write all the words on the board. - monitoring. - Giving feedback.. - working in groups.. - setting to task for Ss to do at home.. - taking note.. - checking. - listening.. - checking. - listening.. - listening.. - coming up and writing the words. - checking. - listening.. - listening carefully. - finding more words with the sound.. - listening..

(194) ….., ngày …tháng …năm 20… Duyệt của BGH. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 26 Period: 104 Preparing date: Teaching date:. UINT 7: They’re happy now! Lesson: 5 Aim(s): Talking about feelings. Objective(s): by the end of the lesson, Ss will be able to talk about feelings fluently. Skill(s): reading, speaking. Teaching – aids: CD track 69 & 73, Extra Practical classroom activity: Crossword pair activity.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - Getting Ss to sing If you're - singing the song. e.g. There are posters. tired and you know it . There’s a computer. - Monitoring. - Evaluating. - listening.    . 6’. 15’. II. PRE - READING: * Set the sence:. III. WHILE - READING:  Activity 1: Exercise 1 e.g. Is the boy happy / sad / scared?. - Talking about feelings and emotions with the class. - Asking What do you do when you're happy / sad / scared? - Asking Ss to look at the text and predict what kind of text it is (a poem). - Asking them what they can see in the pictures.. - listening careflly.. - Asking Ss to look at the pictures again. - Asking Ss to point to the different pictures and ask what feelings they can see. - Asking Ss to work in pairs,. - looking carefully.. - answering to T. - predicting what the text is about. - answering to T.. - asking feelings. - pointing to the different.

(195)  Activity2: Recording 63 e.g. What does the boy do when he's happy / scared / sad? Does the boy behave?  Activity 3: Exercise 3 Key: 1a2c3a4b5a. 8’. 1’. IV. POST - READING: Crossword pair activity. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. taking turns to point to the different pictures and say how the boy feels. - monitoring. - evaluating.. pictures and say how the boy feels.. - Playing the recording for Ss to listen and follow silently in their books. - Playing the recording a second time. Checking comprehension. - monitoring. - evaluating.. - listening carefully.. - Getting Ss to look at the example together. - Asking How does the boy feel when he plays? to elicit the answer happy. - Allowing time for Ss to reread the text and match the other actions to the emotions. - Pointing out that there is more than one action for some of the emotions. - checking Ss’ task. - Evaluating.. - looking carefully.. - Asking Ss to work in pairs. Try to work out all the feelings words and write them down. - Getting Ss to work in pairs, go through the answers. - monitoring. - giving feedback.. - listening to T.. - answering to T.. - listening.. - answerin to T. - reading the text and matching the other actions to the emotions. - looking carefully. - checking. - listening. - working out all the verbs and writing them down. - working in pairs. - listening.. - setting to task for Ss to do at home. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - taking note. Người soạn.

(196) Week: 27 Period: 105 Preparing date: Teaching date:. UINT 7: They’re happy now! Lesson: 5     . Aim(s): Talking about feelings. Objective(s): by the end of the lesson, Ss will be able to talk about feelings fluently. Skill(s): reading, speaking. Teaching – aids: PMB p.29: Extra Activity Worksheet, feelings flashcards 64-73. Procedures:. Time 5’. 6’. 15’. Contents I. WARM UP: When I'm .... II. PRE - READING:. III. WHILE - READING:  Activity 1:. Teacher’s activities - Putting flashcards 64-73 on the board in any order. - Pointing to the first one and say, e.g. When I'm hungry, I eat an apple. - Choosing a S. Pointing to the second flashcard for him / her to make a similar sentence beginning with When I'm ... about the emotion shown on the card. - Monitoring. - Evaluating.. Students’ activities - looking carefully.. - Telling Ss that they are going to read the poem of a girl’s feelings or emotions. - Asking them to predict as many feelings words from the poem as they can.. - reading the poem of a girl’s feelings or emotions.. - Getting Ss to write the words on the board.. - writing the words on the board.. - listening carefully. - making a similar sentence beginning with When I'm .... - listening to T.. - predicting as many feelings words from the poem ..

(197) Exercise 1.  Activity2: Exercise 2 Key: 1 sad, angry, bad 2 happy, brave, good.  Activity3: Describing someone’s feelings.. 8’. IV. POST - READING: Game. - Asking Ss to open their Work Book and find the words. - checking Ss’ task. - evaluating. - finding the words.. - Asking Ss to read the poem again and write the words in the correct box. - They then work in pairs and compare the answers. - Monitoring. - Checking Ss’ task. - Evaluating.. - writing the words on the correct box.. - Giving Ss the PMB activity 2 worksheet. - Asking Ss to read the statements carefully. - Getting Ss to look at the picture, find and write the letters a, b, c…to best describe the persons’ feelings. - Getting Ss to work in pairs, take turns to talk about feelings. - Monitoring. - Checking Ss’ task. - Evaluating.. - receiving worksheet.. - Asking Ss to close their work books. - Dividing the class into groups of 6. Giving each group a copy of the poem, cutting up into two-line sections. - Asking them to work together to put the lines of the poem in the correct order. Pointing out that they can use the poem's rhyme pattern to help them, and model some of the rhyming words. - Asking Ss to open their books and check that their poem is in the correct order.. - closing W.B. - checking. - listening.. - working in pairs. - correcting. - listening.. - reading the statements carefully. - finding and writing the letters a, b, c…to best describe the persons’ feelings. - working in pairs, talking about feelings. - correcting. - listening to T.. - receiving a copy.. - putting the lines of the poem in the correct order.. - correcting..

(198) - Monitoring. - Giving feedback. 1’. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - setting to task for Ss to do at home.. - listening. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 27 Period: 106 Preparing date: Teaching date:. UINT 7: They’re happy now! Lesson: 6  Aim(s): Talking about feelings.  Objective(s): by the end of the lesson, students will be able to talk about feelings fluently.  Skill(s): listening, speaking.  Teaching – aids: CD track 74, Extra practical classroom activity: Spelling quiz.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - Calling out an emotion from - miming. the unit for Ss to mime. - Getting Ss to repeat with - repeating with several several different emotions. different emotions. - Then asking different Ss to - calling out the emotions. take it in turns to call out the emotions. - evaluating. - listening. 6’. II. PRE - LISTENING: * set the scence:. 15’. III. WHILE - LISTENING:  Activity 1: Recording 74 Key: (top row) 3, 1, 4 (bottom row) 2, 5, 6. - Asking Ss about the poem from the previous lesson. Encouraging them to recite any parts of the poem they can remember and open the books to check.. - answering to T.. - Telling Ss that they are going to hear a recording of a girl describing of a girl talking about how her friends are feeling today. - Playing the recording the whole way through. Continue playing, pausing after each description for Ss to find the. - listening carefully.. - finding the correct picture..

(199) correct picture. - Playing the recording again for Ss to complete their answers. - checking Ss’ task. - Evaluating.  Activity 2: Exercise 2.  Activity 3: Exercise 3 Key: 1 She is cold. 2 They are happy. 3 I am hungry. 4 We are thirsty. 5 You are brave. 6 He is sad. 8’. 1’. IV. POST - LISTENING: Spelling Quiz. V. HOMEWORK: Have Ss to do the exercises in W.B.. - completing their answers. - checking. - listening to T.. - Modeling the dialogue for the class. - Asking questions, e.g. Is he / she happy / hungry / scared? - Asking Ss to work in pairs, take turns to point to the Ss in the pictures and ask and answer questions using the words in the word pool. - Monitoring. - Asking some pairs to talk before the class. - Evaluating.. - listening carefully.. - Eliciting to teach the contractions of “be. - Giving more examples. - Asking Ss to identify the contracted words and write the long forms. - checking Ss’ task. - Evaluating.. - listening carefully .. - Putting Ss in teams. - Nominating a ‘secretary’ in each group who will actually write the words, although make it clear that all members in the team are responsible for helping to spell the words. - Reading all the words out (on the second page) one by one and afterwards teams can correct each others, and you can elicit the spelling from the entire class. - monitoring. - Giving feedback. - sitting in group. - listening to the rules.. - setting to task for Ss to do at home.. - taking note.. - listening to T. - asking and answering.. - performing. - listening.. - looking carefully. - identifying the contracted words and write the long forms. . - checking. - listening.. - listening carefully.. - listening..

(200) ….., ngày …tháng …năm 20… Duyệt của BGH. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 27 Period: 107 Preparing date: Teaching date:. UINT 7: They’re happy now! Lesson: 6 Aim(s): Talking about feelings. Objective(s): by the end of the lesson, students will be able to talk about feelings fluently. Skill(s): writing, speaking. Teaching – aids: PMB p.27: Values w/sheet, Extra practical classroom activity: Board game, Feelings flashcards 64- 73 .  Procedures:    . Time 5’. 6’. 15’. Contents I. WARM UP: Board game.. II. PRE - LISTENING: * Review the pattern. I’m = I am You’re = You are He’s = He is She’s = She is We’re = We are They’re = They are III. WHILE - LISTENING:  Activity 1: Exercise 1 Key:. Teacher’s activities - Giving each pair of Ss a copy of board game “How do you feel”. - Asking them to talk about feelings, using the target language. When one of the children moves to the Finish. The game is over. - evaluating.. Students’ activities - receving a copy.. - using flashcard to review the pattern again. - checking concept again.. - looking and listening.. - Reminding Ss of the contractions of “be”. - Asking Ss to write long form or short form for each sentence.. - trying to remember.. - listening to the rules. - playing the game.. - listening.. - listening and answering.. - writing the long sentences..

(201) 1 I am happy. I’m happy. 2 She is tired. She’s tired. 3 They’re sad. They are sad. 4 We are scared. We’re scared. 5 You’re hungry. You are hungry. 6 I am thirsty. I’m thirsty. 7 He’s cold. He is cold. 8 They are hot. They’re hot.  Activity 2: Exercise 2.  Activity 3: Exercise 3 E.g. Today I’m happy. Today I’m ……… I’m ………… Today I’m not………. 8’ IV. POST - LISTENING: Values Key: 2 hungry, 3 thirsty, 4 sad, 5 hot. 1’. V. HOMEWORK: Have Ss to review the words at home and. - checking Ss’ tasks. - evaluating.. - checking. - listening.. - Asking Ss How are you feel today? - Getting Ss then read the words and tick or cross the words of their feelings. - monitoring. - checking Ss’ tasks. - evaluating.. - answering to T.. - Asking Ss to draw themselves and write sentences about their feelings. - Getting Ss then work in pairs, talk about their feelings. - monitoring. - evaluating.. - drawing themselves and writing sentences about their feelings.. - Giving a copy of the Values worksheet (PMB p. 27) to each Ss. - Asking them to look at each pair of pictures and tick the correct picture. Encouraging them to state a reason. - Asking them to look at the pictures of the exercise 2 and circle the word that best describes each person’s feeling. - checking Ss’ task. - giving feedback.. - receiving wooksheet.. - setting to task for Ss to do at home.. - taking note.. - reading the words and ticking or crossing the words of their feelings. - checking. - listening.. - talking about their feelings. - listening.. - ticking the tidy one or cross the messy one. - circling the word that best describes each person’s feeling. - correcting. - listening..

