Week: Period: 1st Theme one: You and me Date of teaching: Thursday, September 8th, 2010 Unit 1: Hello Lesson 1: Section A (1, 2, 3) I Aims: Practice greeting and introducing oneself II Objectives: - By the end of this lesson, students will be able to greet and introduce themselves - Develop speaking skill III Teaching methods: - Communicative approach - Techniques: + Ask and answer (say individually) + Work in pairs/ groups + Discuss IV Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets - Students’ aids: books, notebooks, workbooks V Languages focus: - Greeting: Hi/ Hello - Personal pronouns: I - Proper name: Nam, Mai, Li Li, Alan - Structures: I am + name (I’m + name.) VI Procedures: Time Steps/Activities 1’ I 5’ II 10’ 10’ 7’ Class organization New lesson Warm up: Chatting - Let Ss introduce some information about themselves (maybe in Vietnamese) ands introduces oneself in English Example: Hello I’m Duyen (Hi I am Duyen) Presentation: - Giving introduction of the text ( set the scene) * Pre- teach: Teaching vocabulary + I (translate) + Hello/Hi (translate) + am = ’m (translate) - Get Ss to read all the new words in chorus, in groups, then individual * Checking vocabulary: Slap the board - T reads the dialogue first and asks Ss to listen to the tape twice - T asks Ss to repeat in chorus three times - Let Ss practice the dialogue in pairs - Gets some pairs to read it aloud * Presenting new structure: - T gives a situation to present (using picture) - T elicits the structures by asking Ss to speak out the model sentence: Hello I’m Nam Hi I’m Mai I’m + name (I’m = I am) Practice: - T introduces four Ss: Nam, Mai, Li Li, Alan (Using the Work arrangement T-WC T-WC T-WC Chorus, in groups/ individual T-WC Group work Pair- work Pair- work 2’ - - puppets) T models the dialogue (use a picture) with one student: T (Alan): Hello, I’m Alan S ( Li Li): Hello, I’m Li Li Teacher reads aloud the sentences and asks Ss to repeat in chorus T asks Ss to work in pairs (play the roles of Nam, Mai, Li Li and Alan T move around and gives help if necessary T calls on some pairs to say aloud Others remark T gives remark Production: Ask Ss to complete the dialogue by using the real/ unreal names and the structures to practice the dialogue A: Hello, I’m _ B: Hi, _ I’m Move around and give Ss help if necessary Ss practice in pairs Calls on some pairs to the front pretend what they are practicing Others remark Do exercise on the extra-board ( Exercise 1, in workbook, page 6, 7) (using the posters) III Other activities: - Consolidate the content of the lesson and ask Ss to read the part A1 again IV Home- link: - Learn and write new words and structures - Prepare for section A : 4, 5, 6, T-WC Pair- work Week: Period: 2nd Date of teaching: Friday, September 10th, 2010 Unit 1: Hello Lesson 2: Section A (4, 5, 6, 7) I Aims: Practice listening and ticking on the pictures about greeting “Hello/Hi” and introducing oneself II Objectives: - By the end of this lesson, students will be able listen to the dialogue and tick on the pictures about greeting “Hello/ Hi” and introducing oneself - Develop listening, reading and writing skill III Teaching methods: - Communicative method - Techniques: + Work in pairs and individually + Ask and answer + Work in groups, discuss IV Teaching aids: - Teacher’s aids: pictures, word cards, extra board, tape, cassette - Student’s aids: book, notebook, workbook V Language focus: - Revision the structures: Hi/ Hello I am/ I’m + name - Phonics: Hi I Hello Hi VI Procedures: Time Steps/Activities 1’ I 5’ Class organization II New lesson: Warm up: I Nam Hi 10’ Work arrangement T-WC Noughts and crosses Li Li am Alan Group work Hello Mai Hi, Mai T-WC - Listen and check: Open prediction T sets the scene and gives four pictures ( T can use poster) T asks Ss to discuss the pictures using the questions Who are they? What are they talking about? T asks Ss to work in pairs to guess T gets feedback form Ss and writes Ss’ ideas on the board Students’ guess 5’ Answer key - T asks Ss to listen the dialogue twice and decide which pictures are mentioned in the tape - After the second listening, Ss share their ideas with the partners - Calls on some pairs to read it aloud Others remark - T asks Ss to listen again and check their prediction ( work in pairs or groups) - T gives feedback - Answer key: Pair- work Pair- work Group work T- whole class 5’ - 7’ - 2’ - 1- b 2- a Say it right: Group work T asks Ss to observe two letters “h” as in “hi/ hello” and Pair- work “i” in “ I/ hi” Individually T reads the words aloud and clearly T asks Ss to listen to the tape twice T asks Ss to repeat in chorus, in groups then individually Distinguish : Hi I Hello Hi T asks Ss to read exactly Pair- work Let’s write: T asks Ss to read the uncompleted sentences and explains the task T gives Ss suggestion Asks Ss to pair- work or groups T monitors and helps them write After finishing the task, Ss share their writing with the partners Calls on some Ss to read aloud before the class T-WC T corrects the writing at the end of lesson and gives remark Group work Let’s play: T explains the situation of the game (Because you’ve already known the partners’ names, we’ll practice with unreal names) T models to make sure Ss understand how to play Divide class into groups Ask Ss to draw a face on their fingers and then give it a name and practice greeting & introducing name Calls on one volunteer from each group to practice in front of the class Gives remark III Home- link: - Ask Ss to exercise 3, in their workbook - Prepare for Section B: 1, 2, Week: Period: 3rd Date of teaching: Thursday, September 16th, 2010 Unit 1: Hello Lesson 3: Section B (1, 2, 3) I Aims: Practice listening and using the greeting “Nice to meet you.” at the first meeting and introducing oneself II Objectives: - By the end of this lesson, Students will be able to listen and use the greeting “Nice to meet you” when they meet each other the first meeting and introduce oneself III IV V VI - Develop speaking and listening skill Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss + Ask and answer Teaching aids: - Teacher’s aids: Tape cassette, pictures, poster, word cards - Students’ aids: book, notebook, workbook Languages focus: - Structures: Nice to meet you / Nice to meet you too Procedures: Time 1’ Steps/Activities I Class organization II 5’ 8’ New lesson Warm up: Chatting - T asks Ss to repeat the greeting and introducing oneself - T sets the scene Presentation:  B1 Listen and repeat - Giving introduction of the text ( set the scene) * Pre- teach: Teaching vocabulary + Nice ( translate) : + (to) meet ( translate) : + Too ( translate) - Get Ss to read all the new words, in groups, then individual * Checking vocabulary: What and Where - T reads the dialogue first/ plays the tape - T asks Ss to repeat in chorus three times - Let Ss practice the dialogue in pairs, in groups - Gets some pairs to speak aloud in front of the class * Presenting structures - T gives a situation to present the new structures T elicits Ss to pick out the model sentences: Work arrangement T-WC Nice to meet you Nice to meet you too 8’ Practice:  B3 Listen and number: • Pre- listening: T-WC T-WC ( Chorus in groups, individually.) Pair- work Group work Pair- work * Pre teaching: - Present new words if necessary * Open prediction: - T sets the scene and gives three pictures ( T can use poster) - T asks Ss to observe three pictures - T asks Ss to work in pairs to guess Students’ guess 6’ 5’ 2’ T-WC Pair- work Answer key - T gets feedback from Ss and write Ss’ ideas • While – listening: - T asks Ss to listen to the tape twice - After the second listening, Ss share their ideas with their partners - T asks Ss to listen again and check their predictions ( Work in pairs or groups) - T gives feedback Answer key: 1- b 2- c 3- a • Post – listening: - T disorders three pictures and asks Ss to make them order - Ask them to talk about these pictures - T asks Ss to practice in pair- work, in group work - Calls on some Ss to say aloud Others remark - Do exercise on the extra-board ( Exercise in workbook) Production: - Asks Ss to exercise on the extra board (Exercise page in workbook) III Home- link: - Consolidate the content of the lesson - Ask Ss to learn and write new words and structure - Prepare for Section B: 4, 5, 6, Group work Pair- work Group work Pair- work Pair- work T-WC Week: Period: 4th Date of teaching: Friday, September 17th, 2010 Unit 1: Hello Lesson 4: Section B (4, 5, 6, 7) I Aims: To understand more about the way to greet and introduce oneself II Objectives: - By the end of this lesson, students will be able to understand more about the way to greet and introduce themselves - Develop writing, reading skill III Teaching method: ž ……………………………………………………………………………… Is this your