(202) prepaire for the next lesson. ….., ngày …tháng …năm 20… Duyệt của BGH. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 27 Period: 108 Preparing date: Teaching date:. UINT 8: I can ride a bike! Lesson: 1  Aim(s): Talking about outdoor activities.  Objective(s): by the end of the lesson, students will be able to talk about outdoor activities fluently.  Skill(s): listening, speaking.  Teaching – aids: Outdoor activities flashcards 74-79, Story Poster 8, CD tracks 69,75-77, PMB p. 32_ Extra Activity 1 Worksheet.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - Getting Ss to sing the song - singing the song in Singing the song from Unit 7. chorus. “If you're tired and you - Asking Ss to retell the story - retelling the story with know it ” with the class. the class. - Asking Who do Rosy and - answering to T. Tim see in the park? How do the babies feel? What do Rosy and Tim give the babies? - Evaluating. - listening. 6’. 15’. II. PRESENTATION: * Pre – teach vocabulary: o ride a bike o ride a horse o skate (v) o skateboard (v) o play tennis o play football * checking vocabulary: What and where. - eliciting- modelingchecking meaning and pronunciation. + picture + picture + translation + translation + picture + picture - checking memory.. - listening and repeating in chorus and individual. + possible answers.. - Asking Ss to look the picture. - looking at the flashcards. - trying to remember..

(203) III. PRACTICE:  Activity 1: Recording 75 Listen, point and repeat.. Activity 2: Recording 76 Listen and chant.. .  Activity 3: Listen and read.. 8’ IV. PRODUCTION: Extra Activity 1:. of the different outdoor activities. - Playing the 1st part of the recording for Ss to listen & point to the appropriate picture. - Playing the 2nd part of the recording for Ss to repeat. - Play the recording all the way through for Ss to listen, point and repeat the words. - monitoring. - evaluating.. of the different outdoor activities. - listening & pointting to the appropriate picture. - repeating the words. - listening, pointting and repeating the words. - listening to T. - Playing the recording for Ss to listen to the chant. - Playing the chant a second time for Ss to repeat the words in the gaps in the chant . - monitoring. - evaluating.. - listening to the chant.. - Using Story poster 8 to present the story. - Encouraging predictions about the story from different members of the class. - Playing the recording for them to listen and point to the speech bubbles in their Class Books. - Checking comprehension, e.g. Can Tim swim / skate / ride a bike? What does Grandpa teach Tim? Does Grandpa stay behind Tim? - monitoring. - giving feedback.. - looking at the poster.. - Putting Ss in pairs. - Giving each pair a copy of Extra Activity 1 Worksheet from PMB. - Asking them to look and write; then ask and answer about what people can do. - monitoring. - giving feedback.. - sitting in pairs. - receiving worksheet.. - repeating the words in the gaps in the chant .. - listening.. - predicting. - listening, pointting to each speech bubble. - answering.. - listening to T.. - writing; then asking and answering about what people can do. - listening..

(204) 1’ V. HOMEWORK: Have Ss to do the exercises in W.B.. - setting to task for Ss to do at home.. ….., ngày …tháng …năm 20… Duyệt của BGH. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 28 Period: 109 Preparing date: Teaching date:. UINT 8: I can ride a bike! Lesson: 1  Aim(s): Talking about outdoor activities.  Objective(s): by the end of the lesson, students will be able to talk about outdoor activities fluently.  Skill(s): listening, speaking .  Teaching – aids: outdoor activities flashcards 74-79.  Procedures: Time 5’. 6’. 15’. Contents I. WARM : Simon says.... II. PRESENTATION: * Resent the voc... III. PRACTICE:  Activity 1: Exercise 1 Key: 2 skate, 3 play tennis, 4 ride a bike, 5 play soccer, 6 skateboard. Teacher’s activities - Asking Ss mime actions for the outdoor activities as you say them. - Asking Ss to think of actions for each of the outdoor activities. - Playing the chant again. Asking Ss to do the actions as they say the words. - monitoring. - evaluating.. Students’ activities - miming actions.. - showing outdoor flashcards for Ss to say the words. - Getting Ss to repeat the words.. - saying the words.. - Asking Ss to look at the pictures carefully, identify what the next is, draw and then write the word next to each picture. - Getting Ss to work in pairs to compare their works.. - looking carefully, draw and then write the word next to each picture.. - thinking of actions. - doing the actions .. - listening.. - repeating the words.. - comparing their works..

(205) - monitoring. - checking Ss’task. - evaluating.  Activity 2: Exercise 2 Key: 1 ride a bike, skate, skateboard. 2 play tennis, play soccer. 8’. 1’. IV. PRODUCTION: Miming game E.g. mimes riding a bike  ride a bike  He can ride a bike. I can ride a bike, too. Or I can’t ride a bike. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - correcting. - listening.. - Asking Ss to look at the pictures, identify the outdoor activities related to a wheel or a ball. - Asking Ss to compare the answers in pairs, and saying the words. - monitoring. - checking Ss’ task. - evaluating.. - identifying the outdoor activities related to a wheel or a ball.. - Putting Ss in groups of 6one for each outdoor activity (skate, skateboard, ride a bike, ride a horse, play tennis, play soccer). - Getting Ss to take turns to mime the outdoor activities for other Ss to make sentences. - Asking some of the Ss come in front of the class and mime for their friends to say the verbs and the sentences. - monitoring. - giving feeback.. - working in group.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - saying the words.. - correcting. - listening.. - miming the outdoor activities . - miming for their friends to say the verbs and the sentences. - listening.. Người soạn.

(206) Week: 28 Period: 110 Preparing date: Teaching date:. UINT 8: I can ride a bike! Lesson: 2  Aim(s): Asking and answering questions about outdoor activities.  Objective(s): by the end of the lesson, students will be able to ask and answer questions about outdoor activities fluently.  Skill(s): speaking, listening.  Teaching – aids: Outdoor activities flashcards 74-79, Story Poster 8, CD track 77.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: Word chain !. II. PRESENTATION: * Present pattern: Can; Can't; He; She; They I can skate. I can't skateboard. Can she play tennis? Yes,she can./No, she can't. III. PRACTICE:  Activity 1:. Teacher’s activities - Using flashcards to energize the class and revise the vocabulary from the previous lesson. - starting game. - Asking Ss if they can remember what happened in the story in the previous lesson. - Showing Story poster 8 to encourage ideas. asking Ss which outdoor activities were appeared in the story. - Monitoring. - Evaluating.. Students’ activities - looking carefully.. - using flashcard to present the pattern . - checking concept: form, use, meaning.. - present the pattern.. - taking part in the game - remembering what happened in the story. - answering to T.. - listening. - listening and answering..

(207) Exercise 1.  Activity 2: Writing Key: 1 He can ride a bike. 2 He can't ride a horse. 3 They can't play football. 4 She can skate. 5 They can play tennis. 6 She can't skateboard.  Activity 3: Exercises 4 Key: 1 Yes, they are. 2 No, we aren't. 3 No, they aren't. 4 Yes, we are.. 8’. 1’. IV. PRODUCTION: Grammar Reference. V. HOMEWORK: Have Ss to do the exercises in W.B.. - Asking Ss to turn to the story on page 58 of their Class Books. - Playing the recording, pausing for Ss to repeat. - Dividing the class into pairs to play the parts of characters. - Asking Ss to practise acting out the story in groups, then before the class. - monitoring. - evaluating.. - turning to the story on page 58 .. - Asking the class to look at the pictures . - Modeling the first one. - Then asking them to complete the sentences, using He / She / They with can or can't - monitoring. - checking. - evaluating.. - looking carefully.. - Modeling the pattern with a S. - Asking Ss to work in pairs, take turns to point to the people in Exercise 3 and ask questions about them. - Asking some pairs to ask and answer questions before the class. - monitoring. - evaluating.. - listening carefuly.. - Asking Ss to open their Class Books to p.75 and do the Unit 8 Grammar activity to practice the target structure further. - monitoring. - checking. - giving feedback.. - doing the Unit 8 Grammar activity to practice the target structure further.. - setting to task for Ss to do at home.. - taking note.. - repeating. - playing roles. - practising acting out the story, performing. - listening.. - listening carefully. - doing exercise.. - correcting. - listening.. - asking questions about them. - performing.. - listening.. - checking. - listening..

(208) ….., ngày …tháng …năm 20… Duyệt của BGH. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. Week: 28 Period: 111 Preparing date: Teaching date:. UINT 8: I can ride a bike! Lesson: 2  Aim(s): Asking and answering questions about outdoor activities.  Objective(s): by the end of the lesson, students will be able to ask and answer questions about outdoor activities fluently.  Skill(s): listening, speaking.  Teaching – aids: Outdoor activities flashcards 74-79.  Procedures: Time 5’. 6’. Contents I. WARM UP:. II. PRESENTATION: * Review strucrure: Can; Can't; He; She; They I can skate. I can't skateboard. Can she play tennis? Yes,she can./No, she can't.. Teacher’s activities - Writing can and can't on opposite sides of the board. - Inviting a S to come to the front and put one flashcard for an outdoor activity that he / she can do next to can, and a different flashcard next to can't. - Asking the class, e.g. Can Halima skate? - Repeating the activity with different boys, girls, and small groups to practise using he, she, and they. - monitoring. - evaluating.. Students’ activities - looking carefully.. - using flashcard to review the pattern. - checking concept again. + form + use + meaning. - looking carefully.. - putting one flashcard for an outdoor activity.. - answer Yes, she can or No, she can't. - practising using he, she, and they.. - listening.. - listening and answering..

(209) 15’. III. PRACTICE:  Activity 1: Exercise 1 Key: 1 Yes, he can. 2 No, she can’t. 3 Yes, they can. 4 No, they can’t. 5 Yes, she can. 6 No, he can’t. . Activity 2: Exercise 2. Key: 1 He can ride a bike. 2 She can’t skate. 3 They can play tennis. 4 They can’t skateboard. 5 She can swim. 6 He can’t ride a horse 8’. 1’. IV. PRODUCTION: Speaking activity E. g. Can you skate? Can you play soccer?. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - Asking Ss to look at the pictures write if the person can or can’t do something. - Asking Ss to write the answer for each of the picture. - Getting Ss to then work in pairs and practise asking and answering. - monitoring - evaluating.. - writing the person can or can’t do something.. - Asking Ss to look at the Exercise 1 again and write sentences to confirm what the persons can or can’t do. - Getting Ss to work in pairs and compare the answers. - monitoring. - evaluating.. - writing sentences to confirm what the persons can or can’t do.. - Asking Ss to sit in group of 4 – 6. - Asking Ss to around if their friends can or can’t do something. - Getting Ss to take notes of their friends’ outdoor activities and report about their group. Encourage them to use Can; Can't; He; She; They. E.g. Ann can play tennis. He can skate, but he can’t ride a bike…. Ss point to the friends they are talking about. - getting Ss to play a game - Giving feedback.. - sitting in group.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - writing answer for each of the picture. - asking and answering.. - listening.. - working in pairs, comparing the answers. - listening.. ->Yes, I can. / No, I can't. - reporting about their group.. - playing game. - listening.. Người soạn.