pen? ž……………………………………………………………………………… Is your school big? ž……………………………………………………………………………… B Suggested answer: I Circle the odd one out (Khoanh tròn từ khác loại) (2 marks) friend hello my are its that school how II Match ( Nối câu cột A cho phù hợp với câu cột B) (2 marks) Answer 1-c 2-a 3-b 4-d - f 6-e 7-h 8-g III Reorder the words to make sentences (Xếp từ thành câu) (2 marks) This is my classroom Who is she? He is my friend Hello My name is Hoa IV Reorder the letters to make words (Sắp xếp chữ thành từ có nghĩa) (2 marks) SCHOOL THANKS NAME PLEASE THIS SMALL FRIEND BOOK V Answer the question ns (Trả lời câu hỏi sau) (2 marks) What is your name? ž My name is + name of student How are you? ž I’m fine, thank you / Fine, thanks Is this your pen? ž Yes, it is / no, it isn’t Is your school big? ž Yes, it is / no, it isn’t Week: 17 Date of teaching: Thursday, December 23rd, 2010 Period: 33rd + 34th Friday, December 24th, 2010 REVISION I Objectives: By the end of these lessons, students will be able to understand more and apply what they’ve learnt to some exercises II Procedures: Exercise 1: Circle the odd one out A hi B nice C hello A fine B meet C read A how B what C see A David B I C you A bye B goodbye C later A how B fine C nice A thanks B thank you C hi A hello B are C hi A he B she C nice 10 A what B my C who 11 A hello B oh C good morning 12 A stand up B friend C sit down 13 A book B new C pen 14 A eraser B small C big 15 A ruler B pencil C my 16 A library B fine C classroom 17 A open B close C please Exercise 2: Fill in the blank to complete the sentences Hell_ I am Lan N_ce to mee_ you to_ Ho_ a_e you? Fi_e, than_s G_odbye Se_ you la_ter What’_ y_ur n_ane? Stand _p, please Sit d_wn, please Op_n your book, please 10._lose your book, please 11.May I c_me in? 12.Is your school _ig? 13.This is my cl_ssroom 14 He is my friend 15.My library is sm_ll Exercise 3: Circle the best answer Hello My name is Minh  Fine, thanks  Hi, Minh I’m Lan  Bye See you later Hi How are you, Nam? i Hi My name is Nam ii Hello I’m fine, thank you iii What’s your name? What’s your name?  Goodbye  I’m fine, thanks  My name’s Lan Bye Hi Hello Bye How are you? Fine, thanks And you? Oh, bye I’m Li Li Exercise 4: Read and match What’s your name? A I’m fine, thank you How are you? B Bye See you later Hello My name is Mai C My name is Mai Nice to meet you D Hi I’m Minh Goodbye, Lan E Nice to meet you, too Is this your school? F It’s Ngo Si Lien School May I go out? G What’s his name? This is my library H Yes, it is It’s Kim Giang School He is my friend I No, it isn’t It small 10 What’s its name? J No, it isn’t my pen 11 Sit down, Linda K Thank you, miss Chi 12 Is your school big? L Oh, your library is big 13 Is this your pen? M Sure Exercise 5: circle the best word to fill in the sentences Good morning Sit , please A down B up C too May I come in? A Thanks B Bye C Sure This is my _ school It’s big A library B new C small This is my friend His _ is Alan A nice B name C fine Is your book big? _, it isn’t A Yes B No C Sure My classroom is big It’s small A no B not C too How’s are you? – I’m fine, _ A thanks B you C please _ is Linda She’s my friend A Her B His C That May I out? A go C close B open 10.Who’s _? – it’s my friend, Nam A that B his C her Exercise 6: reorder the words to make sentences Am/ I/ Mai Is/ that/ Nam You/ nice/ meet/ to 10.Friend/ he/ is/ my Too/ meet/ nice/ to/ you 11.Down/ please/ sit You/ thank/ fine/ am/ i 12.Linda/ friend/ my/ too/ is You/ are/ How/ ? 13.My/ school/ is/ this Later/ you/ see/ bye 14.What/ name/ is its? Name/ is/ what/ your? 15.Classroom/ is/ my/ big Alan/ is/ name/ my III Suggested answers Exercise 1: Circle the odd one out B nice 10.B my A fine 11.B oh C see 12.B friend A David 13.B new C later 14.A eraser A how 15.C my C hi 16.B fine B are 17.C please C nice Exercise 2: Fill in the blank to complete the sentences Hello I am Lan Fine, thanks Nice to meet you too Goodbye See you later How are you? What’s your name? Stand up, please Sit down, please Open your book, please 10.Close your book, please 11.May I come in? Exercise 3: Circle the best answer B B B 12.Is your school big? 13.This is my classroom 14 He is my friend 15.My library is small C A Exercise 4: Read and match C L A G D 10.F E 11.K B 12.I H 13.J M Exercise 5: circle the best word to fill in the sentences A B C A B C B A B 10.A Exercise 6: reorder the words to make