(210) Week: 28 Period: 112 Preparing date: Teaching date:. UINT 8: I can ride a bike! Lesson: 3  Aim(s): Describing locations of toys.  Objective(s): by the end of the lesson, students will be able to describe locations of toys luently.  Skill(s): listening, speaking.  Teaching – aids: Prepositions of place flashcards 80- 83, CD tracks 78,79,Extra Practical Classroom Activities: Song work sheet.  Procedures: Time 5’. 6’. Contents I. WARM UP: Snap!. Teacher’s activities - Playing a game to energize the class and practise the vocabulary that Ss have learnt so far in the unit. - getting Ss to start playing the game. - monitoring. - evaluating.. Students’ activities - listening to the rules.. - eliciting- modelingchecking meaning and pronunciation. + picture + picture + picture + picture. - listening and repeating in chorus and individual. + possible answers.. - checking memory.. - trying to remember.. * SENTENCE PATTERN : Where is…. - using flashcard to present the pattern. - checking concept : form,use, meaning. - looking carefully.. III. PRACTICE:  Activity 1: Recording 78. - Asking Ss to look at the pictures in their Class Books. - Playing the first and second parts of the recording as Ss. - looking at the book.. II. PRESENTATION: * Pre –teach vocabulary: o Behind o In front of o Next to o between * checking vocabulary: ROR. 15’. - playing game. - listening.. - listening and answering.. - listening and pointing to the words..

(211) point to the words. - Playing again for Ss to repeat the words after the audio. - Play the recording all the way through again for Ss to listen and point and then repeat. - monitoring. - evaluating.. . . 8’. 1’. Activity 2: Recording 69. Activity 3: Sing and do. IV. PRODUCTION: Game E. g. Where is my pencil?. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20…. - repeating the words after the audio. - listening, pointing and then repeating.. - listening.. - Using the song worksheet (without opening the Class Book) where Ss listen and fill in the correct words. - asking Ss to sing along with the CD and then sing together without the CD audio. - monitoring. - checking Ss’task. - evaluating.. - listening and filling in the correct words.. - Asking Ss to look at the pictures and decide together on what the actions should be . - Practising the actions with the class. - Playing the recording for Ss to listen and do their actions. - monitoring. - evaluating.. - deciding together on what the actions should be .. - Asking Ss to work in groups of 4- 6. - Encouraging them to think about different verses on another toy or any of the classroom objects. - getting Ss to sing their song before the class. - monitoring. - giving feedback.. - working in groups.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20…. - singing along with the CD.. - checking. - listening.. - Practising the actions . - listening and doing their actions - listening.. - thinking about different verses for the song. - singing their song before the class. - listening.. Người soạn.

(212) Duyệt của BGH. Duyệt của Tổ trưởng. Week: 29 Period: 113 Preparing date: Teaching date:. UINT 8: I can ride a bike! Lesson: 3  Aim(s): Describing locations of toys.  Objective(s): by the end of the lesson, students will be able to describle locations of toys fluently.  Skill(s): listening, speaking.  Teaching – aids: Prepositions of place flashcards 80- 83, CD Track 79.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: Action game. II. PRESENTATION: * Review the pattern: Where is…? III. PRACTICE:  Activity 1: Exercise 1 Key : 1a, 2d, 3e, 4c, 5f, 6b. Teacher’s activities - Asking five Ss to come to the front of the class. - Giving four of them a preposition flashcard and the fifth S the teddy bear. - Playing the recording 79. Every time Ss hear the word on their flashcard mentioned, they hold the card up; every time the teddy is mentioned, the S holds it up. On the final line of the song, when the girl finds her teddy bear, the S throws the teddy up into the air and catches it. - evaluating.. Students’ activities - coming to the front of the class. - receving cards. - listening to the rules.. - listening.. - using flashcard to present - looking carefully. the pattern. - checking concept : form,use, - listening and answering. meaning - Asking Ss to open their workbook at the page 54. - Asking them to look at the pictures, describing the locations of the teddy. - Getting Ss to match the. - openning their workbook at the page 54. - describing the locations of the teddy. - matching the prepositions.

(213) . Activity 2: Exercise 2:. Key: 2 on, 3 under, 4behind, 5in front of, 6 between. 8’. 1’. IV. PRODUCTION: Game: Where is my…?. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20…. prepositions of place to suitable pictures. - Asking them to work in pairs, ask and answer about the locations of the teddy. - monitoring. - checking Ss’ task. - evaluating.. of place to suitable pictures.. - Asking Ss to look at the pictures carefully, and describe the locations of the toys, using the prepositions of place. - Getting Ss to write the prepositions to complete the sentences. - They then work in pairs, ask and answer about the locations of the toys in the room. Where is the book? It’s next to the teddy - monitoring. - checking Ss’task. - evaluating.. - describing the locations of the toys.. - Asking one S to come in front of the class and hide a toy (e.g. teddy bear) somewhere in the classroom while her/ his friends close their eyes. - The S then asks Where is my teddy bear? for the whole class to find where it is. When any of the friends finds out the teddy. He/ She says It’s behind the bag / next to the door / between the books…. - Getting Ss to start playing game. - monitoring. - giving feedback.. - looking carefully.. - working in pairs, asking and answering about the locations of the teddy. - doing the task. - checking. - listening.. - writing the prepositions to complete the sentences. - asking and answering about the locations of the toys in the room.. - checking. - listening.. - listening to the rules.. - taking part in the game. - listening.. - setting to task for Ss to do at - taking note. home. ..…, ngày …tháng …năm 20…. Người soạn.

(214) Duyệt của BGH. Duyệt của Tổ trưởng. Week: 29 Period: 114 Preparing date: Teaching date:. UINT 8: I can ride a bike! Lesson: 3  Aim(s): Describing the locations of toys, talking about outdoor activities.  Objective(s): by the end of the lesson, students will be able to describe the locations of toys, talking about outdoor activities fluently.  Skill(s): writing, speaking.  Teaching – aids: Extra Practical Classroom Activities: Bingo, PMB p.30 Extra Writing w/sheet.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: Bingo. II. PRESENTATION: * Review the pattern: Can; can’t III. PRACTICE:  Activity 1: Picture Dictionary: E. g. They can play soccer. They can play tennis. She can ride a bike…..  Key:. Activity 2: Writing Exercise 1. Teacher’s activities - Giving instructions. - Getting Ss to play the game. - monitoring. - evaluating.. Students’ activities - listening to T. - playing the game.. - using flashcard to present the pattern. - checking concept : form,use, meaning.. - looking carefully.. - Ask Ss to open their Workbooks to p.72 - Telling them to look at the pictures and point and say the words. - Asking Ss to work in pairs and talk about the activity in each picture. - monitoring. - checking Ss’ task. - evaluating.. - openning their workbook at the p.72 - looking at the pictures ,pointing and saying the words. - talking about the activity in each picture.. - Getting Ss to do the exercise 1 from the Extra writing worksheet. - Asking them to look at the pictures, color and describe. - doing the exercise 1 from the Extra writing worksheet. - coloring and describing the locations of the items. - listening.. - listening and answering.. - doing the task. - checking. - listening..

(215)  Activity 3: Writing Exercise 2: Key: 1 Can Molly ride a bike?  Yes, she can. 2 Can James play soccer?  Yes, he can. 3 Can Molly play tennis?  No, she can’t. 4 Can James ride a horse?  No, he can’t. 5 Can Molly skateboard?  Yes, she can. 6 Can James ride a bike?  No, he can’t. 8’. 1’. IV. PRODUCTION: Speaking and writing extension: E. g. I can play soccer. I can’t skate. E. g. He can play soccer. He can’t skate.. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. the locations of the items in the room. - Asking Ss to work in pairs, ask and answer about the locations of the items. - monitoring. - checking Ss’task. - evaluating.. in the room.. - Asking Ss to look at the pictures, identify what Molly and James can or can’t do. - They then complete the questions and write the answer for each question. - Asking Ss to work in pairs and practise asking and answering about outdoor activities. - checking Ss’task. - evaluating.. - identifying what Molly and James can or can’t do. - completing, writing the answer for each question. - practising asking and answering about outdoor activities.. - Asking Ss to sit in groups of 4. - Each S talks about their outdoor activities.The other Ss to listen to him and report. - Getting Ss to take turns to talk about themselves for their friends to report. - Asking Ss to write sentences about themselves and about their friends. - getting Ss to start playing game. - monitoring. - giving feedback.. - sitting in groups.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - asking and answering about the locations of the items. - checking. - listening.. - correcting. - listening.. - talking about their outdoor activities. - talking about themselves for their friends to report - writing sentences about themselves and about their friends. - taking part in the game. - listening.. Người soạn.

(216) Week: 29 Period: 115 Preparing date: Teaching date:. UINT 8: They’re happy now! Lesson: 4  Aim(s): Phonics – CVC words a/ e/ i/ o/ u.  Objective(s): by the end of the lesson, students will be able to pronunce Phonics – CVC words a/ e/ i/ o/ u, fluently.  Skill(s): writing, speaking.  Teaching – aids: Phonics cards 19-22, CD Tracks 80-82.  Procedures: Time 5’. 6’. Contents I. WARM UP: * Revise. Teacher’s activities - Revising the vowel /u/. - Ask Ss to say the chant from page 55 to energize the class and revise the sound /u/. - evaluating.. Students’ activities - Revising the vowel /u/. - saying the chant from page 55 to energize the class and revise the sound /u/. - listening.. II. PRESENTATION: * Pre-teach vocabulary: Bus. - eliciting- modelingchecking meaning and pronunciation. + picture - checking memory.. - listening and repeating in chorus and individual. + possible answers.. - Playing the first part of the recording for Ss to listen and point to the pictures. - Playing the second part of the recording for Ss to repeat the sounds and words in chorus. - Playing the recording all the way through for Ss to point to the words and then repeat them. - evaluating.. - listening and pointing.. - Getting Ss look at the picture and tell you what they. - telling what they can see.. * Checking vocabulary: 15’. III. PRACTICE:  Activity 1: Recording 80.  Activity 2: Recording 81. - trying to remember.. - listening and repeating.. - listening, pointing, repeating. - listening ..

(217) can see. - Present the chant. - Play the recording for SS to listen to the chant. - Play the recording again for Ss to join in. - monitoring. - evaluating.  Activity 3: Exercise 3.  Activity 4: Recording 72 1e, 2o, 3a, 4u, 5i, 6e. 8’. 1’. IV. PRODUCTION: Phonics activity. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - listening carefully. - listening carefully. - listening again, joning in letters. - listening.. - Asking Ss to look at the chant again. - Asking Ss to read the rest of the chant and circle the other examples of a, e, i, o, and u. - monitoring. - checking Ss’ task. - evaluating.. - looking at the chant again. - finding and circling the letters.. - Asking Ss to look at the pictures and identify the objects. - Asking What's the middle sound of bed? to elicit /e/ and circle around the letter e. - Allowing time for Ss to look at the rest of the pictures and circle the letter that represents the middle sound. - checking Ss’ task. - Evaluating.. - listening carefully, identifying the objects.. - Dividing the class into 5 groups. - Assigning each group one of the sounds a/ e/ i/ o/ u. - Asking each group to find more words with the sound. - Monitoring. - checking Ss’ task. - Giving feedback.. - working in groups.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - correcting. - listening .. - circling around the letter . - circling the letter that represents the middle sound. - correcting. - listening.. - looking carefully. - finding more words with the sound. - checking. - listening.. Người soạn.

(218) Week: 29 Period: 116 Preparing date: Teaching date:. UINT 8: I can ride a bike! Lesson: 4  Aim(s): Phonics – CVC words a/ e/ i/ o/ u.  Objective(s): by the end of the lesson, students will be able to pronunce Phonics – CVC words a/ e/ i/ o/ u fluently.  Skill(s): writing, speaking.  Teaching – aids: Phonics cards 19-22, CD Tracks 71, Extra practical classroom activity: Sounds Fun.  Procedures: Time 5’. Contents I. WARM UP:. 6’. II. PRESENTATION: * Review the sound: /e/, /i/, /u/, /o/, and /æ/. 15’. III. PRACTICE:  Activity 1: Exercise 1 Key: 1 a cat, 2 e bed, 3 i fig, 4 o dog, 5 u bus  Activity 2: Exercise 2. Teacher’s activities - Dividing the class into the groups. - Assigning each group one of the sounds /e/, /i/, /u/, /o/, and /æ/ . - Playing the chant again. When Ss hear a word containing their sound, they clap their hands. - monitoring. - Evaluating.. Students’ activities - working in groups.. - Asking the Ss to trace the letters in the air and say the sounds as they do so. - getting Ss to repeat the words again.. - tracing the letters in the air and saying the sounds. - repeating the words again.. - Asking Ss to look at the letters, say the sound, say the words and circle the word that contains that sound. - monitoring. - checking Ss’ task. - Evaluating.. - looking at the letters, say the sound, saying the words and circling the word that contains sound.. - Asking Ss to look at the. - looking at the pictures. - listening carefully. - clapping their hands.. - listening.. - checking. - listening..

(219) Key: 2 a, 3 o, 4 i, 5 a, 6 I, 7 u, 8e.  Activity 3: Exercise 3 Key: 2 van, 3 peg, 4 fig, 5 bin, 6 dog.  Activity 4: Sounds Fun. 8’. 1’. IV. PRODUCTION: Phonics game E. g. rug/ jug  A jug, jug, jug is on a rug rug. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. pictures and write in the missing letters. - Getting Ss to compare their work in pairs and say the words and the sounds. - checking. - Evaluating.. and writing in the missing letters. - saying the words and the sounds.. - Asking look at the picture, say the word and find the word that rhymes. - Asking Ss to work in pairs, check the answers. - monitoring. - Evaluating.. - saying the word and finding the word that rhymes. - working in pairs, checking.. - This is a dictation activity. Getting Ss to listen as you read out the words on the second page, and write them in the correct box with the corresponding sound. - asking individual Ss to come up and write the words. - checking Ss’ task. - Evaluating.. - listening and writing words in the correct box with the corresponding sound.. - Dividing the class into 6 groups. - Assigning each group one of the rhymes from the Exercise 3. - Asking them to make a verse of the chant with each pair of the rhymes. - monitoring. - Giving feedback.. - working in groups.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - checking. - listening.. - listening.. - coming up and writing the words. - checking. - listening.. - listening carefully. - making a verse of the chant with each pair of the rhymes. - listening.. Người soạn.

(220) Week: 30 Period: 117 Preparing date: Teaching date:. UINT 8: I can ride a bike! Lesson: 5  Aim(s): Talking about outdoor activities.  Objective(s): by the end of the lesson, Ss will be able to talk about talk about outdoor activities fluently.  Skill(s): reading, speaking.  Teaching – aids: CD track 83, Extra Practical classroom activity: Word search pair activity.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - Getting Ss to sing Where is - singing the song. my teddy bear!. - Monitoring. - Evaluating. - listening. 6’. 15’. II. PRE - READING: * Set the sence: e.g. It's about bikes. They are for children. You can buy these bikes.. III. WHILE - READING:  Activity 1: Exercise 1 Bike 1 - pink and purple; Bike 2- black and orange; Bike 3-red, yellow, and green.  Activity2: Recording 83. - Talking about bikes with the class. - Asking Can you ride a bike? Have you got a bike? What colour is it? - Asking Ss to look at the text and ask where they would see a text like this. - Asking to Ss look at the pictures and make predictions about the text.. - listening careflly.. - Asking Ss to look at the pictures again. - Asking Ss point to point to each bike and ask What colour is it? - Asking Ss to work in pairs, taking turns to point to the different pictures and say how the colour. - monitoring. - evaluating.. - looking carefully.. - Telling Ss that they are going to read and listen to a. - listening to T.. - answering to T. - (on a website - it's a webpage). - predicting what the text is about.. - answering to T. - saying how the colour.. - listening..

(221) e.g. Who is the first / second / third bike for? Which bike is for girls? Which bike can you take to the beach?.  Activity 3: Exercise 3 Key: 1a2c3a4b5a. 8’. 1’. IV. POST - READING: Word search pair activity:. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. text about bikes for Ss. - Playing the recording for Ss to listen and follow silently in their books. - Playing the recording a second time. Checking comprehension. - monitoring. - evaluating.. - listening carefully. - checking.. - listening.. - Explaining to Ss that they are going to read sentences and decide which bike the sentences are talking about. - Modeling the first one. - Allowing time for Ss to reread the text and tick the correct column for each sentence. - checking Ss’ task. - Evaluating.. - reading sentences and deciding which bike the sentences are talking about. - looking carefully. - ticking the correct column for each sentence.. - Asking Ss to work in pairs. Try to work out all the outdoor activities and write them down. - Getting Ss to work in pairs, go through the answers. - monitoring. - giving feedback.. - working in pairs. - writing all the outdoor activities.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - checking. - listening.. - checking. - listening.. Người soạn.

(222) Week: 30 Period: 118 Preparing date: Teaching date:. UINT 8: I can ride a bike! Lesson: 5  Aim(s): Talking about outdoor activities.  Objective(s): by the end of the lesson, Ss will be able to talk about outdoor activities fluently.  Skill(s): reading, speaking.  Teaching – aids: PMB p.33: Extra Activity Worksheet, Outdoor activities flashcards 74- 79.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: E. g. It's for girls. (1) It's red, yellow, blue, and green. (3) It has got big wheels. (2) It's a good bike for children aged 7 to 10. (2) It's fast and fun. …. Teacher’s activities - Asking Ss about the 3 bikes from the last lesson. - Making some statements about those bikes. - Getting Ss to listen and call out Bike 1/2/3 after each one. - Monitoring. - Evaluating.. Students’ activities - listening carefully.. - Telling to Ss that are going to read about different kinds of bike. - Asking them to guess how many wheels each bike has got.. - listening to T.. III. WHILE - READING:  Activity 1: Exercise 1. - Asking Ss to open their Work Book and check the answers in Pre part. - evaluating. - checking Ss’ task..  Activity2: Exercise 2 Key: 1 It’s got two wheels. 2 It’s got one seat.. - Asking Ss to read the descriptions again and write the answers. - They then work in pairs and compare the answers. - Monitoring. - Checking Ss’ task. - Evaluating.. - reading the descriptions again and writing the answers. - working in pairs.. II. PRE - READING:. - looking carefully. - calling out the number of bike. - listening.. - guessing.. - listening.. - correcting. - listening..

(223)  Activity3: Exercise 3 Key: 1 one  two 2 little  big 3 Four  two 4 two  one 5 between  behind 6 Bike B: The man can’t ride this bike.  Activity4: Describing locations. 8’. 1’. IV. POST - READING: Game e.g. This is 'Fast Wheels: It's purple and black. It's very fast.. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - Asking Ss to read the descriptions again, circle the incorrect word. - They then write the sentence correctly. - Monitoring. - Checking Ss’ task. - Evaluating.. - reading the descriptions again, circling the incorrect word. - writing the sentence correctly.. - Giving Ss the PMB activity 2 worksheet. - Getting Ss to look at the picture, read the statements and draw the object in the right place. - Getting Ss to work in pairs, take turns to ask and answer about the location of the objects. - Monitoring. - Checking Ss’ task. - Evaluating.. - receiving worksheet.. - Dividing the class into groups. - Asking them to design the perfect bike and give it a name. - Then asking some of the Ss to tell the rest of the class about their bikes. - Monitoring. - Giving feedback.. - working in groups.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - correcting. - listening.. - reading the statements and drawing the object in the right place. - working in pairs, asking and answering about the location of the objects. - correcting. - listening to T.. - designing the perfect bike. - telling the rest of their group about their bikes. - listening.. Người soạn.

(224) Week: 30 Period: 119 Preparing date: Teaching date:. UINT 8: I can ride a bike! Lesson: 6  Aim(s): Describing locations of toys.  Objective(s): by the end of the lesson, students will be able to talk describe locations of toys fluently.  Skill(s): listening, speaking.  Teaching – aids: CD track 84, Extra practical classroom activity: Spelling quiz.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - Asking a question about the - listening to T. e.g. Where’s Aisha’s location of something in the - listening to the rules. bag? class, Ss must answer the question using the prepositions of place. The first S to answer correctly asks another question to the class. - monitoring. - evaluating. - listening. 6’. 15’. II. PRE - LISTENING: * set the scence:. III. WHILE - LISTENING:  Activity 1: Recording 84 Key: skates - 3, 6 skateboard - 1,5; child's bike - 2,7; adult's bike-4,. - Reminding Ss of the webpage on bikes. - Asking: How many bikes are there? What colour are the bikes? Who are they for? - Asking Ss to look at the pictures in Exercise 1, identify the things and predict what they’re going to hear.. - listening to T.. - Telling Ss that they are going to hear a recording of a girl describing toys. - Asking Ss to listen and write numbers next to each toy. - Playing the recording the whole way through. Continue playing, pausing after each description for Ss to find the correct picture. - checking Ss’ task.. - listening carefully.. - answering to T. - predicting what they’re going to hear.. - listening and writing numbers next to each toy. - finding the correct picture..

(225)  Activity 2: Exercise 2.  Activity 3: Exercise 3 Key: 1 an ; 2 a ; 3 an ; 4 a ;. 8’. 1’. IV. POST - LISTENING: Spelling Quiz. V. HOMEWORK: Have Ss to do the exercises in W.B.. - Evaluating.. - checking.. - Modeling the dialogue for the class. - Asking: Where’s the skateboard? It’s in front of the table. - Asking Ss to work in pairs, take turns to point to the Ss in the pictures and ask and answer questions about their locations. - Monitoring. - Evaluating.. - listening to T.. - Eliciting to teach a/an. - Asking whether a/ an comes before a word with a vowel (an). - Giving more examples. - Explaining that they must circle the vowels (a, e, i, o, u) and decide whether to put a/ an. - Asking them to circle the vowels at the start of words and then write a/ an in the gaps. - checking Ss’ task. - Evaluating.. - listening carefully . - answering to T.. - Putting Ss in teams. - Nominating a ‘secretary’ in each group who will actually write the words, although make it clear that all members in the team are responsible for helping to spell the words. - Reading all the words out (on the second page) one by one and afterwards teams can correct each others, and you can elicit the spelling from the entire class. - monitoring. - Giving feedback. - sitting in group. - listening to the rules.. - setting to task for Ss to do at home.. - taking note.. - listening carefully. - asking and answering.. - listening.. - looking carefully. - listening to T.. - circling the vowels at the start of words and then writing a/ an in the gaps. - checking. - listening.. - listening carefully.. - listening..