sentences I am Mai Nice to meet you Nice to meet you too I am fine, thank you How are you? Bye See you later What is your name? My name is Alan That is Nam 10.He is my friend 11.Sit down, please 12.Linda is my friend too 13.This is my school 14.What is its name? 15.My classroom is big Week: 18 Period: 35th +36th Week: 19 Period: 37th I II III IV V Date of teaching: Thursday, January 6th, 2011 Friday, January 7th, 2011 THE FIRST FINAL TEST AND CHECKING THE TEST (PGD đề) Theme three: my family Date of teaching: Thursday, January 13th, 2011 Unit Seven: My Day Lesson 1: Section A (1, 2, 3) Aims: Sts can tell about the time Objectives: By the end of the lesson, Ss will be able to tell about the time Language focus: What time is it? – It’s _ Teaching aids: pictures, a clock, a wall chart, a ball, and textbook Teaching steps: Stages/ Time Warmer (5’) Presentation (12’) Steps/Activities + Counting numbers (1 to 30) - Ask Ss to count numbers from to 30 Vocabulary:(pictures) What time…?: Breakfast(n): - Checking vocabulary: ROR Presentation dialogue:(A.1) + Set the scene: Nam and his mother are asking and answering about time - Model the dialogue Ask Ss to practice in pairs - Call two pairs to practice in front of class + Model sentences: Elicit the exchange from the Ss by asking Ss T: How Nam and his mother ask and answer about time? St: What time is it, Mum? - It’s six o’clock + Present the structure: Work arrangement T-whole class T-whole class Pair- work T-whole class Pair- work ======================================================================== A: What time is it? B: It’s + time Practice (7’) + Picture cue drill A.2: - Give Ss cues and ask them to practice in pairs (open-closed pairs) Ex: St.1: What time is it? St.2: It’s nine o’clock a, nine fifteen b, nine twenty-five c nine thirty Further + Group work: Ask Ss to ask and answer about the practice present time in groups (8’) St1: What time is it? St2: It’s _ What time is it? St3: It’s _ What time is it? St4: It’s _ What time is it? + Ask Ss to play the “Apple Pass” game in groups St1: What time is it? St2: It’s _.What time is it? St3: It’s _ What time is it? St4: It’s _ What time is it? Consolidation + Recall the vocabulary and the structure Homework - Ask Ss to learn the new words and the (3’) structure by heart And exe.1, 2,3/ work book Week: 19 Period: 38th I II Group work T-whole class Date of teaching: Friday, January 13th, 2011 Unit Seven: My Day Lesson 2: Section A (4, 5, 6, 7) Aims: Further practice on telling time through listening Sts can pronounce / y, i, br / letters Objectives: By the end of the lesson, Ss will be able to practice on telling time through listening Sts can pronounce / y, i, br / letters ======================================================================== III IV V Language focus: What time is it? – It’s _ Teaching aids: pictures, a clock, a chart, and textbook Teaching steps: Stages/ Time Warmer (5’) Steps/Activities Work arrangement T-whole class +Game: Ask Ss to play the “Hang man ” game - Ask Ss to play the game with words” breakfast, time” Pre-listening Vocabulary:(words) T-whole class (12’) Checking vocabulary: Slap the board (twenty-five, fifty, thirty, fifteen, four, seven, eight, ) Ordering prediction A.4: - Ask Ss to look at A.4 discuss in pairs and guess the Pair- work pictures T-whole class While3 Listen and check A.4: listening + Set the scene: (7’) - You’re going to hear two conversations about time Listen and check the pictures Answers: Individual1-b work 2-a Listen and practice A.5: - Ask Ss to listen and repeat Then each st practice pronouncing the words thirty five breakfast T-whole class twenty fifteen brother Post-listening Writing A.6: Ask Ss to complete the exchange (10’) Then read it aloud A: What time _? B: It’s Play “ What and Where ” game ======================================================================== five thirty eight seven Consolidation Homework (3’) Week: 20 Period: 39th I II III IV V fifteen nn T-whole class nine twent y six - Ask Ss to play the game + Recall the vocabulary and the structure - Ask Ss to learn the numbers and the structure by heart and exe.4,5,6/ workbook Date of teaching: Thursday, January 20th, 2011 Unit Seven: My Day Lesson 1: Section B (1, 2, 3) Aims: Sts can talk about daily routine Sts listen and understand every activities Objective: By the end of the lesson, Ss will be able to talk about daily