(226) ….., ngày …tháng …năm 20… Duyệt của BGH Week: 30 Period: 120 Preparing date: Teaching date:. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn. UINT 8: I can ride a bike! Lesson: 6  Aim(s): Talking about outdoor activities.  Objective(s): by the end of the lesson, students will be able to talk about outdoor activities fluently.  Skill(s): listening, speaking.  Teaching – aids: PMB p.31: Values w/sheet, Extra practical classroom activity: Board game.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: Board game.. II. PRE - LISTENING: * Set the scene:. III. WHILE - LISTENING:  Activity 1: Exercise 1 Key: 1 an, 2 a, 3 a, 4 an, 5 an, 6 an, 7a, 8 an  Activity 2: Exercise 2. Teacher’s activities - Giving each pair of Ss a copy of board game “Where is it?” - Asking them to talk about locations, using the target language. When one of the children moves to the Finish. The game is over. - evaluating.. Students’ activities - receving a copy.. - Asking Ss look at the Remember box again. - Saying the rhyme as a chant for Ss to repeat. - Getting Ss to draw the letters in the air as they say them.. - looking carefully.. - Reminding Ss of a/an. - Asking Ss to complete the sentences with a/ an. - checking Ss’ tasks. - evaluating.. - trying to reember. - completing the sentences with a/ an. - checking. - listening.. - Asking Ss to read the verbs, tick (✔) what you can do and cross (✘) what you can’t do.. - ticking and crossing.. - listening to the rules. - playing the game.. - listening.. - listening and repeating. - drawing the letters in the air as they say them..

(227)  Activity 3: Exercise 3. - Getting Ss then work in pairs, ask and answer about what they can or can’t do. - Asking some Ss to talk in front of the class. - monitoring. - evaluating.. - asking and answering about what they can or can’t do. - performing.. - Asking Ss to draw themselves and write sentences about what they can or can’t do. - Getting Ss then work in pairs, talk about themselves. - monitoring. - evaluating.. - drawing themselves and writing sentences about what they can or can’t do.. - listening.. - talking about themselves. - listening. - receiving wooksheet.. 8’ IV. POST - LISTENING: Values. - Giving a copy of the Values worksheet (PMB p. 31) to each Ss. - Asking them to look at each pair of pictures circle the good things in blue and the bad things in red. Encouraging them to state a reason. - Asking them what their favorite sports are. - They then draw their favorite sports, write sentences and talk about them. - checking Ss’ task. - giving feedback.. - circling the good things in blue and the bad things in red.. - answering to T. - drawing their favorite sports, writing sentences and talking about them. - correcting. - listening.. 1’ V. HOMEWORK: Have Ss to review the words at home and prepaire for the next lesson. ….., ngày …tháng …năm 20… Duyệt của BGH. - taking note. - setting to task for Ss to do at home.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn.

(228) Week: 31 Period: 121 Preparing date: Teaching date:. UINT 9: Have you got a milkshake? Lesson: 1 Aim(s): Talking about food. Objective(s): by the end of the lesson, students will be able to talk about food fluently. Skill(s): listening, speaking. Teaching – aids: Food flashcards 84-89, Story Poster 9, CD tracks 79,85-87, PMB p. 36_ Extra Activity 1 Worksheet.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - Getting Ss to sing the song - singing the song in Singing the song from Unit 8. chorus. Where is my teddy bear? - Asking Ss to retell the story - retelling the story with with the class. the class. - Asking What can Tim do? - answering to T. Can he ride a bike? Does Grandpa teach him to ride a bike? - Evaluating. - listening. - eliciting- modeling6’ II. PRESENTATION: checking meaning and - listening and repeating * Pre – teach vocabulary: pronunciation. in chorus and individual. salad, + picture + possible answers. fries, + translation pizza, + translation milkshake, + translation chicken, + picture cheese sandwich + picture * checking vocabulary: - checking memory. - trying to remember. What and where    . 15’. III. PRACTICE:  Activity 1: Recording 85 Listen, point and repeat.. - Asking Ss to look the picture - looking at the flashcards of the different food. of the different food. st - Playing the 1 part of the - listening & pointting to recording for Ss to listen & the appropriate picture. point to the appropriate picture. - Playing the 2nd part of the - repeating the words. recording for Ss to repeat. - Play the recording all the - listening, pointting and.

(229) Activity 2: Recording 86 Listen and chant.. .  Activity 3: Listen and read.. 8’. 1’. IV. PRODUCTION: Extra Activity 1: E.g. Has he got fries? Yes, he has. / No, he hasn’t.. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. way through for Ss to listen, point and repeat the words. - monitoring. - evaluating.. repeating the words.. - Playing the recording for Ss to listen to the chant. - Playing the chant a second time for Ss to repeat the words in the gaps in the chant . - monitoring. - evaluating.. - listening to the chant.. - Using Story poster 9 to present the story. - Encouraging predictions about the story from different members of the class. - Playing the recording for them to listen and point to the speech bubbles in their Class Books. - Checking comprehension, e.g. Where are Mum, Rosy and Billy? Does Rosy give Billy a sandwich? Does Billy eat the sandwich? - monitoring. - giving feedback.. - looking at the poster.. - Putting Ss in pairs. - Giving each pair a copy of Extra Activity 1 Worksheet from PMB. - Asking them to play a guessing game and ask to find out what types of food Sam, Tim, Ben, Ken, Tom, Len has got. - monitoring. - giving feedback.. - sitting in pairs. - receiving worksheet.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - listening to T. - repeating the words in the gaps in the chant .. - listening.. - predicting. - listening, pointting to each speech bubble. - answering.. - listening to T.. - asking to find out what types of food.. - listening.. Người soạn.

(230) Week: 31 Period: 122 Preparing date: Teaching date:. UINT 9: Have you got a milkshake? Lesson: 1     . Aim(s): Talking about food. Objective(s): by the end of the lesson, students will be able to talk about food fluently. Skill(s): listening, speaking . Teaching – aids: food flashcards 84-89. Procedures:. Time 5’. 6’. 15’. Contents I. WARM : A long sentence.. Teacher’s activities - Sticking the flashcards 8489 on the board. - Asking Ss what types of food they have got. The first S says e.g. I’ve got chicken. The second continues e.g. I’ve got chicken and salad. - monitoring. - evaluating.. Students’ activities - looking carefully.. II. PRESENTATION: * Review the pattern: I have got….. - using food flashcards to review the pattern. - checking concept again.. - looking and listening.. III. PRACTICE:  Activity 1: Exercise 1. - Asking Ss to look at the pictures carefully, identify the types of food (milkshake, salad, chicken, pizza, fries, and cheese sandwich) and number the pictures. - Getting Ss to work in pairs to compare their works. - monitoring. - checking Ss’task. - evaluating.. - looking carefully, , identifying the types of food..  Activity 2: - Asking Ss to look at the Exercise 2 pictures, identify the types of Key: 1 salad, 2 sandwich, 3 food and write the words to chicken, 4 milkshake, 5 complete the puzzle. - Asking Ss to compare the pizza, 6 fries. - listening to the rules.. - playing game. - listening.. - answering to T.. - comparing their works. - correcting. - listening. - identifying the types of food and writing the words to complete the puzzle. - saying the words..

(231) answers in pairs, and saying the words. - monitoring. - checking Ss’ task. - evaluating. 8’. 1’. IV. PRODUCTION: What’s missing?. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - correcting. - listening.. - Using flashcards 84- 89. - Telling the class that you are going to have a picnic, but there are some very hungry birds in the trees. - Putting the cards on the board for Ss to say what you have got in your picnic. Taking the cards down, remove one, and putting them back on the board. - Asking the class to tell you what the birds have taken from your picnic. - monitoring. - giving feeback.. - looking carefully. - listening to T.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - Listening to the rules.. - telling what the birds have taken from your picnic. - listening.. Người soạn.

(232) Week: 31 Period: 123 Preparing date: Teaching date:. UINT 9: Have you got a milkshake? Lesson: 2  Aim(s): Asking and answering questions about food.  Objective(s): by the end of the lesson, students will be able to ask and answer questions about food fluently.  Skill(s): speaking, listening.  Teaching – aids: food flashcards 84-89, Story Poster 9, CD track 87.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP:. II. PRESENTATION: * Present pattern: Have you got…?; Has s/he got…?; Yes, I have; No, I haven't III. PRACTICE:  Activity 1: Exercise 1. Teacher’s activities - Using flashcards to energize the class and revise the vocabulary from the previous lesson. - starting game. - Asking Ss if they can remember what happened in the story in the previous lesson. - Showing Story poster 9 to encourage ideas. asking Ss which types of food were mentioned in the story. - Monitoring. - Evaluating.. Students’ activities - looking carefully.. - using flashcard to present the pattern . - checking concept: form, use, meaning.. - present the pattern.. - Asking Ss to turn to the story on page 64 of their Class Books. - Playing the recording, pausing for Ss to repeat. - Dividing the class into pairs to play the parts of characters.. - turning to the story on page 58 .. - taking part in the game - remembering what happened in the story. - answering to T.. - listening. - listening and answering.. - repeating. - playing roles..

(233)  Activity 2: Writing Key: 1 Yes, I have. 2 No, I haven't..  Activity 3: Exercises 4 Key: 1 No, he hasn't. 2 Yes, he has. 3 Yes, she has. 4 No, she hasn't. 5 No, he hasn't. 8’. 1’. IV. PRODUCTION: Grammar Reference. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. - Asking Ss to practise acting out the story in groups, then before the class. - monitoring. - evaluating.. - practising acting out the story, performing.. - Asking the class to look at the pictures, and tell you what foods the Ss have got. - Modeling the first one. - Then asking them to read the questions and write the correct answers in the bubbles. - monitoring. - checking. - evaluating.. - looking carefully.. - Asking the class to look at the pictures and identify the food the Ss have got. - Asking them to read the questions and choose the correct answer from the word pool. - Asking the questions for the class to reply in chorus. - monitoring. - evaluating.. - identifying the food the Ss have got.. - Asking Ss to open their Class Books to p.75 and do the Unit 9 Grammar activity to practice the target structure further. - monitoring. - checking. - giving feedback.. - doing the Unit 9 Grammar activity to practice the target structure further.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - listening.. - listening carefully. - writing the correct answers in the bubbles.. - correcting. - listening.. - choosing the correct answer from the word pool. - replying in chorus. - listening.. - checking. - listening.. Người soạn.

(234) Week: 31 Period: 124 Preparing date: Teaching date:. UINT 9: Have you got a milkshake? Lesson: 2  Aim(s): Asking and answering questions about food.  Objective(s): by the end of the lesson, students will be able to ask and answer questions about food fluently.  Skill(s): listening, speaking.  Teaching – aids: food flashcards 84-89.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP:. II. PRESENTATION: * Review strucrure: Have you got…?; Has s/he got…?; Yes, I have; No, I haven't. III. PRACTICE:  Activity 1: Exercise 1 Key: 1 Yes, she has. 3 No, he hasn’t. 4 No, she hasn’t. Teacher’s activities - Giving six Ss a food flashcard each. - Asking them to stand up and show their flashcards to the class. - Asking the class Has he / she got salad / pizza / a milkshake? Giving the flashcards to six different Ss. This time asking Have you got fries / a cheese sandwich / a pizza? - monitoring. - evaluating.. Students’ activities - looking carefully.. - using flashcard to review the pattern. - checking concept again. + form + use + meaning. - looking carefully.. - Asking Ss to look at the pictures and identify the types of food each person has got. - They then write the answer for each of the picture. - Getting Ss to then work in pairs and practise asking and answering.. - identifying the types of food each person has got.. - looking carefully. - answering to T.. - listening.. - listening and answering.. - writing answer for each of the picture. - asking and answering..

(235) - monitoring - evaluating.. . Activity 2: Exercise 2. Key: 1d Have you got a pizza? 2c They like the sandwiches. 3b He hasn’t got his fries. 4a I’m not hungry. 8’. 1’. IV. PRODUCTION: Speaking activity Find someone who has got or hasn’t got…. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. Week: 32. - listening.. - Asking Ss to order the words to make meaningful sentences and then match each sentence to the appropriate picture. - Getting Ss to work in pairs and compare the answers. - monitoring. - evaluating.. - ordering the words to make meaningful sentences and matching each sentence to the appropriate picture. - working in pairs, comparing the answers.. - Asking Ss to sit in group of 4 – 6. - Asking Ss to around if their friends have got or haven’t got something. E. g. Have you got a milkshake? Have you got fries? - Getting Ss to take notes of their friends’ food and report about their group. Ss point to the friends they are talking about. - getting Ss to play a game - Giving feedback.. - sitting in group.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - listening.. ->Yes, I have. / No, I haven't.. - reporting about their group.. - playing game. - listening.. Người soạn.

(236) Period: 125 Preparing date: Teaching date:. UINT 9: Have you got a milkshake? Lesson: 3 Aim(s): Counting to 100. Objective(s): by the end of the lesson, students will be able to count to 100 fluently. Skill(s): listening, speaking. Teaching – aids: numbers flashcards, CD tracks 88,89,Extra Practical Classroom Activities: Song work sheet.  Procedures:    . Time 5’. 6’. 15’. Contents I. WARM UP:. Teacher’s activities - Revising numbers 1-20 by counting around the class. - Starting the game yourself. Say One, then point to the child nearest you to say Two. The next child says Three, and so on. - getting Ss to start playing the game. - monitoring. - evaluating.. II. PRESENTATION: - eliciting- modeling* Pre –teach vocabulary: checking meaning and thirty, forty, fifty, sixty, pronunciation. seventy, eighty, + translation. ninety, one hundred * checking vocabulary: - checking memory. ROR * SENTENCE PATTERN : - using flashcard to present the pattern. Let's... - checking concept : form,use, meaning III. PRACTICE:  Activity 1: Recording 88. - Asking Ss to look at the pictures in their Class Books. - Playing the first and second parts of the recording as Ss point to the words. - Playing again for Ss to repeat the words after the audio. - Play the recording all the way through again for Ss to listen and point and then. Students’ activities - revising. - listening to the rules.. - playing game. - listening. - listening and repeating in chorus and individual. + possible answers. - trying to remember. - looking carefully. - listening and answering. - looking at the book. - listening and pointing to the words. - repeating the words after the audio. - listening, pointing and then repeating..

(237) repeat. - monitoring. - evaluating.. . . 8’. 1’. Activity 2: Recording 89. Activity 3: Sing and do. IV. PRODUCTION: Game Bingo V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. Week: 32. - listening.. - Using the song worksheet (without opening the Class Book) where Ss listen and fill in the correct words. - asking Ss to sing along with the CD and then sing together without the CD audio. - monitoring. - checking Ss’task. - evaluating.. - listening and filling in the correct words.. - Dividing the class into ten groups and giving each group one of the flashcards 10-100. - Playing the recording for Ss to listen and do their actions. - Swapping the cards around and play the song again. - monitoring. - evaluating.. - receving cards.. - Giving instructions. - calling out numbers. - monitoring. - checking Ss’ numbers. - giving feedback.. - listening carefully. - listening to T.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - singing along with the CD.. - checking. - listening.. - listening and doing their actions. - playing again. - listening.. - correcting. - listening.. Người soạn.

(238) Period: 126 Preparing date: Teaching date:. UINT 9: Have you got a milkshake? Lesson: 3     . Aim(s): Counting to 100. Objective(s): by the end of the lesson, students will be able to count to 100 fluently. Skill(s): listening, speaking. Teaching – aids: Numbers flashcards 90- 99, PMB p.41 (Cut and make 2). Procedures:. Time 5’. 6’. 15’. Contents I. WARM UP:. II. PRESENTATION: * Review numbers:. III. PRACTICE:  Activity 1: Exercise 1. . Activity 2: Exercise 2:.  Activity 3: Exercise 3:. Teacher’s activities - Asking five Ss to come to the front of the class. - Giving each one a different number flashcard and ask them to stand in the correct order. - Getting Ss to the numbers with the class. - evaluating.. Students’ activities - coming to the front of the class. - receving cards.. - using flashcard to review numbers again. - Getting Ss to repeat these numbers.. - looking carefully.. - Asking Ss to open their workbook at the page 66. - Asking them to read the words and write the equivalent numbers. - Asking them to work in pairs, say the numbers. - checking Ss’ task. - evaluating.. - openning their workbook at the page 66. - reading the words and writing the equivalent numbers. - saying the numbers.. - Asking Ss to look back to Exercise 1 and write the number words in the correct order. - monitoring. - checking Ss’task. - evaluating.. - writing the number words in the correct order.. - Asking Ss to look at the pictures and write the. - writing the numbers... - saying numbers. - listening.. - repeating.. - listening.. - checking. - listening..

(239) numbers. - They then work in pairs and say the number words (twenty- one, twenty-two, twenty-three, twenty- four, twenty- five, twenty- six, twenty- seven, twenty- eight, twenty- nine, thirty). - Asking Ss to work in groups of 4- 6 and do the same with thirty-one…, forty-one…, fiftyone…, …, ninety-one… - monitoring. - evaluating. 8’. 1’. IV. PRODUCTION: Cut and make. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. Week: 32. - Dividing the class into pairs. - Giving each pair a copy of the PMB page 41, some scissors, glue, and card. - Getting Ss to complete the board and counters for the game in their pairs following the instructions in the PMB teaching notes, then go on to play the game together. - monitoring. - giving feedback.. - saying the number words.. - saying the number words in groups.. - listening. - working in pairs. - receiving tools. - listening to the rules.. - taking part in the game. - listening.. - setting to task for Ss to do at - taking note. home. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn.

(240) Period: 127 Preparing date: Teaching date:. UINT 9: Have you got a milkshake? Lesson: 3  Aim(s): Talking about food, counting to 100.  Objective(s): by the end of the lesson, students will be able to talk about food, counting to 100 fluently.  Skill(s): writing, speaking.  Teaching – aids: Extra Practical Classroom Activities: Bingo, PMB p.34 Extra Writing w/sheet.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: Bingo. Teacher’s activities - Giving instructions. - Getting Ss to play the game. - monitoring. - evaluating.. Students’ activities - listening to T. - playing the game.. II. PRESENTATION: * Review the pattern: Have you got…? Yes, I have. / No, I haven’t. Has he/ she got…? Yes, he/ she has. No, he/ she hasn’t.. - using flashcard to present the pattern. - checking concept : form,use, meaning.. - looking carefully.. III. PRACTICE:  Activity 1: Picture Dictionary: E. g. Have you got a milkshake? Yes, I have. / No, I haven’t.. - Ask Ss to open their Workbooks to p.72 - Telling them to look at the pictures and point and say the words.E.g. cheese sandwich, chicken, fries, milkshake, pizza, salad. - Asking Ss to work in pairs and talk about food. - monitoring. - checking Ss’ task. - evaluating.. - openning their workbook at the p.72 - looking at the pictures ,pointing and saying the words.. - Getting Ss to do the exercise 1 from the Extra writing worksheet. - Asking them to look at the pictures, write the words and find them in the word search. - monitoring.. - doing the exercise 1 from the Extra writing worksheet. - writing the words and finding them in the word search.. . Activity 2: Writing Exercise 1. - listening.. - listening and answering.. - talking about food. - doing the task. - checking. - listening..

(241) - checking Ss’task. - evaluating.. - checking. - listening.. - Asking Ss to work in pairs and write in the missing numbers. - Asking them to say the number words together. - monitoring. - evaluating.. - writing in the missing numbers..  Activity 4: Writing Exercise 3: Key: 2 Has he got fries? No, he hasn’t. 3 Has he got a milkshake? Yes, he has. 4 Has she got an apple? Yes, she has. 5 Has she got a salad? No, she hasn’t.. - Asking Ss to look at the pictures and complete the sentences. - They then work with a partner, ask and answer about the food the boy or the girl has got. - monitoring. - ckecking Ss’ task. - evaluating.. - completing the sentences.. IV. PRODUCTION: Speaking and writing extension: E. g. I’ve got a milkshake and salad.. - Asking Ss to sit in groups of 4. - Each S talks about their favourite food.The other Ss to listen to him and report. - Getting Ss to take turns to talk about themselves for their friends to report. - Asking Ss to write sentences about themselves and about their friends. - getting Ss to start playing game. - monitoring. - giving feedback.. - sitting in groups.. - setting to task for Ss to do at home.. - taking note..  Activity 3: Writing Exercise 2:. 8’. 1’. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. Week: 32. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - saying the number words together. - correcting. - listening.. - asking and answering about the food the boy or the girl has got. - correcting. - listening.. - talking about their favourite food. - talking about themselves for their friends to report - writing sentences about themselves and about their friends. - taking part in the game. - listening.. Người soạn.

(242) Period: 128 Preparing date: Teaching date:. UINT 9: Have you got a milkshake? Lesson: 4  Aim(s): Phonics – consonant blends gr, br, fr.  Objective(s): by the end of the lesson, students will be able to pronunce Phonics – consonant blends gr, br, fr luently.  Skill(s): writing, speaking.  Teaching – aids: Phonics cards 23-25, CD Tracks 81, 90- 92.  Procedures: Time 5’. 6’. 15’. Contents I. WARM UP: * Revise. Teacher’s activities - Revising the sounds a, e, i, o, and u - Ask Ss to say the chant from page 61 ,energize the class and revise the sound /u/. - evaluating.. Students’ activities - Revising the sounds a, e, i, o, and u - saying the chant from page 61 energize the class and revise the sound /u/. - listening.. II. PRESENTATION: * Pre-teach vocabulary: o Grass o Grapes o Brush o Bread o Frog o Frisbee * Checking vocabulary: ROR III. PRACTICE:  Activity 1: Recording 90. - eliciting- modelingchecking meaning and pronunciation. + picture. - listening and repeating in chorus and individual. + possible answers.. - checking memory.. - trying to remember.. - Playing the first part of the recording for Ss to listen and point to the pictures. - Playing the second part of the recording for Ss to repeat the sounds and words in chorus. - Playing the recording all the way through for Ss to point to the words and then repeat them. - evaluating.. - listening and pointing.. - Play the recording for SS to listen to the chant. - Play the recording again for. - listening carefully..  Activity 2: Recording 91. - listening and repeating.. - listening, pointing, repeating. - listening .. - listening again, repeating..

(243) Ss to repeat. - monitoring. - evaluating.  Activity 3: Exercise 3.  Activity 4: Recording 92 1 grapes 2 brown 3 green 4 frog 5 frisbee 6 brush. 8’ IV. PRODUCTION: Phonics activity. - listening.. - Asking Ss to look at the chant again. - Asking Ss to read the rest of the chant and circle br the other examples of - monitoring. - checking Ss’ task. - evaluating.. - looking at the chant again. - finding and circling the letters.. - Asking Ss to look at the pictures . - Modeling the first one to elicit /gr/. - Playing the recording for Ss to write in the other missing sounds and complete the words. - checking Ss’ task. - Evaluating.. - looking carefully,. - Dividing the class into 3 groups. - Assigning each group one of the sounds gr/ br/ f.r - Asking each group to find more words with the sound. - Monitoring. - checking Ss’ task. - Giving feedback.. - working in groups.. - setting to task for Ss to do at home.. - taking note.. - correcting. - listening .. - listening carefully. - writing in the other missing sounds and completing the words. - correcting. - listening.. - looking carefully. - finding more words with the sound. - checking. - listening.. 1’ V. HOMEWORK: Have Ss to do the exercises in W.B ….., ngày …tháng …năm 20… Duyệt của BGH. Week: 33. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn.