routine Sts listen and understand every activities Language focus: I _ at Teaching aids: pictures, a clock, a wall chart and textbook Teaching steps: Stages/ Time Warmer (5’) Steps/Activities + Listen and check B.3: Ask Ss to listen and number the pictures from 1-3 Answers: 1-c, 2-a, 3-b Work arrangement T-whole class T-whole class Presentation (12’) Vocabulary: (pictures) go to school(v): get up(v): ======================================================================== have breakfast(v): go to bed(v): watch T.V(v): - Checking vocabulary: Slap the board Presentation dialogue (B.1): + Set the scene: Linda and Nam are talking about their daily routine - Model the dialogue Ask Ss to practice in pair - Call two pairs to practice in front of class + Model sentences: Elicit the exchange from the Ss by asking Ss T: How Linda and Nam talk about their daily routine? St: I go to school at eight o’clock + Present the structure: Practice (8’) Further practice (7’) Consolidation Homework (3’) Group work Pair- work T-whole class I + V + at + time - Picture cue drill B.2: - Give Ss cues and ask them to practice in pairs (open - closed pairs) Ex: I get up at six o’clock a have breakfast/ six thirty b go to school/ seven o’clock c go to bed/ ten thirty d watch T.V/ eight o’clock + Group work: Ask Ss to talk about their daily routine in groups St1: I get up at What about you? St2: I get up at What about you? St1: I go to school at _ What about you? St2: I go to school at What about you? + Recall the new words and the structure - Ask Ss to learn the words and the structure by heart, and exe.7, 8, 9/ workbook Pair- work Group work T-whole class ======================================================================== Date of teaching: Friday, January 21st, 2011 Week: 20 Period: 40th I II III IV V Unit Seven: My Day Lesson 4: Section B (4, 5, 6, 7) Aims: Further practice on describing daily routine through reading and writing Objectives : By the end of the lesson, Ss will be able to practice on describing daily routine through reading and writing Language focus: S + V + at + time Teaching aids: pictures, a clock, a chart and textbook Teaching steps: Stage/ Time Warmer (5’) Steps/Activities +Game: Sts play the ” Slap the board” game in group 2:00 6:30 7:30 Work arrangement T-whole class 1:25 Pre-reading -T tell the time in English, sts take turns slapping the T-whole class (10’) board 1.Vocabulary: (matching) -Ask sts to match the verbs to their appropriate forms Whilereading (9’) Get up has breakfast Have breakfast watches TV Go to school goes to bed Watch TV goes to school Go to bed gets up - T explains the verbs forms T/F statements prediction B.4: - Ask Ss to discuss and guess T/F statements in pairs a Mai gets up at six thirty in the morning b She watches TV at seven fifteen in the morning Pair- work T- whole class ======================================================================== Read and check B.4: +Set the scene: -You’re going to read a passage about Mai, first read and check your guesses Answers: a T b F Comprehension questions: - Sts read the passage again and complete the sentences in pairs Post-reading Answers: (8’) a Mai gets up at o’clock in the morning b She has breakfast at 6.30 c She goes to school at o’clock Consolidation d She watches TV at 7.15 in the evening e She goes to bed at 10.30 Practice reading aloud Sts practice reading aloud the sentences Homework Writing B.5: Ask Ss to write about their daily (3’) activities Then read it aloud Every day, I get up at Then I have breakfast at _ I go to school at I watch TV at _ I go to bed at _ + Recall the vocabulary - Ask Ss to practice reading the text aloud, and exe.10, 11, 12/ workbook Pair- work Individualwork T-whole class ======================================================================== ... workbook, page 12, 13) (using the posters) Suggested answers: Ex 1: Mai thanks how and Ex 2: c tranh sư tử biển đồ Singapore b tranh sư tử biển đồ Singapore d tranh Tháp Hồ Gươm đồ Việt Nam a tranh... structure - Ask Ss to learn vocabulary and the structure by heart and exercise 1, 2, 3/ workbook - Be ready for A 4, 5, 6, Week: Date of teaching: Friday, September 24 th, 20 10 Period: 6th Unit... pictures, word cards, a ball, a wall chart and textbook - Students’ aids: book, notebook, workbook Language focus: What’s your name? - My name’s _ 26 English letters VI Procedures: Time 5’ 5’ 10’