(244) Period: 129 Preparing date: Teaching date:. UINT 9: Have you got a milkshake? Lesson: 4  Aim(s): Phonics – consonant blends gr, br, fr.  Objective(s): by the end of the lesson, students will be able to pronunce Phonics – consonant blends gr, br, fr fluently.  Skill(s): writing, speaking.  Teaching – aids: Phonics cards 23-25, CD Tracks 81, Extra practical classroom activity: Sounds Fun.  Procedures: Time 5’. Contents I. WARM UP:. 6’. II. PRESENTATION: * Review consonant blends gr, br, fr. 15’. III. PRACTICE:  Activity 1: Exercise 1 Key: 2 brush, 3 frog, 4 grass. Teacher’s activities - Holding up each of the phonics cards in turn, showing only the picture. - Asking the class for the sound and the word. The whole class says the words. - On three separate pieces on paper, writing the letter combinations gr, br, and fr in large letters. Sticking the papers to different walls in the classroom, making sure everyone can see them. - Playing the chant again. When Ss hear a word, they point to the appropriate piece of paper. - monitoring. - Evaluating.. Students’ activities - looking carefully.. - Asking the Ss to trace the letters in the air and say the sounds as they do so. - getting Ss to repeat the words again.. - tracing the letters in the air and saying the sounds. - repeating the words again.. - Asking Ss to look at the letters, say the sound, say the words and circle the word that contains that sound. - monitoring. - checking Ss’ task. - Evaluating.. - looking at the letters, say the sound, saying the words and circling the word that contains sound.. - saying the words. - looking carefully.. - pointing to the appropriate piece of paper - listening.. - checking. - listening..

(245)  Activity 2: Exercise 2 Key: 2 br, 3 fr, 4 fr.  Activity 3: Exercise 3 Key: 2 bread, 3 juice, 4 grass, 5 frisbee, 6 friends.  Activity 4: Sounds Fun. 8’. 1’. IV. PRODUCTION: Phonics game E. g. rug/ jug  A jug, jug, jug is on a rug rug. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH Week: 33 Period: 130. - Asking Ss to look at the pictures and circle the letters at the beginning of each word. - Getting Ss to compare their work in pairs and say the words and the sounds. - checking. - Evaluating.. - looking at the pictures and circling the letters at the beginning of each word. - saying the words and the sounds.. - Asking look at the picture, write words to complete the chant. - Asking Ss to work in pairs, check the answers. - monitoring. - Evaluating.. - writing words to complete the chant.. - Getting Ss to listen as you read out the words on the second page, and write them in the correct box with the corresponding sound. - asking individual Ss to come up and write the words. - checking Ss’ task. - Evaluating.. - listening and writing words in the correct box with the corresponding sound.. - Dividing the class into 6 groups. - Assigning each group one of the sounds br/ fr/ gr. - Asking them to find more words with the sound. - Encouraging to make a verse of the chant with those words. - monitoring. - Giving feedback.. - working in groups.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - checking. - listening.. - working in pairs, checking. - listening.. - coming up and writing the words. - checking. - listening.. - listening carefully. - finding words with the sound. - making a verse of the chant with each pair of the rhymes. - listening.. Người soạn.

(246) Preparing date: Teaching date:. UINT 9: Have you got a milkshake? Lesson: 5  Aim(s): Asking and answering about food.  Objective(s): by the end of the lesson, Ss will be able to ask and answering about food fluently.  Skill(s): reading, speaking.  Teaching – aids: CD track 93,Extra Practical classroom activity: crossword pair activity.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - Getting Ss to sing a song to - singing the song. warm up the class to revise the numbers from the previous lesson. - Monitoring. - Evaluating. - listening. 6’. 15’. II. PRE - READING: * Set the sence:. III. WHILE - READING:  Activity 1: Exercise 1 Pizza, bananas..  Activity2: Recording 93 e.g. Where is the boy? Has the man got a lot of food? Why not? What food does the boy buy? What drink does the boy buy? What's his favourite pizza?. - Talking about bikes with the class. - Asking Do you like pizza / fries / sandwiches? What is your favourite pizza / sandwich? - Asking to Ss look at the pictures and make predictions about what they are going to read,. - listening careflly.. - Asking Ss to look at the pictures again. - Asking Ss to work in pairs, taking turns to list the different types of food they can see. - monitoring. - evaluating.. - looking carefully.. - Telling Ss that they are going to hear a recording of the text. - Playing the recording for Ss to listen and follow silently in their books. - Playing the recording a second time. Checking comprehension. - monitoring.. - listening to T.. - answering to T.. - predicting what the text is about.e.g. It's a story. A boy is in a pizza shop... - answering to T.. - listening.. - listening carefully. - checking..

(247)  Activity 3: Exercise 3 Key: chicken bananas tomatoes pizza milkshake. 8’. 1’. IV. POST - READING: Crossword pair activity. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. Week: 33 Period: 131. - evaluating.. - listening.. - Explaining to Ss that they are going to read the text again and see what foods the man in the shop has got. - Modeling the first one. - Allowing time for Ss to reread the text and find out which food they have / haven't got and tick or cross each box. - checking Ss’ task. - Evaluating.. - listing what foods the man in the shop has got.. - Asking Ss to work in pairs. Try to work out all the food and write them down. - Getting Ss to work in pairs, go through the answers. - monitoring. - giving feedback.. - working in pairs. - writing all the food.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - looking carefully. - ticking crossing each box.. - checking. - listening.. - checking. - listening.. Người soạn.

(248) Preparing date: Teaching date:. UINT 9: Have you got a milkshake? Lesson: 5     . Aim(s): Asking and answering about food. Objective(s): by the end of the lesson, Ss will be able ask and answer about food fluently. Skill(s): reading, speaking. Teaching – aids: PMB p.37 Extra Activity Worksheet, food flashcards 84-89. Procedures:. Time 5’. 6’. 15’. Contents I. WARM UP: Eg: Has the man got a lot of food? Why not? What food does the boy buy? What drink does the boy buy? What's his favourite pizza?. II. PRE - READING:. III. WHILE - READING:  Activity 1: Exercise 1.  Activity2: Exercise 2.  Activity3: Exercise 3 Key:. Teacher’s activities - Asking Ss if they can remember the story of the boy in the pizza shop. - Asking Ss to work in pairs. One S is the boy and the other is the man in the shop. Getting Ss act out the dialogue from the story together. - Monitoring. - Evaluating.. Students’ activities - listening carefully.. - Telling to Ss that are going to read about a boy and a girl looking in their lunch box. - Asking them to guess what types of food each person has got.. - listening to T.. - Asking Ss to open their Work Book and check the answers in Pre part. - evaluating. - checking Ss’ task.. - Asking Ss to read the dialogue again and tick (✔) what they’ve got and cross (✘) what they haven’t got. - They then work in pairs and compare the answers. - Monitoring. - Checking Ss’ task. - Evaluating.. - reading the dialogue again and ticking or crossing.. - Asking Ss to read the dialogue again, look through. - reading the dialogue, doing T or F.. - acting out the dialogue from the story together.. - listening.. - guessing.. - listening.. - working in pairs. - correcting. - listening..

(249) 1F, 2T, 3F, 4F, 5T, 6T.  Activity4: Review numbers. 8’. 1’. IV. POST - READING: Game. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. Week: 33 Period: 132 Preparing date:. the statements and write true (T) or false (F). - Monitoring. - Checking Ss’ task. - Evaluating.. - correcting. - listening.. - Giving Ss the PMB activity 2 worksheet. - Getting Ss to write the numbers to do the puzzle and find out the mysterious number word (fifty- three) - Getting Ss write number 53 in the box below. - Monitoring. - Checking Ss’ task. - Evaluating.. - receiving worksheet.. - Dividing the class into groups of six. - Telling Ss that they are the owners of a pizza or sandwich shop and they are going to design a new menu. Ss discuss as a group what pizza toppings or sandwich fillings they would like to include. - Getting Ss to write their menu and illustrate it with pictures. One of the S show the menu for other Ss to come and buy food. - Monitoring. - Giving feedback.. - working in groups.. - setting to task for Ss to do at home.. - taking note.. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - doing puzzle .. - writing number in the box below. - correcting. - listening to T.. - listening to the rules.. - writing their menu.. - listening.. Người soạn.

(250) Teaching date:. UINT 9: Have you got a milkshake? Lesson: 6  Aim(s): Asking and answering about food.  Objective(s): by the end of the lesson, students will be able to ask and answer about food fluently.  Skill(s): listening, speaking.  Teaching – aids: CD track 94 Extra practical classroom activity: Spelling quiz.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - Asking Ss to write down - writing three types of three types of food from this food from this unit. unit. - Getting Ss to work in pairs. - asking and answering. One S is the customer and the other is the assistant. Ss ask and answer. - monitoring. - evaluating. - listening. 6’. 15’. II. PRE - LISTENING: * set the scence:. III. WHILE - LISTENING:  Activity 1: Recording 94 Key: 1 Yes 2 No 3 No 4 Yes 5 Yes 6 No. - Asking Ss about the story from the previous lesson. - Asking:What does the boy want? Has the man got tomatoes / chicken / olives / bananas? What is the boy's new favourite pizza? - Asking Ss to look at the pictures in Exercise 1, list different types of food and predict what they’re going to hear.. - listening to T.. - Telling Ss that they are going to hear a recording of boy and girl buying fruit. - Asking Ss to listen and write write Yes for the food the assistant has got and No for the food the assistant hasn't got. - Playing the recording the whole way through. Continue playing, pausing after each description for Ss to complete their answers. - checking Ss’ task.. - listening carefully.. - answering to T.. - predicting what they’re going to hear.. - listening and writing Yes, No.. - writing Yes, No..

(251) - Evaluating.. 8’. 1’. - checking..  Activity 2: Exercise 2 Eg:Have you got apples? Yes, we have.. - Modeling the dialogue for the - listening to T. class. - Asking Ss to work in pairs, - asking and answering. take turns to point to the different fruits in the picture and ask and answer questions using the words in the box. - Monitoring. - Evaluating. - listening..  Activity 3: Exercise 3 Key: 1 Has he got an apple? 2 She's got an orange. 3 We like fruit. 4 Do you like figs? 5 Can you ride a bike? 6 I can't ride a horse.. - Eliciting to teach question mark or full stop. - Writing Can you skate / I like pizza / He hasn't got a bike. Asking Ss to add the question marks and full stops. - Asking Ss to look at the exercise and draw the question marks and the full stops. - checking Ss’ task. - Evaluating.. - listening carefully .. - Putting Ss in teams. - Nominating a ‘secretary’ in each group who will actually write the words, although make it clear that all members in the team are responsible for helping to spell the words. - Reading all the words out (on the second page) one by one and afterwards teams can correct each others, and you can elicit the spelling from the entire class. - monitoring. - Giving feedback. - sitting in group. - listening to the rules.. - setting to task for Ss to do at home.. - taking note.. IV. POST - LISTENING: Spelling Quiz. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH Week: 34 Period: 133 Preparing date:. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - answering to T.. - looking carefully.. - checking. - listening.. - listening carefully.. - listening.. Người soạn.

(252) Teaching date:. UINT 9: Have you got a milkshake? Lesson: 6  Aim(s): Talking about food.  Objective(s): by the end of the lesson, students will be able to talk about food bedroom fluently.  Skill(s): writing, speaking.  Teaching – aids: CD track 84-89, Extra practical classroom activity: Spelling quiz.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - Give each pair of children a - listening carefully. Board game copy of board game Count to 100 - Asking Ss say the number or - saying the numbers. follow the instruction in each square. When one of the Ss moves to the Finish. - Getting Ss to play game with - playing game. school things cards. - evaluating. - listening. 6’. 15’. II. PRE - LISTENING: * set the scence: * present the pattern: I've got…; I haven't got…; Question marks. - Asking Ss to work individually. They look at the story on page 64 again and copy one sentence and one question, leaving out the full stops and question marks. Ss then swap with a partner. They read the sentences and questions and complete the punctuation.. - working individually.. III. WHILE - LISTENING:  Activity 1: Exercise 1: Key: 2.; 3?; 4.; 5?; 6?. - Reminding Ss of question mark/ full stop. - Asking them to read the sentences and write ? or . at the end of each sentence. Ss then work in pairs and check the answers. - checking Ss’ task. - Evaluating.. - listening carefully.. - Asking ss to read the food words and circle the food they’ve got in their lunch box. - Getting Ss to work in pairs, ask and answer about what they have got.. - circling the food they’ve got in their lunch box..  Activity 2: Exercise 2. - reading the sentences and questions and Completing the punctuation.. - writing ? or .. - checking. - listening to T.. - asking and answering..

(253) 8’. 1’. - Asking some Ss to talk in front of the class. - Evaluating.. - performing..  Activity 3: Exercise 3 E.g. I’ve got a pizza in my lunch box. I’ve got a salad too. But I haven’t got a yogurt.. - Asking Ss to draw their lunch box and write sentences about what they have got in their lunch box. Ss then work in pairs, asking and answering about their food. - checking Ss’ task. - Evaluating.. - drawing their lunch box and writing sentences about what they have got in their lunch box.. IV. POST - LISTENING: A long sentence. - Asking Ss to work in groups of 4- 6. The first S says I’ve got a sandwich in my lunchbox. The second says I’ve got a sandwich and a salad in my lunchbox. Continue until they add all types of food in their box. - monitoring. - Giving feedback. - listening to the rules.. - setting to task for Ss to do at home.. - taking note.. V. HOMEWORK: Have Ss to do the exercises in W.B.. ….., ngày …tháng …năm 20… Duyệt của BGH. Week: 33 Period: 134 Preparing date:. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. - listening.. - checking. - listening.. - listening carefully - listening.. Người soạn.

(254) Teaching date:. UINT 9: Have you got a milkshake? Lesson: 6     . Aim(s): Talking about food. Objective(s): by the end of the lesson, students will be able to talking about food fluently. Skill(s): writing, speaking. Teaching – aids: PMB p.35 : Values w/sheet, Food flashcards 84- 89. Procedures:. Time 5’. 6’. 15’. Contents I. WARM UP: Slow reveal.. Teacher’s activities - Giving instructions. - Getting Ss to play game. - evaluating.. Students’ activities - listening to the rules. - playing the game. - listening.. II. PRE - LISTENING: * Review the pattern. Have you got..? I’ve got…. - using flashcard to review the pattern again. - checking concept again.. - looking and listening.. III. WHILE - LISTENING:  Activity 1: Exercise 1 Key: 2 Ok (8 points); 3 Healthy (12 points); 4 Ok (6 points). - Asking Ss to look at the four meals from Exercise 1 from the Values worksheet (PMB p. 35). - Getting Ss say Which meals are healthy? Using the scale and give points to each meal. - Asking Ss to sit in groups of two desks, discuss about the healthy meal. - checking Ss’ tasks. - evaluating.. - looking carefully.. - Asking Ss to do the exercise 2 from the Values worksheet (PMB p. 35). - Asking Ss to read and draw the meal of the boy and that of the girl. - Getting Ss to work in pairs, using the scale from exercise 1 and give points to each meal. - Asking Which meals are healthy? Having Ss to answer the question. Encourage them to state any. - doing exercise 2..  Activity 2: Exercise 2. - listening and answering.. - giving points to each meal. - discussing about the healthy meal. - checking. - listening.. - reading and drawing the meal of the boy and girl. - giving points.. - giving reason..

(255) reason for a healthy meal. - monitoring. - checking Ss’ tasks. - evaluating. 8’ IV. POST - LISTENING: Game. - checking. - listening.. - Asking Ss to work in groups of 4- 6, one of them is the assistant and the others are customers. - Getting Ss to write down three to five types of food that make a healthy meal from this unit on their list. - Asking Ss play the roles of the assistant and the customers, using the target pattern e.g. Have you got ... ? I’ve got….. the customer S who can buy all types of food in his/ her list wins the game. - giving feedback.. - working in groups.. - setting to task for Ss to do at home.. - taking note.. - writing down 5 food that make a healthy meal. - playing roles.. - listening.. 1’ V. HOMEWORK: Have Ss to review the words at home and prepaire for the next lesson. ….., ngày …tháng …năm 20… Duyệt của BGH. Week: 34 Period: 135 Preparing date:. ..…, ngày …tháng …năm 20… Duyệt của Tổ trưởng. Người soạn.

(256) Teaching date:. Review lesson Lesson: 1  Aim(s): Reviewing target language and structures.  Objective(s): by the end of the lesson, students will be able to review target language and structures fluently.  Skill(s): writing, reading.  Teaching – aids: Flashcards from units 7-9.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - Showing the class a - looking carefully. Order the letters. flashcard and elicit the word. Hiding the card. Writing the - listening to the rules. jumbled-up letters of that word on the board, followed by the correct number of lines for the number of letters. Calling Ss to come to the board to write one letter at a time to complete the word. Repeat with different vocabulary from the flashcards. - Getting Ss to play game. - playing game. - evaluating. - listening. 6’. 15’. II. PRESENTATION: Review activities:. III. PRACTICE:. - Photocoping and cutting up the activities on p.70 & 71 of the Workbook. - Having a copy of each exercise for each group of 4 Ss. - Putting Ss into groups of four. Handing out exercise 1 and giving Ss 3 minutes to complete the activity together. - When completed, ask them to pass their worksheet to another group of Ss to correct. - Checking the answers together as a class. The Ss then pass it back to the original group. - Getting Ss to do this with the other three exercises.. - looking and listening - receving a copy. - working in groups.. - passing their worksheet to another group of Ss to correct - checking.. - doing the task..

(257)  Activity 1: Exercise 1 : Key: 1c, 2f, 3a, 4e, 5b, 6d . Activity 2: Exercise 2:. Key: Hair: curly, blond, straight, long; Food: sandwich, pizza, chicken, salad; Feelings: hungry, scared, tired, hot; Toys: bike, skateboard, skates, football.  Activity 3: Key: 1sh, 2a, 3fr, 4u, 5th, 6br, 7gr, 8ch  Activity 4 Key: 2Yes, she is. 3Yes, he is. 4No, she isn’t. 5Yes, they are. 6No, they aren’t. 8’. IV. PRODUCTION: A miming game.. - asking Ss to look at these pictures, read the sentences, and match these with the correct answers. - checking Ss’ task. - evaluating.. - reading the sentences, and matching these with the correct answers.. - Asking Ss arrange these words in correct column. - checking Ss’task. - evaluating.. - arranging these words in correct column. - checking. - listening.. - Asking Ss to fill in the blanks with correct vowel. - checking Ss’task. - evaluating. - filling in the blanks with correct vowel. - checking. - listening.. - Asking Ss to read these questions carefully and write the correct answers. - checking Ss’task. - evaluating. - reading these questions carefully and writing the correct answers. - checking - listening.. - Shuffling all of the flashcards. Asking one Ss to come out to the front of the class and secretly show them one flashcard. They must mime that word to the whole class. The first S to guess the word correctly can then come out and mime the next word. - Getting Ss to play the game. - evaluating.. - listening to the rules carefully.. - checking. - listening.. - playing the game. - listening.. 1’. V. HOMEWORK: Have Ss to do the exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH Week: 34 Period: 136 Preparing date:. - taking note. - setting to task for Ss to do at home. ..…, ngày …tháng …năm 20… Người soạn Duyệt của Tổ trưởng.

(258) Teaching date:. Review lesson Lesson: 2  Aim(s): Reviewing target language and structures.  Objective(s): by the end of the lesson, students will be able to rview target language and structures fluently.  Skill(s): reading, writing.  Teaching – aids: flashcards from 7-9.  Procedures: Time Contents Teacher’s activities Students’ activities 5’ I. WARM UP: - Choosing a word from the - looking carefully. Hangman. last 3 units and draw lines to represent each letter on the board. - Telling Ss , they can guess - listening to the rules. letters to fill in the word. If they are right you will write the letter in the correct place, if they are wrong you will draw a part of the hangman picture (or any picture you choose). If the picture is completed before they have guessed the word, they lose, if they can guess the word before the picture is finished, they win. - Getting Ss to play game. - playing game. - evaluating. - listening. 6’. II. PRESENTATION: Review activities. - Telling Ss they have 15 - looking and listening - doing exercise. minutes to complete all the exercises, working in pairs. When they have finished they can change their books with another pair and correct each other’s as you check the answers with the whole class.. 15’. III. PRACTICE:  Activity 1: Exercise 1 : Key: 2. milkshake., 3. thirsty, 4. hungry, 5. pizza.. - asking Ss to look at these pictures and circle the oddone-out. - Getting Ss to write the words out in the blanks. - checking Ss’ task. - evaluating.. . Activity 2:. - looking carefully and circlinge odd-one-out. - writing the words in the blanks. - checking. - listening..

(259) Exercise 2: Key: 2. d, 3. a, 4. b, 5. c. - Asking Ss to look at the picture carefully. - Asking Ss to read these staments carefully and choose the correct answers. - checking Ss’task. - evaluating.. - looking carefully.. - Asking Ss to look at pictures carefully. - Asking Ss tick the picture that contains the sound. - checking Ss’task. - evaluating.. - looking carefully..  Activity 4 Key: 2play, 3ride, 4fly, 5play, 6ride. - Asking Ss to read these staments carefully and write the correct answers. - monitoring. - checking Ss’task. - evaluating.. - looking carefully. - writing the correct anwers.. IV. PRODUCTION: Bingo!. - Showing flashcards to elicit the words they’ve learnt and write up about 20 on the board. Asking Ss to draw a bingo grid in their notebooks. Asking them to choose nine words and write one word in each box. Describing the words for Ss to listen and cross it off if they have it in their grid. The first S to have three words across, down or diagonally calls out Bingo! They are the winner if the words are correct. - Getting Ss to play the game. - evaluating.. - listening the rules carefully..  Activity 3: Key: 2. a, 3. b, 4. a, 5. b. 8’. - doing the task. - checking. - listening.. - ticking correct pictures. - checking. - listening.. - correcting. - listening.. - playing the game. - listening.. 1’. V. HOMEWORK: Have Ss to do the exercises in W.B. ….., ngày …tháng …năm 20… Duyệt của BGH. - setting to task for Ss to do - taking note. at home. ..…, ngày …tháng …năm 20… Người soạn Duyệt của Tổ trưởng.

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